Course Outlines

School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 503 Course Credit(s) 3.0 Course Title Planning for Community Economic Development Term Summer 2018 Days/Dates/Times Wednesday, May 16th – 1:00 to 7:00pm Tuesday, May 29th – 1:00 to 7:30pm Wednesday, May 30th – 1:00 to 7:30pm Friday, June 1st – All Day – Field Trip Tuesday, June 5th – 1:00 to 7:30pm Wednesday, June 6th – 1:00 to 7:30pm Location Room 150, West Mall Annex

Instructor William Trousdale Office 604-228-1855 x1 Telephone N/A Email [email protected] Office Hours TBA

Short Course Description 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.

Course Format 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.

Course Overview, Content and Objectives 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.

School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

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.

Learning Outcomes

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.

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 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.

Additional Course Requirements None.

School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

final examinations. Students who are unavoidably absent because of illness or disability should report to their instructors on return to classes.

Evaluation Criteria and Grading 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% . Delivery of training material to the class of a 25% step in the strategic planning process, as discussed in Promoting Local Economic Development through Strategic Planning Training Series . CED Tool, Alternative or Action o Delivery of a short presentation 20% . A CED strategy for Fictionalle – The Municipal

School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Simulation Tool (team exercise . Presentation of strategy 20% . Written Strategy Summary Document 20%

Course Organization 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)

Recommended 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.

PLAN 545 (6.0 credits) PHILIPPINE PLANNING STUDIO COURSE: Planning and Capacity-Building for Disaster Recovery Through Sustainable Housing and Local Economic Development

Leonora C. Angeles Summer 2016 Tel.: (604) 822-9312, Fax : 822-6164 2-27 July 2018 E-mail: [email protected] Tacloban, City, Philippines

NOTE: The final course outline and schedule will be further developed with the host agencies for 2018, the City of Tacloban Government, particularly the City Housing and Community Development Office (CHDO), and the City Livelihood and Entrepreneurship Program (CLEP).

Brief Course Description for 2018:

This 6-credit hands-on, interactive, studio-style and community-based service learning course is structured as a mutual learning experiment for planning students, faculty members, NGO planners and local residents. It focuses on the housing and local economic development for sustainable disaster recovery in Tacloban City, the most badly hit area during the November 2013 Typhoon Haiyan that hit Eastern Asian countries.

Location and Background:

This is now the 9th Philippine Planning Studio Course. The course started upon the invitation of the late Department of Interior & Local Government Secretary Jesse Robredo when he was still Mayor of Naga City (2007). It was later offered in Plaridel, Bulacan (2008 & 2010) to do municipal development planning; Pulilan, Plaridel & Bustos (2013); Calumpit, Hagonoy & Malolos (2014) and Baliwag and Guiguinto (2015) to do Local Climate Change Adaptation Action Plan related research & planning. In 2016, the course focused on how planners can contribute to capacity-building of transnational diaspora/migrant connections for the development and expansion of solidarity or alternative economies in the Philippines and Canada. For 2018, the focus is on post-disaster recovery focusing on addressing housing and local economic development challenges in Tacloban City.

Course Learning Objectives: This course’s overall objective is to contribute to analyses and evaluations of alternative transnational economic practices straddling the Philippines, Canada and beyond.

General Learning Objectives: The instructor(s) hope that by the Canadian, Filipino and international students taking the course are able to:  Empathize and appreciate the real world challenges of local planning and plan implementation and government-society interaction, particularly in relation to planning and building local capacity for sustainable housing resettlements and local economic development in post-disaster contexts like Tacloban City.  Provide meaningful inputs and outputs for the City Government on their urban development planning processes, esp. housing and LED implementation plans;  Create a new generation of community development, and disaster resilience planners who bring in their thoughtful analytical skills into creative and practical planning solutions;  Bring lessons from the Philippines in general to places, sites and cultures where their professional planning work might take them.

Specific Planning-Related Objectives: More specifically, at the end of the course, students are expected to be able to:  Work effectively with government and NGO planning staff, students and faculty, other civil society organizations, as well as local residents, in disaster resilience planning.  Demonstrate and apply their interdisciplinary skills in planning and building more sustainable post-disaster resettlements and local economic development.  Write planning research reports and recommendations that will be useful to the host City of Tacloban’s CLEP and CHDO.

Course Philosophy and Structure:

The SCARP and non-SCARP students who will be attracted to this course, given its emphasis, will be those with backgrounds and interest in a combination of the following: (1) local/community (economic) development (2) housing and human resettlements, (3) post disaster recovery and resilience planning and (4) solidarity economies. They must also demonstrate good cross-cultural communication and planning skills, strong ability to work in teams, as well as industry and discipline to listen well and read a lot of planning- related documents and academic materials in a short period of time. They are expected to attend at least three pre-departure orientation sessions prior to the actual field course. A maximum number of 15 students will be enrolled in the course.

This course is structured as a form of Community Service Learning (CSL) in an international context. Like the more traditional Study Abroad or International Practicum course, this course, this course offers experiential education that integrates service in the community, particularly with a municipal government and non-government organizations, with academic work. The design of this course entailed careful collaboration with local governments and community organizations to achieve clear objectives for student participants’ learning and serving community objectives.

There are many known benefits of CSL for students, faculty and communities (see below). It is hoped that through its organization and requirements, this course would follow the three key elements of CSL: (1) Service in a community setting (through field research, planning reports and public presentations);

(2) Academic component from a course (through the orientation seminars, course readings and guide review questions, field research and lectures and marked reports and public presentation requirements) and

(3) Structured reflection to link the service and the academic content (through the four reflection journal entries and the feedback group discussion and course requirement assessments).

Benefits of Implementing CSL:

For Students: →Develop critical thinking skills →Develop leadership and interpersonal skills →Increase relevance of courses →Gain real-world experience →Explore different career options →Learn to become an engaged citizen →Work with people from diverse backgrounds

For Faculty: →Work with students who are more engaged and inquisitive →Enhance relevance and interest in students’ engagement →Motivate students to “make a difference” →Explore meaningful ways for students to demonstrate their learning →Build stronger links between research, teaching, learning and community service

For Community: →Increase human resources →Enhance existing programs →Develop new programs →Serve their members better →Influence future leaders →Access research expertise

Source: Community Service-Learning at UBC flyer, UBC Centre for Teaching and Academic Growth (TAG).

Assessment Criteria:

Students will be evaluated on the basis of their course participation and quality of oral and written outputs:

60% - Research Report to be submitted to the City of Tacloban 25% - Active Participation in four Pre-Departure Orientation Sessions (see Schedule) 15% - Oral Presentation of Research Report to Tacloban City Government

Kindly refer to the following forms to be used for formative and summative course evaluation: (1) instructors’ guide or rubric for evaluation of the planning report (2) instructors’ guide or rubric for evaluation of the oral presentation, (3) group and self- evaluation for the reflective papers (4) group self- evaluation and feedback report on the project planning and implementation report, and (5) group self evaluation and feedback report on the oral presentation.

COURSE ORGANIZATION:

Pedagogy. In this 4-week studio course, students will have plenty of opportunity to learn from, and contribute to, ongoing local, provincial and national efforts to address planning challenges in expanding local and transnational (migrant) sharing economies. They will also have ample room to learn through a combination of more traditional techniques (e.g. lectures, seminar presentation) and more innovative participatory learning techniques (e.g. shadowing with planners or local community workers); observing and documenting community development work and planning meetings; transects and walking tours; planning reports; and developing participatory monitoring and evaluation tools).

A Draft Community Agreement will be circulated by the instructor at the beginning of the course for feedback and revisions by students. This Community Agreement will guide inter-personal and cross-cultural interactions between and among students and between UBC students and partner organizations.

The course will start with an information session and four pre-departure orientation sessions at UBC at the beginning of the course and a summative evaluation session.

Course Schedule: Pre-Departure Sessions (Tentative):

NOTE: Dates to be finalized with class members:

• April 27 – Philippine History, City Planning Institutions and Culture; Tagalog & Waray Language Lessons • May 4 – Tacloban City Politics, Institutions and Executive-Legislative Agenda; Tagalog & Waray Language Lessons • May 11- Review of Tacloban Comprehensive Land Use Plan and Tacloban North Master Plan; Tagalog & Waray Language Lessons • May 18 - Post-Disaster Local Economic Development Planning: Applications to Tacloban; Tagalog & Waray Language Lessons • May 25 – Fieldwork Planning and Public Engagement Strategy; Tagalog & Waray Language Lessons

Field Studio Proper:

July 2-27, 2018

NOTE: To be developed with City Partners. Please see attached tentative course field schedule.

Notes on the Course Requirements:

Participation in FIVE Pre-Departure Orientation Sessions -25% - Participation is based on active listening to lectures or seminars, as well engagement in class discussion groups and other class exercises (see schedule).

Group Research Reports (60% of mark) and Oral Presentation (15% of mark). All working groups are expected to submit a well-researched documentation for planning report written in straightforward technical language with recommendations for public presentation to the City of Tacloban Government.

Oral Reflection Sharing (no marks assigned). This requirement follows the principle of Community Service Learning on reflective learning. Reflection journal entries in written form will not be required. Instead, course participants will be asked to participate in a weekly Reflection Sharing which aims to encourage students to generate meaningful insights into their role as global citizens and sharing economy participants.

Reflection is….

 “Intentional consideration of an experience in light of particular learning objectives” (Hatcher & Bringle, 1997).  “Process that helps students connect what they observe and experience in the community with their academic study” (Eyler, 2001).  “It is through careful reflection that service-learning- indeed any form of experiential education- generates meaningful learning” (Ash, Clayton, & Atkinson, 2005).

LOGISTICS:

Visa Application: The course will be held for four weeks from July 2 to July 27, 2018. Students are invited to attend the City Fiesta on June 30, 2018.

Students should apply for a tourist visa at the Philippine Consulate in Vancouver, if they are staying in the country for more than 30 days. Tourist visa application fee is approximately $34.50. Please obtain your endorsement letter from the Instructor to present to the Philippine Consulate - Suite 660 – 999 Canada Way, World Trade Center, Vancouver, B.C. Tel: 604-685-7645; Office Hours: 9:30 am-4:30 pm. For more information, visit: http://www.vancouverpcg.org/visas.html

Air Travel: Students can make their own travel arrangements through their own travel agent or you can use New Millennium Holidays, a Vancouver-based travel agency that specializes in trips to Asia. To make your individual or group travel reservations, you may contact: Lovie Decolongon; Tel:604-432-7181; 2579 Kingsway, Vancouver, B.C. V5R 5H3.

Funds Required: Students are expected to raise their own funds to support their study. All cost estimates are in Canadian dollars; note the weakening currency exchange rate. The field course costs are estimated at $2600-$2900 per student (About 1,300-1500 for the return airfare and taxes, depending on airline and season for travel; $300 for one- month basic accommodation; $300 for basic meals; $100 for translators and common pool fund for gratuity, local transportation or cost of dinner for local community-based hosts and guest lecturers; $45 for Philippine visa and $15 airport departure tax; $300 for local transportation between Manila airport and local hostel; $20 for laundry service; $50 for cellphone rental and airtime. Please budget around $300-400 allowance that could be

6 used for recreational travel around Metro Manila and nearby provinces). Students will shoulder any additional expenses for R&R, allowing funds for more expensive air travel.

Sources of Funding: The sources of funds that UBC students can access are: Go Global - $600 ($399 Go Global fee claw back); FOGS Travel Grant - $500 if students present a paper at International Conference jointly sponsored with local partner university, the University of the Philippines-Tacloban.

Readings: An on-line package of readings will be made available to the students to help them prepare for the course.

Laptops, Cellphones and Internet: Students are encouraged to bring their own cellular phones and laptop with 100-220 watt power bar and voltage regulator to protect against potential power surges. Every group is encouraged to have at least one laptop. Internet access is also widely available in the town’s commercial district, or it can be arranged with some host families. Filipinos like to communicate with the use of cellular phones as landlines and pay phones are not widely available. Each group should have at least one cellular phone.

Miscellaneous: Medical and travel insurance, immunization shots (hepatitis and dengue/yellow fever are highly recommended; consult the Vancouver Travel Clinic for advisory) will be shouldered separately by students, as well as additional food and travel costs should the students extend their stay in the Philippines or around Southeast Asia. Recreational travel is recommended only before or after the course as students are not allowed to do extended weekend travel during the course’s duration.

Rest and Recreation Opportunities. Students will spend their weekends travelling on short trips within Bulacan, Laguna and/or Metro Manila. Long distance travels to the Northern and Southern Luzon or Visayas areas of the Philippines are not allowed during the duration of the course, but may be done only before or after the official course duration.

