Course Outlines 2014-2015 - scarp | ubc

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Course Outlines 2014-2015

Plan 425: Introduction to Community and Regional Planning

2014W Term 1

Credit Hours: (3)

Tuesday

09:30 - 12:30

Location: WMAX 150

Thursday

14:00 to 17:00

Location: WMAX 150

Instructor: Tom Hutton ([email protected])

Co-instructors:

Magdalena Ugarte ([email protected])

Vrushti Mawani ([email protected])

Jeremy Stone ([email protected])

Office Hours:

Magdalena – Tuesday (12:30PM – 2:30PM, in WMAX 137, or by appointment)

Vrushti- TBD

Jeremy - Tuesday- (12:30pm - 2:30 pm in WMAX 139, or by appointment)

September 2nd, 2014 classes will be held in WMAX 240

(Undergraduate students only)

This class uses a Connect site. You will find all lectures, readings, assignment outlines, and class

announcements there. Please let the instructors know if you are not able to access it using your CWL.

Introduction

This course provides a general introduction to some of the main concepts, challenges, and debates in

community and regional planning, both as a professional practice and as a process of social and political

intervention in space. At its heart, planning is an action-oriented and problem-oriented activity. As a

profession, planners use well-defined tools such as zoning by-laws, citizen engagement, and land-use

policies to manage a wide range of issues, including transportation, housing, real estate development,

community-building, and the allocation of social services, which affect our everyday lives in

communities, cities, and regions. As a general practice by ordinary citizens, planning operates in

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complex

social and political environments that are shaped by municipal, regional, national, and transnational

forces. This course aims to critically engage students with the multiple meanings, practices, and tools

that shape the field of community and regional planning. Some of the questions we will explore

throughout the term include:

- What tools do planners use and what kinds of skills are important for planners to have?

- What role does planning play (or ought to play) in relation to the forces that shape community,

urban, and regional change?

- Whose values and interests are represented in planning processes? Who is a planner?

- How is planning understood and how does planning operate in different cultural, social, and

political contexts?

- How can different theoretical approaches and perspectives illuminate our understanding of

planning practice?

Course Aims

The course will provide students with a foundation in the dynamic and multifaceted themes of

contemporary planning. In particular, it will engage participants in the various research and teaching

concentrations at UBC’s School of Community and Regional Planning. The aim is to present, share, and

PLAN 425 Course Outline – 2014 –

develop instructive and stimulating experiences that will help students to gain an initial understanding

of contemporary planning issues. At the same time, this course will aim to develop your critical thinking

skills and expose you to diverse cultural perspectives and positions around planning problems.

Please note that this is an introductory course only; the core elements of planning will be covered, to

introduce you to the breadth and complexity of the field. If you find you are particularly interested in

some of these key elements, we encourage you to learn more about that area through additional

coursework and/or field experience.

Learning Objectives:

It is expected that by the end of the course you will be able to:

1. Have an understanding of the various approaches and theoretical perspectives of contemporary

planning introduced throughout the course.

2. Think critically about the aforementioned approaches and theoretical perspectives, and reflect on

your own values and beliefs about contemporary planning.

3. Work within small teams, collaborating with other students to produce a unified product.

4. Refine your analytical and evaluation skills of the planning of urban and rural areas through

questioning, active listening, debate, writing, and presentation.

5. Ultimately, generate your own perspectives of the roles and responsibilities of contemporary

planning,

and be able to reflect upon planning’s past, present, and future roles.

Course Requirements and Grading:

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Assessment and Evaluation Methods

Your final grade in PLAN 425 will be determined according to 3 assignments and your participation in

class. Please note that more detailed outlines of the three assignments will be available for download on

the course’s ‘Connect’ site (formerly Vista)

Grading

Class participation (15%): How often you participate in class discussions; whether you demonstrate that

you read the weekly readings.

Weekly short critical essays (20% – 10 essays, 2% each essay): Write an 800-1,000-word critical essay

based on each week’s required readings. The essay should show your understanding of both readings,

highlight relevant concepts, and offer critical perspectives. Due every class for which there are readings

assigned.

Community planning poster (30%): In teams of 3 or 4, you will research a Metro Vancouver community

or neighbourhood, presenting the planning issues facing that community during an in-class poster

session. Due October 28 in class.

Final paper (35%): Write a 4,500-5,500-word paper examining a planning case of your choosing,

integrating your analysis with one or more of the theoretical frameworks we explored during the term.

Due December 12 (email your final paper to all 3 instructors).

Course Assignments:

Assignment Deadlines

Unless a valid excuse is provided and emailed to all 3 instructors, for every 24 hours past an assignment

deadline, we will subtract 10% from your final assignment mark. For example, if you received a mark of

86% on your final paper but submitted it two days late, you will receive a final mark of 66%. If you

exceed 3 days without providing us with notice of a valid reason, we will be forced to give you a mark of

zero for that assignment.

Referencing and Plagiarism

Students must cite ALL references and are alerted to UBC’s plagiarism warning and guidelines:

http://www.library.ubc.ca/home/plagiarism/. You may use any citation style (e.g. APA, MLA, Chicago,

etc.) you wish, but please use the same style consistently throughout your document.

Grading Guidelines

We will use the following grading system to assess your work in all assignments.

A level - Good to Excellent Work

A+ (90-100%) A very high level of quality throughout every aspect of the work. It shows the individual

(or group) has gone well beyond what has been provided and has extended the usual ways of thinking

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and/or performing. Outstanding comprehension of subject matter and use of existing literature and

research. Consistently integrates critical and creative perspectives in relation to the subject material.

The work shows a very high degree of engagement with the topic.

A (85-89%) Generally a high quality throughout the work. No problems of any significance, and evidence

of attention given to each and every detail. Very good comprehension of subject and use of existing

literature and research. For the most part, integrates critical and creative perspectives in relation to the

subject material. Shows a high degree of engagement with the topic.

A- (80-84%) Generally a good quality throughout the work. A few problems of minor significance. Good

comprehension of subject matter and use of existing literature and research. Work demonstrates an

ability

to integrate critical and creative perspectives on most occasions. The work demonstrates a reasonable

degree of engagement with the topic.

B level - Adequate Work

B+ (76-79%) Some aspects of good quality to the work. Some problems of minor significance. There are

examples of integrating critical and creative perspectives in relation to the subject material. A degree of

engagement with the topic.

B (72-75%) Adequate quality. A number of problems of some significance. Difficulty evident in the

comprehension of the subject material and use of existing literature and research, with fewer than ten

articles/readings of significance referenced. Only a few examples of integrating critical and creative

perspectives in relation to the subject material. Some engagement with the topic.

B- (68-71%) Barely adequate work. A number of problems of major significance. Clear lack of

understanding of the subject matter and very limited use of existing literature and research. No real

evidence of integrating critical and creative perspectives in relation to the subject matter.

C level - Seriously Flawed Work

C (55-67%) Serious flaws in understanding of the subject material. Minimal integration of critical and

creative perspectives in relation to the subject material. Inadequate engagement with the topic.

Inadequate work.

D level

D (50-54%)

F level - Failing Work

F (0-49%)

For more detailed course outline, please see SCARP website

http://www.scarp.ubc.ca/sites/default/files/Plan%20425_Course%20Schedule%20and%20Readings.pdf

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Plan 502: Introduction to Planning Theory and History

2014W Term 1

Credit Hours: (3)

Monday

9:00 - 12:00

Location: WMAX 150

Instructor: Aftab Erfan

Email: [email protected]

PLAN 502 is restricted to first year SCARP masters students.

Key Words

Theory, practice, history, knowledge, power, rationality, advocacy, communicative, progressive, equity,

radical, multicultural, postmodern, postcolonial, indigenous planning, sustainability planning, integrated

planning.

Course Description

For most of its 20th century history the field of planning oscillated between seeing itself as a

rational/technical activity and seeing itself in quite messianic ways – bent on saving cities/citizens/the

environment from imminent destruction. At its best planning has been, and should remain, a social

project concerned with managing our co-existence in shared space in such a way as to enhance and

advance social, cultural, and environmental justice - at least that is my personal definition of planning.

This course will help you to explore yours.

If we want to pursue a planning practice that is sensitive not only to the rich complexity of differences in

contemporary cities but also to the ecological challenges of living sustainably on the planet then we

must be informed about the theories that underlie present practices (and their historical roots) and also

be able to interrogate those theories for their flaws, exclusions, and inconsistencies. At a time when

traditional doctrines of planning are being increasingly challenged, we need to be open to new ways of

theorizing, new ways of knowing and doing, ways that recognize difference and conflict and disorder

and open new deliberative and emancipatory spaces.

This course asks:

Where does planning come from intellectually speaking? What are its colonial as well as modern roots,

its history, and how does this shape and perhaps limit contemporary practice? What is planning

theory? Why is it important? What are its current debates and challenges?

The field of professional planning is a relatively new one with the first planning school in North America

established at Harvard in 1929. (SCARP’s masters program was established in 1954). Planning theory

emerged slowly at first, in the 1950s, and continues to evolve along with the profession. There is no

definitive body of literature that makes up planning theory. It is a highly contested ‘field’, and

necessarily so, because it seeks to define the profession, its goals, values, and trajectory. Various

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thinkers/practitioners are regarded as important contributors to this developing body of work, and you

will meet some of them in this course. Their writings help us to interrogate the very broad field of

planning practice, from its ideas to its institutions, its processes to its outcomes.

Content

The purpose of this class is to introduce you to the terrain of planning history and the domain of

planning theory; to familiarize you with leading authors and ‘schools’ of theorizing; and to think about

the qualities of planning imagination that might be necessary to deal with the challenges of 21st

century cities and regions.

The approach is partly historical, partly thematic. We will discuss the main intellectual movements of the

last two hundred years as they relate to the emergence of planning. And we will struggle with enduring

themes:

• What constitutes valid knowledge in planning? As defined by whom?

• Is there such a thing as ‘the public interest’? Ditto.

• In what sense/s is planning a rational and/or scientific activity?

• How do we theorize ‘difference’ in planning?

• What theories help us understand the nature of power, and of power relations in planning?

• What is a workable theory of social change?

Format

The class meets once each week for two 90 minute sessions, with a 30 minute break. The format varies.

The first part of the session may be lecture and discussion, a film, a guest presentation, or student group

presentations of a specific text. The second part will usually be peer learning in small and large group

discussion and presentations – my ‘coffee shop model of learning’ (what some folks call ‘conversational

learning’).

All students must come to class prepared to discuss the readings, to offer insights, to ask questions and

to participate in all class activities.


1. You will be familiar with the historical roots of planning, both traditional and alternative

histories.

2. You will have your own answer to the question, “What is planning theory?”

3. You will be able to articulate your thoughts on why planning theory is important.

4. You will be familiar with the evolution in planning theories from rational, comprehensive, expert

driven planning toward a more participatory planning that values local and experiential

knowledge and views the planner as a partner in positive change.

5. You will be able to formulate/clarify your own defensible position on key issues that confront

planners such as: Is there a public interest and if so, how can we plan for it? How/should we

plan for diversity?

6. You will understand how theory informs as well as critiques practice, and at the same time, is

built from practice.

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7. You will begin the journey of becoming a reflective practitioner.

Course Organization:

The class meets once each week for three hours, with a short break. The format varies. The first part of

the session may be lecture and discussion, a film, a guest presentation, or student group presentations

of a specific text. The second part will usually be peer learning in small and large group discussion and

presentations – my ‘coffee shop model of learning’ (what some folks call ‘conversational learning’).

All students must come to class prepared to discuss the readings, to offer insights, to ask questions and

to participate in all class activities.


Class Assignments and Grading Due Date

1. History Paper (2000 words) (30%) Oct. 9

2. Group Theory Presentation (35%) Nov.13/20

3. Reflective Theory/Practice Assignment: Planner for a Day (35%) (2000-2500 words) Dec. 9

Course Materials:

On-line class reader

W. Sarkissian et al. Kitchen Table Sustainability (Earthscan, 2009)

L. Sandercock ed. Making the Invisible Visible: A Multicultural History of Planning (UC Press, 1998)

W. Sarkissian and D. Hurford Creative Community Engagement (Earthscan, 2010)

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Plan 503: Strategic Planning for Sustainable Community Economic Development

2014 Term 2

Spring 2015

Credit Hours: (3)

Location: WMAX 150

Instructor: William Trousdale

[email protected]

Course content, concepts and objectives

Overview and Content

There is little wonder that municipalities, First Nations, non-government, the private sector and civil

society are demanding better ways to achieve community economic development (CED) or local

economic development (LED). Massive transformations are taking place in the global economy resulting

from trade liberalization, privatization, technology and enhanced telecommunications. At the same

time, local governments face increased democratic reforms and greater decentralization. This is evident

in many international settings, but also in Canada. The significance of these changes is that citizens, local

organizations and local governments now face formidable challenges, greater opportunity, and growing

responsibility to actively address the economic health of municipalities and the livelihood of their

residents as a core component of a sustainable future.

The focus of this course is on how to conduct strategic planning for community (or “local”) economic

development (LED or CED). Strategic planning for CED is a pragmatic and powerful tool that is in

increasing demand by organizations, community groups and local governments around the world. It

involves wise resource use, integrating values and anticipating change. At a minimum, it offers a way to

improve the necessary interaction among business, government, labour and the poor. If done well, it

provides a way to clarify competitive advantages, identify cooperative opportunities, craft innovative

options and generate strategies that better achieve local priorities.

Course Description and Concepts

The course will be pragmatic and interactive, keeping with a “learning by doing” philosophy. Students

will work together to apply strategic planning tools and techniques to community economic

development as well as commentary on specific CED applications. There will also be a strong case study

element that will contextualize the application of strategic planning for CED in a variety of contexts, e.g.,

First Nations, Canadian municipal and international. This course will focus on the planning process,

examining key issues such as how to get started, community engagement (stakeholders and public

participation), situation assessments, visioning, issues identification, objective elicitation/structuring,

option evaluation/prioritization, action planning, implementation and monitoring and evaluation.

Specific CED actions such as organizations (cooperatives, business associations, public private

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partnerships), clustering, incubators, business support, entrepreneurship, policy and by-law, etc. will be

explored.

This course will explore the basic concepts of negotiation theory, decision analysis, group decision

making and behavior research as they affect training, facilitation and presentations in a strategic

planning for CED context.


Course Objectives

1. Improve the student’s knowledge and capacity in strategic planning and community/local

economic development.

2. Provide ‘hands-on’ experience for the student in training and presentations (designing and

running a session)

3. Provide the student with simulated ‘hands-on’ experience and tools to help in designing and

running a multi-stakeholder process and developing a CED Strategy.

4. Provide insight into First Nations, local organizations and municipal planning in Canada and

international planning.


The course outline and materials

This course is structured around the modules outlined in the EcoPlan International/UN-Habitat’s jointly

developed four-part training series: Promoting Local Economic Development through Strategic Planning

(apologies ahead of time for the typos – I am looking forward to 2nd edition). I use this material because

I wrote it and I am familiar with it. As intelligent students, you will understand that there are other

approaches and methods. I encourage you to explore these. During the limited course time you are

expected to try to gain a deeper understanding of this material rather than a more broad compare and

contrast of other methods/approaches.

Supplemental Materials:

• PowerPoint starter slides and/or Excel program to support for the training session

• Samples of LED Strategies (used for class evaluation)

Additional Suggested Reading

• Value Focused Thinking (Ralph Keeney)

• Getting to Yes (Roger Fisher and William L. Ury)

• Smart Choices (John S. Hammond, Ralph L. Keeney, and Howard Raiffa)

• Thinking, Fast and Slow (Dan Kahneman)

• Structured Decision Making: A Practical Guide to Environmental Management Choices (Gregory,

R. et.al.)

• Local Economic Development, Blair, J.P.

• Planning Local Economic Development: Theory and Practice. Blakely, E.J. and Bradshaw, T.K.

• Technology and Economic Development. Malecki, E.J.

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Learning Expectations

You are expected to leave this course with a sound understanding of a model of strategic planning based

on structured decision and process support, a basic understanding of local economic development and

improved skills required to be successful as a professional planner (e.g., training skills, presentation

skills, communication skills, evaluation skills, writing skills).

Supporting your learning

Your learning is the highest priority. You will receive all of my attention during course hours. Contacting

me with questions outside of class hours is welcome, however due to my other responsibilities and the

short course time period immediate responses should not be expected (despite raised expectations in

our instant response digital world). Therefore, you are encouraged to come to class with questions of

substantive, personal or logistical nature. There will be time at the beginning of class, during our break

and after class to address your questions or issues.

Lectures and your expectations

This is not a lecture class. While I will provide some lectures, this class is designed to promote learning

through multiple methods. You will be listening and engaging a great deal with your colleagues in a

classroom setting and in working groups, you will be working on your presentation and training skills. Do

not expect to sit and listen to me talk. You will be challenged to participate and engage in many

different ways.

Standards by which you will be assessed

This course is designed as a practical training course. The focus will be on learning and improving. You

will be evaluated on a regular basis throughout this course by both your colleagues and by me as your

instructor. It is recognized that this is a learning session, therefore trying new things will be encouraged -

- regardless of how well they turn out. It is understood that you are training to become a professional

planner, and it is not expected that you have years of real-world experience. Therefore, final

assessment will be based on your ability as a graduate student to demonstrate you are well prepared,

have sound knowledge of your subject and display and ability to communicate to your audience. Final

assessment in terms of grades will be provided only at the course and will be based on the following:

• Class Participation 15%

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• Delivery of training material to the class of a step in the strategic planning process, as

discussed in Promoting Local Economic Development through Strategic Planning Training

Series 25%

• CED Tool, Alternative or Action

o Delivery of a short presentation

20%

• A CED strategy for Fictionalle - The Municipal Simulation Tool (team exercise)

• Presentation of strategy

• Written Strategy Summary Document

20%

20%

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Plan 504: Ecological Context of Planning

2014W Term 1

Credit Hours: (3)

Thursday

09:30-12:30

Location: WMAX 240

Instructor: Jordi Honey-Roses


Telephone: 604-822-0107

Course Description:

Planners and public officials currently confront multiple ecological problems, ranging from how to

prepare neighborhoods for the threat of wildfires, to how to manage coastal areas to ensure safe and

healthy beaches. However in order to manage ecosystems effectively we must understand the science

that dictates ecosystem dynamics. Insightful solutions to ecological planning problems will require

planners to bring together ecological knowledge and our understanding of planning procedures, social

priorities and economic constraints.

In this course we will review key concepts in ecological and environmental planning. Topics will include

biogeochemical cycles; species distribution and diversity; adaptation and natural selection; migrations;

food webs; disturbance and succession; invasive species; urban ecology; the ecological footprint;

ecological economics; ecosystem services; energy and water policy; and landscape ecology. Each of

these topics will be studied within a planning context.

One day a week will be reserved for case-based discussion. The cases will present us with a specific

ecological planning problem in which there is no obvious solution. However in most instances, a firm

understanding of the ecological dynamics may suggest alternative courses of action.


Our goal is to understand the ecological context of planning and how ecological principles may inform

planning decisions. By the end of the course, students should:

(1) understand key concepts in ecology and environmental science relevant to planners, and

(2) be able to apply ecological principles to real planning problems.

This course seeks to prepare planners to engage effectively with biologists, natural resource managers,

park managers, and other professionals from the natural sciences. Students with a natural science

background will benefit from reflecting on the potential and limitations of drawing on ecological

knowledge to address real planning problems.

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We will meet once a week for three hours. Classes will be a mixture of lectures and case-based

discussions. On days reserved for case discussions, we will seek to apply the ecological or environmental

principles discussed in lecture to a real-world planning problem. Cases are organized around a problem

or a decision that needs to be made, and students will be expected to present a recommendation and

defend their position.


In addition to participating in the class discussions, students are expected to complete a midterm exam,

four written assignments and several quizzes.

Course Policies:

Additional information on the format of the midterm will be provided.

Course Materials:

The readings for the course have been printed by the Course Materials Office and will be available at the

UBC bookstore. Students should bring the assigned readings with them to class for use in discussion.

For more detailed course outline please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN%20504%20-%20Ecological%20Planning%20-

%20Term%201%202014.pdf

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Plan 506: The Legal Context of Planning

2014W Term 2

Credit Hours: (3)

Tuesday & Thursday

08:00 - 09:30

Location: WMAX 150

Instructor: Raymond Young, QC


Telephone: 604-689-7400

Note: Restricted to SCARP Masters students

Restricted to SCARP Masters students.

Course Description:

Planning 506 is an introduction to some of the legal concepts and principles that will be of use to you in

practice as a professional planner, and in any private or public role in which you seek to shape public

outcomes in relation to growth management, planning, land-use, social and environmental issues.

It is a course directed to the law relating to public decision-making and the exercise of decision-making

power by public officials. While public law (also known as administrative law) principles apply over the

entire spectrum of governmental activity, this course will focus on public law in the context of growth

management, planning, land-use and environmental legislation and authority.

The core of public law lies in the legal relationship between citizen and government - between those

who exercise power and make binding decisions, and those who assert rights - both rights of

transparency, accountability and participation as well as to substantive outcomes.

Planners who work for government will exercise power. Planners who consult for citizens will assert

rights. This course is all about the interface between power and rights and about the role of the courts

(known as judicial review) in establishing the rules within which the interplay between public decision-

making authority and private rights takes place.


Planner as advocate, planner as advisor, planner as decision maker, planner as policy formulator, and

planner of all trades must exist, operate and survive in a social, political and economic universe founded

upon the rule of law. This course is designed as a planner's guide to reading some of the signs in that

universe so as to become alert to legal issues relevant to planning, and to also be able to understand the

import and content of some of the messages along the way.

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Weekly Course Outline

Week 1

January 6 and 8

The Constitutional Universe for Planners

(everyone has to have a place to stand)

Week 2

January 13 and 15

Jurisdictional Concepts – Delegation, the Basic Building Blocks

(there are limits to authority - know yours)

Week 3

January 20 and 22

Procedural Fairness and Public Process in Decision-Making

(participation does have some hard edges)

Week 4

January 27 and 29

Designing a Legislative Scheme for Planning and Land Use

(identifying and putting together the major elements of a generic land-use

regulatory regime)

Week 5

February 3 and 5

Real Property Introduction

(the common law is alive and well and an important

player in the world of land-use regulation)

Week 6

February 10 and 12

Subdivision of Land and the Land Title Act

(the act of legal creation of land)

Week 7

February 16 and

20

MID TERM BREAK

(absence makes the heart grow fonder)

Week 8

February 24 and

26

Comprehensive Plans (also known as Official Community Plans)

(the plan as the central element in the land-use universe)

Week 9

March 3 and 5

The Basic Zoning Bylaw and Some Frills Like Bonus Zoning, Form Based Zoning

And Phased Development Agreements

(all about implementing the Plan)

Week 10

March 10 and 12

Non-Conformity, Zoning Appeals, and Avoiding Acts of Random Taking

(taming zoning)

Week 11

March 17 and 19

Site Specific Land-Use and Development Controls

and Environmental Protection Tools

(Discretion and Flexibility)

Week 12

March 24 and 26

Paying for Urban Growth – DCC’s DCL’s, CAC’s and CBA’s

(show me the money!)

Week 13

March 31 and April 2

Regional Growth Management

(the big picture)

Week 14

April 7 and 8th Open Evaluation Day

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Questions

Required Reading:

“Principles of Administrative Law” Jones and de Villars

Week 1 Chapters 1 and 2

Week 2 Chapters 3 and 4

Week 3 Chapters 5, 6 and 7

Week 4 Chapters 8, 9 and 10

Week 5 Chapter 16

Local Government Act, R.S.B.C. 1996, c. 23, Part 25 & 26


You have to attend class - absence is not an option, except with prior notice for good reason.

You have to be on time – 8:00 a.m. is not some time at the edge of the known universe - get up.

Silence is not golden - you have to participate. Speak up or I will not know you.

On the last day of class there will be an evaluation. I will give you 5 sheets of paper and you will write

me an essay on any legal topic covered in this course that you choose. No notes, no books, nothing

except pen and paper. You will have 60 minutes to write something coherent and impressive.

Course Policies:

Class attendance is mandatory. I take attendance. Tardiness is non-graduate -like. I would consider it

good manners and responsible behaviour for a student who is going to be late, or leave early, or not

attend class to e-mail me at least an hour before class time. Non-attendance at class without prior

notice results in 2% reduction in exam mark for each such non-attendance.

Course Materials:

To assist you in any research that you may be motivated to undertake, the UBC Law Librarian has kindly

prepared an On-Line Course Guide for "Legal Context of Planning" (Planning 506). It can be accessed at

the Law Library website homepage under REFERENCE: "Course Guides".

Law texts are expensive. The Law Librarian has put the texts I favour on reserve in the Law Library and

those are clearly identified in the On-Line Course Guide. Portions of Jones and de Villars, Principles of

Administrative Law is required reading. There are several different editions. At the conceptual and

elementary level of our discourse, the edition you use does not matter. The only annoying thing is that

the chapter reference for required reading on page 3 of this Outline may be different for different

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editions. Take it as a minor challenge to match the new chapter numbers to the subject matter of the

readings required.

Relevant statutory material, including the Growth Management, Planning and Development Control

legislation, can be accessed through the Law Library Course Guide under "Local Government Act".

Guest Lecturers

This year there will be two guest lecturers. One will be lecturing four days in February, and the subject

will be an introduction to basic real property concepts for planners and the law of subdivision of

land. The guest lecturer will be Patricia Kendall who has represented the Resort Municipality of Whistler

in respect of almost every major development proposal in the past twenty-five years – both in respect of

real property matters and in respect of the regulation of development. The other guest lecturer is

Alyssa Bradley who will address the environmental toolkit for planners. Alyssa is a graduate of the

University of Victoria’s Environmental Law Program.

