Course Outlines

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

Course Number PLAN 221 Course Credit(s) 3 Course Title City Visuals Term 2017-2018 Day Friday Time 2:00 to 5:00pm

Instructor Erick Villagomez Office WMAX 231 Telephone n/a Email [email protected] Office Hours TBD

Short Course Description This course is an exploratory journey through the vast world of visualizing the city. Students will gain an understanding of the types and hierarchies of visualizations of the city and how to interpret them and use them to read the city. This course is open to all UBC students in 2nd year and above, regardless of prior experience.

Course Format Course will meet twice a week for 1.5 hours each session. Course material will be structured using a combination of presentations and in-class exercises, discussions and tutorials. Class sessions will emphasize visual material, which will be guided by course instructors but also supplied, informed and analyzed by students. Students will see images, watch videos and listen to audio works about the city.

Course Overview, Content and Objectives This course is an exploratory journey through the vast world of visualizing the city. How has our way of understanding and representing cities evolved from old parchment maps to dynamic real-time data capture with user-interactive visualizations of urban regions? How do we represent spatial data and what do we use, when and how?

Broadly, students will gain a historical understanding of how the city has been represented visually, as well as the fundamentals of representation types and information design, in the service of reading and interpreting visualizations of the city. Future creators and consumers of city visuals will be exposed to the data sources and production processes behind a wide variety of representations including; videos, maps, diagrams, plans, charts, fly-through animations, interactive graphics, comics and music. A series of exercises—experiential and otherwise—will allow students to comprehend and use the principles for creating clear and powerful graphic narratives of the city.

The following summarizes the larger sections covered in the course:

A history of settlement/city representation - Although this will be delivered continuously (as precedents will be shown throughout the course), giving students a sense of how people have represented the built landscape over time will be an integral part of the course content. This will ground more recent works

within a lineage of attempts to capture the complexity of built landscapes, and related information, at a number of scales. It will also allow students to understand representational relationships across cultures and eras.

Fundamentals of representation types - This includes an understanding of drawing types—i.e. what is a cross-section? what is a plan? what is a paraline drawing? etc.— and what type of information each excels at conveying as well as its limitations. This will also cover other more popular representation types—i.e. maps, etc.—but the focus will be on representation types not commonly known. This understanding will be the building blocks for more in-depth discussions about, and interpretations of, city visuals.

Fundamentals of information/graphic design – This will focus on the principles of organizing and visualizing complex information. The pioneering work of Edward Tufte and Richard Saul Wurman will be the highlighted. This element will give students a basic understanding of how to put a variety of information together in a coherent way, giving them a basis for critically analyzing and constructively critiquing city visuals.

Application – As a whole, the aspects described above give students a solid foundation in terms of reading, interpreting and critiquing city visuals. But reading and learning about design principles, history, criticism, etc. is different than applying that knowledge, and this course will seek to round out that base information through a series of creative exercises that synthesize and demonstrate their foundational knowledge.

This course has a number of learning objectives and offers students a series of fundamental tools and principles for engaging, interpreting and representing visual information about the city.

Learning Outcomes At the end of this course, students will have achieved the following:

• Understand the general history of city representations • Read and interpret 2-dimensional and 3-dimensional information about the city • Understand, read and interpret fundamentals of orthographic drawings of the city • Understand the fundamentals of clear information design • Understand key precedents of city visualizations • Articulate a graphic assessment of the physical features of an urban space • Interpret and explain city information at different scales • Undertake basic information design about the city at a variety of scales (street, block, neighbourhood, region, etc.) • Critical observation and appreciation of the everyday urban environment • Apply the foundational knowledge about reading, interpreting and critiquing city visuals through the a series of a exercise

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 of observation and mapping of urban settings as assigned and/or selected in class. Students will also be expected to conduct typical library and web-based searches.

Attendance

2 Regular attendance and punctuality are essential for successful completion of course requirements. Because of the visual and interactive nature of the course format, late arrivals, early departures, prolonged breaks and absences will compromise students’ ability to successfully complete course assignments and may lead to poor overall performance.

Evaluation Criteria and Grading • This course is graded on a numeric (percentage) grade. • The following is a sample of possible assignments that students will be required to complete: 1. Mid-term written exam 25% . Students will be asked to identify, interpret and comment on images and visuals.

Learning objectives achieved through this requirement are . Understanding the general history of city representations . Reading and interpreting 2-dimensional and 3-dimensional information about the city . Understanding reading and interpreting fundamentals of orthographic drawings of the city . Understanding key precedents of city visualizations

2. Visualizing Yourself 25% . Students will be required to gather data and information about themselves over a set period of time and—using the wonderful work of Nicholas Feltron as a precedent—create a ‘board’ or document that presents themselves through series of maps, statistics and graphics.

Learning objectives achieved through this requirement are . Articulating a graphic assessment of the physical features of an urban space . Interpreting and explaining city information at different scales . Articulate a graphic assessment of the complex information in urban space

3. Interrogating Visuals 25% . Students choose a major city, research different contemporary visual representations, and provide a critical commentary on each visual selected— what it tells us, and what it does not.

Learning objectives achieved through this requirement are . Understanding the fundamentals of clear information design . Interpret and explain city information at different scales

4. Narrative in Visuals 25% . Using Alexandra Horowitz’s On Looking: A Walker’s Guide to the Art of Observation as a starting point, students will be asked to tell a story about walking around their block through a visual narrative, using at least 3 different types of representation.

Learning objectives achieved through this requirement are . Undertake basic information design about the city at a variety of scales (street, block, neighbourhood, region, etc.) . Critical observation and appreciation of the everyday urban environment

Submitted assignments will generally be marked according to the following rubric

Completeness (25%) Format, layout and Writing mechanics Graphics (25%) organization (25%) (25%) (90-100%) Includes all required Report tells a very Report is virtually All graphics are easy to sections with clear and coherent error-free, and understand, and are clearly thoughtful concise story with seamless contains no reader linked to the text. Story can be discussion and the and compelling distractions told almost entirely through whole is greater than transitions figures the sum of the parts (85-89%) Includes all required Report is clear and Report is logical and All graphics can be understood sections and all tells a coherent story, easy to read, and with information given and are sections are complete strong throughout contains very few linked to text. One figure or errors causing table may need improvement minimal reader distraction (80-84%) Includes all sections Report is generally Report is logical and Graphics generally need with some incomplete clear and coherent, clear but contains clarification or improvement. sections but has some weak errors causing reader May need more figures to tell sections distraction the story. (68-79%) Missing some sections. Report has gaps in Report is generally Graphics are hard to story and some weak clear, but distracting understand, are not all linked areas errors and flow make to text. Several more figures it difficult to follow at are needed to tell story times (55-67%) Missing sections and Report is poorly Report contains many Graphics are hard to incomplete organized, and distracting mistakes, understand, not adequate to difficult to making it generally advance the story. Tables are understand difficult to follow not useable as presented (54 and Missing most Report is very poorly Report contains many Graphics are absent or below) requirements and organized, mistakes and is incomplete Incomplete inconsistent and incomprehensible confusing

Required Readings and Videos Jacques Bertin, Semiology of Graphics: Diagrams, Networks, Maps Edward Tufte, Envisioning Information Richard Saul Wurman, Information Anxiety Dona M. Wong, The Wall Street Journal Guide to Information Graphics: The Dos and Don'ts of Presenting Data, Facts, and Figures Alexandra Horowitz, On Looking: A Walker’s Guide to the Art of Observation Royksopp, Remind me video

Recommended Readings Stuart Allan and William G. Loy, Atlas of Oregon Brian M. Ambroziak and Jeffrey R. Ambroziak, Infinite Perspectives: Two Thousand Years of Three- Dimensional Mapmaking Jacques Bertin, Semiology of Graphics: Diagrams, Networks, Maps Jeremy Black, Metropolis: Mapping the City David McCandless, Visual Miscellaneum: The Bestselling Classic, Revised and Updated: A Colorful Guide to the World's Most Consequential Trivia DK, Great City Maps Mario Gandelsonas, X-Urbanism: Architecture and the American City