BACKGROUND READINGS:

A. City of Tacloban Background Materials:

1. Executive Legislative Agenda (ELA) of the City of Tacloban

2. Comprehensive Land Use Plan (CLUP), City of Tacloban, Volumes 1-3.

3. Tacloban North Master Plan: Economic Development Framework.

B. Typhoon Haiyan Context and Response:

1. Teresa Hanley, Rusty Binas, Julian Murray and Baltz Tibunalo (2014) IASC Inter-Agency Humanitarian Evaluation of the Typhoon Haiyan Response. New York: United Nations Office for the Coordination of Humanitarian Assistance.

2. Philip Dy and Tori Stephens (2016) The Typhoon Haiyan Response: Strengthening Coordination Between the Philippine Government, Civil Society and International Actors. PCL Paper Series. Harvard Kennedy School Program on Crisis Leadership.

3. Aaron Opdyke, et. al. (2016) Typhoon Haiyan Shelter Case Studies. Boulder: Mortenson Centre for Engineering in Developing Countries, University of Colorado.

4. Edna Estifania Co, Maria Jorica Pamintuan & Lea Marie Dino (2016) Building Back Better: A Democratic Accountability Assessment of Service Delivery After Typhoon Haiyan. Quezon City: University of the Philippines Centre for Integrative and Development Studies (UP-CIDS)

C. Local Economic Development Planning and Post-Disaster Economic Recovery

UN-Habitat and Ecoplan International. (2005) Promoting Local Economic Development Through Strategic Planning. Quick Guide. UN-Habitat LED Series.

MORE TO FOLLOW….

D. Philippine History, Political Economy and Bureaucratic Politics:

1. Ileto, Reynaldo. 2005. “Philippine Wars and the Politics of Memory.” Positions 13,1: 216-234.

2. San Juan, Epifanio Jr. 2006. Toward a Decolonizing Indigenous Psychology in the Philippines: Introducing Sikolohiyang Pilipino, Journal for Cultural Research, 10:1, 47-67

3. Nye, John V.C. 2011. Taking Institutions Seriously: Rethinking the Political Economy of Development in the Philippines. Asian Development Review 28 (1): 1-21.

4. Hodder, Rupert. 2010. Informality in the Philippine Civil Service. Asian Studies Review. 34, 231-251.

5. Yilmaz, Serdar and Varsha Venugopal. 2013. Local Government Discretion and Accountability in Philippines. Journal of International Development. 25: 227- 250.

6. Borras, Saturino Jr. 2007. “’Free Market’, Export-Led Development Strategy and Its Impacts On Rural Livelihoods, Poverty And Inequality: The Philippine Experience Seen From A Southeast Asian Perspective”. Review of International Political Economy, 14(1): 143-175.

7. Angeles, Leonora. 1992. Why the Philippines Did Not Become a Newly Industrialising Country", Kasarinlan (A Philippine Quarterly of Third World Studies) 7, 2-3: 90-120.

8. Angeles, Leonora and Francisco Magno. 2004. The Philippines: Decentralization, Local Governments and Citizen Action,” in Philip Oxhorn, Joseph S Tulchin and Andrew Selee, eds. Decentralization, Democratic Governance, and Civil Society in Comparative Perspective: Africa, Asia, and Latin America. Baltimore: Johns Hopkins University Press, pp. 211-265.

9. Bello, Walden et al. 2004. The Anti-Development State; The Political Economy of Permanent Crisis in the Philippines. Quezon City: Department of Sociology, University of the Philippines and Focus on the Global South, pp. 9-31.

PLAN 545 Summer 2018 COURSE OUTLINE Honey-Roses|Villagomez DRAFT School of Community & Regional Planning, University of British Course Information Columbia Preparatory: TBA, see schedule DATE: June 3rd - 16th Trip: June 1 - June 16, 2018 CLASS SIZE: 17 DURATION: 2 weeks Presentation Dissemination: Sept. 2018

Instructor Jordi Honey-Roses: [email protected] Office Hours: RM 225, 1933 West Mall by appointment.

Erick Villagomez: [email protected] Office Hours: RM 230, 1933 West Mall by appointment.

Readings and Texts Please refer to the Readings and reference texts section at the end of this

Barcelona Studio 2018 document.

Course Description This design-based course offers an in-depth look at Barcelona—historically and morphologically—across scales. By immersing themselves in the life of the city and partaking in series of site visits and original research, students will gain an understanding of the rich history of the city, its relationship to local culture and social circumstances, towards developing design ideas. Larger challenges and opportunities related the other cities globally will also come to the fore.

Although students of the School of Community and Regional Planning will be prioritized, this course is open to all graduate students of geography, urban design, landscape architecture, engineering, and architecture.

Course Format The course will begin Pre-Trip sessions held between January and April that will help us prepare for our trip in early June. The Pre-trip sessions will consist of several 3 hr sessions and three assignments. These sessions will focus on researching and presenting critical background information on the city, as well as practicing the observation methods that we will use in Barcelona. PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

The Field Studio will immerse students within the context of Barcelona, allowing students to experience the city on-the-ground. This will be supplemented by in-situ research on one specific neighbourhood, where students will critically observe and analyze existing conditions towards the development of design ideas. These will be presented to a local audience for feedback.

Course Overview, Content and Objectives Barcelona is one of the world’s major global cities. As one of Spain’s main nodes of culture, tourism, finance and trade, it’s contemporary importance is undisputed. Like any other urban centre, its current status developed incrementally over time; one that dates back to over 2000 years ago and saw it develop as the most significant industrial centre in Catalonia.

As with all settlements, Barcelona’s long and complex history has had a direct impact on its form—etched itself into the city’s urban fabric. However, unlike many other cities in the world, the built remnants of over 2000 years of cultural, social and urban development remains largely intact. From the medieval planning of the original roman settlement of Barcino, to the medieval streets of the Gothic Quarter, to Ildefons Cerdà’s unique Eixample grid—one of the largest planned housing projects in history—to the popular waterfront of the Port Olimpic, redeveloped for the 1992 Summer Olympics, the urban structure of Barcelona stands out as one-of-a-kind (Hughes 1992, Rowe 2006). Change continues today, as evident in the ambitious urban transformations of the “Superilles” or Super Blocks—which entails street pacification and the recovery of major streets for “public space” (Rueda 2017).

Yet the city has a hidden underbelly: despite Barcelona’s history of planning success—or perhaps because of it—there is growing discontent about how the city is being transformed. Most residents and visitors recognize the positive changes in the city over the last 30 years (Marshall 2004), and this success has attracted millions of visitors the Barcelona each year. But there is concern that the city’s carrying capacity has been reached or exceeded. The city centre is being transformed to meet the needs of the visitors, and tourism is displacing everyday life and everyday residents.

This puts forth an interesting conundrum: typical neoliberal market-driven logic would put Barcelona among the best cities in the world. However, its economic success has led to it becoming a more enjoyable place to visit, but a less enjoyable place to live, as commercial space is being converted to lucrative commercial uses that target visitors. Is Barcelona being transformed into a theme park, designed merely for the pleasure of those who visit? PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

In response to these pressures, a new and progressive City Government has declared a moratorium on the construction of new hotels in the city centre. The administration is also advancing other policies that will prioritize local residents and their use of the city. Are these policies really for locals, or are these initiatives simply masking standard global economic agendas?

This is just a small sampling of the complexity and contradictions of Barcelona. In this course, we are interested in confronting many difficult issues, as they not only pertain to local debates, but also broader issues around the nature of the forces that shape the contemporary city globally and their impacts across a range of scales.

In order to do so, we will experience Barcelona’s contrasting personalities— one focused on standard tourist destinations, the other looking in depth at the off-the-beaten-path neighbourhoods, with special attention to Poble Nou, where we will look at impacts of these recent transformations. This structure will allow us to test methods for recording, analyzing, and evaluating the material culture and the urban environment across scales but also build skills pertaining to field observation that are fundamental to undertaking a wide variety of urban design and planning efforts, including the design of streets and public places, shaping neighbourhood form and function, and incorporating natural systems into the urban fabric. Students will communicate their observations, findings and proposals through the use of representation tools.

We will aim to present our findings to a local audience – potentially a relevant planning agency or neighbourhood group - on our last day in Barcelona. Our final report will be co-authored by all participants and instructors and deposited in the UBC online repository Circle. Furthermore the data collected, the design proposals and our critical insights will be donated to the City in the hopes of informing future planning initiatives.

Pre-Trip Planning and Preparation The class will hold several pre-trip sessions prior to the field component of the course. These sessions will cover introductory course content and logistics, as well as the research and presentation of the Pre-trip assignments that will investigate Barcelona from different, but complementary, perspectives and scales. One assignment will ask you to create a Timeline through one of five different themes— Natural Systems, Land-use, Transportation, Economics, Politics, Cultural History and Global Historical Context. The second assignment will focus on researching and presenting a specific site of significance. Finally, the third assignment will ask you to use methods of field observation at a site in Vancouver in order to practice the PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

observational methods we will use in Barcelona. These exercises will serve to ground our experience within a broader physical and cultural framework across scales and give us a relatively comprehensive understanding of the Barcelona area, prior to visiting the city.

Field Work The field component of the course will take place during the first two weeks of June 2018. Student will explore the city and region from an urban design and planning point of view. Within interdisciplinary teams, students will observe, collect information on and analysis critical aspects of the built environment: visually recording and documenting significant sites, pertinent details, important design concepts and ideas observed on location. Connecting design and planning solutions to site and context (cultural, historical, geographical, climatic) will be critical, as well as recognizing similarities and differences with Vancouver.

Learning Outcomes This field course has been designed so that students will learn to:

• Use methods of field observation in the public realm. • Contextualize their field learning, experiencing how culture, climate, geography, and history have influenced the development of local design and planning • Evaluate design/planning solutions based on contextual experience, recognizing and defining terms common to design/planning • Assimilate and communicate design/planning theory and knowledge with respect to the context of site, culture, climate, and geography • Develop interdisciplinary skills in creativity, design thinking, academic inquiry, and cultural awareness • Recognize and document stewardship in design/planning practice with regard to social, cultural, environmental, and universal design issues • Articulate a graphic assessment of the physical features of an urban space • Interpret, explain and create city information at different scales

Additional Course Requirements Given that the course requires some understanding of the built environment, students will be expected to conduct research outside of class time in the form typical library and web-based searches, as well as a the creation of visual material for presentation. When in Barcelona, students will also be expected to be able to walk for extended periods of time. PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

Attendance Regular attendance and punctuality are mandatory. Late arrivals, early departures, prolonged breaks and absences are subject to disciplinary action in the form of a reduction in the final grade, or failure of the course. In the event that a student is unable to attend one or more site visits, alternate arrangements may be negotiated with the instructor to satisfy course requirements.

Conduct Proper conduct is important under normal circumstances. The interdisciplinary nature of the course and travel make this even more critical. As such, it is expected that students conduct themselves in a professional, responsible manner, based on an understanding of the role and responsibility of representing the School of Community and Regional Planning, and the University of British Columbia.

Enrolment We will hold an information session in September 2017 to describe the course and answer questions about course content, format and cost. The course will be open to 20 UBC students. While we expect most UBC students to be from Planning, Masters students from Architecture, Landscape Architecture, Geography, IRES, Engineering or other related disciplines would be welcome. Students proficient in the Spanish language will be given priority for enrolment.

Students interested in enrolling must submit a half page statement of interest and their CV. The statement of interest should answer the questions: Why are you interested in participating in this course? What could you contribute? What is your level of Spanish? Can you describe your design experience? Submit this with your CV by email to PLAN545Barcelona@ gmail.com by September 30th 2017.

Assessment Methods Evaluation will roughly abide by the following guidelines. It may be subject to change:

Pre-Trip: Timeline Assignment Value 20% Pre-Trip: Site Assignment Value 10% On-site: Investigation Value 20% On-site: Design Proposal Value 20% Project Booklet Value 20% Professionalism Value 10% TOTAL Value 100%

Grading system used: LETTER GRADE PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

Assignments & Late Submissions Turning assignments in on time is considered crucial in the interior design program. All assignments must be completed and submitted to receive a grade for this course. Late projects will affect the final grade in this course; 10% per day is deducted from the final grade for late submissions to a maximum of 3 calendar days from the date and time that an assignment is due. After 72 hours, a grade of zero will be allotted.

Peer Evaluation and Participation in Group Work Working well in groups is an essential part of being an effective planner. Your peers will evaluate your contribution to the group and you will receive this feedback at the end of the course. This segment of your grade will be determined by your peer’s evaluation of your contribution to the team.

Lodging Students will be provided lodging in triple or quad rooms. We are considering a stay at the Generator Hostel Barcelona (Carrer de Còrsega, 373), which is wonderfully located at the border of the Gracia neighbourhood and the Eixample: a few blocks from the Barcelona Metro (Diagonal) and within walking distance of many of the major local sites (Passeig de Gràcia, Gothic Quarter, Sagrada Familia, etc.).