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Plan 515: Planning Research: Qualitative Methods and Research Design

2014W Term 2

Credit Hours: (3)

Wednesday

14:00 - 17:00

Location: WMAX 150

Instructor: Nora Angeles


Telephone: 604-822-9312

Note: Restricted to SCARP Master Students

Course Description:

This course focuses on the what, why, who and how of qualitative research methods and mixed

methods research design relevant to planning and related applied disciplines. As a core course for

SCARP Masters students, it is designed as a survey that provides beginning and more advanced students

an opportunity to prepare for their professional project or thesis research. Through the course, students

will learn about and apply each step of the qualitative research process including conceptualization of

research questions, ethical considerations, qualitative data collection and analysis, and presentation of

qualitative research findings to specific audiences.

Working in small groups, students will be supported and guided to apply their learning through real

research projects, some to be done in collaboration with a community partner to meet an identified

research need. Groups will be responsible for producing reports for the partner organization.


The overall purpose of the course is to develop learners’ skills in qualitative research to aid their

planning practice, particularly in framing planning-oriented research issues and community-identified

needs, and preparations for their individual theses or projects.

By the end of the course, learners are expected to be able to:

a) Distinguish and discuss the links between epistemologies, methodologies, methods, research

questions, and research design;

b) Formulate clear and answerable research purposes/objectives/goals and questions;

c) Identify suitable qualitative design, methodology and method(s) to answer specific research

questions in the planning field and other related disciplines;

d) Employ mixed methods research using traditional, as well as participatory or community-based,

research approaches.

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e) Collect, organize analyse, and report qualitative data;

f) Evaluate and assess qualitative research results in planning literature;

g) Discuss and address strategic problem-solving needs, as well as logistical, and ethical challenges in

the research process; and

h) Critically reflect on the qualitative researcher’s role in the knowledge production process in local and

international contexts.


The class meets once a week for three hours with a 15-minute break in the middle.

Prerequisites

This course is required. Students with prior survey courses in qualitative research methodologies at the

graduate level may apply to the Director for exemption. The course is not open to students outside of

SCARP.


20%- Class Attendance and Workshops/ Exercises Participation

30%- Individual Research Design (5% draft, 25% final)

• Draft Due: Feb 27 (Drafts submitted after this deadline will not receive feedback)

• Final Due: April 15 (Late submissions accepted with a letter or email request)

15%- Group Research Project Contribution, Part 1 (TBD)

15%- Group Research Project Contributions, Part 2 (TBD)

20%- Group Research Project Contributions, Part 3 (TBD)

100% - Total

NOTES ON COURSE REQUIREMENTS:

CLASS ATTENDANCE (5%) AND PARTICIPATION IN IN-CLASS EXERCISES (5%): This course gives

importance to class attendance, which is counted from the beginning of the second week of classes.

• No classes missed - 5 marks;

• 1-2 classes missed - 4 marks;

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• 2 classes missed - 3 marks;

• 3 classes missed - 2 marks;

• 4 classes missed - 1 mark;

• 4+ classes missed 0.

With permission of the instructor, medical notes and signs of work done may be substituted for classes

unavoidably missed. Absences will affect class participation marks. For the in-class participation, the

instructor is looking for:

• active listening (e.g., encouragement of others and indications that you are addressing the

issues they raise),

• active participation in our in-class learning exercises (e.g. discussion, focus groups, workshop,

demonstration, etc.),

• indication of having done the assignments, assigned readings and

• quality of participation or short outputs done individually or in groups (e.g. three-minute paper;

asking questions; world café facilitated discussions, etc.).

• READING ASSIGNMENTS: The reading assignments will be utilized during in class discussions

and exercises, and serve as reference for the research design and group projects

• INDIVIDUAL RESEARCH DESIGN (30%): The research design requirement aims to develop

students’ skills in writing an interdisciplinary research proposal related to a topic to be chosen

by the students in consultation with the instructor. The Research Design will include an optional

submission of documents to be attached to the Ethics Review Application. Students will be given

sample standard format in writing their research design as well as Rubrik for Marking the

assignment

• GROUP RESEARCH PROJECT (50%): Decisions on what project to focus on and how to organize

the class to implement the project will be made on the first week of class. For 2015, the Group

Applied Research Project is on Social Mapping for Campus Community Building to be co-

supervised by Carole Jolly, Director of UBC Campus Planning Division on Social Planning and

Animation.

• TCPS TUTORIAL & ETHICAL REVIEW APPLICATION (OPTIONAL): This requirement is attached to

the Research Design. By the end of the second week, students are expected to complete the

TCPS 2 Tutorial On line, if they have not done do. The Tri-Council Policy Statement: Ethical

Conduct for Research Involving Humans (TCPS) 2 Tutorial Course on Research Ethics (CORE) is on

the Government of Canada’s Panel on Research Ethics link:

http://www.pre.ethics.gc.ca/eng/education/tutorial-didacticiel/ . The complete 216-page Policy

Statement regarding ethical guidelines for researchers, including those doing research on

indigenous communities, and Research Ethics Boards is available as PDF:

http://www.pre.ethics.gc.ca/pdf/eng/tcps2/TCPS_2_FINAL_Web.pdf. You may search the

document’s chapters relevant to your interest using: http://www.pre.ethics.gc.ca/eng/policy-

politique/initiatives/tcps2-eptc2/Default/ . As an optional exercise, interested students can seek

help from the Instructor in developing the research ethics review design (e.g. letters of initial

contact, consent form, recruitment posters, etc.) to be attached to the BREB application.

Students will also be introduced to the intricacies of ethical review application, using the Ethical

Review Certificate Application to be obtained from the UBC Office of Research Services website:

www.ors.ubc.ca.

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GRADING PRACTICES AND STANDARDS (from FOGS website)

UBC courses are graded on a percentage basis. Corresponding letter grades are assigned automatically

by the Registrar. (See UBC Calendar, Academic Regulations, Grading Practices). For masters students

registered in the Faculty of Graduate Studies, Fail (F) for individual courses is defined as below 60%:

Percentage (%) Letter Grade

90-100 A+

85-89 A

80-84 A-

76-79 B+

72-75 B

68-71 B-

64-67 C+

60-63 C

0-59 F (Fail)

Grading Criteria

The following guidelines offer a broad-brush characterization of the type of work that might be

associated with various ranges of grades.

80% to 100% (A- to A+) •

• Exceptional performance: strong evidence of original thinking; good organization; capacity to

analyse, synthesize, apply and evaluate; superior grasp of subject matter with sound critical

evaluations; evidence of extensive knowledge base.

68% to 79% (B- to B+)

• Competent performance: evidence of grasp of subject matter; some evidence of critical capacity

and analytic ability; reasonable understanding of relevant issues and/or application of skills

expected; evidence of familiarity with the literature and professional practice standards.

50% to 60% (D to C+)•

• Adequate performance: understanding of the subject matter; ability to develop solutions to

simple problems in the material; acceptable but uninspired work, not seriously faulty but lacking

in analytic rigour, style and vigour in argumentation or evidence.

00% to 49% (F)•

• Inadequate performance: little or no evidence of understanding of the subject matter; weakness

in critical and analytic skills; limited or irrelevant use of the literature.

Course Materials:

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See Attached Course Schedule on SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN515_CourseSchedule_0.pdf

Required Texts:

1. On-line PDF copies of journal articles (E-links available)

2. Jan Gehl & Brigitte Svarre. How to Study Public Life (Washington: Island Press, 2013) ISBN 13-978-1-

61091-423-9 (cloth) [HSPL]

3. Marc Brenman & Thomas Sanchez. Planning as if People Matter: Governing for Social Equity.

(Washington: Island Press, 2012) (pbk) [PPM]

Additional References:

1. Uwe Flick, An Introduction to Qualitative Research, 4th Edition. (Los Angeles, California: Sage, 2009)

ISBN 978-1-84787-324-8 (pbk) [IQR]

2. Sharlene Nagy Hesse-Biber, Mixed Methods Research: Merging Theory with Practice (New York, NY:

Guilford Press, 2010), ISBN 978-1-60623-259-0 (pbk) [MMR]

3. Peter Reason and Hilary Bradbury, eds. Handbook of Action Research, The Concise Paperback Edition

(London: Sage, 2006) ISBN-13-978-1-4129-2030-8 (pbk) [HAR]

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Plan 517: Theory and Methods of Urban Design

2014W Term 1

Credit Hours: (3)

Monday

14:00-17:00

Location: WMAX 150

Instructor: Maged Senbel


Office: 604-822-9158

Course Description:

This course covers the fundamentals of urban design theory and invites students to apply these theories

to a specific neighborhood design. The course surveys major historical and contemporary trends in

urban design theory and practice, and introduces emerging theories on the future forces affecting the

development and functioning of urban regions. We will discuss cities at multiple scales and will apply

our evolving understanding to development at the neighbourhood scale in locations in the Vancouver

area. The course is designed to provide a collaborative, interactive, applied and community based

environment for the development of spatial thinking and basic urban design literacy.

This is a required course for Urban Design students and is a foundation for anyone interested in gaining

a basic literacy of Urban Design. The course is an entry point into the field from which students can build

deeper knowledge and praxis with additional coursework and focused research. This course is open to

all graduate students but SCARP students will be given priority during registration. Students from other

graduate programs are encouraged to register early for the waiting list section. Students from

Architecture and Landscape Architecture are particularly encouraged to register. No prior design or

drawing experience is required.


The primary objective of the course is to introduce students to prevailing ideas in the field of urban

design and to the anticipated challenges that will likely affect the evolution of cities. By the end of the

course students will have gained the following:

1. direct experience in understanding, interpreting and applying theories of urban design;

2. a basic capacity to critique urban design and the normative doctrines that produce them;

3. an understanding of urban design as a dynamic force integral to the evolution of cities;

4. an introduction to a range of methodological approaches to the spatial analysis of cities.

5. an introduction to the language and terminology of land use and urban design;

6. a heightened awareness of the details of the built environment to foster lifelong design learning.


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The class meets once a week for 3 hours in the Urban Design Studio. The course includes two parallel

streams of activity; design action and design thinking. The first session centres on a physical model of a

real neighbourhood, to which students make changes, additions and modifications. In the second

session the class includes presentations and interactive discussions about readings in urban design.

Each week two teams of students make design changes to the model based on the previous week’s

discussions and present those changes to the class. No prior design or model building experience is

necessary.

Students are additionally required to make presentations demonstrating an understanding and critical

engagement of course readings and will write critiques of other students’ designs.

Curricular and Pedagogical Context

The syllabus is designed to apply the contemporary thinking in urban design theory and methods to a

real community setting. The class integrates the models of community based learning and problem

based learning to foster a dynamic learning environment. Course output will also contribute to ongoing

research on the development and improvement of tools for design visualization and improved decision-

making in urban design. Course outputs often also feed into other SCARP courses such as Digital Video

for Planners and Introduction to Physical Planning and Urban Design.


All coursework will be conducted in teams assigned at the beginning of the semester. The following

activities will be required on a rotating basis, and will culminate in the production of a book of student

work:

Design 50%

Critique and Readings Presentations 30%

Model base, book and/or blogging 20%

Course Materials:

The course requires an extensive list of model materials that will be discussed during the first day of

class. Students can expect to spend $30-$50 in building materials. Reading materials will be provided

through links to UBC library resources.

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Plan 519A/B: Internship

2014W Term 1 & 2

Credit Hours: (3)

Note: Plan 519A is the 1st

Internship and Plan 519B is the 2nd

Internship

Sec 0X1, Term 1 & 2 (students continuing internship for both terms)

Sec 0X2, Term 1 (students completing internship by December)

Sec 0X3 (Term 2)

SCARP Students Only

Course Description

An Internship Program provides the mechanism for students to earn academic credit for relevant work

experience outside the University. An Internship is essentially a three-way partnership among the

student, the agency and the School. The Internship may relate to the student’s thesis research and have

the same Faculty Supervisor but it should be a separate "stand alone" project. The primary goal of the

Internship Program is to assist students to develop professional skills and capabilities through guided

"hands on" experience in a workplace environment while gaining academic credit. Typically an

Internship involves the equivalent of one day per week during one term; other agreed upon

arrangements are possible. Students have worked with local government planning offices and

development firms.

1. If appropriate, students are encouraged to do one internship during their time at SCARP. A

student should have completed one term (4 months) in the Masters program before starting an

internship.

2. In exceptional circumstances at the Masters Chair's Program discretion, students can do a

maximum of two internships during their time at SCARP. Memos by the student outlining why

the second internship is important to their education and from their faculty advisor

recommending the second internship need to be submitted to the Masters SCARP Office for her

approval. The second internship must be taken at a different agency than the first.

3. Each internship course is worth a maximum of three-credits. Two internships courses are worth

a maximum of 2 courses X three-credits = six-credits.

4. Students doing MITACS internships can get credit for one internship course credit of three-

credits. This is included in the maximum number of credits allowed for internships.

Learning Objectives

See Course Organization

Course Organization

The student, in consultation with his or her Faculty Supervisor identifies the kinds of work experiences

appropriate to undertake;

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1. it is recommended that the student contacts the agency to schedule time for an interview at

least six weeks prior to the beginning of the term in which the Internship will take place;

2. the student meets with the Agency Supervisor and develops preliminary objectives for the

project; and

3. the Faculty Supervisor, student and Agency Supervisor complete placement by ratifying the

Internship Agreement form.

The student and Faculty Supervisor should work together in creating the Internship Agreement. The

student is expected to outline goals for the Internship that are relevant to his or her academic

objectives.

The student, with the assistance of the Agency Supervisor, then describes the work required to fulfill his

or her objectives. This outline will form a work program for the Internship. The Internship Agreement

should describe:

1. the project (a planning report or as otherwise stated in the Internship Agreement);

2. the Internship objectives;

3. the outline of the anticipated job description including specific projects or assignments;

4. the educational opportunities that are provided by the agency;

5. Internship schedule including timelines for the project with relevant deadlines and expected

completion dates.

The Internship Agreement represents an informal understanding on the part of the participants to take

part in a teaching and/or learning exercise of mutual benefit to all parties. The School of Community and

Regional Planning can assume neither responsibility nor liability for any work (complete or incomplete)

undertaken by the student in the course of his or her Internship studies.

Course Requirements and Grading

Forms:

Internship Agreement Form

Internship Mid-Term Evaluation Form

Internship Final Evaluation Form

Post-Internship Assessment Form

The following is an overview of each of the three signatory parties responsibilities.

Faculty Supervisor:

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1. Consults with the agency to determine educational objectives, appropriate experiences, and the

expectations for the student during the project;

2. facilitates communication between the agency and student;

3. discusses with the student his or her academic objectives;

4. approves the student’s choice of agency placement; helps the student to develop an Internship

Agreement that integrates his or her goals with those of the Internship project;

5. reviews the following project status reports:

• a Mid-term Evaluation from the agency that evaluates the student’s performance thus far;

• a final planning report (or as otherwise described in the Internship Agreement) from the student

at the end of the Internship that satisfies the academic standards of the University;

• an Internship Final Evaluation from the agency that evaluates the student’s performance; and

• a Post-Internship Assessment from the student that evaluates the experience.

1. the Faculty Supervisor assigns the student a grade for the Internship in consultation with the

agency and submits it to the Administrator.

Student:

1. Consults with a Faculty Supervisor to formulate academic goals that can be discussed with the

agency during the interview;

2. develops, with the assistance of the Faculty Supervisor and the Agency Supervisor, an Internship

Agreement outlining objectives and a work schedule (including timelines and expected

completion dates) and has it endorsed by all parties; the completed Internship Agreement form

along with a Registration/Change of Registration form are to be submitted to the School

Administrator;

3. learns about and acts in a manner consistent with the agency "culture" and its commitment to a

high level of service to the public;

4. learns about and adheres to agency regulations regarding confidentiality and public access to

information;

5. submits a final planning report (or as otherwise stated on the Internship Agreement) to the

Faculty and Agency Supervisors by the term’s designated due date for final papers; and

6. submits a Post-Internship Assessment to the Faculty Supervisor at the conclusion of the course.

Agency Supervisor:

1. Provides the student with realistic, challenging assignments that facilitate learning (students

should not be conducting work of a clerical nature);

2. helps the student learn about the agency "culture" and adjust to the workplace;

3. informs the student about the agency regulations regarding confidentiality and public access to

information;

84

4. provides compensation for any pre-approved costs (i.e., printing, materials, postage) incurred by

the student while conducting the project;

5. provides the student with ongoing feedback about his or her progress;

6. submits both an Internship Mid-term Evaluation and Internship Final Evaluation of the

Internship experience to the School, describing achievements and providing suggestions for

improvement; and

7. participates in assigning the student a grade for the Internship.

Course Assignments

See Course Organization

Course Policies

Ownership of Research

The student and agency both retain ownership over the product produced during the Internship.

Publication and other use of information are subject to the agency’s confidentiality policies.

Acknowledgment is subject to the agency’s standard practices with respect to staff and consultant

reports. Neither the student, the agency nor the School will attribute the report to any of the other

parties without prior agreement.

Termination of Agreement

All parties have the right to terminate the Internship Agreement for any cause, subject to discussion

between the student, Faculty Supervisor, Agency Supervisor and agency management.

Registration

Students wishing to register for an Internship course are required to complete and submit to Patti

Toporowski an "Internship Agreement" form (available on SCARP website). Students must complete and

submit this form to receive credit for an Internship course. It is also possible to register for an Internship

course during the Summer Session. Note: Catalogue numbers differ in the Summer and Winter Sessions.

85

Plan 538: Cross-Cultural Planning (Educating the Heart)

2014W Term 1

Credit Hours: (3)

Tuesday

14:00-17:00

Location: WMAX 140

Instructors:

Nathan Edelson


Norma-Jean McLaren


Telephone: 604-254-5285

This course is open to SCARP Masters and PhD students, and is limited to 15 participants.

Course Description:

Adjunct Professors Norma-Jean McLaren and Nathan Edelson

Visiting Scholar: Michael Anhorn

This course is open to SCARP Masters and PhD students, and is limited to 15 participants.

Keywords

Storytelling, despair, fear, faith, vision, intuition, creativity, healing, respect, care, service, love,

connection, belonging, spirituality, difference, intercultural, hope, multicultural, metaphor, ritual,

transformative planning, transformative learning.

Description

The metaphor of the ‘mongrel city’ captures the urban condition of the 21st century in which difference,

otherness, and heterogeneity prevail. In the context of globalization, four socio-cultural forces are re-

shaping cities: international migration, an unresolved post-colonial condition, the resurgence of

indigenous peoples, and the rise of civil society. Together these forces produce cities of difference,

characterized by a located politics of difference, which is the context in which planning takes place. We

may not consciously set out to be cross-cultural planners, but we all find ourselves inevitably working in

cross-cultural situations. This kind of work requires an understanding of the visible landscapes of the

multicultural city and also of our own less visible inner landscapes.

Planning can be described as “the art of the possible”. All planners must act within a context over which

they have limited control. Successful planners learn how their actions and those of their community and

institutional partners can help change that context over time. The art is to work with partners to move

from disagreement and despair toward common understanding and hope. Hope creates the path

forward between the illusions of despair and delusion. (Nathan Edelson)

86


Format

The course will be taught as a learning community. This means that it is a forum for sharing experiences,

through deep conversation, exploring new ideas, and cultivating our capacities for self-observation as

well as integrating diverse ways of knowing. The course demands emotional as well as intellectual

energy and commitment. The goal is to give students an opportunity to look at practice and theory

related to planning diverse communities and to also consider the personal as it imposes itself into the

equation.

There will be small group exercises, brainstorming, discussions, seminar-type sessions, and more,

depending on the topic. Weekly discussions and exercises will be based on assigned readings/case

studies, and participating students will take turns leading discussion on the week’s readings. The course

is intended to provide a safe space where students can learn new skills and approaches, and take risks,

without the fear of ‘messing up’ on the job. Guest speakers with urban, rural and aboriginal work

experience will complement the course content.

This course is being co-taught by Norma-Jean McLaren and Nathan Edelson. Norma-Jean is a consultant

specializing in diversity and anti-racism training, creative planning for personal and organizational

change, developing personal and leadership skills in healing processes, and community

building/empowerment work. Nathan has been the Senior City Planner for Vancouver’s Downtown

Eastside and has worked on a variety of contentious issues and community building programs in many

communities here and outside of Canada. Michael Anhorn, a graduate of SCARP, will be with us as often

as possible during the term.


ASSESSMENT/REQUIREMENTS

• Examining the juxtaposition of the theoretical, the practical and the personal – Students will

be given weekly questions that will be the basis for a weekly journal. The journal will allow a

deeper examination of self within community; questions will ask students to examine their own

ways of knowing, responses to story, triggers, fears and hopes, and self in terms of privilege vs.

exclusion, strengths and limitations.

o Students will be asked to summarize the awareness they have gained through the

journaling. An emphasis will be on new approaches uncovered that will support them

and issues that will need to be addressed to achieve their success in inclusive

community planning and development.

o A paper of no more than 4 pages will be due November 18. This paper will summarize

the student’s learning in the areas listed above and relate this to the theory and practice

discussed during the term.

• Experience and Analyse a Recent Planning Process – Work with a small team of students to

select a recent or current planning process that involves diverse groups. Review background

reports and meeting minutes to understand the issues and stakeholders. Develop an

appropriate strategy to observe the process by attending committee meetings and/or watching

87

recorded public hearings, and meet with the planner and, if appropriate, several key

stakeholders and analyze these through the lens of relevant readings. Students will be asked to

include your assessment of the ways of knowing/learning apparent within the process. Central

to your work will be analyzing the cross-cultural issues at play in the process, your response to

them, and how the process addressed these issues.

• Group component: The presentation will include your reflections on how effective was the

community process; what ways of knowing/learning/discussing were accommodated within the

process and what could have been done to accommodate other ways. Presentation times will

include presentation, discussion and questions. Time allotted will be determined according to

numbers of presenters. (Due for presentation in class on Tuesdays, November 18 and 25)

• Individual component Each course member will write a paper on the experience – including

what you observed, what reactions you had, what assumptions you made, what triggers you

experienced in the process, your judgments and your learning. This paper should connect your

learning during the experience on how at least three of the class readings relate to outcomes in

this process:

o how the planning process was able to, or could have been expanded to accommodate

other ways of knowing or learning,

o what are the implications of failing to be inclusive of other ways of knowing, learning

and of expanding community capacity

o what was the learning about yourself in terms of ways of working within community

ensuring inclusive involvement in discussion and decision making.

o Summarize this in a paper (max 2500 words). Questions to guide you through this

process will be provided. (Due December 12)

88

Plan 540A: Omnibus: Becoming a Good Sustainability Planning Practitioner

2014W Term 1

Credit Hours: (3)

Wednesday

14:00-17:00

Location: WMAX 150

Instructors: Penny Gurstein


Office: 604-822-6065

PLAN 540A: Introduction to planning practice and policy analysis

Course Description:

The aim of this class is to introduce first year planning students to planning principles, the range of

activities in planning practice, and the issues surrounding them. We will explore “what planning is” and

“what planners do” by addressing four overarching questions:

• What is planning?

• What is the role of a planner?

• How can planning be effective?

• How can planners be effective?

Students will be introduced to the principles and philosophical underpinnings of planning and the

practical issues and choices associated with being a professional planner including: professionalism,

membership in professional planning organizations, different kinds of working contexts, and different

views on what planning entails. Students will also develop personal learning goals and strategies that

meet their individual needs and career ambitions within the planning profession.

Concepts and methods that are basic to current planning practice and planning analysis as well as

emerging ideas will be introduced. Included will be a range of methods that are broadly referred to as

“sustainability planning” and consideration will be made as to whether they are different from or

complementary to other approaches. We will also introduce and consider some basic issues of public

finance for planners, including the economic rationale for government and planning, sources of

revenues and costs for local governments.


The intention of the course is to develop an understanding of:

1. The principles of planning practice, particularly focusing on sustainability

2. The differing roles of planning practitioners, and the factors influencing those roles

3. The role of structuring questions, processes, data and research in planning practice

4. The role of policy formation and analysis in planning practice

89

5. Analytical (logic, analysis), communication (written, oral) and interaction skills essential to

planning practitioners


A variety of active learning formats will be used to present, discuss and develop ideas and to build

communication and interaction skills. There will always be preparatory work for a class session, and a

combination of presentations and discussion. Questions will be posed to stimulate critical thinking and

discussion. Breakout groups will be used to expand the opportunities for involvement in discussion and

to provide opportunities to practice the skills and techniques introduced in the class including

facilitation, recording ideas and reporting results.

Examples and case studies will be used to illustrate the issues addressed by planning practitioners in a

particular context. Guest lecturers who are current planners and policy analysis practitioners who work

on contemporary planning questions with organizations in Vancouver and elsewhere in Western Canada

will present on their work. The expertise of these practitioners will reflect the range of planning practice

that we teach at SCARP: Community Development and Social Planning, Comparative Development

Planning, Disaster and Risk Management Planning, Ecological and Natural Resources Planning,

Transportation Planning, Urban Development Planning, Indigenous Community Planning and Urban

Design.


Grades for the course will be allocated as follows:

• Thought leader - 5%

• Personality Profile tests – 5%

• Assignment 1 – Part 1 (20%) + Part 2 (25%) = 45%

• Assignment 2 – 45%

Course Assignments:

There will be two assignments, one Individual and the other either group or individual. They will be

assigned at the first class and the final products due as noted in the class syllabus.

Course Policies:

For policies on participation in class and group work please see UBC and SCARP policies

Course Materials:

Reading material for the course will be available through a UBC Connect Library page for this

course. There will be a syllabus for the course which indicates the preparatory readings, indicates

questions to consider in preparing for the session, and lists the items that will be addressed. The

syllabus will also include links and references to other sources where additional information can be

found.

90

Plan 542: Practical Practice: City Planning as a Craft

2014W Term 2

Credit Hours: (3)

Please see course outline

Wednesday and Saturday

Location: WMAX 150

Instructor: Larry Beasley


Course Description:

In a combination of lectures, workshops and group critical discussions this course will explore the

approach, role, style, and essential skills of planners in the normal situations of practical urban planning.

Typical planning formats will be explored in detail: area planning, policy planning, development

management. Practical urban design, development economics and applied sustainability will be

emphasized. From the point of view of actual practice, the emphasis will be on the craft of planning,

exploring the settings you will be working in, the attitudes you will need to bring to situations in the

field, the tools utilized on a day-to-day basis to cope with complex planning situations, and the kinds of

people and professions that you will be working with. Recent experience will be used as hands-on case

studies and key players will be invited to be part of the class discussions.