4 Steven Johnson, The Ghost Map: The Story of London's Most Terrifying Epidemic--and How It Changed Science, Cities, and the Modern World Paul Laseau, Visual Notes for Architects and Designers Paul Laseau, Graphic Thinking for Architects & Designers William Lidwell, Kritina Holden, Jill Butler - Universal Principles of Design Manuel Lima, Visual Complexity: Mapping Patterns of Information Morioka and Stone, Color Design Workbook: A Real World Guide to Using Color in Graphic Design Bruce Macdonald, Vancouver: A Visual History Mohsen Mostafavi, Cartographic Grounds: Projecting the Landscape Imaginary Sandra Rendgen (and Julius Wiedemann, Editor), Information Graphics Daniel Rosenberg, Cartographies of Time: A History of the Timeline Edward Tufte, Visual Display of Quantitative Information Edward Tufte, Visual Explanations Edward Tufte, Beautiful Evidence Susan Weinschenk, 100 Things Every Designer Needs to Know About People

General Bibliography Christopher Alexander, A Pattern Language Stuart Allan and William G. Loy, Atlas of Oregon Brian M. Ambroziak and Jeffrey R. Ambroziak, Infinite Perspectives: Two Thousand Years of Three- Dimensional Mapmaking Edmund Bacon, Design of Cities John Berger, Ways of Seeing Jacques Bertin, Semiology of Graphics: Diagrams, Networks, Maps Jeremy Black, Metropolis: Mapping the City Peter Bosselman. Representations of place James Corner, Alex S. MacLean, and Denis Cosgrove, Taking Measures Across the American Landscape David McCandless, Knowledge Is Beautiful: Impossible Ideas, Invisible Patterns, Hidden Connections-- Visualized David McCandless, Visual Miscellaneum: The Bestselling Classic, Revised and Updated: A Colorful Guide to the World's Most Consequential Trivia Peter Chasseaud and The Imperial War Museum, Mapping the Second World War: The history of the war through maps from 1939 to 1945 Gordon Cullen, The Concise townscape DK, Great City Maps Lorraine Farrelly, Drawing for Urban Design Mario Gandelsonas, X-Urbanism: Architecture and the American City Stephen Graham, Vertical: The City from Satellites to Bunkers Steven Heller and Rick Landers, Infographics Designers' Sketchbooks Derek Heyes, Historical Atlas of Vancouver Alexandra Horowitz, On Looking: A Walker’s Guide to the Art of Observation Steven Johnson, The Ghost Map: The Story of London's Most Terrifying Epidemic--and How It Changed Science, Cities, and the Modern World Spiro Kostof, The City Shaped: Urban Patterns and Meanings Through History Spiro Kostof, The City Assembled Eduard Imhof, Cartographic Relief Presentation Eric j. Jenkins, Drawn to Design: Analysing Architecture Through Freehand Drawing

5 Paul Laseau, Visual Notes for Architects and Designers Paul Laseau, Graphic Thinking for Architects & Designers Paul Lewis et al., Manual of Section William Lidwell, Kritina Holden, Jill Butler - Universal Principles of Design Manuel Lima, Visual Complexity: Mapping Patterns of Information Carl Liungman, Dictionary of Symbols Morioka and Stone, Color Design Workbook: A Real World Guide to Using Color in Graphic Design Bruce Macdonald, Vancouver: A Visual History Anuradha Mathur and Dilip da Cunha, Mississippi Floods: Designing a Shifting Landscape Mohsen Mostafavi, Cartographic Grounds: Projecting the Landscape Imaginary Lisa Peattie, Planning: Rethinking Ciudad Guayana Sandra Rendgen (and Julius Wiedemann, Editor), Information Graphics Daniel Rosenberg, Cartographies of Time: A History of the Timeline Edward Tufte, Envisioning Information Edward Tufte, Visual Display of Quantitative Information Edward Tufte, Visual Explanations Edward Tufte, Beautiful Evidence Richard Saul Wurman, Information Anxiety C. Steenbergen J. van der Zwart, Atlas Of The New Dutch Water Defence Line Susan Weinschenk, 100 Things Every Designer Needs to Know About People Edward White, Site Analysis Denis Wood, The Power of Maps Dona M. Wong, The Wall Street Journal Guide to Information Graphics: The Dos and Don'ts of Presenting Data, Facts, and Figures Nathan Yau, Visualize This: The Flowing Data Guide to Design, Visualization, and Statistics

Course Schedule A tentative schedule of the course is provided, as follows. Please note that in-class work sessions will integrated into classes:

 Week 1 – o Session 1 – Introduction and course overview o Session 2 – Pre-print era: cartographic depictions and classical renderings  Week 2 – o Session 3 – Print era: production, photo production and mass production o Session 4 – Digital era: image tooling and retooling  Week 3 – o Session 5 – Connected era: multitude of sources and consolidated outputs o Session 6 – Projections, distortions and depictions – transit maps  Week 4 – o Session 7 – Projections, distortions and depictions – building drawings o Session 8 – Projections, distortions and depictions – street cross-sections  Week 5 – o Session 9 – Realistic capture: satellite photos and street views o Session 10 – Blended images: photo draping and 3D rendering  Week 6 – o Session 11 – 3D Digital modeling and animation: functional depictions

6 o Session 12 – 3D Digital modeling and animation: fantastical depictions  Week 7 – o Session 13 – Geographic Information Systems and spatial layering o Session 14 – Interpreting images in satellite and aerial photos  Week 8 – o Session 15 – Digital asset mapping and rating: from passive tracking to active yelping o Session 16 – Community and asset mapping  Week 9 – o Session 17 – Mid-term exam o Session 18 – Place based gaming: Pokémon go and digital scavenger hunts  Week 10 – o Session 19 – The city in film: From Hollywood backdrops to urban documentaries o Session 20 – Real estate branding and marketing  Week 11 – o Session 21 – Fundamentals of visual communication o Session 22 – Infographics and the visual translation of data  Week 12 – o Session 23 – Visualization in urban planning: data sources, platforms and models o Session 24 – Visualization in urban planning: citizen participation and preference voting  Week 13 – o Session 25 – Infographics and social media: how to tell truth from fiction o Session 26 – Whose city is it? Visualization as power in urban politics  Week 14 – o Session 27 – The city through photos o Session 28 – The city through visual art

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.

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 509 Course Credit(s) 2.0 Course Title Urbanism as a Global Way of Life Term 2017-2018 – Winter Term 2 Dates January 30th to April 3rd Day/Time Monday 2:00 to 5:00pm

Instructor Thomas Hutton and Michael Leaf Office WMAX 227 / Lasserre 430 Telephone 604-822-4818 / 604-822-3288 Email [email protected] / [email protected] Office Hours t.b.d.

Short Course Description This course is structured around the intersection of two essential themes that shape the theory and practice of planning in our world today: the shift to an increasingly urban world, and the expansion of interconnectivities between places, referred to as globalization, which has had such an important influence on the nature of urbanism around the world.

Course Format The course is structured as a lecture course supplemented with facilitated discussion, group work, and presentations by students.

Course Overview, Content and Objectives Study of the city has long been an important component of a planning education, since the city is both the object of and context for so much of planning practice. Yet how we look at and understand cities has shifted considerably over the years. Even though Louis Wirth in his seminal essay, Urbanism as a Way of Life (1938), asserted that urbanism – i.e. the condition of urban existence and the intrinsic qualities of urban society – was no longer specifically bound to the city itself, it is only in recent years that the expansion of the urban beyond the city has now come to be understood as a fundamental characteristic of our “urban age.” Such an interpretation of the urban is reflective as well of the increasing interconnectivities through advanced globalization and the continuing, though uneven, urban transitions being experienced by societies throughout the world.

This course fulfills the Structure and Function of Human Settlements knowledge component as established and required for program accreditation by the Canadian planning accreditation body, the Professional Standards Board (PSB). The course also fulfills overall academic objectives of the MCRP program by ensuring that students understand the history and consequences of the shift in human settlements towards greater global urbanization; the effects of this shift on community, regional, and global sustainability; and the complexities of the contemporary interrelationship of human communities with their historical, social, political, economic, and environmental contexts in a rapidly globalizing world.