Cost The program fee is between $2,700 - $3,000. The final fee depends on the number of students in the program and currency exchange. All qualifying students will receive a $1000 Go Global Award. More detail at the course Go Global web address: https://students.ubc.ca/career/international- experiences/global-seminars/barcelona-field-studio-barcelona-spain

PROGRAM FEE INCLUDES • In country group accommodations • Program related travel (public transportation, group train tickets, etc.) • Entrance fees to program related activities (museums, site locations, etc) • On-site guest lecturers • Workshops • Go Global Fee

PROGRAM FEE DOES NOT INCLUDE • Tuition* • Flight* • Incidentals*

*UBC Tuition – Not included as a part of your costs. This amount will differ for domestic and international students. This PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

amount will be assigned to you on the Student Service Centre (SSC) according to normal UBC tuition timelines. Read about tuition fees. This amount is not determined or applied by Go Global. All students participating in a Global Seminar will have tuition applied to their SSC account.

*Flights - Not Included as a part of your costs Travel to Barcelona, Spain is a separate cost. You are responsible for arranging your own travel. You should not book your flight until you are notified to book. All Go Global Seminars only run if there is a minimum number of students enrolled.

*Incidentals - Not Included as a part of your costs Some examples include: personal mobile communication, personal transportation that is not related to the learning outcomes of the program, additional meals that are not already identified as part of the Program Fee, immunizations, Visas, etc.

Passports & Additional Required Materials A valid passport with expiration date more than 6 months after date of departure, and/or any visas/vaccinations is required. Also, sketch-notebooks and media for recording, notation and drawing (cameras, etc.) are required.

Special Needs Please inform the course instructor as soon as possible if you have special needs and require accommodation of any kind. Please visit http://www. students.ubc.ca/access/ for more information on campus resources.

Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the Academic Calendar at http:// calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

Readings and Reference

HIGHLY RECOMMENDED TEXTS • Busquets, Joan, Barcelona: The Urban Evolution of a Compact City • Gehl J, Svarre B (2013) How To Study Public Life. How To Study Public Life. Island Press. • Hughes, Robert. Barcelona • Aibar, Eduardo, and Wiebe E. Bijker. “The Cerdà Plan for the Extension of Barcelona.” Science, Technology, & Human Values 22, no. 1 (1997): 3–30. • Lefebvre, Henri. (1992) The Production of Space • Marshall T (2004) Transforming Barcelona. Routledge • Medina Laddagga, Alica. Thesis: Barcelona + Portland: Precedent Cities • O’Sullivan. 2017 “Barcelona’s Old-Town gets a reboot” The Atlantic: CityLab. May 21. • O’Sullivan. 2017b. Barcelona’s Car-Taming ‘Superblocks’ Meet Resistance. The Atlantic: CityLab. • Alcaldesa (Ada for Mayor). 2016. Documentary Film. Directed by Pau Faus. • Laseau, Paul. Visual Notes for Architects and Designers • Pray, Gregory, Common Places

Online Material • Metro Barcelona (AMB) - http://www.amb.cat/s/home.html • Poblenou Guide, Ajuntament de Barcelona - http://meet.barcelona.cat/ en/discover-barcelona/districts/sant-marit/poblenou • Sant Marti Guide, Ajuntament de Barcelona - http://meet.barcelona.cat/ en/discover-barcelona/districts/sant-marti • Website of 22@ ‘The Innovation District’ - http://www.22barcelona.com/ index.php?lang=en/ • Planol BCN - https://w33.bcn.cat/planolBCN/ca/ • Poblenou Neighbourhood Association - http://www.elpoblenou.cat// • Vox 2016. Superblocks: How Barcelona is taking back the city from cars - https://www.youtube.com/watch?v=ZORzsubQA_M • Harvard GSD, Exhibit Barcelona, Metropolis of Cities - http://www.gsd. harvard.edu/exhibition/new-issues-for-the-future-of-the-city-barcelona- metropolis-of-cities/ • Metro Barcelona (AMB) Barcelona Metropolis - http://www.amb.cat/web/ territori/urbanisme/pdu/metropolisbarcelona-eng • Rueda, Salvador 2017. Barcelona’s bold move: Reclaiming streets for people. Public Lecture at UBC Robson Square - https://www.youtube. com/watch?v=5Q47jpWteCQ PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

• MIT Free Course: Julien Beinart - Lecture 10: Transformations III: Vienna and Barcelona - https://ocw.mit.edu/courses/architecture/4-241j-theory- of-city-form-spring-2013/video-lectures/lec-10-transformations-iii- vienna-and-barcelona/ • Bye, Bye Barcelona (2014) Documentary on the impacts of tourism in Barcelona. - https://www.youtube.com/watch?v=kdXcFChRpmI • Harvard GSD “Redefining Urban Design: Barcelona as Case Study” Conference, Part 1 (Oct. 2016) - https://www.youtube.com/ watch?v=rICQn2QxByE • Harvard GSD “Redefining Urban Design: Barcelona as Case Study” Conference, Part 2 (Oct. 2016) - https://www.youtube.com/ watch?v=HWeE-XgLLHI • MIT Lecture, Julian Beinart: Lec 10: Transformations III: Vienna and Barcelona - https://theopenacademy.com/content/lecture-10- transformations-iii-vienna-and-barcelona • General Theory of Urbanization 1867 - http://tgu.urbanization.org/

HIGHLY RECOMMENDED Optional TEXTS • Busquets, Joan, “Cities and Grids: In Search of New Paradigms” • Busquets, Joan, & Perez-Ramos, Pablo. Barcelona: Manifold Grids and the Creda Plan (Redesigning Gridded Cities • Ching, Francis, Architecture: Form, Space and Order • Colau, A. & Alemany, A. (2013). Vidas hipotecadas: de la burbuja immobiliaria al derecho a la vivienda. Cuadrilátero de libros. (Spanish) • Cullen, Gordon, The Concise Townscape • Grafton, Anthony & Rosenberg, Daniel, Cartographies of Time: A History of the Timeline • Hughes R (1992) Barcelona. Alfred A. Knopf, New York, NY • Jacobs, Allan, Great Streets • Jacobs, Allan, Looking at Cities • Jenkins, Eric, To Scale • Laseau, Paul, Graphic Thinking for Architects & Designers • Morris, Anthony. (1994). History of Urban From Before the Industrial Revolution • Orwell G (1938) Homage to Catalonia. Penguin Books • Rowe PG (2006) Building Barcelona: A Second Renaixença. Barcelona Regional, Barcelona, Spain • Montaner, J.M. (Ed) 2014. Reader Modelo Barcelona 1973-2013. Editorial Comanegra. • Monclús, Francisco-Javier. 2003. “The Barcelona Model: And an Original Formula? From ‘reconstruction’ to Strategic Urban Projects (1979–2004).” Planning Perspectives 18 (4): 399–421. doi:10.1080/026654303200011751 4. • Magrinyà, Francesc & Marzá, Fernando, (2017) Cerda: 150 Years of Modernity PLAN 545 | Studio Barcelona | J. Honey-Rosés & E. Villagomez

OTHER USEFUL References • Diane Ackerman, A Natural History of the senses • Thomas Barrie, Spiritual Path, Sacred Place: Myth, Ritual and Meaning in Architecture • Gordon Cullen, The Concise Townscape • Allan Jacobs, LOoking at cities • Bryan Lawson, THE LANGUAGE OF SPACE • Bryan Lawson, How Designers Think • William Lidwell, Universal Principles of Design • Margaret Livingston, Vision and Art: The Biology of Seeing • Charles Moore and Donlyn Lyndon, Chambers For a memory palace • William Moorish, Civilizing Terrains • Donald Norman, The Design of Everyday Things • Paul Stevenson Oles, Architectural Illustration: The Value Delineation Process • Juhani Pallasma, eyes of the skin • Simon Unwin, Analyzing Architecture • Edward T. White, Site Analysis

Course Schedule The following is a tentative schedule. It may be subject to change:

Pre-Trip • April 24 Course Introduction • May 1 Pre-Trip Session 2 • May 8 Pre-Trip Session 3 • May 15 Pre-Trip Session 4 • May 22 Pre-Trip Session 5 • June 3 – June 16. Travel to Barcelona

Important Dates • Sun. June 3 Welcome Dinner • Fri. June 15 Final Presentation to Partners • Sat. June 16 Closing Debrief School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 548 H Course Credit(s) 3 Course Title Current Issues in Planning: Short Film Production Term Summer 2018

Instructor TBA Office Telephone Email Office Hours

Short Course Description Introduction to the basic approaches, theories, and production methods used in creating short documentary and motion graphic films for community advocacy and educational purposes. Indigenous and decolonial approaches to filmmaking will be emphasized. Jessica Hallenbeck, Lyana Patrick, and Dave Shortt will mentor students in the creation of short films.

Course Format This course combines lectures with labs.

Course Overview, Content and Objectives This course introduces students to the basics of film pre-production, production, and postproduction. In this course students will scope, pitch, produce, and edit short documentary films. Students will learn about different approaches to filmmaking within and outside of planning, and will develop an understanding of the ethical dilemmas at the heart of documentary practice. Indigenous and decolonial approaches to filmmaking will be emphasized. Final films will be screened to the public.

Preproduction Students will be introduced to the uses and approaches of video in planning and educational contexts. They will hear directly from experienced directors, story editors, editors, and animators about the film process and individually scope and pitch a film concept based on the opportunities for collaborating with a department / organization that are available to the class. Students will learn about the visual conventions of storytelling and learn how to use an audio recorder and camera. Working in groups students will create and submit pre-production documents including; treatments, shot lists, mood boards, consent protocols, and production calendars.

1 Production Students will work in their preproduction groups to record their films over the course of 2-4 days. Mentors will be available to answer questions and trouble shoot.

Postproduction Students will learn about story editing and work to transcribe / card their films. Students will learn basic approaches to editing in Adobe Premier and create assemblies, rough cuts, and fine cuts of their work. Students will also learn the basics of text animation / motion graphics in After Effects and learn how to export and upload their films.

Learning Outcomes After completing this course, students will be able to:

1. Create treatments, shot lists, mood boards, and production calendars for short documentaries. 2. Critically think through the ethical considerations of documentary filmmaking and develop knowledge of informed consent and filmmaking protocols 3. Operate a ZOOM audio recorder and wireless lavalier microphones 4. Operate a camera 5. Demonstrate knowledge of basic postproduction steps including editing on Adobe Premier and exporting and uploading videos.

Attendance Attendance is essential in all classes and in group work with other students. Students who are unavoidably absent because of illness, disability, family responsibilities, or other academic commitments should advise their instructor.

Evaluation Criteria and Due Dates This course if graded on a numeric basis. Grading for the course is as follows.

Reflections on Assigned Readings / Films: 10%: Due May 1st Each student submits brief written reflections on 3 of the assigned readings and 3 films from the course outline.

One page treatment: 10%: Due May 2nd Each student must submit a one page treatment that includes a logline and describes the film. The treatment references the background research you’ve done as well as the visual and narrative approach.

In class pitch: 5%: Due May 2nd: Each student briefly and compellingly pitches their film concept.

Preproduction Shot List and Mood Board: 10%: Due May 4th 3 Each film group submits their shot list and mood board that are based on templates handed out in class.

Preproduction Ethics Approach and Production Calendar: 10%: Due May 5th at 11:00 AM emailed to the instructor. The group ethics approach should be based on the readings, films, and lectures pertaining to ethics in documentary filmmaking. Production calendar templates will be based on those handed out in class. Ethics approach and production calendars must be approved before production begins.

In class Interviewing and In camera editing exercise: 10 %: Due May 4th in class In class interviewing and in camera editing exercise where students practice their interviewing and filming skills. Students will be evaluated based on their comfort and familiarity with basic interviewing and filming principles.

Transcripts and Cards: 10% Due May 9th: Each group is expected to submit interview transcripts and their paper edit / cards. The paper edit should clearly show a connection with the pre-production film concept as well as demonstrate a good grasp of narrative storytelling techniques set within an ethical approach to the stories shared by the people you spoke with.

Rough Cut: 15 %: Due in class May 11th The rough cut should be directly connected to your paper edit and should contain clearly labelled bins and at least one assembly sequence. The rough cut should be no longer than twice the length of your final film and should contain a clearly defined, close to final narrative track alongside some of the visuals that drive the film forward.

Fine Cut: 30% Due by 7PM May 15th uploaded to vimeo The fine cut should be an extension of your rough cut, with a more concise storyline with compelling visuals as well as text treatments. Groups are encouraged to use copyright free music, stock footage, and sounds.