The sessions will combine commentary and critical discussion. Please see SCARP website for course

schedule: http://www.scarp.ubc.ca/sites/default/files/PLAN%20548P-2011W-Beasley.pdf

Session Dates

Session 1- Wednesday, January 7

Session 2/3- Saturday, January 10


Session 5/6- Saturday, January 17


Session 8- Wednesday, March 11

Session 9/10- Saturday, March 14



Session 13- Wednesday, April 11

91


This course will assist young planners to focus their career aspirations and should prepare them as

practitioners to face the first day working as a professional planner. It will look at skills and techniques

not normally emphasized in the theoretical side of planner’s education.


The DRAFT course agenda is as follows:

• Session 1: Introduction to the course; crafting a viable planning approach, class project assigned

for Session 11, paper assigned

• Session 2: Regulating development- a conceptual framework and typical tools, assignment for

Session 3/4 (zoning review), assignment Session 3/4 (fsr estimates)

• Session 3/4: Regulating development zoning primer, review of fsr estimates, presentation of

zoning tools, Development economics; zoning as wealth creation; negotiations primer, meet a

developer

• Session 5: Overall policy making, meet a politician

• Session 6: Public consultation in planning, assignment for Session 10 (participation innovations),

meet a community development planner

• Sessions 7 and 8: Urban design to shape the city, meet a heritage planner

• Session 9: Applied urban sustainability, meet a journalist

• Session 10: Area planning for existing neighbourhoods and comprehensive new developments,

discuss participation innovations

• Sessions 11: Class project presentations

• Session 12/13: The various typical roles of planners; communications primer, your style as a

planner; closing overview of course


60% for in-class participation, including assignment, workshops and readings.

20% for a class project.

20% for a maximum four-page paper.

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Course Policies:

There are no special policies for PLAN 548P

Course Materials:

Handouts and readings will be provided. No special materials are needed.


http://www.scarp.ubc.ca/sites/default/files/PLAN%20548P-2011W-Beasley.pdf

93

Plan 547C: Masters Project

2014W Term 1 & 2

Credit Hours: (6)

Course Description

Sec 001- Term 1 and 2

Sec 002- Term 1

Sec 003- Term 2

Select one section only. Student registering for BOTH Term 1 and 2 should select Section 001.

A student may complete his or her Masters program by undertaking either an academically oriented

thesis of 12 credits (549C) or a professionally oriented project of 6 credits (547C) together with 6 credits

of additional coursework. Students are required to make their choice by the end of September (which is

the beginning of a student's second academic year) of the Masters program. But it is highly

recommended that the student make their choice before the suggested time.

Registration

Registration in Plan 549C or 547C is mandatory in both Summer and Winter Sessions beginning in the

summer of the first year and continuing until completion of the thesis or project.

Learning Objectives

The professional project is the capstone project of choice for those students with a practical bent and

who intend to enter professional practice after graduation. Its major purpose is to provide experience in

the execution of a planning or urban design project. Students will gain experience in project design and

scoping, in researching project-relevant literature, in the application of appropriate analytic methods, in

the analysis of context-specific data, and in the formulation of appropriate conclusions. In short, the

professional project option provides an opportunity for students to develop and exercise their skill and

judgment in problem definition and to demonstrate professional competence in the supervised design

and execution of an individual planning study.

Given the increasing scope of professional planning activities and employment opportunities across the

public and private sectors, the substantive focus and content of professional projects will vary greatly.

Such projects may also take many different reporting forms--indeed, students are encouraged to use the

project option to hone their professional presentation skills in diverse media as well as in writing.

To maximize the intended value of the professional project experience, the program of research and

reporting under the project option will generally have the following characteristics:

1. A total of six (6) credits are offered for successful completion of a professional planning project.

Project students therefore take six (6) more credits of coursework than thesis students.

2. A professional project is an investigation into a well-defined practical planning-related question or

problem. Professional projects can be designed to contribute to a student’s experience of a client-

consultant or employer-professional employee relationship. In some cases, students may choose to

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involve an actual external client to provide context and enhance the realism of the professional project

experience.

3. Each professional project will proceed with the formal agreement of, and under the supervision of,

a SCARP faculty member. In addition to real-world context, any participating 'client' can provide

additional guidance and supervision. (See following point.)

4. To facilitate focused research and reporting and on-time completion, projects will proceed

according to a written problem statement or terms of reference prepared by the student in consultation

with the supervising faculty member. The 'problem statement' of the project should therefore reflect

the conceptual and practical framework to be followed.

5. In all cases, a professional project must satisfy the academic norms of the university and SCARP. The

supervising faculty member will be the final arbiter as to whether the student's professional project

activities and report have achieved the necessary standard. This stipulation is an essential underpinning

to all project-related problem statement or terms of reference.

6. A professional project is limited in scope. Original data collection is not necessary, but is possible. In

general, participating students will apply known concepts, data, methods and procedures to a specified

situation or problem context and generate a report (variable format) of restricted scope and scale.

However, in designing his/her study and writing the professional reports, students are expected to

demonstrate familiarity with at least the limited body of literature of direct relevance to the project.

7. Individual professional projects should be designed to ensure adequate reporting in roughly 30-50

pages, 1.5 spaces (or the agreed equivalent in other acceptable media). Project reports should be

logically organized, structured to have effective communication value (use of sub-headings, tables,

charts and other figures, etc., is encouraged) and be fully referenced. NOTE: Students who do a film for

their project are also required to write an accompanying paper, the terms of which are established in

consultation with their supervisor, and depend on the context: the length of the film, and the length

and nature of the film making process. All papers will have a critical and reflexive content.

8. As noted above, the supervising faculty member is responsible for assessment of the final product

with input from any external client if relevant. If there is no external client to review the final product a

second reader will review the report (as detailed below). A final oral examination is normally not

required though should be regarded as an option at the discretion of the supervisor(s) in special

circumstances.

9. In all cases the student will be required to make a formal presentation of his/her findings to a

SCARP project symposium as part of the normal reporting procedure. This is particularly important

where the professional project is substantially documented in video, PowerPoint, or other presentation

media. To enhance the professional value of this experience, other students and faculty will be invited

to attend and comment on the presentation.

10. On-time completion of projects is an important element of professional practice. Students should

regard the professional project as an opportunity to demonstrate competence in overall project

management within the conceptual, time, and space constraints set out in the project terms of

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reference. Faculty supervisors will normally take on-time completion into account in assigning final

grades for professional projects.

Course Organization

Masters Research Supervisor Selection Form - PROJECT

Thesis/Project Advising Groups

Each faculty member can run a thesis/project advising group for second year students whom they are

supervising. Students are expected to participate in the sessions offered by the supervisor of their

project or thesis. This makes the supervisory process more productive for students and faculty. It tends

to cluster students and faculty around common topics and themes. A significant benefit of the group

sessions is the opportunity thus created for students to support each other in developing and

completing their research. Separate credit is not given for these group sessions, they are considered to

be part of the 12 credits for the thesis and 6 credits for the project.

The group sessions are designed to lead students through the development and implementation of a

proposal for their project or thesis and, if necessary, make a choice between the two options. Key

components are discussed in relation to the student's areas of interest including problem statements,

goals, objectives, research questions, conceptual and analytical frameworks, methods, case studies, and

write-ups of results, conclusions and recommendations. Advice is provided on strategies for selecting

manageable topics, conducting literature reviews, choosing case studies, undertaking field work and

interviews, drafting text, and presenting the final results. Previous projects and theses are reviewed.

The specific meeting time and place is agreed to by each faculty member with their group of students in

light of their schedules.

The advising group approach means that students must have identified the faculty member whom they

wish to supervise their project or thesis by the beginning of their second year. If during the course of the

term it should become evident that another supervisor would be more appropriate, a change can be

made if both parties are agreeable but it is obviously preferable that this potential disruption not occur.

In considering potential supervisors, students should discuss with them not only the topics in which they

are interested but also the specific approach they take to supervising and how this influences the design

of their group advising sessions.


Submission of Completed Draft Professional Project Report

While there is much room for latitude depending on the project focus and reporting medium, the typical

professional report prepared by students electing the professional project option should contain the

following elements:

1. Project Title Page (must be included in final bound project after cover page)

2. Executive summary

3. Table of contents

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4. List of tables and figures

5. Introduction (including the problem statement)

6. Detailed project description (including essential history and context; relevant literature;

methods of investigation)

7. Findings and implications

8. Conclusions

Review by Second Reader

A second reader is required for a professional project, who can be a faculty member or someone from

outside of the School who is an experienced professional with an interest in the topic. When students

choose to involve an actual external client to provide context and otherwise enhance the realism of the

professional project experience, this individual can serve as the second reader.

Expectations of an Outside Second Reader

The outside second reader is asked to provide, at a minimum, a "second set of eyes" to review a

professional project, on the basis of criteria outlined below. If the draft is acceptable to the outside

reader on the basis of these criteria, the outside reader signs the draft as "meeting the required

standard." The outside reader is invited, but not required, to attend the student presentation at the

symposium.

Procedures

The primary faculty advisor has the responsibility for working with the student to ensure the

professional project has an appropriate design and approach. The student may ask the outside second

reader for advice during the research and preparation of the project. The student will normally complete

a project and submit a draft report to the faculty advisor. The faculty advisor will review it and may ask

for revisions if needed. The faculty advisor has responsibility for determining when a draft is ready for

review by the outside reader. When the project is judged by the first reader to be ready to distribute, a

cover letter should be prepared to send to the second reader, with a set of explanatory notes attached.

The letter should indicate that the first reviewer is ready to sign the report as meeting the standard,

subject to the approval from the outside reader.If the outside reader judges that the draft "meets the

required standard" in terms of the criteria below, the outside second reader signs the project. If the

project does not meet the criteria, the outside reader should communicate the reasons to the student

and the faculty member, who will ask for appropriate revisions.

Criteria

The outside reader is asked to review the draft on the basis of the following criteria:

• Is the draft well written in that it is generally free of grammatical mistakes, easy to follow and

well presented?

• Does the project have a clearly stated question that it tries to answer, or goal that it addresses?

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• Does the project report place the question or goal in the context of literature relevant to the

topic and methods, given the more limited expectations regarding the literature review in a

professional project compared to a thesis, as discussed in the appendix to these notes?

• Is the approach used to address the question or goal appropriate and adequately applied, given

the expectations of a professional project, as discussed in the appendix to these notes?

• Overall, does the project seem to be an acceptable professional product?

Course Assignments

Scheduling Presentation of Final Approved Report

Once the final report is approved by the Supervisor and the Second Reader, the student may schedule a

presentation by submitting a Professional Project Presentation Form to the SCARP office seven (7) days

before the presentation. See "Important dates & Deadlines" on the SCARP website for project

presentation schedule. Final reports are to be approved for presentation seven (7) days before the

scheduled presentation date.

Presentations

A time is scheduled for a group of completing students to present their final reports to the School and

other invited guests. The objectives of the presentations are to inform the School of the results of your

work and to demonstrate your presentation skills in a context that simulates common characteristics of

professional practice.

The proceedings are chaired by the Chair of the Masters program. Each student is required to make a

15-20 minute presentation designed to summarize the content of their report in ways appropriate to

the School audience and the specific characteristics of the context within which the Professional Project

was undertaken. Following the presentation there is a discussion period during which the student

responds to questions and comments from the audience for up to 15 minutes. The presenter is

responsible for managing the discussion period, which is intended to replicate the kind of situation that

is likely to exist in practice contexts following presentation of a report. It is the responsibility of the Chair

to ensure discussion is kept within these bounds.

Submission

It is the responsibility of the student to obtain the signature of the Supervisor on the project title page

and deliver two copies (one spiral bound) of the final signed report to the Masters Secretary seven days

before the presentation. Two copies of the final report (one paper version and one electronic copy on a

CD) will be put in:

1. SCARP's main office (the electronic copy)

2. The Craig Davis Reading Room (the spiral bound copy)

Additional copies of the professional project should be given directly to the Research committee.

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The program completion date will be considered the presentation date if all course credits are

complete.

Course Policies

Professional Project Supervision

Each student is required to have a Professional Project Supervisor who is a faculty member in the

School. The Supervisor is to be selected and approved by the end of September of the first year in the

program. This procedure is formalized by completing a Project Supervisor Selection Form. The student

determines his or her own supervisor in consultation with faculty, subject only to a reasonable

distribution of students among faculty. The Supervisor must indicate his or her agreement to oversee

the project by signing the student's project proposal. This document (one page is adequate) must be

placed in the student's file before he or she begins detailed research on the project. Students are

responsible for submitting their completed Project Supervisor Selection form and project proposal to

the SCARP office by the September deadline.

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Plan 548A: Financial Tools for Plan Implementation

2014W Term 2

Credit Hours: (1)

Friday

Please See Outline

14:00-17:00

WMAX 150

Instructor:

Nancy Knight [email protected]

Randy Pecarski [email protected]

Course Description:

Course Schedule dates: January 9, 16, 23, and 30

Effective implementation means seeing the results. Planners often spend much of their professional

lives developing and implementing plans primarily using regulatory tools such as by-laws. By-laws

however only shape or respond to market forces and thus rely on demand from the marketplace to

achieve implementation. Plan implementation can be significantly advanced by using another critical

tool – investment in facilities and infrastructure. This generally has another important effect, which is to

improve acceptance of plans and is increasingly being integrated into the planning process and final plan

documents.

Accessing investment as a plan implementation tool means that someone is linking the requirements for

facilities and infrastructure arising from a plan to the questions of who is paying for, or investing in,

infrastructure and facilities. What does the community need? Where does the money come from? What

are the timing implications? What financial tools are available? And, how can planners help shape

spending to achieve planning policies?

This situation arises across Canada, in both existing and new communities where fiscal restraint is the

new normal. Existing cities often face infrastructure maintenance and growth-related demands

simultaneously. Planning for new communities faces the challenge of developing basic infrastructure

together with facilities. What role can, or should, planners play in addressing this situation?

This short course will provide an introduction to the important role that planners can play by better

understanding the financial tools, methods for estimating facility and infrastructure needs, techniques

used in preparing master servicing plans, and how to integrate and prioritize these needs into broader

capital plans. In addition, the assignments and class discussion will provide the opportunity to explore

the policy foundations and real world applications and challenges of using the typical funding tools.


• To help students develop familiarity with the concepts, methods and application of common capital

planning and financial tools.

• Through the lectures, discussion and assignments student will learn how these concepts, techniques

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and tools can be used to create sustainable communities and improve plan acceptance by advancing

comprehensive plan implementation.

• Students will be able to identify and apply common financial tools, to assess and evaluate the typical

conceptual frameworks, to be fluent in the lexicon, to be aware of the typical organizational and

professional responsibilities, and to have applied basic analytical skills.

• This short course is designed to strengthen the effectiveness of planners by expanding their

understanding of how financial tools and capital investment plans can improve plan implementation.

Examples of how multiple policies can also be integrated with these capital program investment plans

will be included by drawing on examples from UBC and the City of Vancouver. The course will promote

learning by doing, with the opportunity to apply concepts discussed in hands-on exercises.


The class meets on four Fridays for three hours. The first part of each class will generally consist of

lecture and discussion. Discussions will focus on real life examples that illustrate the concepts discussed.

Course Schedule:

(First class Jan 9): Comparison of the infrastructure and facility needs in new and existing communities:

how needs and public benefit plans relate to plan acceptance and market response; what are the typical

tools for implementing plans, how financial tools fit in, and what principles govern their use; where do

these infrastructure/facility plans fall within the organizational contexts; and, where do planners fit in?

(Second class Jan 16): Identifying infrastructure and facility needs associated with plans; community

input; guidance from policy and strategic plans; standards-based and levels of service-based plans;

examples of community amenity plans and master servicing plans in new and existing communities.

(Third class Jan 23): Financial literacy and financing tools in detail – what is the difference between

operating and capital plans; what are the main sources of municipal revenue; what are the

underpinnings of development contributions; what are the differences among development cost

charges, improvement levies, and amenity contributions; what are development conditions and

engineering agreements; and, how do these various financial tools relate to capital plans. This session is

all about who pays, how are rates determined, and, what is the governance process?

(Fourth class Jan 30): Putting it all together – how to prioritize infrastructure and facilities with limited

financial resources. How are priorities set in a complex process; what are the trade-offs; and, what

knowledge and tools do planners need to have to shape effective and sustainable plan implementation?


Prerequisites: none

Grading: 25% on weekly assignments, 15% on last in class group exercise and 10% on in class quiz in

Week 4

Grading Criteria:

Assignments will be graded on the following criteria, as applicable:

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• demonstrated understanding of the concepts and methods,

• clarity and completeness of submissions,

• professional writing / presentation.

Course Assignments:

Course assignments will be provided in class. Some class time will be used to explain the assignment and

answer any questions.

Course Policies:

Weekly assignments are due at the beginning of the next class. Students who submit assignments late

will be deducted points as follows (points out of 10):

• up to 7 days past due date: 5 points

• more than 7 days past due date: assignment will not be graded

To ensure class fairness, no assignments will be returned until all assignments are submitted. Students

with extenuating circumstances must notify the instructor as soon as possible.

Course Materials:

There is no required text. Readings will be drawn from various government documents and professional

reports, compiled in a course reader and made available electronically.

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Plan 548B: Social Learning Studio: Building Inclusive Communities

2014W Term 1

Credit Hours: (3)

Tuesday

18:30 - 21:30

Location: WMAX 150

Instructor: Nathan Edelson


Telephone: 604-254-5285

Course Description:

Planners who engage with civil society encounter a number of challenges and opportunities, e.g., the

need to collaborate with organizations and individuals who are members of diverse cultures or sub-

cultures and who are grounded in different epistemologies and have varying priorities. This course

provides an introduction to concepts and theories about community development and social learning

combined with hands-on experience with the kinds of social learning processes that form the foundation

of effective community engagement and participatory planning.

Students will act as planning consultants and facilitators for projects in the non-profit sector that

enhance students’ understanding of academic course content while addressing sustainability issues and

contributing to the strengthening of civil society. These projects will take place in areas such as the

Downtown Eastside, Grandview Woodlands, Collingwood-Renfrew and elsewhere in Metro

Vancouver. Several projects will also engage local First Nations and Urban Aboriginal groups.

The focus will be on developing practices that help community organizations to build capacity to better

meet their objectives and to help overcome the forces of gentrification and improve the lives of people

facing challenges in their lives rather than have them displaced to other neighbourhoods where needed

social supports and services are less likely to be available. There will also be an emphasis on initiatives

engaging urban aboriginal residents in community building processes. It is anticipated that at least one

of the projects will be done in cooperation with the Digital Video & Planning course..

Planning students in the Social Learning Studio will:

• Work collaboratively as planning “consultants” to support community organizations in the

design and planning of Community Based Research or Community Service Learning projects and

to support the community organizations that host CSL projects;

• Facilitate the implementation and monitoring of those projects in cooperation with the

community organizations and relevant partners;

• Learn about how community organizations work to help build inclusive communities and to

address the pressures of changing social and economic environments;

• Reflect on the process of identifying, planning, implementing, and evaluating the project and

examine the links between the lived experience of being a planner and the concepts and

theories presented in the course readings and discussions; and

• Reflect on the course itself as an instance of a social learning community of practice.

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Students will be introduced to key concepts related to social learning processes, community

development, gentrification and uneven development and will develop an understanding of how these

concepts can inform participatory planning practices. In addition, through hands-on experience,

students will develop skills in the following areas:

• Collaborative priority-setting, decision-making, and problem-solving;

• Project planning, implementation, and evaluation: including determining what kinds of

community projects are feasible and meaningful; facilitating the development of project plans

that provide structure and direction while allowing flexibility and group decision-making; and

designing and implementing appropriate monitoring and evaluation method;

• Leadership: including building rapport, trust, and teamwork in diverse contexts, including inter-

professional relationships;

• Translating macro-level sustainability and gentrification issues into high level policy responses as

well as concrete, short-term projects that make a difference in community settings; and

• Critical self-reflective professional practice.


The course includes regular class sessions and allows time for students to meet on a sustained basis with

their community partner organizations and other professionals. Classroom sessions will use a variety of

instructional techniques including workshops, discussion of readings, student presentations, and small

group dialogue. Individual reflective journaling is also used to enhance the learning process. The course

is highly experiential. Students in the course will be expected to work collaboratively with other

students, community partners and other professionals working in the area to enrich the learning

objectives of the course and to meet the goals of the community projects. The instructor will play the

role of team leader, mentor, and guide.

Since the success of the projects and the university’s relationships with the organizations hosting

projects depends on the important roles played by the planning students, and since the course is

intended to prepare students for professional practice, the expectation is that students will attend

classes on time and will only miss classes in exceptional circumstances such as illness. Assignments not

submitted on time will lose marks, unless arrangements have been made with the instructor in advance.

Through the class sessions and through the process of working with community organizations and other

professionals to plan, implement, and evaluate their Community Service-Learning projects, Social

Learning Studio participants will be introduced to a variety of topics and will learn how these topics are

relevant to planning practice in community settings. The themes that will be central to the course

include: social learning; Community Service-Learning; social, economic, and cultural sustainability; cross-

cultural communication and collaboration (“culture” here is intended to include sub-cultures such as

those found in different kinds of professions, organizations or aspects of civil society), cycles of

planning/action/reflection, and participatory leadership. A special emphasis will be placed on the

theories of gentrification and ways in which low income neighbourhoods can be revitalized without

displacing existing residents.

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15% - Class Participation:

• Criteria include regular attendance, sharing observations on readings, reflections and

presentations, keeping class up to date on the progress and challenges of community project.

10% - Contract with Community Organization:

• A clear contract that describes the project the student will carry out with the community

organization - including the purpose and objectives of the project from the perspective of the

community organization and the student, the kinds of support and expertise the planning

student can offer, the supports the student will need from the community and the university,

the expected outcomes and critical deadlines.

25% - Reflection:

• Each student will keep a weekly journal containing observations of some of what they

experience reviewing the literature, class discussion and in working with the community

partner. The written journal is a learning tool for the student and can be kept confidential. It will

be used as a basis for part of class discussion.

• Each student will prepare a 5 to 10 page written commentary that summarizes some of the main

points covered in the Reflective Journal. The commentary will include:

o Thoughtful analysis of the processes whereby the CSL projects were identified planned,

implemented and evaluated.

o Reflections on the links between the lived experience of being a planner and the

concepts and theories presented in the course readings and discussions. Reflections

must make specific links between points made in specific readings and the student’s

own experience.

o Reflections on the course itself as an instance of a social learning community of practice.

• Criteria for evaluation include: clarity of description of the CSL projects and their key planning

and social learning processes, clarity and insight into links between planning theory and this

instance of participatory planning practice, and insight into social learning processes.

50% - Final Project:

• A 10 to 20 page paper and a 15 minute oral presentation that summarize the substantive work

that has been completed with the community partner and the ways in which this work relates to

relevant planning literature and social learning theory. The criteria will be the following, noting

that the percentages assigned to each portion may vary depending on the nature of the project

and the possible circumstances that are beyond the control of the student:

o Progress of project in completing contract objectives - 20%

o Communications and Media strategy (proposed or realized) -10%

o Proposed ongoing social learning model related to project - 10%

o Oral presentation - 10%

o

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Course Materials:

See attachment for Course Schedule and Readings:

http://www.scarp.ubc.ca/sites/default/files/Plan548B_Edelson_Course%20Schedule.pdf

106

Plan 548C: Housing As if People Mattered: Social Factors in the Design of

Medium-density family housing

2014W Term 1

Credit Hours: (1)

Thursday

9:30-12:30

Location: WMAX 150

Instructors:

Wendy Sarkissian

Stephen Hynes

Plan 548C- Housing As if People Mattered: Social Factors in the Design of Medium-density family

housing

Course Description:

PLAN 548C is an intensive course on the social aspects of housing planning and design at increased

densities, using a local case study and working directly with two specialists in the social aspects of

housing and Vancouver developer, Steve Hynes (see www.hynesdevelopments.com).

The course will be based on material in the award-winning classic housing guidelines text, Housing as if

People Mattered: Site-Design Guidelines for Medium-Density Housing (HAIPM) by Clare Cooper Marcus

and Wendy Sarkissian, University of California Press, 1986. See http://www.amazon.com/Housing-

People-Mattered-Medium-Density-Development/dp/0520063309

Background

Current public policy in many Western nations is addressing the issues of population growth and

automobile dependence. It is widely recognized by experts in the fields of science, social science,

planning and architecture, as well as by governments, that the objective in addressing these issues is to

generate sustainable outcomes. Expert recommendations grounded in evidence-based research strongly

recommend a shift toward efficient and compact land uses, transit-oriented development, housing

diversification and density increases, mixed uses, careful resource use and the reduction of waste.

Further, current commercial and global economic realities affecting housing density and form require

developers to increase ‘lot yield’ to create profitable ‘products’. In an increasingly tight housing market,

these forces have contributed to a shift toward higher density housing types. It is in this context that

research shows that consumer satisfaction (and demand) is increased when developers incorporate

sustainable design principles within their developments.

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A more recent focus within planning, urban design and architecture is that children and their

environments need special attention in the policy, planning, programming and design phases. Although

the first edition of HAIPM (1986) addressed this matter fully, new literature from research and practice

will affect the content of the second edition. In particular, information on topics such as the territorial

mobility and agency of children, how the built environment influences the realms of health and mobility,

and evolving evidence in the realms of health, environmental psychology and the social sciences. That

material, which will be incorporated into the revised HAIPM guidelines, will address many deficits in

current policy, practice and design.

A revised edition of HAIPM will greatly benefit those who already use the current edition as an

educational tool or a professional guide. It is already a successful publication and widely used textbook

in many professional courses in the land professions. It could be used even more widely by designers,

architects, planners, policy makers, community groups and individuals not only to enhance their

understandings of the social dimensions of the built form but also to help them to actively engage in

producing housing and community outcomes that are more congruent with the needs of the users of

residential environments.