Learning Outcomes By the end of the course the student will be: Familiar with basic concepts of urban theory, particularly historical and contemporary interpretations of the city and the nature of urban life, as well as current thinking regarding urban transitions and their societal implications. Knowledgeable of debates and perspectives on globalization and its implications for understanding urbanization and urban planning practice. Aware of the importance of the interconnectivities that define the urban (including linkages to hinterlands, long-distance trade, network relationships, etc.), with a sense of the influence these have on planning practice. Knowledgeable and critical of the articulation of difference in global urban society and of current attempts at resolving dichotomies (between, for example, the global north and the global south), Engaged in forward thinking that gets to the idea that future urbanism could be something quite different from what we have experienced in the past, and therefore requires the establishment of new approaches to planning practice.

Attendance Attendance is required in all classes at UBC and in group work with other students.

Evaluation Criteria and Grading Term assignments will consist of: ▪ A group project on urban trends assessment, utilizing data from the World Urbanization Prospects Data Set (http://esa.un.org/unpd/wup/) and other sources. ▪ An individual assignment to write a 1,500-2,000 word review of a book chosen from a list of classic and recent books dealing with urbanization and urban theory.

Group project Each group will undertake an analysis of historic and contemporary growth patterns for two or more cities in different world regions, including demographic, spatial and economic analysis, among other indicators of urbanization and development, and based on a series of common scenarios, develop projections for future change in these cities. Evaluation of this assignment will be based on: ▪ The quality of data analysis ▪ Thoroughness with which the scenarios are examined ▪ Feasibility of policy recommendations derived from the analysis ▪ Quality of the group presentation

Individual assignment/book review Evaluation will be based on: ▪ The student’s insight in understanding and explaining their chosen book ▪ How well they are able to link the materials in the book to particular substantive themes of the course ▪ The quality of their writing In addition, students are required to attend all classes and are expected to participate in and contribute to class discussions.

Grading criteria

2 Class participation: 5% Group project: 50% Book review: 45% Total: 100%

Required Readings Amin, A and Graham, S. (1997) ‘The Ordinary City’, Transactions of the Institute of British Geographers 22: 411-429 Angel, Shlomo, “An Arterial Grid of Dirt Roads,” Cities, 25, 2008, pp. 146-162. Baross, Paul, “Sequencing Land Development: The Price Implications of Legal and Illegal Settlement Growth,” in Baross, P. and van der Linden, J., The Transformation of Land Supply Systems in Third World Cities, Aldershot: Gower Publishing, 1990, pp. 57-82. Butler, T. and Lees, L. (2006) ‘Supergentrification in Barnsbury, London: globalization and gentrifying global elites at the neighbourhood level’, Transactions of the Institute of British Geographers 31: 467-487. Friedmann, John, 2010, “Place and Place-Making in Cities: A Global Perspective,” Planning Theory & Practice, Vol. 11, No. 2, 149–165, June 2010.

Gandy, Matthew, “Planning, Anti-planning and the Infrastructure Crisis Facing Metropolitan Lagos,” Urban Studies, Vol. 43, No. 2 (February 2006), pp. 371-396.

Harris, A. (2008) ‘From London to Mumbai and Back again: Gentrification and public policy in comparative context’, Urban Studies 45: 2407-2428.

Krätke, S. (2014) ‘Cities in Contemporary Capitalism’, International Journal of Urban and Regional Research 38: 1660-1677.

McDowell, L. (2015) ‘The Lives of Others: body work, the production of difference, and labor geographies’, Economic Geography 91: 1-23.

McGranahan, Gordon, “Urban Transitions and the Spatial Displacement of Environmental Burdens,” in Marcotullio, Peter J and Gordon McGranahan (eds), Scaling Urban Environmental Challenges: From Local to Global and Back, London: Earthscan, 2007, pp. 18-44.

McRobbie, A. (1997) ‘Bridging the Gap: feminism, fashion and consumption’, Feminist Review 55: 73-89.

Pratt, A.C. and Hutton, T.A. (2013) ‘Reconceptualising the Relationship between the Cultural Economy and the City’, Cities 33: 86-95. Robinson, Jennifer, “Global and World Cities: A View from off the Map,” International Journal of Urban and Regional Research, 26, 3, 2002, pp. 531-54. Roy, Ananya, 2005, “Urban Informality: Toward an Epistemology of Planning,” Journal of the American Planning Association; Spring 2005; 71, 2; pg. 147-158.

Scott, A.J. (1997) ‘The Cultural Economy of Cities’, International Journal of Urban and Regional Research 21: 323-339.

Shatkin Gavin, 2008, “The city and the bottom line: urban megaprojects and the privatization of planning in Southeast Asia,” Environment and Planning A, 40 (2), 383-401.

3 Smith, N. (2002) ‘New Globalism, New Urbanism: Gentrification as global urban strategy’, Antipode 34: 427-450. Williams, C. (2015) 'Informal Economies', Chapter 8 in: Ronan Paddison and Tom Hutton (eds.), Cities and Economic Change: Restructuring and dislocations in the global metropolis. London and Thousand oaks, CA [pp. 108-123] Wirth, Louis, 1938, “Urbanism as a Way of Life,” The American Journal of Sociology, 44, no. 1, pp. 1-24.

Course Schedule Week 1: Intro: Contextualizing the Urban in Time and Space

Week 2: Connectivities: the City as an Ecosystem and a Social System

Week 3: Globalization, Transnationalism and Gentrification

Week 4: Land and the Spatiality of the Urban

Week 5: The Urban Economy: Restructuring and Change

Week 6: Urban Livelihoods and Labour Markets

Week 7: Governance, Place … and Informality

Week 8: Group Project Presentations

Special Needs Please inform the Instructors 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.

UBC has numerous research, pedagogical and health resources available to students. These include the Koerner and Main Libraries’ Resource Desks, Centre for Teaching, Learning and Technology (CTLT), the Irving K. Barber Learning Centre, the UBC Writing Centre, Student Health Services, UBC Access and Diversity (Brock Hall), Graduate Student Society (GSS), Faculty of Graduate and Post-Doctoral Studies (FGPS) and UBC Student Counselling Services. Please make use of these resources or contact the instructor if you have any questions. Students new to UBC are especially encouraged to become familiar with the broad spectrum of resources that UBC provides.

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

4 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 COURSE OUTLINE

Course Number PLAN 524 Course Credit(s) 2.0 Course Title Legal Concepts for Professional Planning Term 2017-2018 – Winter Term 2 Dates January 9th to March 8th Days/Time Tuesday & Thursday 8:00 to 9:30 am

Instructor William Buholzer Office Telephone Email [email protected] Office Hours TBA

Short Course Description

Planning law can be, as one Supreme Court of Canada judge observed in a recent case, a “dry, forbidding and not very fashionable subject”. Yet on a daily basis, Canadian courts make decisions in cases involving collisions of sometimes epic proportions between community interests in sound management of land use and resources, and private property and business interests – cases at whose core can be found the work of a planner. Plans are implemented by means of regulatory systems whose operation is governed by certain legal principles, and it’s essential that those designing and operating such regulatory systems, and beneficial that those whose activities are subject to the regulations, know the relevant law. Planning 524 is designed to familiarize planning students with the legal principles that will apply to their work as policy advisors, decision-makers and advocates.

Course Format

The course consists of fifteen lectures each of which begins with a review of an actual planning or land use management dispute that was resolved through litigation. From the specific details of the case the instructor expands on a key concept or principle that forms part of the legal landscape in which professional planners operate.

Course Overview, Content and Objectives

This course has been designed to equip professional planners with a basic understanding of certain key legal concepts that are fundamental to planning practice. The course addresses the division of legislative powers among federal, provincial and local governments; the effect of Canadian Charter of Rights and Freedoms on planning and land use management activities; and legal aspects of regional and official plans, zoning and related land use management tools, planning for hazard lands and environmentally sensitive lands, heritage conservation and design controls, aboriginal rights and title, and development charges. Particular attention is given to the legal requirements for procedural fairness in decisions affecting individuals. While most of the case examples are taken from British Columbia, the legal

concepts are relevant in all Canadian provinces and, to a somewhat lesser extent, other countries having a common law or civil law tradition.