Required Readings and Videos

Required readings and films may change based on peoples interests and experiences

Readings:

1. Colonial and Documentary Film Histories: Read one of the following from Empire and Film: • Jaikumar, Priya. An Accurate Imagination: Place, Map and Archive as Spatial Objects of Film History in Empire and Film

4 • Fatimah Tobing Rony: The third eye: race, cinema, and ethnographic spectacle Introduction • Burns, James. American Philanthropy and Colonial Film-making: The Rockefeller Foundation, the Carnegie Corporation, and the Birth of Colonial Cinema in Empire and Film. • Grievson, Lee. The Cinema and the (Common) Wealth of Nations. In Empire and Film

2. Decolonizing the Colonial Gaze: Read one of the following: • Excerpts from Patrick, Lyana. Storytelling in the Fourth World: Explorations of Meaning and Place and Tla’amin Resistance to Dispossession. • Goeman, M. Introduction to Indigenous Performances: Upsetting the Terrains of Settler Colonialism- American Indian Culture and Research Journal, 2011 • Dowell, Kristin L 2006 Honoring Stories: Aboriginal Media, Art, and Activism in Vancouver. New York University. Selections

3. Decolonizing Methodologies and Intellectual Property: Read one of the following: • Decolonizing Methodologies by Linda Tuhiwai Smith: Introduction (if you haven’t read this book before) • Decolonizing Methodologies by Linda Tuhiwai Smith: Chapter 4: Research Adventures on Indigenous Lands (think about how this relates to documentary film) • Excerpts from Barry Barclay Mana Tuturu

Short Films / Excerpts: Watch 3 of the following • Maija Tailfeathers MAVERICKS II - Esther Tailfeathers (short) • Roxann Whitebean Karihwanoron: Precious Things (short) • Lisa Jackson Suckerfish (short) • Lantern Films Think Like a Watershed (short) • Sandra Ignagni, Ranger (short) • Richard Fung Sea in the Blood (short) • Cazhhmere Deeply Rooted (short) • Arlene Bowman Navajo Talking Picture • Brett Story The Prison in 12 Landscapes

Recommended Readings Recommended readings and films will be suggested to each group once film topics are selected.

Course Schedule

5 April 30th: 10: 00 – 2:00 Introduction to course, uses and approaches to video, the film process, introduction to concept development. Treatment and pitch assignments explained. Intro to cameras.

May 1st 12:00 – 6:00: Reading and Film summaries due. Shot framing basics, storytelling ethics, cameras continued. Shot list and mood board assignments explained.

May 2nd: 10:00 – 3:00 (hour break for lunch): Pitch and treatments due. Group selection. Introduction to audio recording, production calendars and consent.

May 4th:10:00 – 5:00 (hour break for lunch) Shot lists and mood board due. In class Interviewing and In camera editing exercise. Camera basics continued.

May 5th -7th: No class: Production days: you are expected to film most of your videos on these three days. Mentors will be available to trouble shoot and support your work. Ethics approach and production calendars due by email to me on May 5th at 11: AM and must be approved before you go into production.

May 8th: 10:00 – 4:00: (hour break for lunch) Introduction to story editing and the basics of editing on Adobe Premier Pro. Transcribing and carding assignment explained. In class assembly due (10%)

May 9th: 12:00 – 4:00: The morning can be dedicated to transcribing / creating a paper edit. Transcripts and cards due in class (10%). Editing basics, exporting and uploading introduced.

May 10th Rough cut editing day – no class but free to use lab.

May 11th: 10: 00 – 1:00: In class rough cut review, introduction to text and motion graphics.

May 12-15: No class but lab use to revise rough cuts, edit fine cuts.

May 16th:10:00 -12:00: Fine Cuts due and in class film screening

Special Needs Please inform the course instructor as soon as possible if you have special needs and require accommodation of any kind. Please visit. http://www.students.ubc.ca/access/ for more information on campus resources.

regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the Academic Calendar at http://calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

7 School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 548E Course Credit(s) 1.00 Course Title Current Issues in Planning: LED Theory, Issues & Applications Term Summer 2018 Days/Dates/Times Saturday, June 9th: 12:30-5:30 Sunday, June 10th, 10:00-5:00 Location Room 150, West Mall Annex

Instructor Will Trousdale Office N/A Telephone N/A Email [email protected] Office Hours TBA

Short Course Description Local Economic Development (LED) is centered on local resources, capacity and leadership to build sustainable communities, towns and cities. The course will introduce students to the principles, approaches and tools to LED through lessons and case studies drawn from Canadian and developing countries context. Include prerequisites

Course Format The SCARP course is a (one-week long) intensive curriculum. The focus of this course is on local economic development theory, issues and actions that local governments (e.g., regional districts, municipalities, First Nations), community organizations or active partnerships can pursue to create vibrant, inclusive economies.

Course Overview, Content and Objectives Local Economic Development (LED), Community Economic Development (CED) and other aspects of economic development are development by and for local people, and central to good planning. LED is: • Participatory and Inclusive – Public, private, civil society, and marginalized groups work together to develop locally based solutions. • Value-Based – The values of local people (i.e. what is important to them) drive the process and the solutions. • Driven by Local Leadership – Development strategies are developed at the community level, city or region itself. • Endogenous-relies primarily on tapping local resources, capacity and creativity

LED can lead to economic solutions that ‘fit’ the local areas – that is, they build on local assets and strengths, involve local people, build capacity, and have greater buy in from the community. These are

key components to ongoing viability of the local economy. While LED has been around for many years, it is building momentum as local areas look to drive their own economic development, and find solutions that make sense where they live. This SCARP course will introduce planning students to the foundational elements of LED. Why LED? What are the key drivers of LED? What are the contextual specificities of LED to rural and urban communities and rapidly growing secondary cities of developing countries? How relevant and effective are the key LED strategies and tools to the rural towns and secondary cities of rapidly urbanizing developing world. This course is a complimentary course for Plan 503, where strategic planning is applied to multi- stakeholder processes for local economic development.

Course Objectives 1. Provide students with core knowledge about the rationale and drivers for local economic development. 2. Provide LED context and insight into Canadian local government, Aboriginal communities and secondary cities and urban centers of the rapidly urbanizing developing countries. 3. Provide the student exposure to LED strategies and tools and their application to the specific context of rural communities and rapidly growing secondary cities and urban centres.

Course Description We begin the course by taking a historical snapshot of the LED practice of the past and highlight how it evolved over time. We will emphasize the recent focus of LED on equitable growth and sustainability. We will consider its importance and relevance in the current global context of rapid urbanization, jobless growth, inequality and climate change. We will then introduce the economic, social and environmental motives or objectives of LED and some of the relevant LED tools used to achieve them. Having understood the historical evolution and perspective and drivers of LED we move on to looking at the contextual specificities of rural and urban communities, especially of those rapidly growing secondary cities and urban centres. The aim will be to better understand and appreciate the key LED themes or issues specific to these contexts, frame the relevant LED questions and identify the most appropriate tools and strategies. To achieve this, we will focus on some of the themes or issues relevant to rural towns and communities, and small urban centres and rapidly growing secondary cities and ask which LED strategies are appropriate or effective. We will, in each case, first define and understand the relevant strategies at conceptual level and later learn how they are applied and contextualized through specific Canadian and international cases.

Assignments will be done in class. Students will be asked to complete reading assignments prior to class.

Learning Outcomes 1. Provide students with core knowledge about the rationale and drivers for local economic development. 2. Provide LED context and insight into Canadian local government, Aboriginal communities and secondary cities and urban centers of the rapidly urbanizing developing countries. 3. Provide the student exposure to LED strategies and tools and their application to the specific context of rural communities and rapidly growing secondary cities and urban centres.

Additional Course Requirements None

Attendance Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.). Students who neglect their academic work and assignments may be excluded from the final examinations. Students who are unavoidably absent because of illness or disability should report to their instructors on return to classes.

Evaluation Criteria and Grading Assessment Rubric 1. Seminar preparation and participation (20%): prepare for and participate in class and be able to contribute based on the required readings. Students will need to be prepared to comment on additional course materials. Students will be asked to send thoughtful questions or comments on their assigned readings before class.

2. One short homework paper (25%): Students will be given a short article on current LED issues and asked to make a critical review or commentary.

3. LED Report (55%): Students will be assigned to local economic development cases dealing with specific context and asked to apply theapply the different concepts and LED strategies introduced during the course, to review and discuss in small groups, and present their proposed recommendation(s) with compelling argument.

Required Readings and Videos Assignments will be given for reading with a focus on specific sections or articles. Additional articles that are timely or of a relevant nature to the interests of the class will be provided. Students will be expected to review and be prepared to discuss the required readings.

Issue Papers and Policy Units of Habitat III Conference (all are important but focus on Issue papers 12,13, 13 and 14) http://unhabitat.org/wp-content/uploads/2015/04/Habitat-III-Issue-Papers-and-Policy-Units_11- April.pdf

Local Economic Development in Practice. http://unhabitat.org/local-economic-development-in- practice/

The evolution of local economic development in Canada: https://www.fcm.ca/Documents/tools/International/The_evolution_of_local_economic_development_i n_Canada_-_Policy_Brief_EN.pdf

Watch 3 short videos on First Nation and Economic Development: Robert Miller speaking on the Doctrine of Discovery https://www.youtube.com/watch?v=0qO6JoqcrgQ

Robert Williams – only once one has seen Robert Miller should they view this. Part 2 is the most relevant, but Part 1 (36 min) sets the context.

https://www.youtube.com/watch?v=zNHx40sba7k part 2 https://www.youtube.com/watch?v=TqJ8h1WCuYg part 1

Vancouver Board of Trade Aboriginal Opportunities Forum 2015 Suggest begin watching at min. 22, Bob Rae (politician and lawyer) https://www.youtube.com/watch?v=293MCn8g7mk&feature=youtu.be

Recommended Readings Fabrizio Barca Philip McCann Andres Rodrıguez-Pose THE CASE FOR REGIONAL DEVELOPMENT INTERVENTION: PLACE-BASED VERSUS PLACE-NEUTRAL APPROACHES. JOURNAL OF REGIONAL SCIENCE, VOL. 52, NO. 1, 2012, pp. 134–152.

Blakely, Edward James, and Ted K. Bradshaw. Planning Local Economic Development: Theory and Practice. 3rd ed. Thousand Oaks, Calif: Sage, 2002.

Glasmeier A (2000a). Economic Geography in Practice: Local Economic Development Policy. In: Clark, G.L., Feldman, M.; Gertler, M. (eds) . The Oxford Hand Book of Economic Geography. (pp. 559-579).

Leigh G. N. and Blakely J. E. (2013), Planning Local Economic Development: Theory and Practice, Sage Publications. Chapter 3

Malizia, Emil E., and Edward J. Feser. Understanding Local Economic Development. New Brunswick, NJ: Rutgers University Center for Urban Policy Research, 1999.

Bendavid-Val, Avrom. Regional and Local Economic Analysis for Practitioners. 4th ed. New York: Praeger Publishers, 1991.

Bingham, Richard D., and Robert Mier, eds. Dilemmas of Urban Economic Development: Issues in Theory and Practice. Edited by David C. Perry and Sallie A. Marston, Urban Affairs Annual Reviews. Thousand Oaks, CA: Sage Publications, Inc., 1997. ———, eds.

Theories of Local Economic Development: Perspectives from across the Disciplines. Newbury Park, CA: Sage Publications, Inc., 1993.

Blair, John P. Local Economic Development: Analysis and Practice. Thousand Oaks, CA: Sage Publications, Inc., 1995.

Hart, David M., ed. The Emergence of Entrepreneurship Policy: Governance, Start-Ups, and Growth in the U.S. Knowledge Economy. New York: Cambridge University Press, 2003.

McLean, Mary L., and Kenneth P. Voytek. Understanding Your Economy: Using Analysis to Guide Local Strategic Planning. Chicago, IL: American Planning Association, 1992.

White, Sammis B., Richard Bingham, and Edward W. Hill, eds. Financing Economic Development in the 21st Century. Armonk, NY: M. E. Sharpe, 2003 (referred to below as Financing).

Course Schedule The SCARP course is a (one-week long) intensive curriculum. The focus of this course is on local

economic development theory, issues and actions that local governments (e.g., regional districts, municipalities, First Nations), community organizations or active partnerships can pursue to create vibrant, inclusive economies.

Academic Integrity Assistance with the creation of a course syllabus is available through the Centre for Teaching, Learning and Technology, www.ctlt.ubc.caResources related to the development of assessable learning outcomes can be accessed through http://ctlt.ubc.ca/resources/webliography/course-designdevelopment/ The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the Academic Calendar at http://calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

5 School of Community and Regional Planning (SCARP) University of British Columbia DRAFT COURSE OUTLINE

Course Number PLAN 548V Course Credit(s) 3 Course Title Current Issues in Planning: Vancouver Lab Term Summer 2018

Instructor Larry Beasley and Dr. Wayne Beggs Office N/A Telephone N/A Email [email protected] Office Hours Schedule appointment

Short Course Description The Vancouver Lab explores how policies and approaches for progressive city-building are advanced. Students will join academics and researchers from China for this two-week intensive summer course which mixes walking tours, lectures and class studio time. Students will workshop real-world planning challenges.