Currently, there is a much greater emphasis on evidence-based research than there was in 1986. The

first edition was firmly grounded in the results of post-occupancy evaluations of medium-density

housing developments. The second edition will also have that focus, building on the format of the

guidelines, which have been shown to be effective, and strengthening and updating the research bases.

The concise guidelines will continue to offer convincing arguments to those who might be reticent about

the shift toward medium-density housing.

Proposed Changes

A number of changes will be needed to bring the content of HAIPM up-to-date: replacement of all

illustrations, a revision of the text and the inclusion of new chapters. A great many changes have also

occurred in the field of environmental criminology and the chapter on Crime Prevention through

Environmental Design (CPTED) warrants rewriting. The entire context of medium-density housing has

changed and higher density contexts are now at the forefront of planning discourse. Consideration

needs to be given to the environmental, social, economic and commercial issues. Other changes that

need to be made include updating statistical data and inclusion of up-to-date research sources. While it

is possible to build on the existing guidelines and use the format and content of HAIPM, the outcome of

the proposed changes will essentially be a new book.


This is primarily a research course.

The main objective of the course will be to learn about the design of housing at medium densities from a

social design perspective.

A subsidiary objective will be to create the first working draft of a second edition of the classic co-

authored guidelines book, Housing as if People Mattered (HAIPM).

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At the completion of this course, students will be able to:

1. Describe, assess and develop response strategies to address the issues that affect liveability and

resident satisfaction in medium-density housing;

2. Assess the suitability of housing for different user groups based on close observations and the

application of core concepts such as privacy and territoriality;

3. Conduct and review evidence-based research into the needs of residents and refine results into

carefully crafted planning and design guidelines for Housing as if People Mattered (HAIPM); and

4. Apply the draft principles and guidelines in the text of the emerging draft of the new book to a

real development site in Vancouver with the guidance of a prominent Vancouver developer.

Goals

A course goal is to help students analyse and develop practical strategies to respond to the issues about

liveability and resident satisfaction in medium-density housing. This includes learning about the impacts

of the housing environment on human behaviour, environment-behaviour studies, conceptual

understanding, analytical capabilities and observation skills. The skills learned in this course will be

transferable to many other areas of planning where an understanding of user needs is important.

In this practical course, students learn to apply the principles and guidelines in the text to a real site in

Vancouver and, through reflection and working with a developer and other land professionals, help to

develop a template for a second edition of the book. Their work will involve considering how the needs

of families in medium-density housing, the offerings of the development industry and how these are

changing, social issues related to housing affordability and density – and how all of these factors have

changed in the 38 years since the book was published.

Working in groups, students will apply concepts from lectures, readings, guest speakers, site visits and

in-class exercises to update the manuscript of the book. Students will also gain knowledge to help them

assess the suitability of housing for different user groups based on close observations and the

application of core environmental design concepts such as privacy and territoriality.

Importantly, students will learn how to conduct and assess evidence-based research into the needs of

residents and refine the results of the research into carefully crafted planning and design guidelines.


Course Format

The class meets once a week for three hours. The program is varied and includes site visits, lectures,

visiting speakers, discussion of medium-density housing in other countries (notably the USA, Australia

and New Zealand).

Discussions will focus on explaining the components of the guidelines in the HAIPM that demonstrate

how careful evidence-based research and close observation leading to sensitive planning and attention

to micro-scale design features can contribute to resident satisfaction.

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Students will work in groups of two or three, taking responsibility for the first stage of updating and

revisions of the book’s chapters. The whole process will have a project management focus with specific

assistance so that students can address the complex content issues without worrying about project

management concerns.

Course components

The course will have the following components:

1. Understanding the range of social issues in the planning and design of medium-density housing

(and associated commercial and community facilities and spaces);

2. Structured site visits to medium-density housing sites in Vancouver led by local specialists in

housing and urban design;

3. Research into social design guidelines for medium-density housing, concentrating on macro-

scale issues such as site planning, building form, accessibility, vehicle circulation and parking,

design for children's play, CPTED, etc.;

4. Consideration of evidence-based site-planning and design guidelines with reference to a

potential development site in Vancouver;

5. Working with Wendy Sarkissian on the redesign of the Housing as if People Mattered book for a

second edition;

6. Professional collaborations with a multidisciplinary range of specialist consultants and advisors

in the fields of social research, landscape architecture, planning, architecture, urban design and

development; and

7. Opportunities to socialise informally with professionals in planning and housing to network and

gain professional experience.

Course Schedule

Week 1: Orientation week. No class meeting.

Week 2: Part 1: Introduction and overview:

• introduction to the team, personality types and learning styles, learning objectives, overview,

teamwork session and framing lecture by Wendy Sarkissian; discussion led by Stephen Hynes

Week 3: Part 2: Research Phase

• Meet off-site

• Plan research project in groups

• Site visit with Brendan Hurley

Week 4: Part 2: Research Phase

• Lecture by Professor Emerita Clare Cooper Marcus: Children’s needs and shared open space in

medium-density housing

• Videotaped lecture by Andrew Trevelyan (Senior planner, Auckland Council): Medium-density

Housing in New Zealand

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Week 5: Part 2 Research Phase

• Lecture by Stephen Hynes

• Lecture by Wendy Sarkissian: Social Design Guidelines: theory and application

Week 6: Conclusion of Part 2 Research Phase

• Lecture by Gregory Saville: CPTED and site planning and building design

• Lecture by Brendan Hurley: Urban design and housing density

Week 7: Part 3: Guidelines Phase

• Check-in: how are guidelines coming along?

• Working session for 1.5 hours in class facilitated by Wendy Sarkissian

• Stephen Hynes: Introduction to higher density housing issues

Week 8: Part 3: Guidelines Phase

• 2 lectures:

• Dr Ann McAfee: “City of Vancouver: Housing Families at High Density: what are the

opportunities and constraints?”

• Nancy Hofer, project manager, SCARP False Creek North post-occupancy evaluation, 2007-2008:

“Post-occupancy evaluation of housing at higher densities in False Creek North : process, design

and findings”

Week 9: Part 3: Guidelines

• Check-in: how are the guidelines coming along?

• Lecture by Wendy Sarkissian: Deeper meanings of housing: dwelling and “housing as a mirror of

the self”, NIMBYism and the density wars


• Meet on-site at Stephen Hynes’s site for site visit led by Stephen Hynes

• Stephen Hynes leads discussion about being a developer of higher density housing in Vancouver

• Lunch at Steve Hynes’s home in West Vancouver

• Guidelines review session led by Rebecca Bateman over lunch


• Lecture by Wendy Sarkissian: Older people and cultural diversity and medium-density housing

• Discussion facilitated by Dane Jansen with comments by Clare Marcus

• Wendy and Clare facilitate discussion of guidelines from and content and emerging shape of

new book

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Clare presents SCARP public lecture on “Therapeutic landscapes” on the evening of Wednesday 12

November

Week 12: Part 4: Integration and framing the new chapters

• Working session facilitated by Wendy: integrating new research material into the new book

• Small group working session in class

Week 13: Part 5: Presentations

Final class

• Class presentations

• Celebration

A detailed draft course outline with readings is now available from Wendy Sarkissian.

Please email her at: [email protected]


Prerequisites

No prerequisites.

Priority registration will be given to SCARP students.

Grading

1. Output specifications (leading to guidelines): 50%

2. Draft guidelines: 30%

3. Illustrations (photos, sketches and drawings: not camera-ready quality): 10%

4. Class participation: 10%

5. Total: 100%

In keeping with the requirements of SCARP and the Faculty of Graduate and Postdoctoral Studies, letter

grades are assigned according to the following standards:

90-100% A+ Clearly outstanding work

85-89% A

80-84% A- Normal standing for graduate students

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76-79% B+

72-75% B Some deficiencies

68-71% B-

64-67% C+ Pass – Notable deficiencies

60-63% C

59% or less F Fail

Course Assignments:

Weekly assignments

All assignments will provide an opportunity to review and apply concepts discussed in class.

While most assignments will be in groups, provision will be made to identify exactly individual

components of group projects.

Assignments will focus on the practical skills students need to become adept at understanding the social

dimensions of housing at higher densities.

They will take the form of summarised research findings, crafted guidelines, selection and preparation of

photographs, illustrations and sketches (not camera-ready) and class participation.

Negotiated assessment is proposed so that students can assess their own learning levels, skill

development and knowledge acquisition.

Students will be expected to hand in assignments in electronic formats.

Grading criteria

Assignments will be graded using negotiated assessment, based on the following criteria, as

applicable: appropriate application of concepts and methods, accuracy of results, originality (where

applicable), clarity and completeness of documentation, clarity of explanation, and professional

writing/presentation. In practice, this approach gives student an opportunity to assess their own work (a

valuable experience for any professional) and negotiate the final grade for each assignment. A tightly

structured grading rubric is used to reduce bias.

Participation

In addition to general class participation, students should be prepared to take responsibility for leading

discussion in one class. Details will be provided at the beginning of the course.

Course Policies:

It is important for students to hand in the assignments on time. In the interest of fairness, marked

assignments will not be returned to the class until all the students have handed in that assignment.

Points will be deducted for late assignments as follows:

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• 1-7 days past due: 2 points deducted (/10)

• >7 days past due: assignment will not be graded

Students with extenuating circumstances should notify the instructor as soon as possible.

Course Materials:

Readings

It is highly recommended that students purchase the following:

Housing as if People Mattered: Site-Design Guidelines for Medium-Density Housing (HAIPM) (by Clare

Cooper Marcus and Wendy Sarkissian, University of California Press, 1986.

This book can be purchased online and will also be on reserve in the library.

Other readings will be compiled in a course reader and available electronically through Blackboard

Connect.

For Assignment and Assessment please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN%20548C%20HAIPM%20Assessment%20FINAL%20190

714.pdf

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Plan 548D: Affordable Housing Policy & Planning

2014W Term 2

Credit Hours: (1)

Please See Outline

14:00-17:00

Location: WMAX 150

Instructor: Noha Sedky


Course Description:

Course Schedule Dates: Feb 6, 13, 27 and March 6, 2015

This course will provide an introduction to affordable housing policy and planning and explore key issues

related to the current practice of affordable housing planning and policy making, primarily at the local

level. The history of federal, provincial and municipal level housing policies and programs will be

examined followed by current issues and challenges faced by municipalities, regional governments, non-

profit housing providers, and others. This will include the issues associated with affordability and

homelessness, and some of the tools and practices in place to address them.

Planning for affordable housing involves many stakeholders and jurisdictions with diverse interests

ranging from the local and regional (density, land supply) to the provincial (housing, health, mental

health, addictions), and the federal (taxation, homelessness, Aboriginal affairs). The private sector is

increasingly playing a role. Although typically associated with senior levels of government, addressing

issues related to affordable housing and homelessness are increasingly falling to municipal governments

where the issue is most visible.


By the end of the course, students should be able to:

- Understand the legislative, political, and historical context of affordable housing policy and practice in

Canada.

- Identify major issues and debates in contemporary affordable housing policy and planning

(approaches, innovations, opportunities, and barriers).

- Be familiar with key concepts in affordable housing and homelessness.

- Consider the tools and techniques relevant to affordable housing planning and policy making.

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Content

Course material is organized around selected topics and case examples. The course will draw on the

affordable housing research, policy, and planning experience of individuals and agencies in BC, including

guest speaker(s) and field visit(s). The course will also include some perspectives from other cities in

Canada. Although there will be formal lecture components, students are expected to read the required

readings thoroughly for each class and be prepared to fully participate in a discussion about the topic

based on the readings.

Prerequisites

Non-SCARP students who wish to take the course must obtain permission from the instructor.

Readings

There is no course text. Readings are found on UBC library course page for Plan 548D. Go to UBC library

home page, click on course material, enter subject code and course number. Under online course

material, click on Plan 548D. Most are available online, the remainder will be on reserve.

Class Topics:

1. Introduction to Affordable Housing Policy

Affordable Housing. An introduction to affordable housing concepts, issues, and policy options. This will

include: housing supply and demand; demographic drivers and trends; definitions of affordable housing;

core housing need; and the housing continuum.

Evolution of Housing Policy and Planning in Canada. A review of the major periods of housing policy in

Canada; the creation and consolidation of the welfare state; and the evolution of federal, provincial and

municipal roles in affordable housing.

2. Municipal Tools for Affordable Housing

Market Solutions - Rental and Ownership. Efforts by municipalities to identify and address the growing

disparity between what low and moderate income households can afford to pay for housing and the real

cost of housing. This class will focus on the tools available to local government for creating market based

affordable housing, both ownership and rental. Includes legislation, challenges and examples.

Municipal Case Study. A review of the planning process and practices to facilitate the development of

affordable housing in a local municipality. May include guest speaker and/or field visit.

3. Homelessness

Causes and Effects of Homelessness. Review the situation of homelessness, its causes, its effects, as well

as federal, provincial and municipal roles and responses. Will include: definition(s) of homelessness, the

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role of federal government, provincial government, local governments and community agencies. May

include guest speaker and/or field visit.

4. Non-Market Housing

Creating Non-Market Housing. How municipalities, community organizations and the private sector

work to create new non market housing using a variety of tools. Discussion of examples, challenges,

opportunities and lessons learned.


Prerequisites: None

Grading: 25% on weekly assignments, 75% on a written assignment

Grading Criteria: Assignments will be graded on: a) demonstrated understanding of the concepts,b)

clarity and completeness of submission, and c) professional writing and presentation.

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Plan 548E: Research Design and Quantitative Data Collection

2014W Term 1

Credit Hours: (1)

Wednesday

Please See Outline

09:00 - 12:00

Location: WMAX 150

Instructor: Mark Stevens

Office: WMAX 223

604.822.0657, [email protected]

Office hours: By appointment

Note: Restricted to 1st year SCARP Masters Students

Course Description:

Week 1 to 4 (Sept 10, 17, 24 and Oct 1)

PLAN 548E is part of a sequence of 1-credit courses on the application of quantitative methods to policy-

oriented studies in the field of community and regional planning. PLAN 548E focuses on research design

and sampling, within the context of quantitative data collection and analysis


This course aims to develop basic literacy in the area of research design and data collection for planning

analysis and research. Topics will be introduced and reinforced through multiple avenues, such as

lecture, readings, discussion, team exercises, and computer-based exercises.


SCARP Core Requirement:

For SCARP masters students, the core course requirement in quantitative methods consists of the

following modular sequence of 1-credit courses: (1) PLAN 548E, (2) PLAN 548G or 548H, and (3) PLAN

548I. Students with strong/recent training in quantitative social sciences (e.g., an undergraduate degree

in economics) can request an exemption from part/all of the core requirement in quantitative methods.

Prerequisites

Registration is limited to students in either the School of Community and Regional Planning (SCARP) or

the Resource Management and Environmental Studies (RMES) program.

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Evaluation

Grading for the course will be based on a combination of quizzes, exercises, and class attendance and

attentiveness. Grade weights will be determined during the first class session.

Course Assignments:

Readings

There is no assigned textbook for this class. Readings will be drawn from books, journal articles, and

professional reports. Readings will be accessible through the course website.

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Plan 548F: Sustainability, Planning and Governance Approaches to Whole

Region Change

2014W Term 2

Credit Hours: (1)

Please see Outline

(All day)

Location: WMAX 150

Instructor: Jon O’Riordan


Course Description:

Schedule Date: Monday, January 26, Saturday & Sunday January 31st and February 1st in Victoria

( *Funds are available to cover travel costs )

Background

Over the past several years Plan 548F has been presented as a 3 unit course with a focus on watershed

governance and sustainability. There have been ten 4 hour classroom lectures plus a field trip to

Vancouver Island

In the Spring of 2014, $5000 was awarded to the class from the UBC Remote Community Based Learning

Fund to undertake field work in the Cowichan Valley Regional District. The class undertook four projects

with the fund but there remains money in the account that is available to a future class.

SCARP is considering changing its course structures and priorities for the 2016 academic year but at this

time these discussions are at the formative stage. It is therefore proposed to deliver a one credit course

for PLAN 548F covering 13 hours in the spring term of 2015 as a transition to a new course potentially to

fit into this new structure for SCARP


Proposal:

The focus of the course will be practical and applied approaches to ecological governance of watersheds

on Vancouver Island. The remaining money in the Learning Fund will be used to transport students to

Vancouver Island. The Island has been selected for the field work because there are a number of

projects – most implemented but some in the planning phase-- that demonstrate leading edge work on

ecological watershed governance in British Columbia.

1. Ecological Governance of watersheds in Southern Vancouver Island

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Southern Vancouver Island has a number of projects that have resulted in improved watershed health as

a result of public and private investments. Day 1 of the field tour will cover a number of these projects in

both rural/ agricultural areas and in urban subdivisions. Students will understand what is meant by

‘proper functioning condition’ of watersheds and see examples of how land developers have designed to

protect and enhance this condition. There will be discussion on how such projects are business decisions

that both provide a profit and improve health of watersheds.

1. Integrated Resource Recovery

IRR brings together management of liquid and solid wastes with rainwater management and green

building design. There are two projects in the Greater Vancouver area that contain elements of this

integration—Dockside Green located in the Harbour and Colwood- a community of 10,000 located to

the west of Victoria --that has proposed a Tertiary Treatment Plant. The plant is designed to reuse the

treated water for non-potable uses, extract heat from the treated wastewater to provide energy for

commercial developments and also create energy from biosolids available after treatment. Some of the

treated wastewater might be used to enhance wetlands values and flows in Colwood Creek. It is hoped

that the Colwood pilot on resource recovery from wastewater can be a pioneer for other such plants in

the Greater Victoria Region.

Students will be encouraged to discuss the advantages of these two integrated approaches to waste

management and to understand the governance and risk barriers to implementing them.

1. Watershed Governance Models

Southern Vancouver Island also contains two examples of innovative approaches to watershed

governance. One is the protection of drinking water for the capital Regional Water Supply though

management of two watersheds located to the west of the city. The other is the Cowichan Valley

Regional District located to the north of Victoria. The CVRD has initiated a review of watershed

governance for the entire Regional District. Students in Plan 548 F participated in the initial phase of this

review and presented their projects in April 2014. The Region will complete its review in the fall of 2014

and present its findings to the Provincial Government.

Students will tour both of these watersheds and will complete the second day of the field trip with a

round table discussion of the challenges to undertaking innovative approaches to watershed governance

and the legal basis for such approaches. The status of the CVRD’s watershed governance models will

also be discussed.


There will be a four hour classroom lecture on Monday afternoon_--date to be decided—to introduce

the class to the three components of ecological governance in the watersheds of southern Vancouver

Island. Readings will be assigned in advance of the class to provide background information. There will

be a class discussion, which will provide a component of the course evaluation based on these required

readings

121

There will be a weekend trip to Vancouver Island. Saturday will consist of a tour of the projects

illustrating proper functioning condition in urban environments together with the IRR projects in

Dockside Green and Colwood. There will be a round table discussion of the day’s trip over dinner.

Day 2 will consist of a bus trip through the CRD and Shawnigan Watersheds to contrast two different

approaches to protecting drinking water supplies—one in the CRD where there is complete control over

access and one in the Shawnigan watershed where there is development for forestry, mining and

subdivision and where citizens wish to have a greater role in controlling future such developments

Students will understand some best practices for undertaking forestry, mining and subdivision in a way

that enables economic development yet protects essential elements of watershed health.

At the end of day 2 there will be a second round table discussion on the merits of the approaches, risks

and an better understanding of the elements for support as well as the barrier to be overcome.

Selected experts in resource and land use development together with elected officials will be invited to

attend the weekend trip and engage in the discussion with students.

Students will be expected to provide a journal of their visits and will answer some questions associate

with both projects. The journal and participation in the class discussions will be the basis for evaluating

the overall class credit.

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Plan 548G: Introductory Quantitative Data Analysis

2014W Term 1

Credit Hours: (1)

Wednesday

09:00 - 12:00

Location: WMAX 240



Telephone: 604.822.0657

Office: WMAX 223

Office hours: By appointment

Note: Restricted to 1st year SCARP Masters Students

Weeks 5 to 8 (Wednesdays, Oct 8, 15, 22, & 29)

PLAN 548G is part of a sequence of 1-credit courses on the application of quantitative methods to

policy-oriented studies in the field of community and regional planning.

PLAN 548G focuses on:

1. how to describe quantitative data using standard techniques, and

2. how to assess relationships between and among variables.


Objectives and Format

This course aims to develop basic literacy in students’ use of quantitative methods and computer

applications in planning analysis and research. Topics will be introduced and reinforced through multiple

avenues, such as lecture, readings, discussion, team exercises, and computer-based exercises.


SCARP Core Requirement:





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Prerequisites

Basic familiarity with the use of personal computers. Registration is limited to students in either the

School of Community and Regional Planning (SCARP) or the Resource Management and Environmental

Studies (RMES) program. Students are expected to have Microsoft Excel on their personal computers

(any version).

Course Assignments:

Readings

There are no required textbooks for this course. Readings will be drawn from journal articles, books, and

professional reports, and will be available through Dropbox.

124

Plan 548H: Intermediate Quantitative Data Analysis

2014W Term 1

Credit Hours: (1)

Wednesday

09:00 - 12:00

Location: WMAX 240

Instructor: Prof. Stephanie E. Chang

Email: stephanie [dot] chang [at] ubc [dot] ca

Telephone: Tel: 604-827-5054,

Office: WMAX 241

hours: by appointment

Note: Restricted to SCARP & RMES Masters Students

Course Description:

Meets during weeks 5 to 8 (Wed., Oct. 8, 15, 22 & 29).

PLAN 548H is part of the sequence of 1-credit courses on the application of quantitative methods to

policy-oriented studies in the field of community and regional planning. It focuses on intermediate-level

statistical analysis.






This course aims to help students develop capabilities in working with quantitative data using statistical

analysis, with an emphasis on regression analysis. This includes developing core vocabulary, conceptual

understandings, critical awareness, analytical capabilities, and computer skills. These capabilities are

useful in all areas of planning, from environmental to transportation, housing, and social planning.

This course is designed to promote learning-by-doing. Students learn concepts through lectures and

readings, and apply them in practical assignments using standard computer applications. The course will

use software for statistical analysis (SPSS).

Students will also gain knowledge to help read, understand, and critically evaluate the use of statistics in

reports produced by other analysts.

125


Course Format

The class meets once a week for 3 hours. The first half of each class will consist of lecture and discussion.

Discussions will focus on examples that demonstrate how specific statistical analyses are applied in

planning-related research and practice. The latter half of each class will be a lab session focusing on

applying the statistical methods. This would generally take the form of a demonstration, in-class

exercise, review of the weekly assignment (see below), and some time to begin work on the assignment.

Course Schedule

(Week 5) Working with statistical data

(Week 6) Hypothesis testing

(Week 7) Fundamentals of regression analysis

(Week 8) More advanced topics in regression analysis


Prerequisites

Students are expected to have completed PLAN 548E (Research Design and Quantitative Data

Collection), or have been exempted from it on the basis of prior training or experience. Students are also

expected to have familiarity with fundamental concepts in statistical analysis (e.g., units of analysis,

variables, levels of measurement, distributions, mean and standard deviation, etc.). Students without

these fundamentals should register in PLAN 548G (Introductory Quantitative Data Analysis) instead of

548H.

First-year SCARP students will be given a brief assessment at the beginning of the term to help them

decide whether they should take 548G or 548H.

Priority registration will be given to SCARP students.

Grading

90% Weekly short assignments (3@30% each)

10% Participation

Course Assignments:

Weekly assignments

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Short weekly assignments will provide an opportunity to review and apply concepts and methods

discussed in class. Assignments will take the form of problem sets, structured analytical exercises, or

brief professional analytical reports. Computer analysis will use SPSS. Students will be expected to hand

in both the written assignments and the electronic files with their calculations.

Grading criteria

Assignments will be graded on the following criteria, as applicable: appropriate application of concepts

and methods, accuracy of results, originality (where applicable), clarity and completeness of

documentation, clarity of explanation, and professional writing/presentation.

Participation

Students are expected to come prepared to every class. Participation will include discussion of assigned

application readings.

Course Policies:

Because the assignments comprise weekly exercises that will be reviewed in class, it is important for

students to hand in the assignments on time. In the interest of fairness, marked assignments will not be

returned to the class until all the students have handed in that assignment. Points will be taken off for

late assignments as follows:

1-7 days past due: 2 points deducted (/10)

>7 days past due: assignment will not be graded


Course Materials:

Readings

It is highly recommended that students purchase the following:

Meier, K.J., J.L. Brudney, and J. Bohte. 2012. Applied Statistics for Public & Nonprofit Administration, 8th

ed. Belmont, CA: Thomson Wadsworth. (or other edition)

A number of recommended readings on basic statistical topics will be drawn from this text. This book

can be purchased online and will also be on reserve in the library. Other readings will be compiled in a

course reader and available electronically through Blackboard Connect.

Software

For purposes of this course, students will have access to SPSS in the instructor’s computer lab and in the

UBC library. However, students considering using SPSS in their own research are encouraged to

purchase their own copy of the software. (see http://www.it.ubc.ca/services/desktop-print-

services/software-licensing/spss).

127

Plan 548I: Quantitative Tools for Planners

2014W Term 1

Credit Hours: (1)

Wednesday

09:00 - 12:00

Location: WMAX 150

Instructor: Prof. Stephanie E. Chang


Telephone: 604-827-5054

Office: WMAX 241

Office hours: by appointment

Note: Restricted to SCARP Masters Students

Course Description:

Meets during weeks 9 to 12 (Wed., Nov. 5, 12, 19 & 26).

PLAN 548I is part of the sequence of 1-credit courses on the application of quantitative methods to

policy-oriented studies in the field of community and regional planning. It focuses on quantitative

analytical tools and skills that are useful in planning practice.






This course aims to help students develop basic capabilities in working with quantitative data for

planning analysis. This includes developing core vocabulary, conceptual understandings, critical

awareness, analytical capabilities, and computer skills. These capabilities are useful in all areas of

planning, from environmental to transportation, housing, and social planning.

This course is designed to promote learning-by-doing. Students learn concepts through lectures and

readings, and apply them in practical assignments using standard computer applications. The course will

use software for spreadsheet analysis (MS Excel).