Learning Outcomes

Students will be sufficiently familiar with the legal concepts that apply to their work that they can avoid common legal problems that impair the implementation of plans and the effective administration of regulatory systems, and recognize legal complexities that may warrant referring the matter to specialized legal professionals.

Additional Course Requirements

None.

Attendance

Since almost all of the course content is delivered in lectures, students are expected to attend each class and, in the event of an unavoidable absence, to advise the instructor in advance of the reason for their absence. Students should ensure that they obtain class notes if they miss a class.

Evaluation Criteria and Grading

Students will be evaluated on the basis of two written assignments, the first of which will constitute 40% of an overall percentage grade and the second 60%. Since professional planning practice involves a great deal of written communication, student evaluations on these assignments will include attention to proper organization, grammar and spelling.

Required Readings and Videos

The instructor will provide links to required readings in online Canadian legal databases, and electronic copies of any cases that are not available online. Students will be expected to arrive at class having read the case that forms the basis of the lecture, including the first lecture. The first lecture will include some basic information on how to read legal decisions.

Recommended Readings

Course Schedule Weeks 1-3: Introduction to Indigenous Field Studio/Practicum; Course Parameters and Expectations; Historical and Modern Context of Indigenous Planning; Understanding Indigenous Community Based Planning Theory, Practice & Protocols; Overview of Planning Cycle, 4 Stages of Planning and Process Steps; Scales of Community Planning; Overview of Planning Contexts and Trends of Indigenous Planning in British Columbia; Introduction to Comprehensive Community Planning; Getting Ready for the Practicum – Student Partnership Agreement. Weeks 4-6: Getting Ready for the Practicum – Community Learning Agreement and Work Plan; Trip # 1 Preparation and Delivery; 4 Stages of Community Planning – Stage 1: Getting Ready to Plan, Process Design and Community Engagement; Student Praxis Statement; Approaches, Perspectives & Stories from current ICP Practitioners. Weeks 7-9: INAC First Nations CCP Workshop; 4 Stages of Community Planning – Stage 1: Getting Ready to Plan, Process Design, Community Engagement, Community Profile; Trip and Event Planning and Readiness. Weeks 10-12: Trip # 2 Preparation and Delivery; Finalization of Community-Student Learning Agreement and Work Plan; 4 Stages of Community Planning – Stage 2: Completing the

4 Plan, Implementing the Process / Community Engagement Strategy and Planning Documentation; Student Progress Reports and Reflection; 4 Stages of Community Planning – Stage 3: Implementing the Plan. Weeks 13-15: Trip # 3 Preparation and Delivery; 4 Stages of Community Planning – Stage 2: Data Coding and Analysis; Stage 3: Planning Implementation; Student Practicum Presentation Update; ICP Practicum Presentations to ICP Year 1 Students. Weeks 16-18: Trip # 4 Preparation and Delivery; 4 Stages of Community Planning – Stage 2: Facilitation, Data Coding and Analysis, Results Summary; Student Practicum Presentation Update; 4 Stages of Community Planning – Stage 4: Monitoring and Evaluation. Weeks 19-21: Reading Break; Trip # 5 Preparation and Delivery; 4 Stages of Community Planning – Stage 2: Data Coding and Analysis, Results Summary; Planning Results Summary; Plan Structure and Documentation; Student Practicum Presentation Update; Weeks 22-24: Trip # 6 Preparation and Delivery; Student Practicum Presentation Update; Submission of Planning Assignments Weeks 25-30: Trip # 7-8 Preparation and Delivery; SCARP Project Presentations; Host Community Presentations; Submission of Community Planning Portfolio and SCARP Report

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

Course Number PLAN 526-001 Course Credit(s) 6.0 Course Title Selected Topics in Experimental Learning: The Planning Studio Term 2017-2018 – Winter Term 1 + Winter Term 2 Day/Time Tuesdays 1:00 to 4:00pm

Instructor Maged Senbel Office Lasserre 207 Telephone 604-822-9158 Email [email protected] Office Hours By appointment

Short Course Description SCARP’s planning studio is an intensive year-long professionally oriented course in which students partner with community, municipal and private sector organizations to identify problems and propose solutions. This is a required course for all non-ICP MCRP students in the second year of the program.

Course Format The course is structured as a team based workshop with faculty mentoring and supervision.

Course Overview, Content and Objectives SCARP’s planning studio is an intensive year-long professionally oriented course in which students partner with community, municipal and private sector organizations to identify problems and propose solutions. Students work in teams of three with complementary skills and abilities and draw upon their own life experiences and the cumulative academic learning from all their other courses. Two faculty instructors, and a team of faculty advisors with diverse planning knowledge and expertise, support the students through all stages of project definition, analysis, revision and delivery.

Learning Outcomes After completing this course, students will be able to effectively work with project partners to complete the following steps in a planning project: • Engagement and visioning • Knowledge and data acquisition • Assimilation and analysis • Creating options and alternatives • Engagement, review and revision • Refinement and measurement • Communication and action plans • Final production

Additional Course Requirements Students are required to make an oral presentation with an accompanying 3-page written assignment every 3 weeks (4 in each term) for each stage of the planning process. Each assignment is worth 10% with the exception of the final submission and presentation in each term which will be longer and worth 20% each. The final product is 1 typically in the form of a report but can also employ multi-media depending on the intended audience and the reciprocal benefits to students and project partners. Course output will be of a high quality suitable for wide public dissemination in accordance with the strategic needs of project partner organizations.

Attendance Mandatory

Evaluation Criteria and Grading • Every three weeks students are required to complete a written report and oral presentation worth 10% of their final grade. At the end of Term 1 and the end of Term 2 final reports and oral presentations will be worth 20%. Course instructors will distribute marking rubrics for each assignment on the first day of class.

Required Readings and Videos Readings will be distributed as needed in relation to specific project and team needs.

Recommended Readings To be determined as with required readings above.

Course Schedule The course will cycle through 8 themes, one for each stage of a planning process that coincides with the learning objectives above. For each theme students will go through a theoretical exploration, application to their project and a presentation to their partners.

Special Needs

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.

2 School of Community and Regional Planning (SCARP) University of British Columbia COURSE OUTLINE – December 16, 2017

Course Number PLAN 530 Course Credit(s) 3 Course Title Affordable Housing Policy and Planning Term 2017-2018 Winter Term 2 Day/Time Monday 5:00 to 8:00pm

Instructor Noha Sedky Office n/a Telephone 604.682.8323, ext.233 OR 604.506.5155 Email [email protected] OR [email protected] Office Hours n/a

Short Course Description This course will provide an introduction to affordable housing policy and planning. The history of Canadian housing policy and programs will be examined followed by current issues and challenges faced by municipalities, regional governments, non-profit housing providers, and others. The causes and responses to homelessness will also be addressed, as well as the evolution of social or non-market housing in Canada and elsewhere. Students will undertake a major research project in partnership with a local organization.

Course Format The course is structured primarily in a lecture-discussion format. Students are expected to read the required readings thoroughly for each class and be prepared to fully participate in a discussion or activity based on the readings. A major component of the course will be a research project with topics identified by a local community partner agency.

Course Overview, Content and Objectives Planning for affordable housing involves many stakeholders and jurisdictions with diverse interests ranging from the local and regional (e.g. density, land supply) to the provincial (e.g. housing, health, mental health, addictions), the federal (e.g. taxation, homelessness, Aboriginal affairs), and increasingly the private sector (e.g. bonusing, amenity contributions). While housing historically fell under the jurisdiction of senior levels of government, matters of affordable housing and homelessness are increasingly falling to municipal governments where the issues are most visible. This course will provide an introduction to affordable housing policy and planning. It explores key issues related to the current practice of housing planning and policy making, primarily at the local level. The history of federal, provincial and municipal level housing policies and programs will be examined followed by current issues and challenges faced by municipalities, regional governments, non-profit housing providers, and others. The causes and responses to homelessness will also be addressed, as well as the evolution of social or non-market housing in Canada and elsewhere.