Course Format The course takes place over two consecutive weeks and runs all-day. In addition to class time, students will be invited to join receptions welcoming and bid farewell to our Chinese visitors.

Course Overview, Content and Objectives The Vancouver Lab is a unique opportunity that SCARP will open to five students. The Lab is a two-week intensive course, focused on city-building. It is being offered to staff and faculty from our sister university, Tongji University in Shanghai, meaning that SCARP students will meet and work alongside Chinese planning professionals from China’s leading university planning program. Students attending the Vancouver Lab will learn about Vancouver and how it works through a series of lectures and walking tours. Lectures will mix content from SCARP Faculty with offerings from practicing professionals. Tours and lectures will be interspersed with studio based learning, where students will immerse with Chinese planning teams and seek to solve real-world planning challenges. Be prepared to learn about planning in Vancouver and how our strategies and successes must be adapted to other settings. The course will run daily, from 9 am to 5 pm, starting on July 2nd and ending on July 13th. There are no classes on the weekend; however, the first class occurs on the statutory holiday Monday following Canada Day, which is on a Sunday this year.

Through taking this course, you will gain a deeper understanding of Vancouver’s planning innovations and how planners, citizens and politicians have come together to build a city which is unlike other cities in the world. You will also learn about how policy innovation must be adjusted to effectively bring new policies into different contexts.

Learning Outcomes After completing this course, students will be able to: • Demonstrate a deep understanding of Vancouver planning innovations and their origins; and

• Will then learn the critical skills and creativity required to adjust policies so that they may work in new contexts.

Additional Course Requirements Students will be required to walk with a group and will need to be outside, regardless of weather conditions.

Attendance Mandatory

Evaluation Criteria and Grading Participation 5% Essay on a topic related to Vancouver planning (3,000 words) due one week after class ends – 95%

Required Readings and Videos TBD

Recommended Readings Beasley, L. (2015). The Equation of Height and Density in the Form and Economy of Washington, D.C. in the 21st Century. Address to the National Capital Commission. August, 21, 2015. (accessed at https://larrybeasleyassociates.com/category/speeches/). Beasley, L. (2012). The City as a Museum and the Museum as a City. Address to the Vancouver Museum. October 24, 2012. http://www.museumofvancouver.ca/programs/blog/2012/11/2/city-museum-and-museum-city Beasley, L. J. Barnett (2015). Ecodesign for Cities and Suburbs. Island Press. Washington, DC. Berelowitz, L. (2005). Dream City: Vancouver and the Global Imagination. Douglas & McIntyre. Vancouver. Boddy, T. (1994). Plastic Lion’s Gate: A Short History of the Post Modern n Vancouver Architecture. In Delany, P. (Ed.) Vancouver: Representing the Postmodern City. Arsenal Press, Vancouver. Boddy, T. (2004). New Urbanism: "The Vancouver Model" [Speaking of Places] Places, 16(2). Brunet-Jailly, E. (2008). "Vancouver: The Sustainable City." Journal of Urban Affairs 30, no. 4: 375-388. Grant, J. (2009). Experiential Planning: A Practitioner's Account of Vancouver's Success, Journal of the American Planning Association 75: 358-370. Kataoka, S. (2009). Vancouverism: Actualizing the Livable City Paradox. Berkeley Planning Journal Vol. 22: 42 – 57. Ley, D. (1986). Alternative Explanations of Inner City Gentrification: A Canadian Assessment. Annals of the Association of American Geographers 76(4) : 521-535. McCann, E. (2013). Policy Boosterism, Policy Mobilities, and the Extrospective City. Urban Geography 34: 1: 5-29. McCann E. (2008). "Expertise, truth, and urban policy mobilities: global circuits of knowledge in the development of Vancouver, Canada’s ‘four pillar’ drug strategy" Environment and Planning A 40(4): 885 – 904.

2 Moos, M., A. Skaburskis. (2010). The Globalization of Urban Housing Markets: Immigration and Changing Housing Demand in Vancouver. Urban Geography Volume 31, Issue 6: 724-749. Punter, J. (2003). The Vancouver Achievement: Urban Planning and Design. UBC Press. Vancouver. Sandercock, L & G. Attili (2003). Where Strangers become Neighbors: Integrating Immigrants in Vancouver, Canada. Springer. Surborg, Björn. Rob VanWynsberghe, Elvin Wyly. (2008). Mapping the Olympic Growth Machine. City Vol. 12, Iss. 3. Vancouver, City of. (2010). Greenest City Action Plan. Accessed on December 11, 2013 at http://vancouver.ca/green-vancouver/greenest-city-2020-action-plan.aspx. Yan, A. (2015). Ownership Patterns of Single Family Homes on Selected West Side Neighbourhoods in the City of Vancouver: A Case Study. Bing Thom Architects, Nov. (accessed April 30, 2016). http://www.slideshare.net/ayan604/ownership-patterns-of-single-family-homes-sales-on-the- west-side-neighborhoods-of-the-city-of-vancouver-a-case-study.

Course Schedule Course runs daily, from 9 to 5 pm – with different starting locations on different days. The course starts on July 2nd, which is a statutory holiday.

Academic Integrity 1 Assistance with the creation of a course syllabus is available through the Centre for Teaching, Learning and Technology, www.ctlt.ubc.caResources related to the development of assessable learning outcomes can be accessed through http://ctlt.ubc.ca/resources/webliography/course-designdevelopment/ The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the Academic Calendar at http://calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

3 School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 548Z Course Credit(s) 2.0 Course Title Current Issues in Planning: Food Systems Policy, People and Planet Term Summer 2018

Instructor Office Telephone Email Office Hours

Short Course Description This course introduces concepts and tools for food systems planning, using ecology, biodiversity, sustainability and food system strategies as our central themes. The focus is to examine complex systems in nature, compare how planners design community and regional food strategies, and identify tools for capacity building (such as public engagement, inclusion of diverse populations, policy education and community asset analysis). There are no prerequisites for this class.

Course Format This course will take place at UBC Botanical Garden using both indoor and outdoor learning spaces. This course consists of 5 main classes (5-6 hours) that will include lectures, guest speakers, demonstration, hands-on activities, outdoor exploration, group discussion and group work.

Course Overview, Content and Objectives This course aims to expand systems thinking in students by unpacking complex systems we see in nature, within communities and in food systems. It is intended for students interested in learning about ecology, food systems, policy and how to consider a diversity of perspectives when planning. The course is based around four sets of interconnected themes including: • Ecology and biodiversity • Sustainability • Local and global food policies, strategies and practices • Engagement strategies for diversity, inclusion and community development.

Learning Outcomes After completing this course, students will be able to: • Identify and explain examples of complex systems in ecology & biology, sustainability and food systems. • Explain examples of local, regional and international food systems strategies, policies and priorities. • Consider and create inclusive engagement sessions to identify community food priorities. • Develop and advance their own knowledge and understanding of systems thinking.

Additional Course Requirements There are no additional course requirements but time spent outdoors walking and exploring UBC Botanical Garden will be required. Appropriate clothing and supplies for outdoor learning is essential.

Attendance Attendance for all classes is mandatory. Exceptional circumstances for absences will be considered.

Evaluation Criteria and Grading Evaluations are based on 3 main criteria including: 1. In class participation (20%) 2. Group Project and Presentation (40%) Deadline: June 14, 2017 3. Individual reflections on systems thinking (40%) Deadline: June 14, 2017

1. In class participation. Group discussions, reading reflections, engagement and in class participation will be assessed. Assessment will consider attendance, preparedness, depth of understanding, quality of reasoning, respect shown to others, and contribution to collective learning.

2. Group projects – presentation and report. Small groups (2-4 people) will select a food system strategy or policy (local, regional, national or international) to explore its strengths, weaknesses, opportunities and threats (SWOT). They will be asked to host a 30-45-minute session for their selected food strategy in which they will be required to create a meeting agenda, present their findings (in a presentation and with a short report (2 pages)), engage stakeholders and report back. All members of the group will receive the same grade: however, in case of extreme disparities in individual contribution, the instructor reserves the right to assign individual marks. Assessment will be based on quality of the SWOT, organization of the agenda, oral communication, short report quality (should include recommendations, executive summary, background, discussion, next steps) and engagement strategies used.

3. Individual reflections on systems thinking. Systems thinking means different things to different people. This assignment (2-4 pages) requires students to reflect on their own knowledge and understanding of systems thinking in relation to ecology and biology, sustainability and/or food systems. Assessment will be based on their ability to examine and explain their own understanding of complex systems, their capacity to communicate this through writing and reflections on engagement strategies for diversity and inclusion.

Required Readings and Videos

Class 1: Sustainability, Ecology and Biodiversity • UN 2030 Sustainable Development Goals (https://sustainabledevelopment.un.org/?menu=1300) • The Sustainability Assessment of Food and Agriculture systems (SAFA) Framework (UN-FAO - http://www.fao.org/3/a-i3957e.pdf) • The Interaction of Human Population, Food Production and Biodiversity Protection (http://science.sciencemag.org/content/356/6335/260) • Biodiversity Losses and Conservation Responses in the Anthropocene (http://science.sciencemag.org/content/356/6335/270)

2 Class 2: Food Systems Planning and Policy • Vancouver Food Strategy (see website and full report http://vancouver.ca/people- programs/vancouvers-food-strategy.aspx) • The Local Food Action Plan of the Vancouver Park Board (vancouver.ca/files/cov/Local-food- action-plan.pdf) • Burrard Inlet Action Plan (https://twnsacredtrust.ca/burrard-inlet-action-plan/) • Metro Vancouver Regional (http://www.metrovancouver.org/services/regional- planning/PlanningPublications/RegionalFoodSystemActionPlan.pdf) • BC Food System Policy Database by Kwantlen Polytechnic University (http://www.kpu.ca/isfs/foodpolicydatabase) • A Food Policy for Canada (https://www.canada.ca/en/campaign/food-policy.html)

Class 3: Community Development and Engagement • Vancouver Coastal Health Food Asset Map (http://www.vch.ca/public-health/nutrition/food- asset-map) • Beyond the Roots of Human Inaction: Fostering Collective Effort Toward Ecosystem Conservation (http://science.sciencemag.org/content/356/6335/275) • How Diversity Makes Us Smarter (https://www.scientificamerican.com/article/how-diversity- makes-us-smarter/) • Fail to Include, Plan to Exclude: Reflections on Local Governments’ Readiness for Building Equitable Community Food Systems (http://www.ingentaconnect.com/contentone/alex/benv/2017/00000043/00000003/art00002)

Class 4: Critical Food Literacy: Education for Food Democracy • Moving Toward Food Democracy: Better Food, New Famres and the Myth of Feeding the World (https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1951924) • Food Literacy: Definition and Framework for Action (https://www.ncbi.nlm.nih.gov/pubmed/26280794) • A Joined-Up Food Policy for Canada (http://www.tandfonline.com/doi/abs/10.1080/19320248.2011.627297)

Course Schedule

Class 1: Thursday May 3 (9am-2pm = 5 hours) – Sustainability, Ecology and Biodiversity • Syllabus review • Field School Team Building (3 hours) – Local sustainability: food, water, biodiversity and waste • Grow Green with Metro Vancouver: Climate change local impacts & ecological systems in nature

Class 2: Thursday May 17 (9-2 = 5 hours) – Food Systems Planning and Policy • Required Readings Review • Overview of food systems planning process (with invited speakers) • Food policy and planning toolbox • VCH Food Asset Database • Introduction to food policies and strategies

Class 3: Thursday May 24 (9-2 = 5 hours) – Community Development and Engagement • Required Readings Review • Introduction to capacity building

3 • Diversity and inclusion strategies • Exploring engagement strategies

Class 4: Thursday May 31 (9-2 = 5 hours) - Critical Food Literacy: Education for Food Democracy • Required Readings Review • Introduction to critical food literacy: education in formal and informal settings • Designing for food democracy • Challenges and opportunities for designing food strategies for North America

Class 5: Thursday June 14 (9-3 = 6 hours) – Presentation of Group Projects and Final Reflection Paper • Presentation of group projects and feedback • Final reflection paper due

Special Needs Please inform instructor of any special needs.