Guest lectures from practicing planners will provide opportunities to learn about the use of quantitative

methods and data in planning practice.

Students will also gain knowledge to help read, understand, and critically evaluate the use of

quantitative data and methods in reports produced by other analysts.

128


Course Format

The class meets once a week for 3 hours. The first part of each class will consist of lecture and

discussion. Discussions will focus on examples that demonstrate how specific analytical methods and

planning tools are applied in practice. The latter part of each class will be a lab session focusing on

applying the analytical methods and planning tools. This would generally take the form of a

demonstration, in-class exercise, review of the weekly assignment (see below), and some time to begin

work on the assignment.

Course Schedule

(Week 9) Presenting quantitative information

(Week 10) Population analysis and forecasting

(Week 11) Economic analysis and statistical data

(Week 12) Census and survey data; synthesis


Prerequisites

Students are expected to have completed PLAN 548E (Research Design and Quantitative Data

Collection) and either PLAN 548G (Introductory Quantitative Data Analysis) or PLAN 548H (Intermediate

Quantitative Data Analysis), or have been exempted from these required courses on the basis of prior

training or experience. Registration is restricted to SCARP students.

Basic familiarity with the MS Excel software (any version) is a prerequisite for this course. An Excel

orientation session will be offered before the course begins for those who need it. Students can also

make use of online tools to gain a basic orientation to the software.

Grading

90% Weekly short assignments (3@30% each)

10% Participation

Course Assignments:

Weekly assignments

Short weekly assignments will provide an opportunity to review and apply concepts and methods

discussed in class. Assignments will take the form of problem sets, structured analytical exercises, or

129

brief professional analytical reports. Computer analysis will use MS Excel. Students will be expected to

hand in both the written assignments and the electronic files with their calculations.

Grading criteria

Assignments will be graded on the following criteria, as applicable: appropriate application of concepts

and methods, accuracy of results, originality (where applicable), clarity and completeness of

documentation, clarity of explanation, and professional writing/presentation.

Participation

Students are expected to come prepared to each class, and to participate actively in class discussions

and lab exercises.

Course Policies:

Because the assignments comprise weekly exercises that will be reviewed in class, it is important for

students to hand in the assignments on time. In the interest of fairness, marked assignments will not be

returned to the class until all the students have handed in that assignment. Points will be taken off for

late assignments as follows:




Course Materials:

Readings

There is no required textbook for this course. Readings will be drawn from several textbooks, journal

articles, and professional reports. Readings will be compiled in a course reader and made available

electronically through Blackboard Connect.

Computer and software

Students should bring to class a laptop computer with MS Excel (any version).

130

Plan 548J: Plan Implementation by Zoning

2014W Term 2

Credit Hours: (1)

Location: WMAX 150

Please see Outline

18:00-20:00

Instructor: Bill Buholzer Young, Anderson

Barristers and Solicitors

1616 – 808 Nelson Street

Vancouver V6Z 2H2

(604) 689-7400

[email protected]

Course Description:

Course Dates: ( January 8th - February 12th - 6:00-8:00pm)

Zoning remains the single most common instrument for the implementation of land use plans. Most

working planners will at one time or another encounter zoning regulations, whether advising a client on

what use they may make of their land, assisting a municipality in implementing a new community plan,

or drafting amendments to an existing zoning law to deal with a new land use phenomenon. This course

drills down into the basic elements of a typical zoning regulation or ordinance, and uses actual legal

disputes to illustrate the practical issues that can arise in drafting, interpreting and administering this

type of regulation.


The purpose of this in-depth course on zoning is to equip students with the practical knowledge and

skills necessary to draft and interpret zoning regulations and to formulate land use policy that is

amenable to implementation through a regulatory approach. Students will become familiar with the

typical components of a zoning bylaw developed under the British Columbia zoning enabling legislation

as well as variations that may be encountered in other jurisdictions.


OVERVIEW OF COURSE CONTENT

Lecture 1: Origins and Examples of Zoning Regulations.

Origins of zoning laws in the U.S. and British Columbia. General outline of contemporary zoning bylaws.

Comparison with site development control systems. Discrimination and compensation issues in land use

regulation. Proper purposes of zoning. Variations from Euclidean zoning. Managing building aesthetics.

Lecture 2: Land Use Classification and Regulation.

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Basic land use classifications for zoning. Principal and accessory uses. Public and private uses. Uses and

structures. Water and air space uses. Land uses and land users. Interpretive principles applying to

permitted and prohibited uses.

Lecture 3: Regulating Density, Siting and Height.

Indices of density. Subdivision controls. Floor area ratios and site coverage limits. Indirect density

controls. Manipulation of density calculations. Density bonuses. Siting and height envelopes.

Lecture 4: Zoning Bylaw Interpretation and Enforcement.

Interpretation principles and approaches. Defining terms. Uncertainty and vagueness problems.

Enforcement options. Sanctions for breaching zoning regulations. Assignment.

Lecture 5: Zoning Variances and Lawful Non-Conforming Uses.

Legislative and quasi-judicial variances. Retroactivity of land use regulations and vested rights to use

land. Changes in lawful non-conforming uses. Assignment due.

Lecture 6: Summary, review and examination.

FORMAT

Six two-hour evening lectures and a one-hour exam. Students will be provided with readings consisting

mainly of statutory materials and case law. Extracts from local zoning bylaws will be used in the class to

illustrate key points.


There will be a short assignment and a 1-hour in-class examination following a final review and

summation of the material during the last class, and students will be evaluated on the basis of the

assignment (50%), exam (40%) and their participation in the class (10%). Since the assignment and

examination will be based mainly on lecture material, attendance at all lectures will be necessary to

achieve high standing in the course.

Course Assignments:

Readings will be assigned for Lectures 1 through 5 from materials provided by the instructor.

MATERIALS

Students will be provided with readings consisting largely of statutory materials and case law. The

instructor will provide references to on-line bylaws and legal decisions for students to access and

evaluate for discussion in class.

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Course Policies:

It is desirable that students have taken or are concurrently taking Plan 506 (Legal Context of Planning).

In view of the compressed nature of the course, students who miss any lecture are encouraged to

discuss any course content they may have missed with other students.

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Plan 548K: Planning for Disaster-resilient Communities

2014W Term 2

Credit Hours: (3)

Monday

09:30 - 12:30

Location: WMAX 240

Instructors: Prof. Stephanie E. Chang


Telephone: 604-827-5054

Office: WMAX 241

Office hours: by appointment

Note: [Cross Listed with RMES 500X)]

Course Description:

This course introduces students to the study of disasters and disaster management planning. It

addresses such questions as: What causes catastrophes? Why are disaster losses increasing? How can

communities become more disaster-resilient? The course focuses primarily on natural hazards in the

U.S. and Canadian context. It will also consider technological hazards, human-induced disasters, and

disasters in the developing country context.

Drawing primarily from social science and planning literatures, but also considering natural science and

engineering perspectives, the course seeks to develop interdisciplinary insights into the challenge of

developing disaster-resilient communities. There are no prerequisites for this course. Students from any

disciplinary background are welcome.


This course aims to help students to:

(1) become familiar with the social science and planning literature on disasters and disaster

management planning;

(2) develop an understanding of how environmental risk arises from complex interactions between the

physical environment, built environment, and human society; and

(3) develop skills in interdisciplinary research and application.


Course Format

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This is a seminar course that meets once a week for 3 hours. Each week, class will begin with an

informal lecture. This will be followed by a student-led discussion of the assigned readings and by in-

class exercises that reinforce the lecture topic. Occasional guest lectures will provide perspectives from

researchers and practitioners on current topics in the field.

Course Schedule

I. DISASTERS

(Week 1) Course introduction

(Week 2) Disaster impacts and conceptual frameworks

(Week 3) Environment and physical hazard

II. VULNERABILITY & RISK

(Week 4) Disasters and development

(Week 5) Vulnerability of communities

(Week 6) (UBC holiday)

(Week 7) (midterm break)

(Week 8) Vulnerability of people and businesses

(Week 9) Risk factors (group presentations)

III. PLANNING

(Week 10) Risk assessment, communication, and perception

(Week 11) Disaster mitigation and institutional structures

(Week 12) Recovery and resilience

(Week 13) Fostering resilience (student presentations)

(Week 14) (UBC holiday)


Grading for the course will be based on the following:

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% of Grade Course Element Due Date

10% Assignment #1 - Hazard primer Jan. 12 or 19, 2015

40% Assignment #2 - Risk factors Mar. 2, 2015

30% Assignment #3 - Planning for resilience Mar. 30, 2015

20% Participation and discussion leadership

Course Assignments:

Assignments

Assignments are designed to provide students with the opportunity to apply and assess concepts

discussed in class, as well as to further explore specific case studies and examples. Through student

presentations and teamwork, the assignments are also designed to help students learn from one

another, including appreciating perspectives from different disciplines.

• Assignment #1 will take the form of a very brief (one page) paper and class presentation on a

specific technical question related to natural hazards.

• In Assignment #2, students will work in multi-disciplinary teams to examine the many

interacting factors that contribute to communities’ disaster risk. This year, teams will focus on

natural disaster risks associated with climate change in selected communities internationally,

outside of the US and Canada. Each student will take responsibility for investigating one or more

aspects of the larger risk problem, and will contribute to the integrated team paper and in-class

presentation.

• Assignment #3 will consist of a paper and in-class presentation on a specific resilience plan,

strategy, or policy.

Grading criteria

Assignments will be graded on the following criteria, as applicable:

• appropriate application of course concepts,

• identification and use of relevant sources,

• originality,

• clarity and completeness of documentation,

• clarity of explanation,

• reasoning and argument, and

• professional writing/presentation.

Participation

Students are expected to come prepared to each class. In addition to general class participation, each

student will be expected to lead or co-lead a class discussion on assigned readings for the week.

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Course Policies:

Points will be taken off for late assignments as follows:


8-14 days past due: 20 points deducted



Course Materials:

There is no textbook for this course. Readings will be compiled in a course reader and will be available

electronically through Blackboard Connect. For useful overviews and syntheses of the field it is

recommended that students purchase the following:

Mileti, D.S. (1999) Disasters by Design. Washington, DC: Joseph Henry Press.

National Research Council (2006) Facing Hazards and Disasters: Understanding Human Dimensions.

Washington, DC: National Academies Press.

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Plan 548L: Participatory Planning & Budgeting

2014W Term 2

Credit Hours: (3)

Monday

14:00 - 17:00

Location: WMAX 150

Instructor: Matt Hern


Course Description:

Course Schedule dates: March 2, 9 , 16, 2015

Progressive planners, organizers and community developers have long spoken of citizen participation in

planning processes as fundamental to sustainable and effective initiatives. When developments or

changes are foisted upon people without consultation they tend to resist and the plans tend to be

ineffective and fragile. Participatory planning theory suggests that when all those who have a direct

stake are involved in the process planning becomes more effective, appropriate and ethical.

In recent years there has been a tremendous upsurge of interest in participatory planning and

budgeting. Emboldened by successes in Porto Alegre and elsewhere, cities across the globe have

attempted to create participatory planning and budgeting strategies, often with mixed success.

Planners, politicians, activists and citizens often love the idea in theory, but have little idea how to make

it happen and even less how to make these initiatives realistic, sustainable and meaningful. This course

will seek theoretical nuance in exploring a range of approaches, and consider very practical applications

and strategies at a range of scales.

In fast-paced environments with diverse populations and multiple, complexly contending interests

citizen participation is often considered cumbersome, especially if planners are not committed to the

process fundamentally. It is entirely possible though for participatory approaches to be flexible,

adaptive, accountable and transparent, but practitioners need to understand the implications and

reverberations, and be willing to commit to notions of control from a democratic perspective.


I have four entwined main objectives for the course:

• To begin a broad-based discussion around the theoretical underpinnings of participatory theory:

democratic notions of citizen control, decentralized planning, local and neighbourhood

leadership.

• To help students develop familiarity with the history, concepts, methods and application of

participatory planning and budgeting.

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• Through the lectures, discussion and assignments student will learn how these concepts,

techniques and tools might be used and applied, what are some of the arguments for and

against particular approaches, and why/when participatory approaches might be used

• Students will engage with the larger notions of participation and what instrumentalized

participatory planning might harbinge for broader social change


COURSE SCHEDULE:

The class meets on four consecutive Mondays in March for three hours. Classes will be a mix of lecture,

presentation, discussion, guests, activities and well, student participation (!) that will generally follow

this outline:

March 2nd: A conversation about the historical and theoretical roots of participatory planning ideals:

what are some of the key ideas and threads that inform the practise?

March 9th: A look at some of the key pieces in the development of contemporary participatory

planning and budgeting – where is it currently being practised and how? What are some competing

notions and approaches?

March 16th: Practical applications: where, why, how and when.

March 23rd: The course will conclude with discussion around the larger implications of participatory

practices: how can PP&B stimulate broader currents of democratic renewal?


There are no prerequisites for this class.

There will be short weekly assignments to be presented the following week and one slightly longer final

paper. These papers will be graded on criteria we develop together in class.

The marking scheme for the course is: 50% Participation, 30% Short Assignments, 20% Final Paper.

Course Materials:

There is no required text. All readings will be electronically available from the UBC library or on the

internet.

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Plan 548M: Strategic Planning

2014W Term 2

Credit Hours: (3)

Friday

09:00 - 12:00

Location: WMAX 240

Instructor: Ann McAfee


Telephone: 604- 936-7108

Course Description:

Dr. Ann McAfee- Please contact by email: [email protected] or call 604-936-7108 to arrange an

appointment.

The first half of the course introduces the theory and practice of developing and implementing

strategic/policy plans using examples from metropolitan, city, and neighbourhood plans. A range of

topics including land use, transportation, environment, economic, social, and financial directions are

combined into integrated plans for sustainable futures. The course considers the challenges and

opportunities of engaging broad public participation in plan preparation and

implementation. Assignment 1 provides an opportunity to compare strategic plans.

The second half of the course focuses on developing regional-metropolitan plans and integrating new

issues, such as sustainability, into established plans. Lectures will introduce example regional plans,

management, and monitoring processes developed under various governance systems. The second

assignment provides an opportunity to prepare a report to a local Council recommending a process to

update an Official Community Plan.


Strategic Planning: acquaints students with methodologies for analysis, preparation, and

implementation of strategic/policy plans in Canadian and international contexts; assists students to

select appropriate tools for plan making including onsite and online stakeholder involvement; offers

practical experience in writing and presenting policy reports to elected officials, and provides a context

for considering the roles of politicians, planners, various levels of government, private sector, NGOs, and

citizens in planning sustainable futures.


• 40% Assignment 1 Written Report and Class Presentation

• 40% Assignment 2 Written Report and Group Discussion

• 20% Participation in class discussions on weekly readings.

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For Assignments 1 and 2 you will be judged on your ability to identify, compare, and present (both

written and verbal) strategic planning issues and associated policies.

Assignment 1 should demonstrate your ability to compare and critique different approaches to policy

planning.

Assignment 2 should demonstrate the capacity to provide practical policy advice in a format which can

be used by a municipal council.

Course Materials:

Course References: There is no prescribed text. Web accessible readings will be identified weekly.

Other example references:

Horovitz, Jacques. A Dream with a Deadline: Turning Strategy into Action. Prentice Hall 2007

Plant, Thomas E. Strategic Planning for Municipalities, Municipal World, July 2008, Canada

McAfee, Ann. “ 'Tools for Change: CityPlan Vancouver's Strategic Planning Process', 2013, Built

Environment Vol. 39, No. 4. pp. 438-45.

American Planning Association: Sustaining Places: The Role of the Comprehensive Plan, 2011

Computer/USB Flash:

All Class presentations will be available. Bring your computer or a USB to download materials.

Classes 2015

1. Introduction to Strategic Planning: Friday January 9

What is "Strategic Planning?" The challenge of combining land use, transportation, social,

environmental, and economic directions into a Sustainable Strategic Plan. Example Official Community

Plans and Municipal Business Plans. Course overview and assignments.

2. Approaches to Strategic Planning: Friday January 16

Discussion of sustainability as an organizing framework. Comparison of Traditional Strategic Planning

Methodologies (SWOT) and Choicing Methodologies. Examples from Canadian and International

experience. Discussion of strengths and challenges of approaches.

3. Case Study: CityPlan Engaging People in Policy Planning: Friday January 23

Planning to plan--agreeing roles and responsibilities, public engagement techniques, maintaining

momentum.

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4. Moving From Plans to Action: Friday January 30

Developing detailed policy plans from Strategic Directions. Example case studies: Vancouver --

Economic, Housing, Transportation and Financing Growth Plans.

February 6: SCARP Student Symposium: Date to be confirmed. No Class

5&6. Assignment 1 Workshop on Comparative Strategic Planning: Friday February 13

Class times 9-12 am and 1-3 pm. Students lead discussions sharing information from Plan reviews.

February 20: Mid-Term Break

7. Updating Policy Plans in Response to Change Friday February 27

Responding to new governance structures (e.g. amalgamation Auckland Unitary Plan), emerging local

policy concerns, and changing senior government policies/programs (e.g. housing, region).

8. Writing Policy Planning Reports: Friday March 6

The challenges of assembling strategic directions, conveying options, and framing recommendations for

a Council or Board. Presenting and responding to decision makers and the press. Example reports

illustrate how to present complex policy issues, reframe existing policies, deal with legal challenges,

anticipate new directions, and handle "unpleasant realities".

9. Developing Regional-Metropolitan Plans: Friday March 13

Overview of challenges coordinating "multi-jurisdiction" plans and updating plans to include

Sustainability. Field Trip to Metro Vancouver date to be confirmed.

10. Managing and Monitoring Plans: Friday March 20

Managing multi-department/agency plans is a complex task. This session discusses management

structures, techniques for work programming, budgeting, phasing, and funding plans. Most Strategic

Plans include a process to monitor Plan implementation. This session considers options for Plan and

Program evaluation.

11. Applying Canadian Processes to International Applications: Friday March 27

Session on International Strategic Planning with examples from China, Ukraine, Philippines, Ethiopia,

Sweden, and Australia .

12. Assignment 2 Writing & Presenting a Policy Report: Friday April 3

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Workshop on preparing and recommending a strategic planning process to update an Official

Community Plan. Round table discussion of Second Assignment and course questions.

13. April 10 Make up class if necessary

STRATEGIC PLANNING 2015

ASSIGNMENT 1

Presentations: February 13 Note Class Sessions 9-12 am and 1-3 pm

Assignment due by: February 20

TASK

1. Select an issue/topic typically covered in a city or regional strategic plan, for example: Land

Use/Growth Management, Transportation, Environment, Parks & Recreation, Infrastructure, Waste &

Water Management, Economy, Housing, Culture, Social Equity, Community Character, Community

Services, Community Health and Food, Finances.

If you are interested in researching a topic which is not typically covered in city-regional plans speak to

Ann about your idea. There are emerging issues which need to be included in strategic plans. It would be

great to consider new topics -- however it will take more thinking on your part with less opportunity to

review existing plans.

2. Research two Strategic Plans/Official Community Plans (from locations outside the Lower

Mainland) to compare similar/different approaches to addressing your issue/topic.

· Identify good (and if it illustrates your points -- poor) examples of strategic directions,

implementation actions, and monitoring.

· How do plans handle the interrelationships between your topic and other Plan Directions?

· What research/analysis underlies the policy direction?

· What follow-up work has been done to further clarify or implement the policies?

· Are evaluation criteria included? If not what would you suggest?

· Include web addresses for Plans.

Likely your research will use the internet to access plans. If you have questions try contacting

staff at the cities to clarify how the directions were established and are being implemented.

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3. Prepare a brief report (5 pages) and presentation illustrating what you think are good (or poor)

examples of how to address your topic.

· Be prepared to give a ten minute presentation on your findings; and

· Provide a paper or electronic copy of your report to Ann. Copies of your presentation will be shared

electronically with other students for future reference.

STRATEGIC PLANNING 2015

ASSIGNMENT 2

Roundtable Discussion & Report Due: April 3, 2015

Context:

Planners seldom have the opportunity to “wipe the slate clean” and develop an entirely new Plan.

Usually the task is to update an existing Comprehensive Plan/ Official Community Plan.

SECOND ASSIGNMENT

Your task is to select a municipality and prepare a report to your Municipal Council proposing a

process to update a section of your municipal Official Community Plan.

The Report should be:

· Written for a Council in the Metro Vancouver area.

· Written in a “Council Report Format” providing:

o Recommendations

o Executive Summary/ Purpose

o Background: Existing policy context and rationale for updating your municipal OCP.

o Options for process to update your OCP

o Your Recommendation to Council and justification/rationale for your recommended process.

o Conclusion/ Next Steps

Report Discussion and Due Date: April 3, 2015

· Be prepared to discuss your recommendations. Format will be a round table discussion of key

points (not an individual power point presentation).

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· 1 paper copy of report for Instructor or send report electronically to Ann.

· Report should be brief (maximum of 10 pages)

Sources:

BC Local Government Act Part 26 Division 2 Official Community Plans

http://www.bclaws.ca/EPLibraries/bclaws_new/document/LOC/freeside/--%20L%20--

/Local%20Government%20Act%20RSBC%201996%20c.%20323/00_Act/96323_30.xml#section873

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Plan 548N: Digital Video for Planners- Community Project

2014W Term 1

Credit Hours: (1)

Please See Outline

18:00-20:00

Location: WMAX 250

Instructor: Kamala Todd


Course Description:

Course Schedule Dates: see Course Organization

This is a one-credit course that focuses on developing the applied skill of completing a digital video for a

community. This module is one component of the three-part series--Digital Video for Planners—that

collectively develops the skills required to use digital video in professional planning applications.

This course is specifically catered to planners. The focus is to learn how to use video as a planning tool,

whether that is a means of public engagement, communication, advocacy, community development,

capacity building, or community storytelling. Particular attention will be given to the ethical

responsibilities and obligations that this medium demands when working in collaboration with

communities.

This course is taught by Kamala Todd, a Metis-Cree filmmaker and community planner who makes

documentaries that support Aboriginal people to have a voice in their city and on their lands. Her credits

include Cedar and Bamboo, Indigenous Plant Diva, and Sharing Our Stories: the Vancouver Dialogues

Project.

There is a fee of $40 to take this course. This fee covers basic maintenance for the camera and editing

equipment required for this course. There is no required textbook for this course.


The purpose of this course is to develop a working understanding of digital video production. Specific

teaching elements will focus on:

• Skills and attributes needed to effectively work collaboratively a community setting;

• Understanding of the technical skills required to complete a digital video;

• Awareness of the ethical and professional standards required to work with a community on a

video project;

• Project and time management approach to completing complex projects on time.

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Learning will occur through a community video project. We will be working with a community partner

create a video that tells a story the community would like to share. The work in this 3 module will build

from the video footage that was recorded and edited in modules 2 and 3 (Camera Operation and

Storytelling and Editing).

There is a total of 13 hours of class instruction, and students are expected to spend an additional 10 to

20 hours of independent project time.


The course is offered over a condensed timeframe in conjunction with a community partner. The

majority of the project will be completed over a period of three days, with the following two weeks

allocated for completion. Both instructors and community partners will be supporting the students

throughout the project. The community partner will be confirmed in early September, before the start

of the school year.

Proposed Dates

September 19: The students meet with Kamala for an introduction to the course, and to the community

partner. All students enrolled in any of the three courses are required to attend. 2 hours.

MODULE 1

September 20: 7 hr day to start module 1. Camera person giving the technical overview. Second half of

the day spent filming. Students left with a shot list and two weeks to complete the short list (providing

b-roll and interviews).

October 4: 6 hr day to conclude module 1. Review footage, begin to log and organize interviews and b-

roll. Digitize footage.

MODULE 2

October 18: 7 hr day to start module 2. Introduction to post-production, and using Final Cut Pro X.

Footage from module 1 is the working footage. Students are given editing assignment. Two weeks to

complete.

October 25: 3 hr lab session where Kamala is available in the lab to provide one on one support as

needed, students are expected to use this time to work on their projects.

November 1: 3 hr session to conclude module 2. Review final projects and look at potential projects for

Module 3. Create 3-4 groups and begin drafting outlines.

MODULE 3

November 7: 3 hour class with the community partner (in part ) to discuss story plans, and other footage

needed. Students are expected to do any pick-ups and follow up as needed for their video.

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November 8: 7 hours lab session. Completing rough assembly. Looking at story.

November 21: 2 hr rough draft screening with community partner. Students finish fine cuts on their own

time.

Dec 6 (or some other time as appropriate): final community screening


Students who wish to take this course must have one of the following prerequisites:

• Completed the other two modules in this course series (Camera Operation, and Storytelling and

Editing);

• Completed a previous offering of PLAN548R “Digital Video for Planners”;

• Demonstrate an existing skill and ability to independently complete a digital video.

Students will be graded on their participation and achievement in their assignment. Grading will follow

a set of criteria that are discussed in class.

Course Assignments:

Students will work in production teams, with each team completing a five-minute video for our

community partner. The community partner will provide relevant scope, context, vision, and support

for the video, and the students will use that information to create a series of three 5-minute videos for

the community partner.

Course Policies:

We are working with a community partner and students will be required to uphold a professional and

respectful demeanor at all times. They will also be required to follow UBC’s ethical requirements, which

will be discussed in class.

Students who do not pay the course fee of $40 prior to the first day of class will not be permitted to take

the course.

Course Materials:

There are no required books for this course. A selection of option resources will be suggested.

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Plan 548P: Indigenous Community Planning

2013W Term 2

Credit Hours: (3)

Saturday and Sunday

Please See Outline

10:00 - 17:00

Location: WMAX 240

Instructors: Aftab Erfan and Shane Pointe

TA: Lyana Patrick



PLAN 548P Indigenous Community Planning: Ways of being, knowing and doing

This course is a requirement for the Indigenous Community Planning program, and is limited to 15

students. It is open to First Nations Studies students (300 and 400 level) as well as SCARP students.

Course Description:

PLAN 548P Indigenous Community Planning: Ways of being, knowing and doing (DRAFT)


students. It is open to First Nations Studies students (300 and 400 level) as well as SCARP students.