In addition to the lecture/discussion based structure, the students will participate in a number of short in-class activities and a walking tour. The course will include the preparation of a fictional staff report (short assignment) and complete a group research project on a topic identified by a community partner agency (major assignment). Key Dates Jan 8 First Class Jan 15 Submission of Major Project Topic Jan 22 Research Project Outline Feb 5 Mid Term Assignment Due Feb 26 Research Project Update Mar 3 Walking Tour (date to be confirmed) Mar 26 Final Presentations – Part 1 Apr 9 Final Presentations – Part 2 (Final Class) Apr 16 Research Projects Due

No Class Dates: Feb 12 (Family Day in BC), Feb 19 (UBC Reading Break), April 2 (Easter Monday)

Learning Outcomes By the end of the course, students should be able to: • Understand the legislative, political, and historical context of affordable housing policy and practice in Canada. • Identify major issues and debates in contemporary affordable housing policy and planning (approaches, innovations, opportunities, and barriers). • Gain a detailed knowledge of the methods, debates and key concepts around affordable housing and homelessness. • Consider the tools and techniques relevant to affordable housing planning and policy making. In addition, students will have an opportunity to work on a research question of current relevance to housing practitioners and potentially establish professional connections with local housing agencies.

Evaluation Criteria and Grading Prerequisite: There are no prerequisites to this class, although students with prior experience in the housing field may be able to pursue their research projects at a greater level of depth and analysis. The final grade is based on: • 15% on complete attendance, familiarity with the readings, and participation in class discussion and activities • 35% on mid-term assignment (Preparation of a Staff Report to Council) • 50% on a major project and presentation (Research project) The course grade and focus will revolve around a major research project of relevance to an external housing agency. As such, a highly professional approach to the research will be expected; this includes research methods, analysis, and presentation.

2 Grading Criteria: A+ (95-100%) Outstanding Outstanding work demonstrating a solid understanding of the concepts based on the readings and discussions; excellent analysis A+ (90-94%) Excellent and synthesis of the material; clear, complete, and well-organized submission; high standard of professional writing and presentation; and evidence of original thinking. A (85-89%) Very Good Fully meets and occasionally exceeds expectations of SCARP students. Work conducted on time, competently, and professionally. A- (80-84%) Good Generally meets expectations of SCARP students. B+ (76-79%) Fair Some deficiencies; e.g., assignments late, instructions not followed, B- (72-75%) writing/presentation lacking professionalism, analysis superficial or problematic. C+ (64-67%) Inadequate Serious or frequent deficiencies. Does not meet minimum C (60-63%) expectations. F (0-59%)

Course Schedule and Readings

1. Introduction to Affordable Housing Policy (Jan 8) An introduction to affordable housing concepts, issues, and policy options. This will include housing supply and demand; demographic drivers and trends; definitions of affordable housing; core housing need; and the housing continuum. Housing policy is inextricably linked to a range of social, economic, and environmental factors and considerations. Strengthening the housing sector is associated with improved quality of life; neighbourhood revitalization; physical and mental health; employment; economic development; and a host of other areas. Readings: • Carver, H. (1948). Chapter 6 - The ultimate housing problem. In Houses for Canadians: A study of housing problems in the Toronto area. Toronto : University of Toronto Press • Shlomo, A. (2002) Housing policy matters: a global analysis. Oxford: Oxford University Press. Chapter 1, 1.1, 1.2, 1.3. • Canada Mortgage and Housing Corporation. (2014). Canadian Housing Observer: Chapters 2 and 3. Ottawa: CMHC.

2. Evolution of Housing Policy and Planning in Canada (Jan 15) A review of the major periods of housing policy in Canada; the creation and consolidation of the welfare state; and the evolution of federal, provincial and municipal roles in affordable housing. • Guest Speaker: Lance Jakubec, Innovation Fund Consultant, Canada Mortgage and Housing Corporation Readings: • Riis, Jacob. (1890) How the other half lives: studies among the tenements of New York. Introduction and Chapter 1.

3 • Bacher, J.C. (1993) Chapter 1 - Canadian housing policy in perspective. In Keeping to the marketplace: the evolution of Canadian housing policy (pp. 3-36). Montreal: McGill-Queen's University Press. • Carter, T. and Polevychok, C. (2004) Executive Summary: Housing is Good Social Policy. Canadian Policy Research Network. • Government of Canada. (2017) Canada’s National Housing Strategy: A Place to Call Home. • Belanger, Yale D. (2016) A Critical Review of Canadian First Nations and Aboriginal Housing Policy, 1867 – Present. In Exploring Effective Systems Responses to Homelessness.

3. Municipal Tools for Housing (Jan 22) Municipalities use land use planning decisions to address housing choice and affordability. This includes policy and regulations on density, housing form, secondary suites, lot sizes, fiscal measures, and other practices. • Guest Speaker: TBD, City of Vancouver Readings: • Housing Policy Branch. (2004) Planning for housing 2004: An overview of local government initiatives in British Columbia. BC Ministry of Community, Aboriginal and Women's Services. • Metro Vancouver. (2012) What Works: Affordable Housing Initiatives in Metro Vancouver Municipalities. • Metro Vancouver. (2015) The Metro Vancouver Housing and Transportation Cost Burden Study: A New Way of Looking At Affordability. • City of Vancouver. (2017) Housing Vancouver Strategy.

4. Market Rental Housing (Jan 29) Efforts by municipalities to identify and address the shortage of new purpose-built rental housing and the relative lack of choice and affordability facing low and moderate income households. This class will focus on the tools available to local government for creating purpose-built rental housing. Includes legislation, challenges, and examples. Readings: • Hulchanski, D.J. (2007). Canada's dual housing policy: assisting owners, neglecting renters. Centre for Urban and Community Studies: Research Bulletin. (38), 1-8. • City of New Westminster. (2017) Secured Market Rental Housing Policy. • Hulchanski, David. (2004). Chapter 11: How did we get here? The evolution of Canada’s exclusionary housing system. Finding room: options for a Canadian rental housing strategy. • Pomeroy, Steve. (2004) Chapter 20: Towards a comprehensive affordable housing strategy for Canada. Finding room: options for a Canadian rental housing strategy.

5. Creating Non-Market Housing (Feb 5) How municipalities, community organizations and the private sector work to create new non market housing using a variety of tools. Discussion of examples, challenges, opportunities and lessons learned. Readings: • Pomeroy, S., and Evans, L. (2008). Housing as a Mechanism in Poverty Reduction Strategies: A Brief

4 Review of International Experience and Implications for Ontario. Prepared for Ontario Non Profit Housing Association. • CitySpaces Consulting. 2014. Expiring Operating Agreements: A Planning Guide for BC’s Non-Profit Housing Societies. Prepared for BC Housing and BC Non Profit Housing Association.

6. International Examples (Feb 26) Morning: Key theories, definitions and dominant policies and strategies been used internationally to address the lack of housing affordability in a variety of contexts. Case studies will be used of particularly relevant policies and strategies to the Canadian context. • Mid Term Project Update Readings: • Katz, B. et al (2003) “Rethinking local affordable housing strategies: Lessons from 70 years of policy and practice.” Washington, DC: Brookings Institute. • Gurran, N. (2008) “Affordable Housing: A Dilemma for Metropolitan Planning?”, Urban Policy and Research, 26:1, 101-110 • Calavita, N. and Malllach, A. (2010) Chap. 1 “An International Perspective on Inclusionary Housing” in Calavita, N. and A. Malllach (Eds.) Inclusionary Housing in International Perspective. Cambridge MASS: Lincoln Institute of Land Policy, 1-13. • Förster, Wolgang. 80 Years of Social Housing in Vienna. Available at: https://www.wien.gv.at/english/housing/promotion/pdf/socialhous.pdf

7. Walking Tour (Mar 3)

The class will do a walking tour of Vancouver’s Downtown Eastside. This will include a visit to two supportive housing buildings operated by RainCity Housing. Following the visit, we will have an opportunity to meet with staff from RainCity Housing. Please note the date and time for the walking tour has not yet been finalized and may change.