Academic Integrity The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences. A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the Academic Calendar at http://calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

4 School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 583 Course Credit(s) 3.0 Course Title Housing and Community Planning Policy Term Summer 2018 Days/Dates/Times Thursday, August 2nd 3 pm – 9 pm Tuesday, August 7th 4 pm – 6 pm Thursday, August 9th 4 pm – 8 pm Wednesday, August 15th 4 pm – 8 pm Saturday, August 18th 10 am – 6 pm Wednesday, August 22nd 4 pm – 8 pm Saturday, August 25th 10 am – 6 pm Wednesday, August 29th 12 pm – 5 pm

Instructor Michael Gordon Office City of Vancouver, 515 West 10th Avenue, 2nd floor Telephone 604 873 7665 Email [email protected] Office Hours n/a – call me for information

Short Course Description Homes and communities are a focus of public policy for local and senior governments. Overview of past and current policies addressing the design and development of homes and communities.

Course Format – Lectures, Discussion and Walking Tours There will be presentations from the instructor and guest speakers on community planning and housing policies. Learning about the course topics will also be pursued through six tours of a variety of neighbourhoods. There will be opportunities for class discussion with the guest speakers and about the assigned readings or viewing video documentaries.

Course Overview, Content and Objectives Homes and communities are a focus of public policy for local and senior governments. This course will give an overview of past and current policies addressing the design and development of homes and communities. Among the topics covered will be: . how to prepare a policy document; . the roles of government and the private and non-profit sectors in addressing these public policy issues; . the affordability and design of different types housing; . community amenity requirements and funding strategies; and . addressing sustainability and resilience objectives as part of housing and community planning policies.

Purpose of the course: In this course we will: 1. Explore what ‘meaning’ that you associate with the following words: home, house, housing and neighbourhood; 2. Become familiarized with housing and community planning policies and the preparation of housing policy documents; 3. Explore the meaning of affordable housing and the housing needs of a variety of household; 4. Consider policy objectives regarding sustainability and the challenges posed by climate change and how housing policies can address these issues; 5. Become familiar with the history of local, provincial and federal policies and initiatives addressing housing issues since 1900, including the introduction of zoning, general or master plans, public, social and co-op housing and community planning initiatives, inclusionary zoning and other implementation tools.

In addition to the concepts and topics identified above, in this course we will discuss: 1. community and neighbourhood planning, urban design and community amenities and their role in achieving livable, walkable and sustainable neighbourhoods; 2. Mixed-use buildings, densification of single family neighbourhoods, medium density housing for families with children; 3. Public Benefit Strategies and Public Space Plans addressing housing and community needs; and

2 4. Strategies for the provision of modest market and affordable market rental and owner-occupied housing.

Learning Outcomes After completing this course, students will be able to: . Demonstrate knowledge of community and housing policies, the needs of a variety of households and how the design of housing can respond to these needs, planning and funding strategies for public facilities and the roles of governments and the private and non-profit sectors in the provision of housing. . Prepare a policy document.

Additional Course Requirements . This course is unique because a significant portion of the class time will be spent walking in the field observing best practices in housing and neighbourhood development. There will be two ferry boat trips on False Creek each costing between 4 and 11 dollars. The Instructor will also be organizing an afternoon tour of suburban housing developments, subject to the Instructor finding funding for this bus trip. You should bring your UPass because we will also be taking public transit.

Attendance It is mandatory that student attend all classes and tours. It is vitally important that you attend all classes. Class attendance is a requirement of this course. Grades are deducted for absences and significant late arrives (see below).

Evaluation Criteria and Grading

. This course is graded on a numeric (percentage) basis. . Grading will be completed according to the grading rubric outlined on the SCARP website under Policies / Grades: http://www.scarp.ubc.ca/policies#cote . Assignments: 1. Project #1, What meaning do you associate with the words: home, house, housing and neighbourhood (30%). Prepare a short thought paper no more than 1200 words plus visual materials (minimum of 10 pages). You can also use other media such as a video, mixed CD with commentary, painting, or drawings or prepare a website.. This is due August 15th. 2. Project #2, Group Project (50%): Students will work in a group focusing on emerging or current housing or housing-related neighbourhood planning issues and provide viable policy options and other solutions. After consultation with me on the housing policy area chosen by the group, you will collect background information, identify policy options and explain the rationale for the recommended policies. The report can be a digital copy. The presentation and report is due Wednesday, August 39th.

3 . Classroom and Tour Participation (20%): Your contribution to class discussions, your knowledge and grasp of the featured readings and the observations you make during the walkabouts will be the basis of this evaluation. No shows and late arrivals are also noticed and will result in the reduction of a student’s final grade. Your final grade will be reduced by 2% (up to 20%) for every three hours or portions thereof of class time you are absent. . In the event of the late submission of material, grades will be deducted. Your final grade will be submitted to the school on August 30th.

On the first day of the class, students will organize themselves into groups of three or four students and will chose from the following topics for your Project #2 - Group Project:

• Affordable Housing: What is affordable housing in a market economy? What local or senior government policies are appropriate for addressing affordable housing issues? (You will assume that at most, a very modest amount of money will be forthcoming from senior governments to address affordable housing issues) • Affordable Housing and Climate Change: How does the definition of affordable housing and the policies for addressing this issue shift when one considers the challenges of also addressing climate change? Propose a set of local or senior government housing policies that address affordable housing issues, but also consider the need to address the challenges posed by climate change. • Resilience: What is resilience? What are the qualities of resilient housing? What local and senior government housing policies would foster resilient housing? • Urban Aboriginal Housing Policies: Do individuals and families from First Nation Communities have unique needs when settling into larger urban centres such as Vancouver, Calgary, Regina, Saskatoon and Winnipeg? Are there unique design considerations and other elements that should be considered in housing policies respecting homes for aboriginal folks living in large urban centres? Alternatively, the team could provide a policy framework for addressing issues related homeless aboriginal folks in urban communities. • Neighbourhood Lane Infill Strategy: Choose two back lanes in either – the West End, the Downtown-Eastside, Marpole or Grandview-Woodland, assess the housing stock, open space, parking, social profile and related issues and propose a set of policies addressing opportunities for infill lane housing and other neighbourhood amenities. • Housing families with children at higher densities: Assess the housing choices for families with children for those choosing to not live in a single family dwelling. Prepare a set of policies that address the need to ensure families with children have a range of viable and appropriate choices for living in higher density housing with their child or children. • The Design of Housing: Chose a type of housing (e.g. multiple conversion dwellings, courtyard apartments, townhouses, low rise, mid-rise or high rise housing, work-live housing), assess one or more of its elements (e.g. the courtyard, the deck spaces, the

4 balcony, the front porch or stoop, the layout of the dwelling or...) and propose policies and/or design guidelines to address its design. • Homelessness: Review best practices in local and senior government policies addressing homelessness in Canadian cities and identify the most effective policies.

Required Readings and Videos There are required readings and/or videos for several of the course dates. See below for details on these.

Recommended Readings There are lengthy lists of recommended readings but these are not required readings. They are provided to you as a resource.

Course Schedule Summary of Course Dates and Locations:

Thursday, August 2nd 3 pm – 9 pm – Penthouse One, 2057 West 3rd Avenue Tuesday, August 7th 4 pm – 6 pm – Penthouse One, 2057 West 3rd Avenue Thursday, August 9th 4 pm – 8 pm - Broadway Room, 515 West 10th Avenue, 2nd floor Wednesday, August 15th 4 pm – 8 pm - Broadway Room, 515 West 10th Avenue, 2nd floor Saturday, August 18th 10 am – 6 pm – Penthouse One, 2057 West 3rd Avenue Wednesday, August 22nd 4 pm – 8 pm - Broadway Room, 515 West 10th Avenue, 2nd floor Saturday, August 25th 10 am – 6 pm – Penthouse One, 2057 West 3rd Avenue Wednesday, August 29th 12 pm – 5 pm - Broadway Room, 515 West 10th Avenue, 2nd floor

Note: When we meeting over a meal time, you will be welcome to have something to eat during the class.

Guest Speakers will be confirmed in July.

1. Thursday, August 2nd, 3 pm – 9 pm - Introduction to the Course, the first assignment, and a Walkabout (Kitsilano and the Downtown-Eastside)

. the meaning of home, house, housing and neighbourhood . an introduction to the basics of policy and policy preparation . affordable, appropriate and accessible housing . housing – social norms and ideological assumptions, housing as a commodity . the importance of the neighbourhood, when considering housing issues and policies . the dimensions of the affordable housing challenges in Vancouver and other Canadian centres . an introduction to the Downtown-Eastside . an introduction to the walking and ferry tours.

5 Matthew Bourke, Senior Planner, City of Vancouver (recently a Vancouver housing policy planner) will provided an introduction to the basics of policy and policy preparation.

Then, we will take transit (Route 44) to the downtown (Seymour and Hastings) and then have a walkabout in the Downtown-Eastside. The class will conclude downtown.

Tour of the Lori Krill Co-op, Cordova Street conducted by Co-op Board Members.

Following the walkabout, you shall have an opportunity to discuss with other students mutual interests in a group project for your Policy Group Project. You must be in a policy group by the end of the evening. I will assist in facilitating this.

Bring along your bus pass and a few dollars to have a beverage (i.e. probably a good idea to go to the Bank Machine before class not during).

Housing Types, Design Elements and Ground-oriented family housing - Group Walkabout and Report Back on Saturday, August 18th

Each of the policy groups will meet together and go for a walkabout together before Saturday, August 19th. In class we will discuss your observations. Pick one of the following self-guided walking tours: -Cedar Cottage -Kitsilano, or -Mount Pleasant.

Here is a link to the walking tours: Kitsilano: https://vancouver.ca/files/cov/cambie-corridor-planning-program-you-be-the-guide- walking-tour-summary.pdf Cedar Cottage: https://vancouver.ca/files/cov/cambie-corridor-phase-3-housing-walking-tour- cedar-cottage.pdf https://vancouver.ca/files/cov/cambie-corridor-phase-3-housing-walking-tour-mount- pleasant.pdf

As explained as an introduction to the walking tours: . Learn about different types of ground-oriented family housing. . Explore what you like and don’t like about certain housing types and design elements.

Recommended Readings (you are not required to read these; they are assembled as a resource for you):

Bhatti, M. and Church, A., (January 2004), “Home, the culture of nature and meanings of gardens in late modernity,” Housing Studies v. 19 (1), pp. 37 – 51

6 Bruegmann, Robert (2018) 14th Annual International Housing Affordability Survey https://fcpp.org/wp-content/uploads/dhi2018-fcpp.pdf

Carter, Novia (1983) Making Man's Environment: Housing, Toronto: Nelson

Castells, Manuel (1983) The City and the Grassroots: A Cross-cultural Theory of Urban Social Movements, Berkeley: University of California Press

CMHC, (2018) 2018 Housing Observer, Ottawa: CMHC https://www.cmhc- schl.gc.ca/en/housing-observer-online

CMHC, (2016) Housing Market Assessment Canada, Ottawa: CMHC

Drummond, Don, Burleton, Derek, Manning, Gillian (2003) Affordable Housing in Canada: Towards a New Paradigm, Toronto: TD Bank http://www.urbancenter.utoronto.ca/pdfs/home/debates/TDAffdHousing.pdf

City of Vancouver (2014) Downtown-Eastside Local Area Plan http://vancouver.ca/home- property-development/dtes-local-area-plan.aspx

Engeland, J., Figueroa, R. (2006) The Dynamics of Housing Affordability Ottawa: Statistics Canada

Firely, Eric and Stahl Caroline (2009) Urban Housing Handbook Chichester: John Wiley and Son

7 Federation of Canadian Municipalities (2004) Our Diverse Cities, Ottawa

Gordon, Michael (1985) Urban Land Policy and the Provision of Housing in Canada – 1900 – 1985 https://circle.ubc.ca/bitstream/handle/2429/24672/UBC_1985_A6_7%20G67.pdf?sequence=1

Harvey, David (2012) Rebel Cities, New York City: Verso Books

Housing New Canadians (see pdf below): http://www.library.utoronto.ca/hnc/publish/concept.pdf

Hulchanski, J. David (2001). A Tale of Two Canadas: Homeowners Getting Richer, Renters Getting Poorer. Toronto. Toronto: Centre for Urban and Community Studies, University of Toronto, Research Bulletin #2. http://www.urbancenter.utoronto.ca/pdfs/researchbulletins/02.pdf

Hulchanski, J. D. and Shapcott, M, (2004) Finding Room: Policy Options for a Canadian Rental Housing Strategy. Edited by J.D. Hulchanski and M. Shapcott. Toronto: CUCS Press, UofT. 472 pages

Hulchanski, J. D. (2005) Rethinking Canada’s Housing Affordability Challenge, Toronto: Centre for Urban and Community Studies 14 pp. http://www.urbancentre.utoronto.ca/pdfs/elibrary/Hulchanski-Housing-Affd-pap.pdf