Key words

Indigenous world view; indigenous planning; comprehensive community planning; colonization; settler

societies; recognition, rights; traditional ecological knowledge; partnership (collaborative planning);

therapeutic planning.

Course Outline

This course starts from an acknowledgement of Canada’s history of colonization of indigenous peoples,

recognition that planning has been a part of that process, and also that indigenous planning practices

existed long before colonization.

This leads to a series of questions that the course will explore.

• What is the meaning and significance of Indigenous Planning as a re-emerging theory of action

among Indigenous community planners, civic leaders, and professionals?

• What values underpin Indigenous approaches to community development?

• What has been lost in the western planning perspective? What can be gained through

understanding an Indigenous worldview?

• How does an Indigenous planning paradigm challenge existing planning practice in Canada?

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• How does mainstream planning need to adapt and change to achieve recognition of and justice

for Indigenous peoples?

• What are the implications for a more culturally relevant planning profession and practice?

• Is it possible to ‘decolonize’ planning? How? What would that look like?

• What is the role of a non-Indigenous planner in Indigenous community development?

• What do you need to know and what skill sets do you need if you are working with/in an

Indigenous community?

• What challenges do First Nations in BC face in implementing projects in their on-Reserve and

off-Reserve communities?

The course is based around three sets of readings:

• Indigenous worldview (epistemology, ontology, and research methodologies)

• History of colonization

• Case studies in Indigenous Planning


1. Understanding of and respect for Indigenous world view

2. Understanding of ongoing impacts of history of colonization on Indigenous communities

3. Understanding of and respect for traditions of Indigenous planning

4. Unsettling of assumptions of western planning

5. Learning firsthand from Musqueam colleagues about their approach to Comprehensive

Community Planning in BC


As much as possible, this course works from experiential, land-based and community-based learning.

We teach in traditional circle format. The course is organized around three weekends during which we

combine visits to the Musqueam Reserve, where Elders will introduce us to traditional teachings; with

outdoor activities (such as a guided ethno-botanical tour); along with classroom discussion of readings

and films. Musqueam community planners will introduce us to their planning process and award-

winning Comprehensive Community Plan. Non-indigenous practitioners will be invited to discuss how

they work with/in Indigenous communities in BC. The course aims to integrate mind, body, emotions

and spirit in its approach to learning.


Assignments and Grading

1.Reflective journal entries: students will keep a journal in which they will reflect on readings as well as

on class sessions and experiences. The journal should be focused on a personal narrative on the theme

of ‘unsettling’. [30%]

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2. Individual paper based on readings: students will focus on one of the three sets of readings to explore

in depth. Your paper will review these readings, drawing out teachings for yourself, your life and

practice. [40%]

3. Class project: as a group, you will explore how to make SCARP a welcoming space for Indigenous

planning and for ICP students. This means designing and setting up a process, and making

recommendations to the Director of SCARP.

Each student will also agree to attend and do the prescribed readings for all sessions. [30%]

Course Materials:

Key texts

Online class reader

R. Walker, T. Jojola & D. Natcher. Eds. Reclaiming Indigenous Planning (McGill-Queens UP, 2013)

E. Richard Atleo. Tsawalk. A Nuu-chah-nulth Worldview (UBC Press, 2004)

Cole Harris. Making Native Space. (UBC Press, 2002)

Paulette Regan. 2011. Unsettling the Settler Within (UBC Press, 2011)

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Plan 548Q: Indigenous Law

2013W Term 2

Credit Hours: (3)

Monday

18.:30 – 21:30

Location: WMAX 150

Instructors: Crystal Reeves

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Plan 548R: Digital Video for Planners- Camera Operation

2014W Term 1

Credit Hours: (1)

Please See Outline

Location: WMAX 250

Instructors: Kamala Todd


Course Description:

Course Schedule Dates: see Course Organization

This is a one-credit course that focuses on developing the applied skill of digital video camera

operation. This module is one component of the three-part series--Digital Video for Planners—that

collectively develops the skills required to use digital video in professional planning

applications. Students are welcome to take this is a single credit course, or participate in all three

modules for a complete three-credit offering.





communities.




Project.

There is a fee of $40 to take this course. This fee covers basic maintenance for the camera

equipment. There is no required text book for this course.


The purpose of this course is to develop a basic level of competence using a digital video

camera. Specific teaching elements will focus on:

• The art of capturing interesting and engaging images with digital video;

• Interview techniques and skills;

• The elements of good sound recording;

• Approaches to working in a community context, and with marginalized populations;

• Understanding technical aspects of digital video camera operation;

153

Learning will occur through a combination of lecture, case study, and hands on experience with a

camera. We will be working with a community partner to record video footage that will be used in a

video production.

There is a total of 13 hours of class instruction, and students are expected to spend an additional 10

hours of time in the field with a camera.


The course is offered over a condensed timeframe in conjunction with a community partner in the

Vancouver urban Aboriginal community.

Proposed Dates



MODULE 1






MODULE 2



complete.





MODULE 3





time.

154



There are no prerequisites, just an interest in exploring the medium of video.

Students will be graded on the video footage they collect in their assignment. Grading will follow a set

of criteria that are discussed in class.

Course Assignments:

Students will be given a shot list, which they will need to schedule and collect outside of class time.

Course Policies:


respectful demeanour at all times. They will also be required to follow UBC’s ethical requirements,

which will be discussed in class.


the course.

Course Materials:


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Plan 548S: Digital Video for Planners- Storytelling & Editing

2014W Term 1

Credit Hours: (1)

Please See Outline

Location: WMAX 250

Instructors: Kamala Todd


Course Description:

Course Schedule Dates: See Course Organization

This is a one-credit course that focuses on developing the applied skill of editing digital video as a means

of storytelling. This module is one component of the three-part series--Digital Video for Planners—that

collectively develops the skills required to use digital video in professional planning

applications. Students are welcome to take this is a single credit course, or participate in all three

modules for a complete three-credit offering.





communities.




Project.

There is a fee of $40 to take this course. This fee covers basic maintenance for the editing

equipment. There is no required textbook for this course.


The purpose of this course is to develop a basic level of competence in digital video editing, with an

emphasis on the art of storytelling. Specific teaching elements will focus on:

• Understanding the power of storytelling and how it can be used in a community planning

context;

• Breaking down the basic elements of a compelling story;

• Skills required to effectively facilitate a community storytelling process;

• Technical ability to edit digital video using Final Cut Pro X;

• Steps involved in putting a story together in post-production.

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Learning will occur through a combination of lecture, case study, and hands on experience with a

professional editing suite. We will be working with video footage that was collected in module 1

(Camera Operation) and starting to create a video story with a community partner.

There is a total of 13 hours of class instruction, and students are expected to spend an additional 10

hours of independent editing time.


The course is offered over a condensed timeframe in conjunction with a community partner. The

community partner will be confirmed in early September, before the start of the school year.

Proposed Dates



MODULE 1






MODULE 2



complete.





MODULE 3





time.

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There are no prerequisites, just an interest in exploring video as a means of storytelling.

Students will be graded on the edits they complete in their assignment. Grading will follow a set of

criteria that are discussed in class.

Course Assignments:

Students will be given a very short sequence to edit, which they will independently complete outside of

class time.

Course Policies:


respectful demeanor at all times. They will also be required to follow UBC’s ethical requirements, which

will be discussed in class.


the course.

Course Materials:


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Plan 548T: Indigenous Community Planning Field Studio

2014W Term 1 & 2

Credit Hours: (6)

Thursday, 14:00-17:00

Location: WMAX 140

Instructor: Jeff Cook


Office: WMAX 229

Office Hours: Thursdays 10:00-12:00pm

Office Phone: 604-827-4486

Note: 2nd Year SCARP ICP Students

Course Description:

Indigenous Community Planning Program: Indigenous Planning Practicum

Courses: 548T (Field Studio- 6 Credits), 547C (Masters Project - 6 Credits)

2014/2015 Winter Session, Term 1 & 2


students. It is open only to second year SCARP students.

Key Words

Indigenous planning practice, applied Indigenous planning practice; comprehensive community

planning; Indigenous community development; Indigenous knowledge systems; Indigenous planner,

planning practitioner; community-planner relationships; and decolonization of planning.

Course Description

This course is intended to provide students with a direct, hands-on planning experience with a First

Nation engaged in a comprehensive community planning (CCP) process. As emerging planners

interested in the field of Indigenous planning, having an opportunity to experience and support an active

Indigenous planning process is foundational to students’ learning and career development. It is expected

that students in teams of two will develop an 8-10 month planning relationship with a First Nation, and

be periodically placed in the community to gain direct experience (five to seven trips depending on

funding). A mutual learning agreement and work plan will be developed between the students and host

First Nation, including the creation of a student-to-student protocol agreement to guide the student

partnership. The nature and extent of planning activities are to be determined but ideally students will

respond to the planning needs of the First Nation while satisfying mutual learning objectives and

outcomes.

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Approach to Practicum

The approach to the student practicum will be participatory, collaborative and practical in nature, as

well as culturally respectful and responsive. The practicum is based on three pillars:

• Building relationships and relations

• Applied theory, learning and practice

• Communicating experience

Learning Objectives

Students are expected to define specific learning objectives in collaboration with the host First

Nation. General objectives of the Practicum are for students to:

• Gain an understanding of how Indigenous planning practice works

• Learn about Indigenous planning values, protocols, traditions, methods and tools

• Build capacity to work with Indigenous communities in culturally appropriate ways

• Apply Indigenous planning theory and practice

• Nurture intercultural understanding

• Apply Indigenous planning theory and knowledge

Format of Practicum

It is anticipated that students will participate directly in a component of a comprehensive community

planning (CCP) process for a total contribution of approximately 350 hours of time per student. Students

are expected to stay in a First Nations community for a combined period of four weeks, and an

additional four weeks of off-site support, over an 8-10 month period. The Instructor will accompany and

support students during their community visits.

Learning Outcomes

Example anticipated outcomes of the Practicum are for students to have:

• Gained an understanding of Indigenous planning protocol and practice

• Increased knowledge and use of culturally appropriate planning protocols, traditions, methods

and tools

• Discovered implications of planners working with First Nations

• Gained an awareness of western planning relevance and bias

• Increased confidence, capacity and respect in working with First Nations

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Recommended Readings

Readings are to be geared towards indigenous planning practice and be relevant to the topic and

process of the particular First Nation (s) students will be working with.


Student grades for 548T (6 credits) and 547C (6 credits) are based on four assignment components.

The parameters for the assignment components are described below.

Course 548T is based on the following three components: 1) student protocol, community learning

agreement and work plan; 2) planning journal; and 3) a learning reflection.

Student Protocol, Community Learning Agreement & Work Plan: 35%

This portion of the grade pertains to the completion of the student-community protocol agreement and

work plan. The grade reflects the collaborative process used to complete the learning protocol and work

plan, including the content, form, structure and language contained within them.

Planning Journal: 30%

This portion of the grade pertains to the documentation of students’ learning and planning experience.

The grade reflects the proposed outline of planning journal and how well it is maintained. The purpose

of ongoing journal submissions throughout the practicum is to establish the practice and guide the

quality of submissions in preparation of the final journal. Students are expected to revise journal entries

based on feedback from the Instructor. The final document should include a title page, introduction and

conclusion, along with a range of 20-25 journal entries depending on the length and format (20-25

pages).

Learning Reflection: 35%

This portion of the grade pertains to the students’ overall learning experience and how the practicum

impacted the understanding and practice of Indigenous planning. This reflective essay should

incorporate the entire practicum experience and contributions (e.g. learning agreement, work plan,

community contribution and final presentations). Students should consider the following guiding

questions:

• How would you summarize your overall approach to the Indigenous practicum?

• What were the important contributions you made to the community as an emerging planner?

• What were the cultural teachings you received during your relationship with the community?

• What knowledge, skills, methods, tools and techniques are helpful in guiding your Indigenous

planning practice?

• What surprised you the most? How were you most vulnerable?

• How has the practicum informed your understanding and approach to Indigenous planning?

• In what ways did you contribute to or witness the colonization of planning?

• In what ways did you facilitate and respect Indigenous planning practice?

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• What are the implications for First Nations who use ‘external’ planners to support their planning

efforts?

• What are the implications for ‘external’ planners who seek to support First Nations planning

efforts?

Ideally the reflection (12-15 pages) encapsulates deep personal learning, and reveals how the practicum

‘unsettled’ students’ knowledge, understanding and practice of Indigenous planning. Students should

conclude their refection with some next steps to build on their Indigenous planning knowledge, learning

and experience.

Course 547C is based on the contribution the student provides during the applied practicum experience

with the host First Nation.

The community contribution grade is based on the following four components: 1) student participation

during class time (e.g. preparation prior to, contribution during, or follow-up after class); 2) planning

process and product contribution; 3) approach and cultural responsiveness; and 4) the final

presentation.

Class Participation (20%)

This portion of the grade reflects student participation during class time, including the completion of

requested planning activities and exercises such as a participation/communications plan, example

journal submissions, presentations, activity reports, progress report, class feedback, timeliness, etc..

Community Contribution (40%)

This portion of the grade reflects primarily three areas of planning activities:

1) Process Planning and Delivery (e.g. conference calls; work plans; meta and weekly work plans;

scheduling and logistics management; communications planning; community engagement strategy;

review, feedback and evaluation);

2) Community Engagement (e.g. facilitation or participation during presentations, open houses,

meetings, workshops, gatherings, world cafes, etc.); and

3) Research, Analysis and Compilation of Results (e.g. newsletter, brochure, meeting notes, session

reports, power point, community profile, fact book, partial or completed phases of comprehensive

community plan, etc.)

Students will submit a portfolio of planning ‘deliverables’ covering a range of planning activities.

Students should quantify the experience as much as possible. For example, the total number of

meetings, workshops, conference calls, session notes, open houses, reports, etc.

The final document should include a title page, executive summary, table of contents, introduction,

content and conclusion, along with the portfolio of deliverables as outlined in the three areas of

planning activities.

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Approach and Cultural Responsiveness (15%)

This portion of the grade reflects students’ overall approach to the practicum, including team

collaboration and relationships, style, cultural sensitivity and responsiveness.

Community & SCARP Presentation (25%)

This portion of the grade reflects student presentations in the host community and at SCARP. The

presentation is expected to be a 40 minute group presentation followed by a 20 minute discussion.

Course Materials:

Recommended Readings

Readings are to be geared towards indigenous planning practice and be relevant to the topic and

process of the particular First Nation (s) students will be working with

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Plan 548U: Introduction to Geographical Information Systems

2014W Term 2

Credit Hours: (1)

Friday, 14:00-17:00

Please See Outline

Location: Geography Building- GIS Lab, Room 230-1984 West Mall

Instructor: Bill Gushue


Course Description:

Course Schedule: March 13, 20, 27, and April 3rd, 2014

This course introduces students to the theory, history and capabilities behind GIS, with computer

laboratory workshops and exercises that focus on the application of GIS technology in design and

planning. It is intended as a course for students not formally exposed to GIS or related geomatic

technologies who desire a baseline understanding of the technology, and an ability to create, view,

analyze, manipulate and present spatial information. Emphasis will be placed on hands-on exercises

that reinforce the concepts introduced in the lectures and demonstrations.

Students who finish assignments early will have time to explore integrating various online data

repositories (municipal data warehouses, provincial data warehouses, and open map services) with

newly acquired GIS skills.


This course aims to help students develop a basic understanding of what constitutes a GIS, understand

the capabilities and limitations of GIS, and gain practical skills in data design, creation, storage, analysis

and presentation. Students will be exposed to a broad range of topics required to understand GIS

technology. The basic concepts, combined with practical skills in operating GIS software, will provide

students with a foundation in spatial information administration, analysis and production. This

foundation will help students better understand emerging trends, issues and technologies, or serve as a

starting point for further development.

By the end of the course students will have the necessary skills to incorporate GIS analysis and

presentation skills into other projects and assignments for SCARP courses.


This course meets once a week for a 3 hour session in the Geography GIS Lab - Room 239. The course

consists of 4 modules, each module having a 60 minute lecture / demonstration, and a 2 hour lab

assignment. Lab assignments will be collected at the end of each session, graded, and returned the

following week.

The 4 modules will be held on the following dates: March 13th, 20th 27th and April 3rd, 2014.

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80% Lab Exercises (4 assignments)

20% Class Participation & Attendance

Course Assignments:

All assignments including the final assignment are weighted equally. Lecture topics and corresponding

lab assignments are as follows:

Section 1 - Introduction to GIS Concepts, Definitions and History

Section 2 – Basic Data Editing and Geoprocessing (Spatial Analysis)

Section 3 – Cartographic Composition and Output Formats

Section 4 – Interoperability (exchange of data between systems) between GIS, CAD, Google Earth and

other web mapping options

Course Policies:

There is no final exam for this course.

Course Materials:

Copies of laboratory demonstration materials will be provided. Articles that compliment lecture

material will be available in a course reader. There is no assigned textbook for this class.

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Plan 548V: Transportation Planning, Analysis

2014W Term 2

Credit Hours: (3)

M, 11:00-12:00 CEME 1202

W, 11:00-1300 MCML 214

Instructors:TBA

Course Description:

Plan 548V [cross-listed with CIVL 441/583]

DRAFT

This course introduces fundamentals and latest development of transportation planning analysis in eight

self-contained cases. This course examines planning tools such as pricing, land use, smart device,

information, preference shaping, transit service, and policy design.

The course emphasizes 1) the interaction between travel behavior and transportation policies and 2) the

application of methods and models in the analysis of transportation systems.

• Case 1. London’s Congestion Charging (3)

• Case 2. Transport and Landuse (3)

• Case 3. Positive Utility of Travel (3)

• Case 4. Mind the Map (2)

• Case 5. Preference Shaping (2)

• Case 6. Modeling Transport (3)

• Case 7. Transit Service (2)

• Case 8. Policy Design (2)

Technically this course will cover modeling framework, four step models, data collection (survey design,

manual and automatic data), transportation externality, behavioral impact of information, productive

use of travel time, measuring perception and attitudes, service reliability and customer loyalty, and

transport policy design and public acceptance.

This course uses a team-based learning approach and to be able to work in a team is one key learning

objective. Students will be randomly assigned into teams: 3~5 students per team, 6~8 teams in total,

and mixing students with different background: graduates and undergraduates, engineers and planners,

etc. Students will work in teams on Assignment #3, term project and presentations throughout the

course.


http://www.scarp.ubc.ca/sites/default/files/Plan548Q_0.pdf

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Plan 548Z: Urban Food Systems Policy & Planning

2014W Term 1

Credit Hours: (3)

Monday

14:00-17:00

Location: WMAX 240

INSTRUCTORS:

Zsuzsi Fodor, MAP

Brent Mansfield, MSc

Wendy Mendes, PhD

Course Description:

KEYWORDS

Governance, creative disruption; food systems; food systems planning; urban agriculture; public

engagement; public realm; social inclusion; participatory planning; environmental, economic and

social sustainability; policymaking.

COURSE DESCRIPTION

Food policies involve a host of issues and jurisdictions ranging from the regional and provincial

(e.g. public health, nutrition, anti-hunger), to the national (e.g. agriculture, food safety, food

labelling), to the global (e.g. international trade agreements, food aid). Although typically

associated with “higher” jurisdictions and scales, the past decades have seen a growing

recognition of food policy as an issue of municipal governance and planning.

Urban food policies can be understood as decisions that affect the ways that people in cities

produce, obtain, consume and dispose of their food. Food decisions affect whether opportunities to

grow food in the city are supported; whether a city’s most vulnerable populations have access to

nutritious and affordable food; whether neighbourhoods have grocery stores or farmers’ markets

within walking distance; and whether strategies exist to divert food waste from landfills. Although

local governments have little direct authority to govern food, it is in cities where the most mouths to

feed are found, and where many of the most far reaching policy innovations in urban food systems

are being developed.

This 3 credit course will introduce key issues related to the current practice of food systems

planning and recent policy innovations including comprehensive municipal food strategies. 2

Attention will be paid to the broader governance context within with urban food system decisions

are taken, including the role of the private sector, civil society organizations, community members,

funders, governing institutions, and other actors in shaping agendas and processes. At the same

time, the course combines understandings of urban food systems with broader questions about

how we plan and build cities; how we live in them; who is involved in their creation; and how more

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inclusive and imaginative processes for city building can be achieved. A central theme will be

attention to the role of urban food systems in moving beyond single function planning.


By the end of the course students should be able to:

• Identify and critique major issues, debates and practices in contemporary urban food

policy and planning (approaches, innovations, opportunities, barriers);

• Connect these issues to broader trends in urbanization and planning innovations, including

in particular, multiple-function planning for sustainable, inclusive cities;

• Understand the legislative, political and institutional context of local governments in

Canada, and the tools and techniques relevant to food system planning activities.


CONTENT

Course material is organized around topics and case examples drawn from Metro Vancouver and

cities worldwide. The course is taught in seminar format with a number of site visits. Students are

expected to read the required readings thoroughly and be prepared to fully participate in

discussions.


EVALUATION

Individual assignment 40%

Group assignment 60%

Course Assignments:

PREREQUISITES

None. Non-SCARP students who wish to take the course must obtain permission from the

instructors. However, please note that this class normally fills to capacity, and preference is given

to SCARP students.

READINGS

Where possible, readings will be available through on-line sources. Readings include a

combination of academic articles; technical and policy reports; and case studies.

ETHICS OF SITE VISITS

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When participating in site visits, it is important that students conduct themselves in a respectful

manner at all times. Our guest presenters are contributing their valuable time to share their

knowledge and expertise. Please remember to express your appreciation to our guests. This is

good professional practice. This includes being punctual (more on this below). Even more

importantly, some of the sites we will visit, and programs we learn about, involve the life

experiences of vulnerable populations. Reflect on how you would feel if a group of outsiders arrived

in your community, place of work or home to ‘observe’ you. Use your judgment. Be sensitive to

your environment and the people in it. Disrespectful, disruptive or inattentive behaviour will not be 3

tolerated. Photography will not be permitted without the permission of guest presenters or others

who may be present at our site visits.

Course Policies:

PUNCTUALITY

Prior to each site visit, students receive detailed information by email on times and places to meet

for each site visit. Out of respect for our guest speakers and your fellow students, it is very

important that students arrive on time for each site visit.

MUTUAL EXPECTATIONS

This class is meant as a forum to explore issues from a range of perspectives. A diversity of voices

and interpretations are welcomed. The instructors will provide you with theoretical concepts,

models and various interpretations of the issues we will study. Using these models and concepts,

you will be encouraged and challenged to develop your own interpretations of the key course

topics and themes. In other words, students' perspectives do not need to match those of the

instructors in order to succeed in this course. Freedom of thought and expression is strongly

encouraged.

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Plan 549C: Masters Thesis

2014W Term 1 & 2

Credit Hours: (12)

Sec 001, Term 1 & 2 (students continuing thesis for both terms)

Sec 002, Term 1 (students completing thesis by December)

Sec 003, Term 2 (students who have been on official leave for term one)

Course Description

A student may complete his or her Masters program by undertaking either an academically oriented

thesis of 12 credits (549C) or a professionally oriented project of 6 credits (547C) together with 6 credits

of additional coursework. Students are required to make a choice by the end of September (which is the

beginning of a student's second academic year) of the Masters program. But it is highly recommended

that the student complete this before the suggested time.

Registration in PLAN 549C or 547C is mandatory in both Summer and Winter Sessions beginning in the

summer of the first year and continuing until completion of the thesis or project.

Distinction Between Masters Project (Plan 547C) and Masters Thesis (Plan 549C)

Project Thesis

Number of Credits 6 12

Number of other 3 credit courses

needed for Masters Degree

18 16

Length Shorter (usually 30-50 pages

1.5 line spacing)

Longer (usually 80-100 pages)

Concepts Less reliance on or building

from existing conceptual

literature

More reliance on or building

from existing/conceptual

literature

Orientation More professional orientation

with an assumed or real client

More academic orientation

Motivation Requires a clear problem

statement or terms of

reference

Requires a clear problem

statement, cast as a research

question

Supervision Supervisor and second reader

(often professional client)

Supervisor, secondary

supervisor and examiner for

defense

Literature review and research

design

Concise but adequate for the

problem

Thorough and adequate for the

research question

Methods Appropriate to the problem

statement

Appropriate to the research

question

Information Sources Primary or secondary

information sources

Primary or secondary

information sources

Format Clear, professional writing, fully Clear, scholarly writing, fully

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referenced referenced

Presentation Symposium presentation

required

Thesis defense required

Learning Objectives

The thesis has two objectives:

1. to satisfy the student's curiosity and advance his or her knowledge about some aspect of the

planning field; and

2. to help the student learn how to think through and investigate a planning related problem of his

or her own choice and to communicate his or her findings convincingly.

The major elements of a standard written planning thesis are:

1. the definition of a planning-related problem in its context;

2. the identification of specific research objective(s), research questions, or design issues to be

addressed in the thesis;

3. the identification and collection of the data or information required to understand the problem

and address the thesis objectives (questions);

4. the analysis of the data or information in order to draw authoritative conclusions;

5. a discussion of the theoretical and public policy implications of the work; and

6. recommendations and ideas for further research.

Course Organization

The scope of the work should be limited to allow the student to complete the thesis and graduate by the

end of the second academic year. Continuation after that date is subject to evidence of substantial

progress and approval of the student's Research Committee.

Each faculty member runs a thesis/project advising group for second year students whom they are

supervising. Students are expected to participate in the sessions offered by the supervisor of their

project or thesis. This makes the supervisory process more productive for students and faculty. It tends

to cluster students and faculty around common topics and themes. A significant benefit of the group

sessions is the opportunity thus created for students to support each other in developing and

completing their research. Separate credit is not given for these group sessions, they are considered to

be part of the 12 credits for the thesis and 6 credits for the project.

The group sessions are designed to lead students through the development and implementation of a

proposal for their project or thesis and, if necessary, make a choice between the two options. Key

components are discussed in relation to the student's areas of interest including problem statements,

goals, objectives, research questions, conceptual and analytical frameworks, methods, case studies, and

write-ups of results, conclusions and recommendations. Advice is provided on strategies for selecting

manageable topics, conducting literature reviews, choosing case studies, undertaking field work and

interviews, drafting text, and presenting the final results. Previous projects and theses are reviewed.