8. Causes and Effects of Homelessness (Mar 5) A review of the homelessness situation, its causes, its effects, as well as federal, provincial and municipal roles and responses. Will include: definition(s) of homelessness, the role of federal government, provincial government, local governments and community agencies. Readings: • Burt, M. (2003). Chronic homelessness: emergence of a public policy. Fordham Urban Law Journal, 30(3): 1267-1279. • Gaetz, S., Dej, E., Richter, T., and Redman, M. (2016) Executive Summary and Chapter 4. The State of Homelessness in Canada 2016. Canadian Observatory on Homelessness Press. • Goering, P. et al. (2014). National At Home/Chez Soi Final Report. Calgary, AB: Mental Health Commission of Canada.

9. Housing First Responses and Non-Traditional Groups (Mar 12) The response to homelessness has evolved considerably in recent decades. Housing first is a model or approach to responding to homelessness that has gained considerable traction in recent years. This class will focus on the transition towards housing first models in Canada and the US. It will also consider

5 segments of the population, such as women, youth and Indigenous households, that may need non- traditional responses and solutions. • Guest Speaker: Celine Mauboules, Shelter Net BC Readings: • Nakae, Maria; Gulcur, Leyla; Tsemberis, Sam. (2004) Housing First, consumer choice, and harm reduction for homeless individuals with a dual diagnosis. American Journal of Public Health. • Patrick, Caryl. (2014) Aboriginal Homelessness in Canada: A Literature Review. • Gaetz, Stephen; O’Grady, Bill; Kidd, Sean; and Schwan, Kaitlin. (2016) Without a Home: The National Youth Homelessness Survey. Toronto: Canadian Observatory on Homelessness Press.

10. Alternative Forms of Ownership Housing (Mar 19) Efforts by municipalities to identify and address the disparity in household incomes and homeownership by facilitating the development of below market housing. Examples of near market or below market homeownership will be examined with a focus on the challenges and benefits of different approaches. Readings: • Davis, John Emmeus (2010) “More Than Money: What Is Shared in Shared Equity Homeownership?”Journal of Affordable Housing & Community Development Law. 19(3/4) 259-277 • Carlson, Margie. (2015) International Examples of Affordable Homeownership. • Carlson, Margie. (2015) International Examples of Affordable Ownership. BC Housing.

11. Student Presentations – Part 1 (Mar 26)

12. Student Presentations – Part 2 and Class Wrap Up (April 9)

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

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

Course Number PLAN 532 Course Credit(s) 3.0 Course Title Strategic Planning: Developing and Implementing Policy Term 2017-2018 – Winter Term 2 Dates/Day/Time January 5 to April 6, 2018 Friday 9:00am to 12:0pm

Instructor Ann McAfee Office n/a Telephone 604-936-7108 Email [email protected] Office Hours By appointment

Short Course Description Theory and practice of developing and implementing plans for sustainable regions, cities, and neighbourhoods. Combining land use, transportation, environment, socio-economic, and financial directions, managing plan making including multi-stakeholder engagement, report writing and presentation.

Course Description The first half of the course introduces the theory and practice of developing and implementing strategic/policy plans using examples from metropolitan, city, and neighbourhood plans. A range of topics including land use, transportation, environment, economic, social, and financial directions are combined into integrated plans for sustainable futures. The course considers the challenges and opportunities of engaging broad public participation in plan preparation and implementation. Assignment 1 provides an opportunity to compare strategic plans.

The second half of the course explores techniques for writing and managing plans both at the city and regional-metropolitan levels. Classes will introduce example plan making under various governance systems including the challenge of integrating new issues such as resilience into established plans. Assignment 2 provides an opportunity to prepare a report to a local Council recommending a process to prepare a new policy plan or update an existing official community plan.

Learning Objectives By the end of this course students will be able to understand methodologies for analysis, preparation, and implementation of strategic/policy plans in Canadian and international contexts; recognize appropriate tools for plan making including the use of ‘original’ and ‘borrowed’ research and onsite and online stakeholder involvement; learn to write and present policy reports to elected officials, and understand the context for considering the roles of

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

politicians, planners, various levels of government, private sector, NGOs, and citizens in planning sustainable futures.

Course Organization Course Requirements and Grading The course is graded on a numeric (percentage) basis with the usual graduate standards applied 40% Assignment 1: Written Report and Class Presentation 40% Assignment 2: Written Report, Report Review, and Group Discussion 20% Participation in class discussions based upon weekly readings

For Assignments 1 and 2 you will be judged on your ability to identify, compare, and present (both written and verbal) strategic planning issues and associated policies. Assignment 1 should demonstrate your ability to compare and critique different approaches to policy planning. Assignment 2 should demonstrate your capacity to provide practical policy advice in a format which can be used by a municipal council. Class participation should demonstrate your grasp of weekly readings, your critical assessment of plan making approaches, and your contribution to discussions of improved planning approaches to address current and future issues. The two assignments are:

1. Comparative Plan Assessment: . Select an issue/topic typically covered in a city or regional strategic plan and research two Strategic Plans/Official Community Plans (from locations outside Metro Vancouver) to compare similar/different approaches to addressing your issue/topic. . Identify an interesting approach taken by one (or both) plans which you think your colleagues would benefit from hearing about. Prepare a 5 – 10 minute presentation on your findings. . Prepare a brief report (5 pages) which illustrates what you think are good (or poor) examples of how the two reports/plans addressed your topic. 2. Policy Report Preparation Select a Metro Vancouver municipality and prepare a report (maximum ten pages) to your Municipal Council proposing a process to update or amplify a section of their Municipal Official Community Plan. The report should be written in “Council Report Format” providing: 1. Recommendations 2. Executive Summary/Purpose 3. Background: Existing policy context (e.g. Regional Growth Strategy and Municipal OCP) 4. Discussion • Provide the rationale for updating the selected section of your municipal OCP • Present options for a process to update the OCP • Provide justification/rationale for your recommended process 5. Conclusion/Next Steps

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

Report Review & Discussion • Discuss your proposed process, recommendations, and learnings from the assignment. Format will be a round table discussion of key points (not an individual presentation). • Review a colleague’s draft report and provide advice.

Course Materials There is no prescribed text. Web accessible readings will be identified weekly.

Other example references: Plant, Thomas E. Strategic Planning for Municipalities, Municipal World Canada, July 2008. Siegel, David. Leaders in the Shadows, University of Toronto Press, 2015. McAfee, Ann. ‘People and Plans: Vancouver’s CityPlan Process’ in Thomas, Ren Planning Canada: A Case Study Approach, Oxford University Press Canada, 2016.

Computer/USB Flash: All Class presentations will be available to upload.

Classes 2018 1. Introduction to Strategic Planning: January 5 What is "Strategic Planning?" The challenge of combining land use, transportation, social, environmental, and economic directions into a Sustainable Strategic Plans. Example Official Community Plans and Municipal Business Plans. Course overview and assignments.

2. Approaches to Strategic Planning: January 12 Strategic Planning process from Visions to Monitoring. Comparison of Traditional Strategic Planning Methodologies (SWOT) and Choicing Methodologies. Discussion of sustainability as an organizing framework.

3. Case Study: CityPlan Engaging People in Policy Planning: January 19 Planning to plan--agreeing roles and responsibilities, public engagement techniques, maintaining momentum. Integrating social media tools into plan making.

4. Moving From Plans to Action: January 26 Developing detailed policy plans from Strategic Directions. Contribution of original research and ‘borrowed’ policy. Roles of council, staff, task forces, and community in plan making and implementation. Example case studies: Housing, Industry, Transportation, and Financing Growth.

5. Assignment 1 Workshop on Comparative Strategic Planning: February 2 Students lead discussions sharing information from Plan reviews.

6 Writing Policy Planning Reports: February 9 The challenges of assembling strategic directions, conveying options, and framing recommendations for a Council or Board. Presenting and responding to decision makers and the

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

press. Example reports illustrate how to present complex policy issues, reframe existing policies, deal with legal challenges, anticipate new directions, and handle "unpleasant realities".

7. Developing Regional-Metropolitan Plans: February 16 Field Trip to Metro Vancouver to be confirmed. Experience the planner-public-politician interface in the context of coordinating "multi- jurisdiction" plans. 4330 Kingsway, Burnaby. Board meeting starts at 9 am 2nd Floor.