Hulchanski, J. D. (2010) The Three Cities within Toronto http://www.urbancentre.utoronto.ca/pdfs/curp/tnrn/Three-Cities-Within-Toronto-2010- Final.pdf

Larsen, Alison M. (2013) “Examining Housing Policy: A Select Annotated” Bibliography of Housing Policy–Focused Periodicals, The Serials Librarian: From the Printed Page to the Digital Age, 65:2, 181-201

Ley, David & Tutchener, Judith (2001) Immigration, Globalisation and House Prices in Canada's Gateway Cities, Housing Studies, 16:2, 199 - 223

Ley, David & Lynch, Nicholas (2012) Divisions and Disparities in Lotus Land: Socio-Spatial Income Polarization in Greater Vancouver 1970 – 2005, Toronto: Cities Centre, University of Toronto

Logan, Jennifer & Murdie, Robert (2016) “Home in Canada? The settlement Experience of Tibetans in Parkdale, Toronto,” Journal of International Migration and Integration 17:1, 95 - 113

8 Siddiq, Fazley and Babins, Shira (2013) “Trends in Population Growth – Inequality across Subnational Jurisdictions in Canada,” Canadian Public Policy v. 34, special 2013 issue, pp. pp. S41 – S64

Stella Burry Community Services (2011) Stella’s Circles: The Legacy of Stella Bury video: http://www.delts.mun.ca/portal/index.php?SAID=171&Cat=%22Discover_DELT%22

Urban Futures Institute (2011) In the Eye of the Beholder: Housing Affordability in British Columbia, Part 1: Evaluating Current Measures of Occupancy Affordability for Tenants http://www.urbanfutures.com/housing-affordability-1

Urban Futures Institute (2011) In the Eye of the Beholder: Housing Affordability in British Columbia, Part 2: Measuring Occupancy Affordability for Owners http://www.urbanfutures.com/housing-affordability-2

Urban Futures Institute (2012) Averages & Anecdotes, 2012 Update: Deciphering Trends in Real Estate Prices http://www.urbanfutures.com/2012-update

Urban Futures Institute (2014) Much Ado About Nothing: What the Census data say, and don't say, about foreign & temporary residents and unoccupied dwellings http://www.urbanfutures.com/foreign-unoccupied

Walks, Alan (2014) “Canada’s Housing Bubble Story: Mortgage Securitization, the State and the Global Financial Crisis,” International Journal of Urban and Regional Research, Volume 38.1 January 2014 256–84

2. Tuesday, August 7th – Overview of Housing Policy and an Introduction to the Group Policy Project

An overview of current housing policy shall be provided including key concepts such the role of policy vs. regulations such as zoning and development control, and rent control, financing and interest rates, the housing continuum, financing and interest rates, and household incomes. The roles of the federal, provincial, metro and municipal government will be discussed. An overview of the fundamentals of drafting policy will be discussed. A case study of policies for housing families at medium and high densities will be discussed to better understand how policy is drafted and presented.

The group project (the preparation of a policy document and presentation) will be discussed.

We will also discuss two readings – identified below as ‘Featured Reading.’

9 Two Required Readings:

Grant, Jill L. & Scott, Daniel E. (2011) Redefining the Canadian dream? Household life cycles, housing costs, and aspirations for suburban housing http://theoryandpractice.planning.dal.ca/_pdf/suburbs/working_papers/grant_scott_11_redefi ning%20Canadian%20dream.pdf

Hulchanski, J. D. (2004) “What Factors Shape Canadian Housing Policy – the Intergovernmental Role,” In Robert Young and Christian Leuprecht (eds.). The State of the Federation: Municipal- Federal-Provincial Relations in Canada. Montreal and Kingston: Institute of Intergovernmental Relations. pp. 221-247. http://homelesshub.ca/sites/default/files/4kfk3iwr.pdf

Also as examples of Policy documents, you can review the following:

City of Surrey (2013) Master Plan for housing the Homeless in Surrey http://www.surrey.ca/files/130703_NS_Surrey_MasterPlan_FINAL.pdf

City of Toronto (2010) An Affordable Housing Action Plan http://www1.toronto.ca/city_of_toronto/affordable_housing_office/files/pdf/hot_actionplan.p df

City of Toronto (2015) Official Plan Housing Policies https://www.toronto.ca/city- government/planning-development/official-plan-guidelines/official-plan/

City of Vancouver (1991) The Central Area Plan http://former.vancouver.ca/commsvcs/guidelines/C028.pdf

City of Vancouver (1992) High Density Housing for Families with Children Guidelines http://former.vancouver.ca/commsvcs/guidelines/H004.pdf

City of Vancouver (2011) Cambie Corridor Planning Programme http://vancouver.ca/ctyclerk/cclerk/20110505/documents/csbu2.pdf

City of Vancouver (2012) Vancouver’s Housing and Homelessness Strategy http://vancouver.ca/files/cov/Housing-and-Homeless-Strategy-2012-2021pdf.pdf

City of Vancouver (2013) West End Community Plan http://vancouver.ca/home-property- development/west-end-community-plan.aspx

City of Vancouver (2014) Downtown-Eastside Community Plan http://vancouver.ca/home- property-development/dtes-local-area-plan.aspx

10 City of Vancouver (2014) Marpole Community Plan http://vancouver.ca/home-property- development/marpole-community-plan.aspx

City of Vancouver (2017) Housing Vancouver: 3 year Action Plan 2018 – 2020 City of Vancouver (2018)

City of Vancouver (2018) Housing Policy (website) http://vancouver.ca/people- programs/housing-and-homelessness.aspx

Manitoba Housing (2009) Homeworks! A housing strategy and policy framework for Manitoba http://www.gov.mb.ca/housing/pubs/homeworks_booklet.pdf

SFU Trust (web site) SFU Official Community Plan http://www.sfu.ca/fs/files/Campus_Planning/SFU_OCP1996_Amended_2008_04_14.pdf

3. Thursday, August 9th – Housing Policies through a Sustainability Lens

Peter Whitelaw, Principal, Modus Planning, Design and Engagement will share with us how sustainability considerations should inform housing policy.

Following the guest speakers, there will be a walking tour of Cambie Street, Fairview Slopes and South False Creek. The walking tour will conclude at the entrance to Granville Island.

Recommended Readings (you are not required to read these, they are assembled as a resource):

Canada, Natural Resources (2012) Climate Change Planning: Case Studies from Canadian Communities https://glslcities.org/wp-content/uploads/2015/09/Climate_Change_Planning_- _Case_Studies_from_Canadian_Communities_2012.pdf

City of Surrey, Search for ‘Sustainbility Charter’ and ‘East Clayton Community Plan’ https://www.surrey.ca/community/3568.aspx http://www.jtc.sala.ubc.ca/projects/Headwaters.html

City of Vancouver (2004), Southeast False Creek Plan, http://vancouver.ca/ctyclerk/cclerk/20040726/sc1.pdf

City of Vancouver (2011) Greenest City 2020 http://vancouver.ca/greenestcity/index.htm

Challenge Series (The) (2010) The Southeast False Creek Olympic Village http://www.thechallengeseries.ca/

City of Vancouver (Green Building Web Site): http://vancouver.ca/green-vancouver/green- buildings.aspx

City of Vancouver (2005), Sustainability Indicators, Targets, Stewardship and Monitoring for South East False Creek, http://vancouver.ca/ctyclerk/cclerk/20050201/ph2.htm

City of Vancouver (2011), Green Building Strategy, http://vancouver.ca/sustainability/GreenBuildingStrategy.htm

Cook, Rick (2011) Achieving New Heights in Architectural Excellence (Video of lecture by architect Rick Cook from New York City, with a focus on sustainability and design) http://www.youtube.com/watch?v=a85W__eVyc0&feature=channel_video_title

12 Grdadolink, Helena, (2005) “Garden City: An exemplary Housing Co-operative takes heritage preservation and sustainability to meaningful new level,” Canadian Architect 50 (11), Nov, pp. 50 – 53.

4. Wednesday, August 15th - How does Housing Supply address Affordability and Housing Needs?

Much of the commentary on addressing the “Housing Crisis” focuses on supply as the key for addressing it. There will be four guest speakers who will speak to the different dimensions of supply and how housing policies should address supply:

. Gordon Price, former City Councillor; . Karen Hemmingson, Director, Research and Corporate Planning at B.C. Housing; . Sarah Ellis, Housing Planner, City of Vancouver, and . Darren Kitchen, Director of Government Relations, Co-operative Housing Federation of BC.

Walking Tour of the Olympic Village led by:

Roger Bayley, Project Manager, Olympic Village

Recommended Readings (you are not required to read these, they are assembled as a resource):

Anderson, Jaylene Taylor & Collins, Damian (2014) “Prevalence and Causes of Urban Homelessness Among Indigenous Peoples: A Three-Country Scoping Review,” Housing Studies 29 (7) 959-976

BC Housing Web Site: https://www.bchousing.org/home

Breen, A., Rigby, D. (2004) In Town Living, Washington: Island Press

Chang, S (2000) “A high-rise vernacular in Singapore’s housing development,” Berkeley Planning Journal, v. 15, pp. 97 – 116.

City of Calgary (2018) Overview of Affordable Housing in Calgary - City of Calgary Website: http://www.calgary.ca/CS/OLSH/Pages/Affordable-housing/Affordable-Housing- Overview.aspx

Canadian Housing Federation of BC – web site - http://www.chf.bc.ca/

Government of Canada (2018) National Housing Strategy https://www.placetocallhome.ca/

Environics (2010) Urban Aboriginal Peoples Study Toronto: Environmics http://www.uaps.ca/wp-content/uploads/2010/03/UAPS-Main-Report_Dec.pdf

Thurston, W. E., Oelke, N. D., & Turner, D. (2013). “Methodological challenges in studying urban aboriginal homelessness” International Journal of Multiple Research Approaches, 7(2), 250-259.

5. Saturday, August 18th – A History of Housing Policy and Housing Policies and Four Neighbourhoods: Kitsilano, Old and New Yaletown and the West End

The following topics will be covered:

. the emergence of housing as a consideration in public policy . the History of Planning and Housing Policy . more discussion the role of local and senior governments in addressing home, house and housing issues . the role of governments in addressing affordable housing issues . the role of urban design and community planning in addressing housing issues . the design of housing, including single family housing and laneway housing, townhouses and high rise and low rise apartments, families with children. . Walking Tour – Kitsilano, Old and New Yaletown and the West End). We will conclude the tour in the West End.

You will need to bring about 3.50 dollars CASH for the ferry crossing of False Creek.

During the class we will also discuss your observations on housing types, design elements and ground-oriented family housing.

You should also have a complete outline for your group’s Policy Report.

Our day will conclude in the West End. I will meet with each group to discuss your outline for your group’s Policy Report. You will then have time within class hours to meet with your group and discuss your Policy Report.

Required Viewings:

Ear to the Ground Planning (2006) Through a Young Lens (interviews youth and families living in the downtown peninsula) http://vimeo.com/66204700

National Film Board (1964) To Build a Better City Youtube (Parts I and II) http://www.youtube.com/watch?v=A2xdYUk4iAY http://www.youtube.com/watch?v=YcbDhWT5orE

Stella Burry Community Services (2011) Stella’s Circles: The Legacy of Stella Bury video: http://www.delts.mun.ca/portal/index.php?SAID=171&Cat=%22Discover_DELT%22

Recommended Readings (you are not required to read these, they are assembled as a resource):

Bacher, J. C. (1993) Keeping to the Marketplace: the Evolution of Canadian Housing Policy, Montreal: McGill-Queen’s University Press

Canadian Social Research Links, Homelessness and Housing (an excellent web site): http://www.canadiansocialresearch.net/homeless.htm

City of Vancouver (1928), A Plan for the City of Vancouver (Bartholomew Plan) http://www.archive.org/stream/vancplanincgen00vanc#page/n0/mode/2up

15 City of Vancouver (2008) Laneway Housing in Single Family Areas – Issues and Options http://vancouver.ca/ctyclerk/cclerk/20081030/documents/pe3.pdf

City of Vancouver (1991), Downtown South Design Guidelines http://former.vancouver.ca/commsvcs/guidelines/D007.pdf

City of Vancouver (1992), Kitsilano RM-4 Guidelines http://former.vancouver.ca/commsvcs/guidelines/K005.pdf

Vancouver, City of (2013) Vancouver and West Housing Background and Housing Policy (Display Boards from Open House) http://vancouver.ca/files/cov/West_End_Community_Plan_Housing_Information_Display_Boar ds.pdf

Vancouver, City of (2013) West End Community Plan http://vancouver.ca/files/cov/west-end- community-plan-2013-nov.pdf

City of Vancouver Plan (1928) – Zoning Regulations (Housing)

17 Firely, Eric and Gron, Katharina (2013) The Urban Materplanning Handbook Chichester: John Wiley and Sons see: pp. 8 -21 and 164 – 177

Gordon, Michael (2013) Editor – Sitelines – Playground Rules http://www.sitelines.org/sites/default/files/sitelines_issues/BCSLA_April_2013_FINAL.pdf

MacDonald, Elizabeth (2005) “Street-facing Dwelling Units and Livability: The Impacts of Emerging Building Types in Vancouver’s New High-Density Residential Neighbourhoods,” Journal of Urban Design, v. 10, n. 1, 13-38, February.