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The specific meeting time and place is agreed to by each faculty member with their group of students in

light of their schedules.

The advising group approach means that students must have identified the faculty member whom they

wish to supervise their project or thesis by the beginning of their second year. If during the course of the

term it should become evident that another supervisor would be more appropriate, a change can be

made if both parties are agreeable but it is obviously preferable that this potential disruption not occur.

In considering potential supervisors, students should discuss with them not only the topics in which they

are interested but also the specific approach they take to supervising and how this influences the design

of their group advising sessions.


The length of the thesis is not fixed. In some cases it may be possible to communicate an excellent thesis

in as few as 50 pages. Most theses should be in the 80-100 page range. Wherever appropriate,

illustrations should be used to facilitate communication, and lengthy data sets, if any, should be

presented in an Appendix. An urban design oriented thesis may have more illustrations than text and

the illustrations may be submitted on large sheets if they can be duplicated.

Theses may also include video or other media presentations, but must be structured to meet high

standards of professional or academic rigour as well as basic Faculty of Graduate Studies (FoGS)

requirements.

Course Assignments

Students should begin to think about possible thesis subjects on entering the School, but most will not

wish to close their options until the end of September of the first year of study.

Students are advised to examine theses previously completed by Planning students to obtain a better

idea of what is expected (available in the Fine Arts Library). The theses will show that a very wide range

of subjects and approaches are acceptable.

Course Policies

Masters Research Supervisor Selection Form - THESIS

Thesis Regulations

The Masters thesis and thesis defense are integral parts of the Masters program. The Faculty of

Graduate Studies has produced two important reference documents that are intended to assist students

through their Masters programs. They include Guidelines for the Various Parties Involved in Graduate

Student Thesis Research; and Instructions for the Preparation of Graduate Theses. Up-to-date copies of

(1) and (2) above are available from the Faculty of Graduate Studies reception desk. The Graduate

Studies web site has information at: http://www.grad.ubc.ca

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Research Committee

Each student is required to have a Research Committee comprised of not less than two persons, one of

whom shall be a faculty member in the School. The Chairperson of the Research Committee is the

student's Research Supervisor and one other member is the Research Committee Member. Research

Committee Members, who may include a practicing professional, provide advice and guidance to the

student. Each student is required to have a Research Supervisor selected and approved by the end of

September of their first year in the program. This procedure is formalized by completing a Research

Supervisor Selection form.

The student determines his or her own committee in consultation with faculty, subject only to a

reasonable distribution of faculty to research committees. Both the Research Supervisor and Research

Committee Member(s) must indicate their agreement to oversee the thesis by signing the student's

thesis proposal. This document (one page is adequate) must be placed in the student's file before he or

she begins detailed research on his or her thesis. Students are responsible for submitting their

completed Masters Research Supervisor Selection form and thesis proposal to the SCARP office by the

September deadline.

Submission Of Complete Thesis Draft

The student is required to submit a complete final draft of his or her entire thesis to their Research

Supervisor and Research Committee Members by an agreed date no later than five weeks prior to the

anticipated defense. It is the student's responsibility to keep his or her Research Committee informed of

changes in the expected completion date. The draft of the entire thesis includes: abstract (about 300

words); table of contents; list of figures and tables; text; list of references; and appendices. Students

should keep in mind that their thesis defenses may not be scheduled sooner than three weeks following

the date in which the Research Supervisor and Research Committee Member confirm that the thesis is

ready to be defended.

Scheduling the Defense

1) A minimum of five weeks prior to the proposed date of the defense the student is required to

deliver the final draft of his or her thesis to both the Research Supervisor and the Research Committee

Member(s). Defenses can be scheduled whenever the committee is available, except during the First-

year orientation in September. Refer to the "Important Dates and Deadlines" section of this Handbook

for graduation deadlines.

2) A minimum of three weeks prior to the proposed defense date:

a) The Research Supervisor and the Research Committee Member(s) select the External Examiner and

determine whether that person is willing to serve on the Thesis Examining Committee. It is the Research

Supervisor's full responsibility to ensure that the External Examiner is given ample time to prepare for

the defense. The student is not to have any contact with the External Examiner.

b) The student must submit one copy of the thesis to the Masters Secretary for transmittal to the

External Examiner. The student distributes copies of the complete thesis to the Research Supervisor and

the Research Committee Member(s) of the Examining Committee.

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c) The student, in consultation with the Research Committee, schedules the defense including date and

time and confirms that all Research Committee members are available.

d) The student completes a Booking Masters Thesis Defense form (available on the SCARP web site),

including the Research Supervisor's and Research Committee Member's signatures, and submits the

form to the Masters Secretary, along with a copy of the thesis abstract and a request for A/V equipment,

if required.

e) Only in extraordinary circumstances will an exception be made to the minimum time requirements

for scheduling a thesis defense. In such circumstances it is the responsibility of the student to provide a

written request for the exception using the Booking Masters Thesis form. An exception will only be

authorized when it is acceptable to all members of the Thesis Examining Committee and is confirmed by

the signature of the Research Supervisor. The student must also sign the "exception" portion of the

form.

3) The Masters Secretary books the room for the thesis defense and writes to all participants to

confirm the details.

Oral Examination

The student is required to pass an oral examination, also known as the thesis defense. The thesis

defense is an important milestone in a student's graduate career and should be approached with a

sense of occasion. The examination has several purposes: to give the student practice in making an oral

presentation of his or her work; to demonstrate that the student is able to enter into a meaningful

dialogue on the thesis and its significance; and to satisfy the Thesis Examining Committee that the work

meets a reasonable standard for a Masters thesis. There are at least three members of each Thesis

Examining Committee, two of whom must be from the School: the Research Supervisor; the Research

Committee Member(s); and the External Examiner, who may be an academic or a professional, and who

is selected by the Research Committee. The External Examiner is contacted by the Research Supervisor

when the thesis is ready to be defended.

During a typical oral examination: The candidate will give a 15-20 minute presentation of highlights of

the thesis research. This will normally include a concise statement of the problem, a brief description of

the research methods employed, and a summary of the results, including discussion of the theoretical or

policy context. The candidate may take notes into the oral examination for reference but is expected to

address the examiners directly and may not read from a written text. Members of the Thesis Examining

Committee will question the candidate about the thesis research. Visitors will also be invited to pose

questions. When all questioning is complete, the Research Supervisor will ask the candidate and visitors

to leave the room while the Thesis Examining Committee deliberates over the results. Once the results

have been decided, the candidate will be invited to return and will be informed of the Thesis Examining

Committee's decision by the Research Supervisor.

Generally the thesis will be passed, either with or without minor revisions. However, if extensive

revisions are required the Examining Committee may require a re-examination. In cases where the

thesis is considered seriously deficient or the student is unable to present an adequate oral defense, a

second oral examination is required. The Thesis Examining Committee determines the parameters for

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grading the thesis and assessing the final grade. The Research Supervisor submits to the Masters

secretary the thesis grade that will become part of the student's permanent record.

Submission Of The Thesis

The student should allow a minimum of one week following his or her thesis defense for final editing of

his or her thesis. The thesis must be submitted to the Faculty of Graduate Studies (FoGS) by established

deadlines for graduation. For specific dates please refer to FoGS Dates and Deadlines page. FoGS is the

final arbiter for determining whether a thesis meets the University's formatting requirements. If a thesis

is not presented in the form required, FoGS has the right to reject it until further revisions are made. A

final thesis must be accepted by FoGS before a degree will be conferred. UBC students are encouraged

to submit their theses electronically. To submit a thesis electronically you must first complete all

submission requirements, and have it approved by the Faculty of Graduate Studies. After it has been

approved for submission you may submit your thesis electronically to the Library through the cIRcle

system. All thesis requirements are described on the Faculty of Graduate Studies website.

A minimum of one copy of the final thesis are required. Research Committee Members may also request

copies of the student's thesis. It is the student's responsibility to check and provide copies for Research

Committee Members as required. *Thesis submission dates to FoGS are subject to change. It is the

student's responsibility to check with FoGS for correct deadlines.

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Plan 550: Directed Studies

2014W Term 1 & 2

Credit Hours: (3)

Plan 550A, Sec 001, Term 1 & 2

Plan 550B, Sec 002, Term 1

Plan 550C, Sec 003, Term 2

Approval for Registration in A Directed Studies Course (PDF)

Course Description

Content

With permission of the Director, students may individually or in small groups engage in independent

studies under the supervision of a member of faculty who is capable of guiding their work in an area of

special interest not otherwise covered in the curriculum. Most Directed Studies courses are extensions

into greater depth of a topic covered in one or more regular courses, and thus are generally of interest

only to second year students.

Registration

Students wishing to register for a Directed Studies course are required to complete and submit to Patti

Toporowski an "Approval for Registration in a Directed Studies Course" form (download PDF here).

Students must complete and submit this form to register and receive credit for a Directed Studies

course.

A maximum of six credits of Directed Studies courses may be used for credit toward a student's graduate

degree.

Learning Objectives

If a faculty member in the Planning School agrees to supervise a student in the proposed work, a copy of

the outline, signed by the supervisor, will become part of the "Approval for Registration in a Directed

Studies Course" form (refer to the Registration section below for further details).

Course Organization

Students seeking to initiate a Directed Studies course should begin by preparing a brief outline

(approximately one page) describing the proposed project. The outline should primarily deal with the

scope and subject matter to be covered over the duration of the course. It should be in sufficient detail

to indicate that the content does not substantially overlap with other courses at UBC and is within an

area of academic competence of a member of the Planning faculty. In addition, the outline should

indicate the method of study (e.g. library research) and the results to be offered for evaluation.

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To be determined by directed studies supervisor

Course Assignments

To be determined by directed studies supervisor

Course Policies

To be determined by directed studies supervisor.

Course Materials

To be determined by directed studies supervisor.

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Plan 561: Urban Development Market and Financial Analysis

2014W Term 1

Credit Hours: (3)

Friday

09:00 - 12:00

Location: WMAX 240

Instructor: Jay Wollenberg, Adjunct Professor


Telephone: 604-682-9714

Course Description:

Course Overview

This course provides an introduction to financial analysis and market analysis for urban development

projects and applications in urban/regional planning. The course emphasizes quantitative analysis of the

market forces that shape the growth and development of urban areas and that determine the potential

for, and viability of, new urban development projects. The course also examines the application of

financial analysis to understanding the impacts of policies such as of development levies, density

bonusing, and community amenity contributions. The course also teaches tools for forecasting and

analyzing urban development patterns as well as basic and advanced techniques in financial and market

analysis.


Students will learn to:

• Forecast market potential for new residential, retail, office, and industrial development.

• Analyze the financial performance of urban development projects, including pro forma analysis,

land residual analysis, and present value analysis.

• Analyze the financial performance of income-producing properties using present value analysis,

IRR, and other measures.

• Apply market and financial analysis to planning policy issues such as heritage building

preservation, affordable housing, and financing the costs of growth.

While the material is mainly quantitative, the instructor’s aim is to ensure that all students gain

confidence and competence in the course content, even those students whose math skills may be weak

or rusty.


The course is divided into these main modules:

1. Introduction and overview of the course.

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2. Development projects.

3. Present value analysis.

4. Income-producing properties, commercial valuation, and mortgage calculations.

5. Financing the costs of growth and applications of financial analysis in development levies,

density bonusing, and community amenity contributions.

6. Market analysis for residential development.

7. Market analysis for retail development.

8. Market analysis for office and industrial development.

9. Review and wrap-up.

Format

The course meets once per week, for three hours. The class format is interactive lectures, discussions,

and in-class exercises so students are expected to actively participate.


There are 8 assignments, due weekly. The assignments consist of mainly quantitative questions that test

understanding of the course material and that require some thinking that builds on the material covered

in class.

The answers to the assignments are reviewed in class, with an emphasis on covering any questions that

students found particularly challenging.

Each assignment is graded numerically. Missing assignments are graded 0. The course grade is the sum

of the assignment grades. There are no papers, presentations, group projects, or exams.

Any student that obtains a mark less than 80% on any assignment has the option of re-submitting the

assignment but the maximum grade that can be achieved for a re-submitted assignment is 80%. Late

assignments can achieve a maximum grade of 80% and cannot be resubmitted, regardless of the

grade. Grading focuses mainly on whether answers show a basic quantitative grasp of the material.

Fundamental errors in logic or analysis result in large deductions; minor computational errors result in

small deductions.

By the start of the second class, students will need either a calculator with business functions or a laptop

with Excel or equivalent software that they can bring to class. This is discussed at the first class. There

are no specific prerequisites, but students with no previous exposure to microeconomics (supply,

demand, pricing) or whose undergraduate programs did not include any quantitative work may have to

work a little harder to master the material.

Course Policies:

Given the format of the course, attendance is important. Students who miss classes will find it

challenging to complete the assignments and will not achieve all of the learning objectives. Students

who must miss any classes are advised to contact their colleagues to share notes and discuss the

content of the missed class.

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Course Materials:

Each student receives a binder of course materials that include notes, illustrations, and readings that

support the interactive lectures and discussions. However, there is no transcript of the lectures and no

textbook. The course is delivered in a fashion that is meant to be engaging and interactive to encourage

critical thinking and dialogue.

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Plan 572: Theory & Practice of Project Planning for Development

2014W Term 2

Credit Hours: (3)

Thursday

14:00 - 17:00

Location: WMAX 240

Instructor: Michael Leaf

email: [email protected]

Telephone: 822-3288

Office: 363 CK Choi Building

Course Description:

Keywords: globalization; development theories and discourses; the role of the state; social contexts;

state-community dynamics; participatory planning; the informal sector; bureaucracies and corruption;

non-governmental organizations; spatial aspects of social change.

Description. This course is intended to introduce students to issues theoretical and practical that have

direct impacts upon project planning and program design in third world contexts. Recognizing that

there is a broad array of forms of political and social organization throughout the developing countries

of the world, students will be encouraged to challenge the assumptions which in so many instances have

come to be accepted as generalized truths regarding international development. Topics to be covered

in readings and discussion will draw upon a wide range of subjects and materials in order to provide a

basis for analyzing the "actors and factors" which influence planning in developing countries. These

include the following: theories of development and their implications at national, regional, urban and

neighbourhood levels; the role of the state and the function of bureaucracies in project planning; how

local political and social contexts affect planning practice and project design; the role of the planner in

different social and political contexts; the influence of foreign agencies, foreign planning models and

foreign consultants on policy and planning in the third world; innovative strategies in project planning:

the role of non-governmental and community based organizations; and anticipating and evaluating

social and environmental impacts of planning projects.


Through this course, students are expected to gain familiarity with theoretical concepts relevant to

development planning, and be able to apply them in the analysis and design of planning interventions

for social, economic, and environmental betterment.


Requirements. There are two major objectives to be accomplished over the course of the semester:

read and discuss articles which are pertinent to understanding the various forces and interests which

impinge upon project development; and undertake an in-depth case study of a particular development

project, which will be presented in the form of two term papers.

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Evaluation. Grading for the course will be based upon the following:

30% Class participation

30% First paper

40% Final paper

Course Assignments:

See Course Requirements and Grading

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Plan 573: (Planning For) An Urban World

2014W Term 1

Credit Hours: (3)

Thursday

14:00 - 17:00

Location: WMAX 240

Instructor: Michael Leaf

email: [email protected]

Telephone: 822-3288

Office: 363 CK Choi Building

Course Description:

Keywords: urbanization; globalization; urban housing; urban land; local institutions; regulatory systems;

the informal sector; urban poverty; settlement processes; settlement patterns; urban ecosystems;

rural-urban dynamics; environmental equity; settlement patterns; urban agriculture; water supply;

sanitation; solid waste; the waste economy.

Description

United Nations sources project that at a global level, virtually all (95%) of the earth’s population increase

between 2000 and 2030 will be concentrated in cities, and that virtually all (again, 95%) of this growth

will be in urban areas in what the UN categorizes as the “less developed regions” of the world. Such

ongoing urban transitions throughout the developing world will have important consequences across

the spectrum of human endeavours, shaping how people live and how societies and economies

function, and in so doing challenging conventional notions of the city and of urban life.

This course is intended to introduce to students the range of current thinking on what has been in the

past described as “third world urbanization”, focusing in particular on issues of spatial development,

housing, infrastructure and local environments on the one hand, and the administrative and regulatory

implications of urbanization on the other. The intent here is to examine the interactions between the

bio-physical requisites of urbanization and the structures and processes of governance which shape

their provision.


Evaluation. Grading for the course will be based upon the following:

30% Class participation

30% First paper

40% Final paper

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Course Assignment

Grading for the course will be based both on class participation and on two interconnected written

papers which develop a case study of a particular city to be determined in consultation with the

instructor. The first paper will examine the city in its larger system, looking at issues of urban change

relative to the urban transition at national and/or regional levels. The second paper will go in depth at a

more local level of scale and will examine conditions of urban change in one or more areas

(neighbourhoods, communities, zones) within the city. Themes of integration and fragmentation and

questions of governance and possible urban futures will be pertinent throughout.

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Plan 579: Public Health, Transportation, and the Built Environment

2014W Term 1

Credit Hours: (3)

Tuesday

14:00 - 17:00

Location: WMAX 240

Instructor: Lawrence D. Frank


Telephone: 604-822-5387

Meeting times: Available upon request – Tuesdays are Preferred

Note: (Cross-listed with SPPH 571)

Course Description:

It has been nearly 2 decades since the first awareness of a looming obesity pandemic. Since that time

there has been an ever increasing focus on the environmental destruction associated with auto

dependence coupled with more recent concerns about energy costs and even energy security. Taken

collectively, investments in non-motorized transportation coupled with transit may soon emerge as a

form of win–win health, environmental, and economic policy. At a time when provincial and (to an

extent) federal mandates are calling for reductions in GHG emissions associated with vehicular travel,

many approaches to designing urban environments and invest in transportation often serve to inhibit

non-motorized travel.

Students will learn about the role of non-motorized transportation as a tool for the improvement of

both personal and environmental health. This class will familiarize students with ways in which the built

environment impacts public health more broadly and with specific focus on in factors that impact the

choice to walk and bike and how to apply findings from research to specific transportation planning and

programming (investment) processes and projects.

To meet clean air requirements, promote physical activity and public health, and to generate more lively

/ viable urban spaces, it is essential that site planning and urban design principals be re-introduced

which encourage walking and biking as viable and even competitive travel options. This course will

examine the historical relationship between urban design and demand for non-motorized travel. The

class also delves into ways in which community design impacts access to healthy foods and how food

environments impact obesity. Evidence has shown that community design also impacts mental health,

social capital, and sense of community – these social dimensions are important to overall quality of life

and are therefore incorporated into the class. Moreover, the manner by which we design our

communities dictates the relative ease of access to opportunities on foot, bike, car, or transit. A focus of

the class will be on exploring the synergies between transit as a form of regional mobility and non-

motorized transportation as a form of local accessibility – or otherwise stated; how these two modes

rely on one another to be viable – perhaps this could one day be “mode meshing.”

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Often, it is the nature of the transportation network that is the single most distinct feature that

characterizes a place or gives it a sense of uniqueness. For example, the type of a roadway network (e.g.

grid vs. cul-de-sac) used in a new subdivision will affect not only the number of buildable lots or the

amount of money required to complete the project, but will also affect the ability for the future

inhabitants to walk to shopping, recreational opportunities, or employment. Subdivision layout affects

the ability to use public transportation to access these and other activities.

Transportation decisions, when coupled with land use or development decisions, have arguably the

greatest collective impact on the quality of life of the inhabitants of a community. This becomes

particularly the case with elderly and disabled populations. Youth and elderly are both spend more of

their time near to home and have limitations on travel choices available to them. Research on the

relationship between land use and travel choice indicates that the design of the “pedestrian

environment” has a dramatic impact on the ability to reduce polluting forms of travel (single occupant

vehicle) and the ability to promote transit.[1] Factors of the pedestrian environment found to be most

influential include:

• presence of a continuous sidewalk system;

• presence of dedicated bicycle facilities;

• building setbacks;

• the design, supply, and location of parking;

• ability to cross streets;

• buffering from vehicular traffic;

• size of block faces;

• lighting;

• presence of other pedestrians;

• “eyes on the street”;

• presence of public spaces;

• levels of employment density;

• levels of residential density;

• levels of land use mix; and

• overall continuity of the street network

This course will provide students with a framework to assess different urban environments (e.g.

Vancouver’s West End vs. Burnaby and Richmond typologies) and to be able to discern the level of non-

motorized accessibility that is present and the factors that affect the choice and likelihood of travel on

foot or by bike. Students will gain a point of reference to evaluate both development and

transportation investment proposals (in terms of the level of accessibility provided to transit and non-

motorized modes of travel). Based on the readings, lectures, and class projects, students will become

more capable of identifying opportunities to increase non-motorized accessibility, and thereby improve

the quality of life of urban populations within their work as planners, health care practitioners,

geographers, and within other professional endeavors.

(1) 1000 Friends of Oregon, 1994; Cervero, 1996, Moudon, 1996.

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Students in this class will learn about the physical and social connections between the design of the

places where we live, work, and recreate and human health and well-being. More specifically, students

will learn:

• The state of the evidence on the health effects of specific land development and transportation

investment decisions;

• Why health should be a fundamental consideration when making planning decisions;

• Tools and techniques available to better connect urban planning and public health

• How to interpret quantitative and qualitative information from the academic literature;

• How to prepare, organize, and write a clear and concise evidence-based research paper; and

• How to structure and to present ideas to classmates and to local agency representatives


The course is primarily lecture format, but each week begins with student-led discussion of assigned

readings (see Class Participation).


Students will conduct two separate independent projects and a group field project for this class - and

will also provide a presentation on their final paper. Students will also be evaluated based on class

participation noted below in #4. Students will be responsible for the discussion of questions and may be

asked to assist the professor with the copying of readings on the class period indicated with their name

on the schedule. This may change based on the final listing of students in the class.

Each project will be assigned with a more detailed description of the purpose and requirements of the

project. Assignments I and II will be no more than 12 pages and assignment III is to be no more than 30

pages in length and will be a group project. The three assignments are noted in 1-3 below and #4 refers

to class participation:

1. Assignment I -- 30 points – A summary of the literature on the ways that the development and

design of communities can support and promote a range of public health outcomes. It should

review of some basic arguments and associated evidence that supports the need for increased

physical activity and less sedentary lifestyles. The review should include some reference to ways

in which the built environment influences travel patterns and overall activity levels. This is to be

a 12 page paper followed by a list of sources in the form of bibliography. All sources to be

referenced and cited.

2. Assignment II – 30 points - A review of the unique influences and relationships between health

and environmental characteristics for a specific population such as youth, elderly, of a specific

ethnicity, or the poor. This is to be a 12 page paper followed by a list of sources in the form of

bibliography. All sources to be referenced and cited.

3. Assignment III – 30 Points – To be assigned

4. Class Participation -- 10 points – Class participation based on attendance and the submittal of

questions from readings. Each student will be required to lead, or co-lead one in-class session

where the readings are discussed.

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Course Materials:

Class Schedule: Note: certain readings are being replaced and updated

READINGS ARE LISTED UNDER THE WEEK THAT THEY ARE DUE/WILL BE DISCUSSED.

Lecture Date Topic Assignment Guest Speaker

1 9/9 Overview of Class

Readings

Assigned None

2 9/16 Historical Relationships Between City Planning and Public

Health – the Origins of Sprawl

Readings

Assigned 1) Frumkin - Chapter 12) Frank - Chapters 1-2 Leader:

3 9/23 Understanding the Built Environment

Readings

Assigned 1) Frumkin Chapters 2-32) Vlahov et al. 2004 Leader:

4 9/30 Energy Balance – Healthy Eating and Active Living Assignment

#1 Due

Readings

Assigned

1) Frank - Chapters 6-92) Caspi, Sorensen, Subramanian,

Kawachi. The local food environment and diet: A

systematic review. Health & Place, 2012. 3) Cerin, Frank,

Sallis, Saelens, Conway, Chapman, Glanz. From

neighborhood design and food options to residents’

weight status. Appetite, 2011. 4) Sallis & Glanz. Physical

Activity and Food Environments: Solutions to the Obesity

Epidemic. Milbank Quarterly, 2009. CHOOSE ONE 5)

Glanz, Sallis, Saelens, Frank. Nutrition Environment

Measures Survey in Stores (NEMS-S): Development and

Evaluation. American Journal of Preventive Medicine,

2007. 6) Saelens, Glanz, Sallis, Frank. Nutrition

Environment Measures Study in Restaurants (NEMS-R):

Development and Evaluation. American Journal of

Preventive Medicine, 2007.

Leaders:

5 10/7 Physical Activity Relationships With the Built

Environment Dale Bracewell

Readings

Assigned

1) Badland, Keam, Witten, Kearns. Examining public open

spaces by neighborhood-level walkability and deprivation.

Journal of Physical Activity and Health, 2010.2) Frank,

Schmid, Sallis, Chapman, Saelens. Linking Objectively

Leader:

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Measured Physical Activity with Objectively Measured

Urban Form: Findings from SMARTRAQ. American Journal

of Preventive Medicine, 2005. 3) Role of Built

Environments in Physical Activity, Obesity, and

Cardiovascular Disease (Sallis et al. 2012) 4) Neighborhood

Environment and Psychosocial Correlates of Adults’

Physical Activity 5) (Saelens et al. 2013 – ahead of print

version now available) 6) SANDAG Healthy Community

Atlas – review for illustrations

6 10/14 Obesity and Other Morbidities

Readings

Assigned

1) Papas, Alberg, Ewing, Helzlsouer, Gary, Klassen. The

Built Environment and Obesity. Epidemiologic Reviews,

2007.2) Frank, Andresen, Schmid. Obesity Relationships

with Community Design, Physical Activity, and Time Spent

in Cars. American Journal of Preventive Medicine, 2004. 3)

Hoehner, Barlow, Allen, Schootman. Commuting Distance,

Cardiorespiratory Fitness, and Metabolic Risk. American

Journal of Preventive Medicine, 2012. 4) MacDonald,

Stokes, Cohen, Kofner, Ridgeway. The Effect of Light Rail

Transit on Body Mass Index and Physical Activity. American

Journal of Preventive Medicine, 2010. 5) Booth, Creatore,

Moineddin, Gozdyra, Weyman, Matheson, Glazier.

Unwalkable Neighborhoods, Poverty, and the Risk of

Diabetes Among Recent Immigrants to Canada Compared

With Long-Term Residents. Diabetes Care, 2012.

Leader:

7 10/21 Air Quality and Respiratory Impacts of Sprawl

Michael

Brauer (to be

confirmed)

Readings

Assigned

1) Friedman et al JAMA 20012) Marshall et al 2009 EHP 3)

Hankey, Marshall, Brauer. Health Impacts of the Built

Environment: Within-Urban Variability in Physical

Inactivity, Air Pollution, and Ischemic Heart Disease

Mortality. Environmental Health Perspectives, 2012. 4)

Frumkin - Ch 4 5) Bruegmann’s ‘Sprawl: A Compact

History’: Ch 1, 10, 13

Leader:

8 10/28 Built Environment & Youth

Josh van Loon

Readings

Assigned

1) Frank et al 20072) Kerr et al 2007 3) UD4H USEPA report

on safe routes to school 4) Ding, Sallis, Kerr, Lee,

Rosenberg. Neighborhood Environment and Physical

Activity Among Youth: A Review. American Journal of

Preventive Medicine, 2011. 5) Van Loon and Frank 2011

Leader:

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9 11/4 Built Environment Features and Healthy Aging Assignment

#2 due

Readings

Assigned

1) Kerr et al Lit Review JPL 20122) Frank et al 2010 AJHP 3)

Cisneros– Part 4 Homes, Part 5 Community Environments Leader:

10 11/18 Community Design and Traffic Safety

Lon LaClair (to

be confirmed)

Readings

Assigned

1) Frumkin – Chapter 62) Ewing and Dumbaugh. The Built

Environment and Traffic Safety: A Review of Empirical

Evidence Journal of Planning Literature, 2009. 3)

Schurman, Cinnamon, Crooks, Hameed. Pedestrian injury

and the built environment: an environmental scan of

hotspots. BMC Public Health, 2009.

Leader:

11 11/25 Sprawl and Mental Health and Social Capital

Billie Giles

Corti (to be

confirmed)

Readings

Assigned

1) Frumkin – Chapters 8 & 92) Putnam Bowling Alone 2000

3) Wood et al 2010 4) Beatley. Biophilic Urbanism: Inviting

Nature Back to Our Communities and Our Lives. William

and Mary Environmental Law and Policy Review, 2009.

Leader:

12 12/2 Self-Selection and Causation

Readings

Assigned

1) Frank - Chapters 10 and 112) Cao, Mokhtarian, Handy.

Examining the Impacts of Residential Self-Selection on

Travel Behaviour: A Focus on Empirical Findings. Transport

Reviews, 2009. 3) Frank et al. 2007

Leader:

13 12/9

Towards Healthy Communities for the 21st Century –

Trans-disciplinary Research and Practice – the case for

trans-disciplinary research

Assignment

#3 Due

1) Frumkin - Chapters 10 and 112) Saelens et al 2012 3)

Frank et al 2012 Leader:

For detailed syllabus please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN%20579%20-

Health%20and%20Built%20Envir%20Syllabus%20%20-%20Fall%202014.pdf

190

Plan 580: Introduction to Transportation

2014W Term 2

Credit Hours: (3)

Tuesday

14:00 - 17:00

Location: WMAX 150

Instructor: Prof. Lawrence (Larry) Frank


Telephone: 604-822-5387

Office Hours: Mondays 2-5 pm/by Appointment

Course Description:

Transportation decisions impact many aspects of urban life. Young and old alike are affected by the

viability and relative ease of traveling to destinations on foot, by bike, transit, or reliance on private

vehicles. Transportation investments are arguably the single largest shaper of urban spaces and of

development patterns. The safety, speed, and comfort for a particular mode of travel are a function of

the investments that have been made in specific types of travel options. Regions, and parts of regions,

vary considerably in terms of their supportiveness of traveling in ways that are health promoting (active)

and environmentally sustainable.

Transportation planning is experiencing a re-awakening. The connections between transportation, land

use, air pollution, greenhouse gas emissions, physical activity, and obesity are becoming better

understood. Considerable media attention in recent years has been devoted to the impacts of the built

environment on climate change and the environment. Attention has also been focused on the economic

impacts of transportation investments and more recently on how transportation impacts physical

activity and health. Many are concerned about the impacts of urban sprawl on overall sustainability and

on how transportation investments can create or help to reduce sprawl. These and other issues provide

some context and backdrop for this class.

Set within the Vancouver region, we are fortunate to have many forward thinking experts on creating a

livable region and the role of transportation within this context. We will learn from the perspectives of a

variety of experts in our region who are engaged in making transportation planning decisions. Metro

Vancouver currently has several rail projects being planned and implemented, the Olympics are coming,

a major highway expansion is planned; and considerable investments are proposed and underway in

non-motorized infrastructure.

The course introduces students to the fundamentals of urban transportation planning and the types of

skills and knowledge that transportation planners need. It further familiarizes students with

contemporary transportation planning issues and methods of analysis. The course is highly relevant

regardless if students intend to focus on transportation itself, or other aspects of urban planning. The

course can be taken stand alone, or as the first in a sequence of courses in SCARP’s Urban Design and

Transportation Concentration.

Newly evolving theories and approaches to addressing emerging transportation problems will be central

to the class. Relationships between transportation and urban land use systems and new tools to address

191

environmental and quality of life impacts of transportation are presented. Transportation investment

decisions (or lack thereof) have been held accountable for increased economic prosperity or spiraling

economic decline. Transportation infrastructure (roads, rail lines, etc.) is extremely costly even when

compared with other services which are capital intensive (sewers, storm-water drainage, etc.).

Therefore, transportation decisions made today can impact a region for generations to come.

Transportation investment decisions affect our travel choices which in turn have dramatic impacts on

our environment and our health. Transportation is about providing access to locations and impacts

social equity, and the benefits or burdens felt by different segments of the population. Transportation

networks are often the single most important determinant of a community, and the most distinct

physical feature that characterizes a place.


Course requirements

Essay Paper

I

25%

Essay focusing on the needs of a specific population (elderly, youth, poor, female, etc.) and

how specific transportation decisions helps or hinders their access to opportunities.

Take Home

Exam

30%

Open Book Review of Basic Transportation Planning Concepts

Final

Project 35% - To Be Announced

This course requires no prior work in transportation. Some knowledge of basic statistical concepts and

analytical methods is recommended.

Course Materials:

Course Schedule (note: certain readings are being replaced and updated):

Week

1 Introduction

Overview of the class, basic transportation planning terms, history of transportation planning,

modes of travel, and their requirements. Readings – Meyer and Miller Chapters 1 – Urban

Transportation Planning: Defining the Context & 2 – Transportation Planning and Decision

Making; Tolley and Turton Chapter 2 – Transport Demand and Supply; Hanson and Guliano

Chapter 1 – The Context of Urban Travel: Concepts and Recent Trends.

Week

2 Major Components of Urban Transportation Systems

Specific modes of travel (roads, transit, ped / bike) and their spatial and fiscal requirements.

What transportation planners do and how they interact with other parts of city government.

Overview of approaches and methods used to predict travel patterns Invited Expert / Guest – Stu

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Ramsey Meyer and Miller Chapter 3 –Urban Travel and Transportation System Characteristics;

Goulias Chapter 1-1 – Transportation Systems Planning; Tolly and Turton, Chapter 3 – Transport

Form and Structure

Week

3 The Transportation Planning Process

Historical overview of the development of the Vancouver Region and critical moments in its

transportation history (Part I). Detailed methods to predict where people go and how they get

there (needs and deficiencies), responding to land development decisions and regional growth

patterns, tensions between investments in different modes of travel (winners and

losers). Invited Guest / Expert – Gordon Price, SFU City Program - History of Vancouver (Part I);

Basse Clement, Halcrow Consulting, (Part II)

Readings: Hanson and Guliano Chapter 5 – The Urban Transportation Planning Process; Chapter 6

– Reflections on the Process; Tolley and Turton Chapter 4 – Transport and Spatial Structures

Week

4 Regional Spatial Structure, Land Use, and Relative Costs Across Modes

Relationships between transportation investments and development decisions. Theoretical

explanations of urban spatial structure and the historical evolution of cities in relationship with

transportation technology and its advancement. Impacts of relative costs in terms of time,

convenience, comfort, and actual money spent across available modes on travel choice. Invited

Guest / Expert – Jim Bailey, City of Vancouver – The Cambie Corridor Readings: Hanson and

Guiliano – Chapter 3 – Transportation and Urban Form; Chapter 7 – GIS in Urban – Regional

Transportation Planning; Chapter 9 – Land Use Impacts of Transportation Investments; Bernick

and Cervero – Transit Villages Part I – Chapters 1 and 2; Meyer and Miller Chapter 6 – Urban

Activity Systems Analysis; Crane, R. The Influence of Urban Form on Travel – An Interpretative

Review (Chapter 20 in Transport Planning Ed Shiftan et al. Frank 2000 – Urban Form and Travel

Choice (JPER).

Week

5 Social Dimensions of Transportation Planning

Understanding the transportation needs of those that are traditionally underserved, spatial

mismatch between jobs and housing for the poor, adverse economic and health impacts of

transportation investments on the poor and disadvantaged, policies in Canada and elsewhere to

better balance the benefits and burdens of investments across income and ethnicities. Invited

Guest / Expert – TBA – Transportation and Equity in Vancouver Readings: Tolley and Turton,

Chapter 11 – The Social Impacts of Transport; Hanson and Guiliano – Chapter 12 - Social and

Environmental Issues in Transportation; Bullard, Just Transportation; Schaeffer and Sclar, Access

for All;

Week

6 Transportation Planning in an Era of Climate Change

Environmental impacts of transportation decision making, critical role of transportation within

the global climate change debate, the role of technology versus demand management in

reducing transportation related CO2 emissions, relative benefits of transit and non-motorized

modes of travel. Readings: Hanson and Guiliano – Chapter 10 – Transportation and Energy &

Chapter 13 – Transportation and the Environment; Tolley - Chapter 1 – Ecological Footprints and

Urban Transportation & Chapter 2 – The relevance of Climate Change to Future policy on Walking

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and Cycling; Ewing et al: Growing Cooler – Chapters 1-3.

Week

7 The Public Health Impacts of Transportation Investment

Brief overview of the safety to pedestrians, physical activity and obesity impacts of

transportation investment decisions, and current evidence and policy recommendations to

support healthy communities. Invited Guest / Expert – Dr. Meghan Winters, SFU Readings: Frank

and Kavage – The Hidden Health Costs of Transportation Investment (APHA Report 2009);

Promoting Public Health Through Smart Growth (Smart Growth BC report). Frank, LD. 2004.

Economic Determinants of Urban Form: Resulting Trade-offs Between Active and Sedentary

Forms of Travel American Journal of Preventive Medicine.

Week

8 Site Design and Street Design Standards

Site planning and analysis; Street Design Standards, Parking Supply and Location and Related

Policies.

Invited Expert / Guest – Lon Laclerc, City of Vancouver – Street Design Standards for Non-

Motorized Transport Readings: Tolley - Chapter 36 – Segregation or Integration of Cycling in the

Road System & 46 – Best Practices in Pedestrian Facility Design and Chapter 47 – Designing

Streets for People; Moudon Chapter 5 – Pedestrian Street Use: Culture and Perception; Litman –

TDM toolbox – Parking Strategies http://www.vtpi.org/tdm/index.php#parking

Week

9 Travel Preferences, Attitudinal Predisposition, and Causation

Understanding the relative effect of our preferences in shaping our travel patterns and the

importance of separating out pre-disposition towards a particular travel mode (for or against)

from the impact of the built environment (transportation investments and land use patterns) on

the choice to use a given mode of travel. Readings: Frank LD, Saelens B, Powell KE, Chapman J.

(2007). “Stepping Towards Causation: Do Built Environments or Individual Preferences Explain

Walking, Driving, and Obesity?” Social Science and Medicine. Schwanen, T., & Mokhtarian, P.L.

(2005a). What affects commute mode choice: neighborhood physical structure or preferences

toward neighborhoods? Journal of Transport Geography, 13, 83-99

Week

10 Transportation Plan Making – Regional Scale

Modes of public transportation, requirements of specific transit modes and their energy and cost

implications, operations versus capital budgets, rights of way costs, policies to promote public

transportation, health benefits of public transportation. Invited Guest / Expert: Dr. Tamin Raad,

Translink Readings: Hanson and Guiliano – Chapter 8 – Public Transportation; Bernick and

Cervero – Transit Villages Chapters Parts I and II; Kennedy: A comparison of the sustainability of

public and private transportation systems: Study of the Greater Toronto Area in Transportation.

Week

11

Strategies for Reducing Travel Demand within the Transportation Planning Process and Policy

Issues

Approaches to reduce travel demand and competitive approaches to make walking, transit, and

carpooling rational choices to driving alone. Economic and environmental arguments for

programmatic actions to reduce travel demand. The political context of Transportation Planning

– regional, local and national priorities and tensions in decision making and project prioritization.

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Invited Guest / Expert – Carole Jolly – UBC TREK program Readings: Meyer and Miller Chapter 8 –

Transportation System and Project Evaluation; Puentes and Katz: Taking the High Road: A

Metropolitan Agenda for Transportation Reform. Chapter 1; Cervero and Kockelman - Travel

demand and the 3Ds: density, diversity, and design; Litman – Incentives to use alternative modes

and reduce driving: http://www.vtpi.org/tdm/index.php#incentives

For detailed syllabus please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/L%20Frank_%20PLAN%20580%20Introduction%20to%20Tr

ansportation_%20Syllabus%202015.pdf

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Plan 587A: Introduction to Physical Planning and Urban Design

2014W Term 2

Credit Hours: (3)

Wednesday

9:00-12:00

Location: WMAX 150

Instructor: Erick Villagomez


Course Description:

PLAN 587A is designed to expose students to foundational knowledge, issues and skills in physical

planning and design with hands-on graphic tools and the production of a design report. Students will be

working in a studio environment with a combination of short lectures, graphic exercises and individual

dialogue with the course instructor. One of the objectives of this course is to provide you with the skills

and techniques necessary to succeed in subsequent studio courses. Please refer to attached course

outline for further information.


This course has a number of learning objectives nested within the urban design specialization sequence

at SCARP. The course offers students a number of tools for developing their creativity and design

capacities and for interpreting design work and representing their own design work. The course also

offers conceptual tools for guiding urban design projects. Please refer to attached course outline for

further information.


The studio will meet once a week for 3 hours each session. We will meet collectively at the beginning of

each day for brief lectures, course administration, explanation of exercises, and discussion of issues

related to the projects. Various methods and techniques will be demonstrated and explained as needed

throughout the course. Students will be expected to venture into the field for observation, mapping and

site reconnaissance outside of class times. Please refer to attached course outline for further

information.


The course will build incrementally through a series of distinct but closely linked and cumulative smaller

projects. Some will be individually defined, with others collaborative. Students will be evaluated on their

successful completion of the course requirements, as outlined in the attached document.

Course Assignments:

Course assignments will be handed out on an ongoing basis throughout the term.

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Course Policies:

Please refer to attached course outline for policies and expectations with respect to the course and

studio environment.

Course Materials:

Representation plays a large part in design, in general, and urban design specifically. Students are

expected to be able to express their thoughts visually - both to themselves, as a part of the design

process, and to others (peers, reviewers, etc.). Thus, students are expected to have a sketchbook and

drawing tools. It is important to state that student DO NOT need a drawing background. Drawing pretty

pictures and expressing ideas visually are related, but not mutually exclusive. Thus, no drawing

experience is require. But be prepared to unself-consciously learn the fundamentals of visual

communication.

For Detailed course outline please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN587A_spr2015_outline_d2.pdf

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Plan 590A: Land Use and Environmental Policy

2014W Term 2

Credit Hours: (3)

Tuesday

10:00-13:00

Location: WMAX 240



Telephone: 604.822.0657

Office: WMAX 223, Office hours: By appointment

Course Description:

Description

PLAN 590a examines and evaluates (1) the negative impacts of human land use activities on

environmental systems and (2) the policies in place at various levels of government in Canada (and

elsewhere) that are intended to reduce those impacts. PLAN 590a is an elective course for SCARP

students that can serve as a stand-alone introduction to land use and environmental policy, law, and

planning or can lead into more specialized courses. PLAN 590a is also open to graduate students outside

of SCARP.

Prerequisites

Registration is limited to graduate students.


After completing this course, students will be able to: predict the likely impacts of land use activities on

environmental systems; summarize the major pieces of Canadian legislation that regulate land use

activities; evaluate the strengths and weaknesses of this legislation; and prescribe revisions to this

legislation in order to better promote positive outcomes.


Topics to be covered include: “sprawl” vs. “sustainable urban form”; the impacts of land development

and urban form on (1) land, habitat, and biodiversity; (2) water; and (3) air quality, energy use, and

climate; federal, provincial, regional, and municipal land use and environmental legislation and policy;

and key features of effective (and ineffective) legislation.


Grading for the course will be based on a combination of quizzes, exercises, and class attendance and

attentiveness. Grade weights will be determined during the first class session.

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Course Materials:

There is no assigned textbook for this class. Readings will be drawn from several books, journal articles,

and professional reports. Readings will be accessible through the course website.

Plan 595: Negotiation, Facilitation and Mediation: Principles & Practices

2014W Term 2 (SPRING 2015)

Credit Hours: (3)

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Instructor: Aftab Erfan

E-mail: [email protected]

Course Description:

Groups, teams and committees are more than ever the units where the majority of professional

planning work takes place. Whether at a staff meeting, in a conversations with project stakeholders, at a

Council meeting or at a public consultation session, planners of all ranks find themselves needing to

function effectively in group settings and vis-à-vis other people. This includes putting information and

positions forward in pursuit of one’s preferred outcomes (negotiation), assisting others in

communicating affectively with each other and making shared decisions (facilitation), and navigating

interpersonal, institutional and societal tensions and disagreements with some grace (conflict

resolution). These “communicative planning” tasks are so ubiquitous in professional planning that we

perform them without even thinking; but some theorists believe these are the most central pillars of the

planning profession, regardless of what specific areas of practice we find ourselves in.

In PLAN 595 we explore these grounds, taking both theoretical and practical approaches. Our goal is to

help you become more competent and confident in all your communicative tasks, particularly in the

seemingly spontaneous acts required of you when working face to face with others in group settings.

We will cover some of the conceptual models for understanding interpersonal interactions (including

differences in personal and cultural styles) and experiment with some different approaches for working

with the complexities that these models illuminate. We will connect our explorations with the specific

areas of planning you may be interested in (e.g. social planning, community development, Indigenous

planning, urban design, environmental planning and transportation), but our primary focus will be on

creating safe opportunities for you to practice your negotiation and facilitation skills, and to learn from

observing others practice theirs.

While practice is a key element of this course, please note that there will be no role-playing exercises.

Rather we will be using the real situations and dynamics arising within the classroom as our learning

opportunities. For this reason you can expect to feel uncomfortable at times, particularly if you are a

“content” person and don’t have much patience for “process”. Successful participation in the course

requires a certain degree of openness to new experiences and possibilities for personal growth, which

are, almost by definition, outside of one’s comfort zone.

NOTE: There is overlap between this course and the 1-credit PLAN 548W offered by the instructor in

previous years. Those students who took 548W are welcome to enroll in this course as well to deepen

their conceptual/theoretical understanding of negotiation, facilitation and conflict resolution, to get

exposed to new ideas and approaches and pick up new skills, and to gain further facility with familiar

tools through opportunities for supervised practice.


By the end of the class students should be able to:

1. Understand the underlying reasons for the complex nature of groups, and articulate the qualities

and styles that they themselves bring into their work with groups;

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2. “Read” the fabric of the group and identify possibilities for intervention;

3. Identify and put into practice appropriate negotiation strategies and articulate their ethical and

practical implications;

4. Facilitate generative discussions in both small and large groups using approaches appropriate to the

setting;

5. Recognize and work with conflict using the tools introduced in the course;

6. Reflect on their own strength and weaknesses group participants and group leaders, and articulate

ways that they can improve.


This course is largely “facilitated” rather than “taught”, meaning that class activities will reflect the

needs of the group each week. As a result the course will have a fluid and constantly changing flavour

and structure. Typically classes will consist of three components (not necessarily in this order):

a) Short lectures and demos – These will be teachings offered by the instructor. Most teachings will

be on models, tools and methods for working with groups and will provide specific instructions on

negotiation, facilitation or conflict resolution.

b) Discussions of readings – All students are expected to complete the readings assigned for each

class (which are primarily short book chapters from the many texts on these topics). During the class we

will take turns facilitating discussions of the readings. This will be a chance to engage with the content of

readings while at the same time practicing the skills we are trying to develop.

c) Discussions regarding class group project – The class project is an event we will be organizing for

the end of November. The event planning will present us with a concrete group task, which will

inevitably generate interesting, real dynamics amongst us. We will take turns facilitating discussions

connected with the group project, making decisions and working through disagreements, as a way of

practicing the skills we trying to develop.

Some of the activities in this class build on each other. For this reason students are highly encouraged

not to miss class. Please inform the instructor otherwise.


1. Class participation and skill development – 25%

Given the focus of this course on skill development and the use of class time for skill building, class

participation is weighted more heavily than in most other courses. The goal is to provide you with lots of

feedback and evaluate your “improvement” (not absolute performance) as a negotiator and facilitator

over the course of the term, using a combination of self-evaluation, peer evaluation and instructor

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evaluation. Formal self and peer evaluations will happen once half way through the term, and once at

the end of the term. As the instructor, I am available and willing to provide feedback on your

performance in class at any time during the term (please ask me for more if you are not getting

enough).

2. Individual interview exercise (due around middle of term)– 25%

In many ways our understanding on how planners work in groups is somewhat limited because of a

limited focus in the planning literature on such issues (with the exception John Forester’s work- and a

few others’). This assignment is an opportunity to do primary research on how planners work in groups,

and primarily how they act in emotionally charged situations. Each student will identify and interview a

planning practitioner on these issues early in the term, based on a questionnaire to be handed out in

class. You will be expected to transcribe the interview and write a 1-2 page (single spaced) commentary

or reflection on your interview.

3. Individual paper based on class group project (due end of term)– 25%

The class group project is an event (organized for the end of November 2013) that will bring in multiple

practitioners and your other colleagues at SCARP to discuss certain themes of interest to planners. Each

student will write a short paper (5-10 pages, single spaced) on a theme of their choosing (to be

discussed in class), drawing on literature as well as discussions during the November event. The

assignment is designed to test your ability to synthesize information across different sources/forms and

draw coherent conclusions.

4. Personal reflection creative assignment (due end of term) – 25%

To get maximum benefit out of this class all students are encourage to keep a personal journal in which

they record their reflections, insights and key learnings on a weekly (or even daily) basis. Your journal

will be private and will not be shared with the instructor. However you will complete a final assignment

that shares some component of your personal journal. This is a flexible and open ended assignment: for

example you may choose one or two of your entries to elaborate on, or you may choose to comment on

the entire journal or on your overall learning about the topics covered in the course. The format is also

flexible and I am open to creative forms of presentation ranging from poetry to painting, film to fiction,

song to sculpture!

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Plan 597: Planning for Water Resources

2014W Term 1

Credit Hours: (3)

Friday

09:30 – 12:30

Location: WMAX 140

Instructor: Jordi Honey-Roses

E-mail: [email protected]

Office: WMAX 225

Telephone: 604-822-0107

Course Description:

Water is an essential resource for all societies. However the approaches for managing, purifying,

distributing, and disposing of water varies greatly around the world. This course will cover the history,

science, economics and politics of water management. We will review many of the longstanding

challenges such as equitable access to improved water sources, and explore more recent debates such

as linkages between water use and energy policy. The course is designed to prepare students to work in

government agencies, international organizations or the private sector in water related topics.


By the end of the course, students should have a firm grasp of the major water challenges confronting

communities around the world in both urban and rural contexts. The course will also teach students to

analyze quantitative and spatial data sets relevant for water managers. An emphasis will also be placed

on written and oral communication. Those who complete the course should be prepared to collaborate

with other specialists such as hydrologists, civil engineers, ecologists or natural resource economists.

Students should also understand the role that planners may have in constructing technologically

appropriate and environmentally sensitive solutions to water related problems.


We will meet once a week for three hours. Classes will be a mixture of lectures and discussions. Some

days will be reserved for case-based discussion. Cases are organized around a problem or decision that

needs to be made, and students will be expected to present a recommendation and defend their

position. We will also have one negotiation exercise. The course will end with student presentations.

Course Policies:

More information on due dates for course assignments will be provided.

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Course Materials:

A special effort has been made to select relevant, timely and well-written readings. The source and style

of each reading varies considerably. While some are academic articles, we will also look at policy

documents, case studies, practical handbooks, and articles from the popular press. The readings will

expose us to viewpoints from sanitation engineers, planners, journalists, historians, climate scientists,

geographers and economists, among others. Thus the readings reflect the diverse community of

professionals involved in managing our water systems. You may find the readings compiled into a single

reading packet at the UBC Bookstore. In addition to the reading packet, we examine two books in

greater detail, both of which will also be available at the bookstore:

Bakker, K. 2010. Privatizing Water. Governance Failure and the World’s Urban Water Crisis. Cornell

University Press. Ithaca, NY.

Stanton-Kibel, P. 2007. Rivertown: Rethinking Urban Rivers. MIT Press. Cambridge, MA.

For detailed course outline please see SCARP website:

http://www.scarp.ubc.ca/sites/default/files/PLAN%20597%20Water%20Planning%20-

%202014%20T%201.pdf

Course Outlines 2014-2015 - scarp | ubc

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