February 23: Mid-Term Break March 2 Date to be confirmed: SCARP Student Symposium: No Class

8. Managing and Monitoring Plans: March 9 Managing multi-department/inter-agency plans is complex. This session introduces tasks to consider when proposing a policy planning process (e.g. Assignment 2) including management structures, techniques for work programming, budgeting, phasing, funding, and monitoring.

9 Applying Canadian Processes to International Applications: March 16 Session on International Strategic Planning with examples from China, Ukraine, Philippines, Ethiopia, Sweden, and Australia.

10. Assignment 2 Writing & Presenting a Policy Report: March 23 Workshop on preparing and recommending a strategic planning process to update an Official Community Plan. Round table discussion of Second Assignment and course questions.

11. April 6: Make up class if necessary

Supplemental Materials UBC has numerous research, pedagogical and health resources available to students. These include The Centre for Teaching, Learning and Technology (CTLT), the Irving K. Barber Learning Centre, the Writing Centre, Student Health Services and Student Counselling Services. Please make use of these resources or contact the instructor if you have any questions. Students new to UBC are especially encouraged to become familiar with the broad spectrum of resources that UBC provides.

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

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.

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

Course Number PLAN 533 Course Credit(s) 3.0 Course Title Indigenous Planning: Ways of Being, Knowing and Doing Term 2017-2018 – Winter Term 2 Dates January 27/28 & March 03/04 & March 24/25 Day/Time Saturday/Sunday 10:00am to 5:00pm

Instructor Leonie Sandercock Office Lassiere 426 Telephone 604 822 0225 Email [email protected] Office Hours By appointment

Short Course Description The intent of the course is to empower emerging planners by introducing substantive knowledge of contemporary Indigenous community planning, built on a foundational understanding of the political, social and cultural protocols and values, history, philosophy, social structure, traditional knowledge, and ecology of First Nations, Inuit and Metis peoples.

Course Format As much as possible, this course works from land-based and community-based learning and cultural immersion. We teach in traditional circle format. The course is organized around three weekends during which we combine visits to the Musqueam Reserve, where Musqueam knowledge holders will introduce us to traditional teachings; with outdoor activities (such as a guided ethno-botanical tour); along with guest speakers, classroom discussion of readings and films. Musqueam community planners will introduce us to their planning process and award-winning Comprehensive Community Plan. Non- indigenous practitioners will be invited to discuss how they work with/in Indigenous communities in BC. The course aims to integrate mind, body, emotions and spirit in its approach to learning.

Course Overview, Content and Objectives This course starts from an acknowledgement of Canada’s history of colonization of Indigenous peoples, and the recognition that planning has been a part of that process. What the planning field is now (slowly) recognizing as Indigenous planning practices and theories of action actually existed long before colonization.

The intent of the course is to empower emerging planners by introducing substantive knowledge of contemporary Indigenous community planning, built on a foundational understanding of the political, social and cultural protocols and values, history, philosophy, social structure, traditional knowledge, and ecology of First Nations, Inuit and Metis peoples.

The course is based around three sets of readings and intersecting themes: • History of colonization 1

• Indigenous world views • Indigenous planning practices

The three weekend sessions are organized roughly around past, present, and future. Within this simple framework we explore the following intersecting themes:

• Is it possible to decolonize planning? What would that look like? • What is the landscape against which BC First Nations work to plan and implement projects in their on-reserve and off-reserve communities? • What is the role of Indigenous and non-Indigenous planners in Indigenous community development?

Each of these themes has numerous sub-questions.

An introductory class will be held in week one of the semester. After that students will attend one weekend session each month. Over the course of each two day weekend session students will spend one of the two days at Musqueam receiving teachings from elders and knowledge holders. The second day will be spent at UBC and involve discussion of readings, lectures, and some guest lectures.

Learning Outcomes By the end of this course, student will be able to: 1. Understand the history of colonization and its ongoing impacts in and on Indigenous communities in Canada. 2. Understand and respect the relevance of Indigenous worldviews and the possibilities they offer as a basis for sustainability planning. 3. Understand and respect the ancestral traditions of Indigenous planning 4. Unsettle the assumptions of western planning, grounded in settler colonialism. 5. Understand the socio-cultural, political, legal, administrative and economic landscape against which Indigenous communities plan. 6. Strengthen the basic intellectual, practical, and emotional competencies necessary for working with/in Indigenous communities. 7. Ground the course concepts through teachings offered by the Musqueam Nation. 8. Ground the course concepts through familiarity with a range of Comprehensive Community Planning documents and Community Health & Wellness Planning documents.

Attendance Attendance at all three weekend-long classes is mandatory.

Evaluation Criteria and Grading

There are three assignments, each one due a week after the related weekend class. You have a choice of writing an essay (1000-1500 words) or doing a creative piece (film, photo-essay, short story etc.). At least one assignment must be in essay form and at least one must be in a creative form (reflecting the importance of creative community engagement skills in working with Indigenous communities).

Each assignment is focused on one of the three key textbooks for the course, other mandatory readings, and optional readings (see long-form syllabus).

Assignment 1 relates to Learning Objectives #2 and #4 above. Assignment 2 relates to Learning Objectives #1, #4 and #5 above. Assignment 3 relates to Learning Objectives #2, #3, #6 and #7 above.

You will be evaluated on your understanding of the required readings and your ability to connect these with contemporary Indigenous community planning practice and with the broader sustainability challenges facing the planning profession.

Each assignment is centered around key textbooks or planning documents for the course, other mandatory readings, and optional readings (see detailed syllabus).

1. Worldviews OR History (30%) Deadline: February 7, 2017 2. Indigenous Planning: past & present (35%) Deadline: March 12, 2017 3. Indigenous planning: reflections on your practice (35%) Deadline: April 10, 2017

1. WORLDVIEWS or HISTORY of COLONIZATION

What do you understand by ‘Indigenous world view/s’? What do Indigenous worldviews offer the challenges of the 21st century? How do you see the relation between Indigenous and western worldviews playing out in planning on reserves, and/or in other settings?

Where are you in relation to the history of colonization in Canada? How do you respond/react at this point in your life to your reading of these histories? How does your personal/family history shape your relationship to the current debates around Aboriginal issues in Canada? Why are you interested and what do you see as your role?

2. INDIGENOUS PLANNING: PAST & PRESENT

What did Indigenous planning look like, pre-contact? How are some of these principles continued today in Comprehensive Community Plans or Community Health and Wellness Plans? Give examples.

3. INDIGENOUS PLANNING: reflecting on your future practice

What do you see as an area where you can contribute as a planner? What have you learned about how to work in Indigenous communities? What do you need to learn in the remainder of your graduate education to prepare yourself for the role/s you want to play?

Key texts: (Students will read the entire book, plus required articles listed in the long form syllabus, each month)

Prerequisite reading: . Thomas King The Inconvenient Indian. A Curious Account of Native People in North America (Anchor Books, 2013) . Paulette Regan Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada (Vancouver: UBC press, 2010)

Required Readings:

Weekend 1: One of: . E. Richard Atleo. Principles of Tsawalk. An Indigenous Approach to Global Crisis (UBC Press, 2011) . Susan Roy. These Mysterious People. Shaping History and Archaelogy in a Northwest Coast Community (Montreal: MQ University Press, 2010)

And one of: . Cole Harris. Making Native Space. (UBC Press, 2002) . Bev Sellars They Called Me Number One: secrets and survival at an Indian Residential School (Talonbooks, 2013)

Weekend 2: . Musqueam CCP . Tsilhqot’in National Government Health & Wellness Plan . Skidegate CCP . Selected chapters from Walker et al Reclaiming Indigenous Planning (Montreal: Queens-McGill University Press, 2013) . Selected articles from Plan Canada special issue on Indigenous Planning, Dec 2016

Weekend 3: . Selected chapters from R. Walker et al (eds) Reclaiming Indigenous Planning (McGill-Queens University Press, 2013) . Selected chapters from L. Porter & J. Barry Planning for Coexistence? Recognizing Indigenous Rights through Land Use Planning in Canada and Australia (London: Routledge, 2016) . Borrows, J. 1997. ‘Living between Water and Rocks: First Nations, Environmental Planning and Democracy’, University of Toronto Law Journal 47: 4, 417-468. . Cook, Jeff. 2008. ‘Building on Traditions of the Past: The Rise and Resurgence of First Nations CCP’, Plan Canada, 48, 2: 13-17. . Erfan and J. Hemphill. 2013. ‘Indigenizing and Decolonizing: an Alliance Story’, Plan Canada, 53, 2: 18-21.

. M. Brinkhurst, Elaine Alec & Anona Kampe. 2013. ‘Giving Voice to All: Traditional Syilx wisdom and practice shape contemporary community planning in the Penticton Indian Band’s CCP’, Plan Canada, 53, 2: 37-42.

Special Needs Please notify the Instructor of any special learning needs. Every effort will be made to accommodate these needs.

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

Course Number PLAN 534 Course Credit(s) 1.0 Course Title Introduction to Geographic Information Systems Term 2017-2018 – Winter Term 2 Dates January 5th, 12th, 19th and 26th Day Friday Time 2:00 to 5:00pm

Instructor Bill Gushue Office N/A Telephone N/A Email [email protected] Office Hours N/A

Short Course Description This course introduces students to the theory, history and capabilities behind GIS, with customized laboratory exercises that incorporate urban design and planning themes. Once completed, students will have the necessary skills to utilize GIS analysis and presentation skills for other SCARP assignments.

Students who finish assignments early will have time to explore integrating various online data repositories (municipal data warehouses, provincial data warehouses, and open map services) with newly acquired GIS skills.

There are no prerequisites for this course, but familiarity with basic computer skills is strongly recommended.

Course Format This course meets once a week for a 3 hour session in the Geography GIS Lab ‐ Room 239. The course consists of 4 modules, each module having a 60 minute lecture / demonstration, and a 2 hour lab assignment. All course hours take place in the GIS lab. Lab assignments will be collected at the end of each session, graded, and returned the following week.

Course Overview, Content and Objectives This course introduces students to the theory, history and capabilities behind GIS, with computer laboratory workshops and exercises that focus on the application of GIS technology in design and planning. It is intended as a course for students not formally exposed to GIS or related geomatics technologies who desire a baseline understanding of the technology, and an ability to create, view, analyze, manipulate and present spatial information. Emphasis will be placed on hands-on exercises that reinforce the concepts introduced in the lectures and demonstrations.

All assignments including the final assignment are weighted equally. Lecture topics and corresponding lab assignments are as follows:

Section 1 - Introduction to GIS Concepts, Definitions and History Section 2 - Basic Data Editing and Geoprocessing (Spatial Analysis) Section 3 - Cartographic Composition and Output Formats Section 4 - Interoperability (exchange of data between systems) between GIS, CAD, Google Earth and other web mapping options

Learning Outcomes This course aims to help students develop a basic understanding of what constitutes a GIS, understand the capabilities and limitations of GIS, and gain practical skills in data design, creation, storage, analysis and presentation. Students will be exposed to a broad range of topics required to understand GIS technology. The basic concepts, combined with practical skills in operating GIS software, will provide students with a foundation in spatial information administration, analysis and production. This foundation will help students better understand emerging trends, issues and technologies, or serve as a starting point for further development.

By the end of the course, students will have the necessary skills to incorporate GIS analysis and presentation skills into other projects and assignments for SCARP courses.

Additional Course Requirements There are no additional course requirements or field trips.

Attendance Attendance is mandatory for 1.0 credit courses.

Evaluation Criteria and Grading 80% Lab Exercises (4 assignments) 20% Class Participation & Attendance (students who arrive late will be penalized)

Required Readings and Videos There is no assigned textbook for this class.

Recommended Readings Recommended reading list will be handed out first day of class.

Course Schedule Session 1 ‐ Introduction to GIS Concepts, Definitions and History

Session 2 – Basic Data Editing and Geoprocessing (Spatial Analysis)

Session 3 – Cartographic Composition and Output Formats

Session 4 – Interoperability (exchange of data between systems) between GIS, CAD, Google Earth and other web mapping options

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.

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

Course Number PLAN 535 Course Credit(s) 3.0 Course Title Transportation Planning & Analysis Term 2017-2018 – Winter Term 2 Day/Time Monday/Wednesday 10:30am to 12:00pm Cross-listed CIVL 583 and CIVL 441

Instructor Alex Bigazzi Office CEME 2029 Telephone 604-822-4426 Email [email protected] Office Hours By appointment

Short Course Description This course covers fundamental urban travel demand modelling techniques and aims to help students understand how travel models are used in the planning process. There are no prerequisites, but PLAN 580 is recommended and students should be comfortable working with spreadsheet software.

Course Format This course is primarily lecture-based. There will be homework assignments, in-class exams, and a term project.

Course Overview, Content and Objectives This course covers the foundations of urban travel modelling: data needs; survey and sampling techniques; model calibration and validation; discrete choice modeling; 4-step travel demand forecasting (trip generation, trip distribution, mode choice, and network assignment). Advanced travel modelling topics will be addressed as well, including activity based models and integrated land use/transport models. This course aims to help students understand 1) how travel demand models are used in the urban planning process, 2) fundamental modeling techniques, and 3) contemporary issues in transport modeling. Students will also develop deeper understanding of a selected modeling technique or issue.

Learning Outcomes After completing this course, students will be able to: • Describe how travel demand models are used in the urban planning process • Evaluate basic travel survey data • Estimate and apply trip generation and trip distribution models • Interpret and apply mode choice model estimation results • Implement a basic highway traffic assignment model • Identify limitations of the 4-step modeling framework and contemporary approaches to urban transport modeling

Additional Course Requirements N/A

Attendance Attendance is strongly encouraged. If you miss a class session, it is your responsibility to check Connect for any materials and to check with a classmate for any announcements or other information not posted on Connect. No make-up exams will be given; if you miss the mid-term exam due to illness, the final exam will be weighted more in the final grade calculation. All students must take the final exam to pass the class.

Evaluation Criteria and Grading Final course percentage grades will be calculated using the following approximate weights (subject to change until the first day of class – see syllabus on Connect): Assignments 20% Approximately 4 problem sets will be posted to the course website Midterm exam 20% Closed-book written in-class exam; 1-sided, entirely handwritten and original notes sheet allowed; students must comply with APEGBC policies for calculators Final exam 30% Comprehensive, closed-book written in-class exam; 2-sided, entirely handwritten and original notes sheet allowed; students must comply with APEGBC policies for calculators Term paper 25% Details to be provided the first week of class Participation 5% Participation is evaluated based classroom civility, thoughtful questions and contributions to classroom discussions. Final course letter grades will be assigned as indicated on the UBC website: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,96,0

Required Readings and Videos Ortuzar and Willumsen, Modelling Transport, Wiley, 4th Ed., 2011. ISBN: 978-0-470-76039-0

Recommended Readings To be provided on Connect

Course Schedule This schedule is tentative. Week Topic

1 Course introduction, course scope, and contemporary issues in transportation planning analysis

2 Modeling urban transportation & the planning process; population, economic, & land use forecasts

3 Travel data, surveys, & sampling techniques; model calibration and validation

4 Trip generation; modeling decisions to undertake travel

5 Trip distribution; modeling travel destination selection

2 6 [Continued – trip distribution]

7 Modeling choice of travel mode & discrete choice modeling techniques

8 [Continued – mode choice]

9 Network assignment & route choice modeling

10 [Continued – network assignment]

11 Activity based models and other disaggregate travel modeling techniques

12 Integrated land use/transport models

13 Student presentations and review

Special Needs

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.

3 School of Community and Regional Planning University of British Columbia PLAN 542 – COURSE OUTLINE – January-March, 2018

Course Number PLAN 542 Course Credit(s) 3.0 Course Title Practical Practice: City Planning as a Craft Term 2017-2018 – Winter Term 2 Dates January 3rd to March 31, 2018 Days/Times Wednesdays (7 – 10pm); 1 Saturday (10am – 5pm) 2 Tuesdays (7 – 10pm)

Instructor Larry Beasley CM Office T3 – 1500 Hornby Street, