Marketing Fundamentals - BUAD 307 s11

Arch 449 Water & Forest Urbanisms Units: 3 Spring 2017, Time TBD

Location: TBD

Instructor: Kelly Shannon Office Hours: TBD

Contact Info: [email protected]

Course Description The contemporary world is at a tipping point: one that is disturbingly divided and environmentally devastated. Architecture, landscape architecture and urbanism should be integrated to marry social and ecological justice. Innovative morphological and typological design can address the accommodation of diverse socio-economic strata within one and the same structure. At the same time, landscape architecture and urbanism have the capacity to address the worlds most pressing and fundamental problems, amongst which are myriad issues linked to accelerated climate change, deforestation, energy, water and food security— even in our most urban areas.

This course will focus on the critical examination of the emerging policies and projects in New York City, the wider frame of the Unites States and case studies from other parts of the world in order to examine challenges we face and the strategies we might employ to create cities that consume less energy and build resilience to climate change. Students will learn how architects, landscape architects and urbanists can collaborate to design hard- and soft-scapes that accommodate rising sea levels, reduce carbon footprints, and create healthier places to live, work, and play.

The course will interrogate essential texts, watch documentaries by leading filmmakers that include multiple perspectives on complex issues, have lectures by the City of New York’s various departments and design experts and visit paradigmatic projects throughout the five boroughs to understand how the metropolis is strategically mapping its future development.

Class 1 Monday PART 1: WATER URBANISMS

February 9:00-11:00: K. Shannon: An Introduction (5.5 hours) Break

11:15-1:15: Film Watermark, Edward Burtansky, 2013

(a documentary on how water shapes humanity)

Lunch 2:30-3:30: discussion of readings

GANDY, Matthew (2010) ‘Rethinking urban metabolism: water, space and the modern city’ in City, 8:3, pp. 363-379. (50% students)

MATHUR, Anuradha and DA CUNHA, Dilip (2001) ‘The Mississippi Basin Infrastructure: Inquiries,’ Mississippi Floods: Designing a Shifting Landscape (excerpts reprinted in On Landscape Urbanism, Center 14, University of Texas at Austin School of Architecture 2007) pp. 212-223. (50% students)

SHANNON, Kelly (2013) ‘Eco-Engineering for Water: From Soft to Hard and Back,’ in Pickett, S. T. A., Cadenasso, M., McGrath, B. (eds.) Resilience in Ecology and Urban Design: Linking Theory and Practice for Sustainable Cities, Future City Series, Vol. 3, Springer, London, pp. 163- 182. (all students)

Class 2 Tuesday Accelerated Climate Change 1 February 9:00-11:00: K. Shannon: US Water Policies for the Water (5.5 hours) Environment

11:15-1:15: guest from NYC city department

NYC Climate Change Policies for NYC Water Environment

2:30-3:30: guided work on timeline / discussion

US Government (2014) Climate Change Impacts in the United States, U.S. National Climate Assessment, U.S. Global Change Research Program, particularly chapters 03: Water Resources (pp. 69-112), 11: Urban Systems and Infrastructure (pp. 282-296), 27: Mitigation (pp. 648-669) and 28: Adaptation (pp. 670-706).

The City of New York, Mayor Bill de Blasio (2014) One New York: The Plan for a Strong and Just City, particularly Vision 3 Our Sustainable City (pp. 106-165), Water Management (pp. 200-205), Vision 4 Our Resilient City (pp. 214-220), Coastal Defense (pp. 244-251).

Class 3 Wednesday Waterfront Redevelopment February 9:00-11:00: K. Shannon: worldwide case studies (5.5 hours) Break

11:15-1:15: guest KPF

2 Lunch

2:30-3:30: discussion of readings

AERTS, Jeroen and BOTZENM, Wouter (2011) ‘Flood-resilient development waterfront development in New York City’ in Annals of the New York Academy of Sciences (Issue: Flood-Resilient Waterfront Development in New York City, pp. 1-82. (all students)

JENSEN, Jens Stissing, LURODSEN, Erik Hagelskjær, FRATINI, Chiara Farne and HOFFMANN, Birgitte (2015) ‘Harbor bathing and the urban transition of water in Copenhagen: junctions, mediators and urban navigations’, Environment and Planning A, vol. 47, pp. 554-570. (50% students)

LEHRER, Ute and LAIDLEY, Jennifer (2009) ‘Old Mega-Projects Newly Packaged? Waterfront Redevelopment in Toronto’, in International Journal of Urban and Regional Research, pp. 786-803. (50% students)

Class 4 Thursday Reclaimed Pier Parks February 9:00-11:00: K. Shannon: worldwide case studies (6.5 hours) Break

11:15-1:15: office visit to MMVA NYC Office 1:15-3:30: Lunch on site at Hudson River Park + site visit Brooklyn Bridge Park

Class 5 Monday PART 2: FOREST URBANISMS February 9:00-11:00: K. Shannon: An Introduction (5.5 hours) Break

11:15-1:15: Film This Changes Everything, Avi Lewis, 2015 (film based on book by same name by Naomi Klein, poses climate change vs. capitalism)

DE MEULDER, Bruno, SHANNON, Kelly (2014) ‘Forests and Trees in the City: Southwest Flanders and the Mekong Delta' in Revising Green Infrastructure: Concepts Between Nature and Design, D. Czechowski, T. Hauck, G. Hausladen (eds.) London: CRC Press, pp. 427-449. (50% students)

DEL TREDICI, Peter (2013) ‘The Flora of the Future’ in Chris Reed and

Syllabus for 449: Water & Forest Urbanisms, Page 3 of 7 Nina-Marie Lister (eds.) Projective Ecologies; New York: Actar Publishers, pp. 238-257. (all students)

KONIJENDIJK, Cecil C. (2008) ‘Introduction’ in The Forest and the City: The Cultural Landscape of Urban Woodland, Berlin: Springer, pp. 1-14. (50% students)

Class 6 Tuesday Accelerated Climate Change 2 February 9:00-11:00: K. Shannon: US Afforestation/ Carbon (5.5 hours) Sequestration Policies for the Built Environment

11:15-1:15: guest from NYC city department

NYC Afforestation/ Carbon Sequestration Policies

2:30-3:30: guided work on timeline / discussion

US Government (2014) Climate Change Impacts in the United States, U.S. National Climate Assessment, U.S. Global Change Research Program, particularly chapters 07: Forests (pp. 175-194), 08: Ecosystems (pp. 195-219), 09: Human Health (pp. 220-256).

The City of New York, Mayor Bill de Blasio (2014) One New York: The Plan for a Strong and Just City, Vision 3 Our Sustainable City (pp. 160- 165), Parks & Natural Resources (pp. 206-213).

Class 7 Wednesday Trees in the City February 9:00-11:00: K. Shannon: worldwide case studies (5.5 hours) Break

11:15-1:15: guest: contemporary NYC parks

McPHEARSON, P. Timon, FELLER, Michael, FELSON, Alexander, KARTY, Richard, LU, Jacqueline W.T., PALMER, Matthew I. and WENSKUS, Tim (2010) ‘Assessing the Effects of the Urban Forest Restoration Effort of MillionTreesNYC on the Structure and Functioning of New York City Ecosystems’ in Cities and the Environment, Vol. 3, Issue ‘, Article 7, pp. 1-21. (50% students)

United Nations (2014) New York Declaration of Forests: Action

4 Statements and Action Plans, Climate Summit 2104 (all students)

Class 7 Thursday Human-made Nature February 9:00-11:00: K. Shannon: worldwide case studies (6.5 hours) Break

11:15-1:15: office visit to NYC office of West 8 1:15-3:30: Lunch in and site at Governors Island Park

Learning Objectives Students will study the challenges facing cities in an age of accelerated climate change and will learn about strategies that can be used to make them more resilient and robust. They will have to understand systems thinking and how cities function as regional ecosystems and collections of individual buildings and places. They will explore the role of flows, green networks and urban infrastructure, as well as the impact of specific building practices on the constructed environment.

Students should learn to critically read texts and form insights that are relevant to the contemporary context.

Students should develop and novel, sharp and refined ways to perceive and represent their environment.

Students should develop skills of working as a group and creating a collective project (timeline).

Prerequisite(s): None Co-Requisite (s): DDR 793b, Arch 544, and Arch 518 Concurrent Enrollment: DDR 793b, Arch 544, and Arch 518

Recommended Preparation: Read as much as you can about accelerated climate change, resilience, New York City, and water, forest and infrastructural urbanisms—in newspapers, magazines, books, and online.

Course Notes Grading will be done on an A, B, C, D, F basis.

Technological Proficiency and Hardware/Software Required Basic computer skills plus proficiency with the latest software modeling programs.

Description of Assignments There will be three types of assignments in the course: 1) weekly readings that will be discussed on Mondays and Wednesdays. They will be assigned beforehand and made available via Blackboard. For the Monday and Wednesday, the entire class will read one text and half the class will read another text (three texts will therefore be discussed every Monday and Wednesday). For all of these texts, each student will individually produce a one-page summary (11 font Cambria, with interesting quotes sourced). These will be presented discussed with an image that the students take from fieldwork in NYC. All will be uploaded onto Blackboard and become a database for the

Syllabus for 449: Water & Forest Urbanisms, Page 5 of 7 course. 2) the group will collectively develop a timeline of water, forest and infrastructural urbanisms. The exact format of the graphic timeline will be developed as a group. It will be completed at the end of the course. 3) the final exam (due in April, posted to Blackboard) for the course will be an illustrated document of two projects, from two different categories. The projects must be in New York and must include fieldwork photos, not those from the Internet. Choices of the projects can be discussed individually with the instructor before the assignment is due. Each project is to be no more and no less than 4-8.5x11 pages (vertical format). Images should have extended captions and the proper referencing must be made for the captions and the images alike. Citations from non-scientific web-based sources will NOT be accepted (Wikipedia, for example). An example of the assignment will be included for reference (to be eventually up-loaded on Blackboard).

Grading Breakdown Weekly reading summaries: 15% Group timeline input: 15% Final exam: 55% Class participation: 15%

Assignment Submission Policy Assignments will be submitted by email and Blackboard. Assignments handed in 1-3 days late will have their grades reduced by half a grade; those handed in 4-7 days late will be reduced by a full grade. Each week late will reduce the assessment by another full grade.

Additional Policies Students are expected to attend each class and must notify the instructor before class if they are unable to attend on a particular day.

Statement on Academic Conduct and Support Systems Academic Conduct Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards https://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific- misconduct.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu or to the Department of Public Safety http://adminopsnet.usc.edu/department/department-public-safety. This is important for the safety of the whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage http://sarc.usc.edu describes reporting options and other resources.

Support Systems A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which

6 sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.

Syllabus for 449: Water & Forest Urbanisms, Page 7 of 7