Mulliner, Emma and Maliene, Vida (2011) “Austerity and Reform to affordable Housing Policy,” Journal of Housing and the Built Environment, v. 28, pp. 397 - 407

Wade, Jill (1994) Houses for All: The Struggle for Social Housing in Vancouver, 1919-1950, UBC Press

Wolfe, Jeanne (1998) “Canadian Housing Policy in the Nineties,” Housing Studies, v. 13, Issue 1, 1998

6. Wednesday, August 22rd – The City of Vancouver’s Current Housing Policies and Initiatives

The City of Vancouver’s Housing initiatives, the economics of rental housing, development strategies for the development of affordable and supportive housing and other emerging issues associated with market and non-market housing shall be discussed. The guest speaker will be Sarah Ellis, a Housing Policy Planner.

Ferry Boat Tour of False Creek Basin – with this tour you will see ‘first hand’ the results of Vancouver’s housing policies since 1974.

Please bring eight dollars for the Ferry Boat tour.

We will dock close to the West End and then walk over to Mole Hill for a tour of this neighbourhood gem that involved the restoration of heritage houses, open space, community gardens, a child care facility and a little greenway.

Donald Luxton, Heritage Architect for the Mole Hill Development will give us a tour of the Mole Hill block.

18 Required Reading:

City of Vancouver (2018) Web Site on Housing Policy https://vancouver.ca/people- programs/housing-and-homelessness.aspx

Mole Hill Web Site: http://www.mole-hill.ca/

Recommended Readings (you are not required to read these, they are assembled as a resource):

City of Vancouver (2009) 2009 Survey of Low-Income Housing in the Downtown Core http://vancouver.ca/docs/policy/housing-2009-low-income-survey.pdf

City of Vancouver (2007) Supportive Housing Strategy (two reports) http://vancouver.ca/ctyclerk/cclerk/20070130/documents/p1.pdf http://vancouver.ca/ctyclerk/cclerk/20070606/documents/sc1.pdf

Hulchanski, J. D. and Shapcott, M, (2004) Finding Room: Policy Options for a Canadian Rental Housing Strategy. Edited by J.D. Hulchanski and M. Shapcott. Toronto: CUCS Press, UofT. 27 chapters. 472 pages

Port Moody – Newport Village – Bosa Developments – Mixed Use Building and Residential Tower

7. Saturday, August 25th – Suburban Housing Issues, Transit-Oriented Development (bus and walking tours)

Topics for discussion will include:

. planning low, medium and high density communities in a suburban context . the implications of smart growth and transit-oriented strategies and new urbanism for suburban communities . increasing housing choice and densification strategies

Kasel Yamashita, Planner and SCARP graduate will be a guest speaker on greenfield developments.

. Greenfield Development Bus Tour - we will look at five Greenfield Developments - Langara Gardens, Lougheed Town Centre, SFU UniverCity and Newport Village and Suter Brook in Port Moody.

20 Danny Ross, Planner, UniverCity will be conducting a tour of the new neighbourhoods and housing.

Gerhard Sixtra, retired Long Range Planner with the City of Burnaby will discuss the planning of Lougheed Town Centre in the 1970’s.

David Pereira, author the website on the Burnaby Town Centres will speak about their history.

I will conduct a tour of Newport Village and Suter Brook (mixed-use developments in Port Moody).

The bus tour will conclude at 2057 West 3rd at around 6:00 p.m. Due to time constraints we cannot do ‘drop offs’ en route.

Required Readings:

O’Toole, Randal (2007) Unlivable Strategies: The Greater Vancouver Regional District and the Livable Region Strategic Plan, Fraser Institute Occasional Papers https://www.fraserinstitute.org/sites/default/files/UnlivableStrategiesGVRD.pdf

Owens, Cameron (2009) Challenges in Evaluating Livability in Vancouver, Canada, UNHabitat, 15 pages. http://unhabitat.org/wp- content/uploads/2010/07/GRHS2009CaseStudyChapter09Vancouver.pdf

Perrin, Leah and Grant, Jill (2014) Perspectives on Mixing Housing Types in the Suburbs, Town Planning Review, v. 85 (3), pp. 363 – 385.

Recommended Readings (you are not required to read these, they are assembled as a resource):

Belec, John (2015) “Underwriting Suburbanization: The National Housing Act and the Canadian City,” Canadian Geographer, 59(3): 341–35

City of Vancouver (2018) Langara Gardens Draft Policy Statement https://vancouver.ca/files/cov/langara-gardens-draft-policy-statement-march-2018.pdf

City of Vancouver (2004) Kingsway and Knight Housing Area Plan, http://vancouver.ca/ctyclerk/cclerk/20040708/pe3.htm

City of Vancouver (2011) Cambie Corridor Plan http://vancouver.ca/commsvcs/planning/cambiecorridor/resources/pdf/CambieCorridorPlan.p df

21 CMHC (2003) Integrated Design Charrette for a Sustainable UniverCity Community http://www.cmhc-schl.gc.ca/odpub/pdf/63214.pdf?fr=1337215977138

CMHC (2009) Transit-oriented Development (TOD): Canadian Case Studies http://www.cmhc- schl.gc.ca/en/inpr/su/sucopl/sucopl_007.cfm

East Clayton Neighbourhood http://www.jtc.sala.ubc.ca/projects/Headwaters.html

Metro Vancouver (2018) Housing Data Book http://www.metrovancouver.org/services/regional- planning/PlanningPublications/MV_Housing_Data_Book.pdf

Pereira, David (2013) Lougheed Town Centre http://davidpereira.ca/projects/burnabys-town- centres/lougheed-town-centre/

Port Moody Official Community Plan (2011) http://www.portmoody.ca/index.aspx?page=313

Greata Ranch, Peachland (Greenfield Development)

First Master Plan for Lougheed Town Centre – 1964 (David Pereira)

Lougheed Town Centre – Future Vision (2017)

Lougheed Town Centre in 2013 (David Pereira)

24 8. Wednesday, August 29th - Group Presentations (12:00 – 1 pm – setup; presentations: 1 pm – 5:00 pm)

The group projects will be presented at Vancouver City Hall. City staff will be present to provide advice and feedback on your project presentations.

Location: Broadway Room, 515 West 10th Avenue

Special Needs

Please inform the course instructor as soon as possible if you have special needs and require accommodation of any kind. Please visit http://www.students.ubc.ca/access/ for more information on campus resources.

Academic Integrity

The University is an environment that fosters learning and the free exchange of ideas while maintaining responsibility and integrity. Violations of academic integrity include but are not limited to plagiarism, cheating, dishonesty, fabrication of information, submitting previously completed work and misusing or destroying school property. Any material or ideas obtained from digital or hard copy sources must be appropriately and fully referenced. Students are expected to uphold all the standards articulated in UBC's academic integrity site. If the instructor finds evidence of a violation of academic integrity the case will be investigated by the Faculty of Graduate Studies and, where appropriate, action will be taken. Disciplinary action may lead to a failing grade or suspension from the University.

25 School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE

Course Number PLAN 587B Course Credit(s) 03 Course Title Introductory Urban Design Studio Term Summer Term 1

Instructor Maged Senbel Office Lasserre 207b Telephone 604-822-9158 Email [email protected] Office Hours 12pm to 2pm Monday to Thursday

Short Course Description Students will undertake diagramming and spatial decision-making to create visions, policy statements and designs for an urban neighbourhood. Students will employ urban design techniques including graphic presentation and public presentation. PLAN 517 and PLAN 587A or the instructor’s consent are prerequisites for this course.

Course Format The studio will meet twice every day for 4 hours with a 2 hour break in the middle. Various methods and techniques will be demonstrated and explained as needed throughout the course. Students will set up individual workspaces in the studio where they will be able to work on projects. Much of the course time each session will be used for group and one-on-one desk crits with the course instructor. Successful studio experience demands that students physically work in the studio outside of scheduled class time to enable collaborative work, allow for cross- fertilization of thinking and learning, and provide an outlet for constant feedback and input from peers.

Course Overview, Content and Objectives 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. The specific learning objectives are outlined on the following page. At the end of this course you will be able to achieve the objectives indicated under the third column on the right hand side of the table.

Learning Outcomes After completing this course, students will be able to: 1. Interpret built form as a convergence of design requirements and competing interests 2. Apply the design characteristics of vibrant and economically viable urban centres

3. Prioritize the characteristics of low carbon urban development 4. Produce basic 3-dimensional design at a neighbourhood scale 5. Develop conceptual approaches to urban design proposals 6. Create diagrams that represent your design ideas 7. Summarize your design proposal’s transportation, energy, water, food and waste systems 8. Iteratively develop and improve design ideas 9. Graphically represent your own design ideas to represent your intent for the built environment 10. Recommend your proposed ideas to a public audience 11. Evaluate critiques of your design proposals to better articulate your vision 12. Produce professional quality verbal, written & graphic representations of urban design proposals

Additional Course Requirements In 2018, we will develop urban design and land use proposals for Stadium Road Neighbourhood in UBC’s Vancouver campus. This is UBC last and potentially most innovative residential neighbourhood development on campus land. UBC is committed to creating a vibrant mixed- use neighbourhood that responds to a number of contemporary urban design priorities such as affordability, resilience, sustainability, technology and systems thinking.

The class will include individual and group work. Students will have the opportunity to explore a variety of design options for the public realm, land use and urban form. Student groups will have three major presentations during the course of the studio beginning with individual conceptual designs and culminating in team master plans.

Attendance Students are expected to attend every studio session. Missing a studio session will result in an automatic 3% reduction in your overall grade. During studio you are expected to participate in discussions and reviews of each other’s work, and to conduct yourselves in a courteous and professional manner. You are expected to be critical yet respectful and supportive in your engagement of each other’s work. You are expected to be attentive to whoever is speaking whether we are in studio or out of the studio touring or on a professional visit.

Evaluation Criteria and Grading • Is the course graded on a numeric (percentage) or pass/fail basis? • What percentage constitutes a pass? • What assignments, mid-terms, or exams will be required of students? Provide a one-to- two sentence description of each component. • What will each component of the course evaluation be worth (mark breakdown)? • Are the exams oral or written? • If participation counts for over 5%, provide an explanation of how grade was arrived at.

2 • Provide a grading rubric. • Link the learning outcomes to the assessments to show demonstrable skills.

Required Readings and Videos Several relevant professional reports will be made available to students on the first day of class.

Recommended Readings Hester, Randolph (2006). Design for Ecological Democracy. MIT Press.

Course Schedule

Morning Afternoon Mon Site Visit and Intro, Course Objectives and Design Goals. Student Teams Finalized

Teams to begin crafting vision statement with statement of goals, principles, indicators and connection to context.

Precedent research in preparation for design charrette. Tues Charrette Charrette Neighbourhood vision statement Overall Plan Concept diagram Neighbourhood Section Systems diagram Street Section Neighbourhood Plan At least one 3D view Wed Output, content and presentation Presentation of Charrette Output to Priorities in design communication Client Group (20% of Final Grade) Thur Review Concept Plan, Desk Crits Diagrams and Metrics Review Master Plan, Sections and 3D views Fri Presentation to Client Group and Urban Design Professionals No class Neighbourhood vision statement Revision of plans based in response to Concept diagram critiques and teams’ evolving focus. Systems diagram Neighbourhood Plan Neighbourhood Section Street Section At least two 3D view (30% of Final Grade) Mon Pin-Up Final Vision Statement, Concept Plan and Response to critique and with revised plan, including concept Systems Diagrams diagrams Tues Final Master Plan Production Final Metrics

Wed Final Sections Final 3-D Views

Thur Rendering Final Layout

Fri No class, final preparations for presentation Presentation Preparation for final presentation (50% of Final Grade)

3 Special Needs Please inform the instructor right away if you have special needs and require accommodation of any kind. Please visit http://www.students.ubc.ca/access/ for more information on campus resources.

Academic Integrity The University is an environment that fosters learning and the free exchange of ideas while maintaining responsibility and integrity. Violations of academic integrity include but are not limited to plagiarism, cheating, dishonesty, fabrication of information, submitting previously completed work and misusing or destroying school property. Any material or ideas obtained from digital or physical sources must be appropriately referenced.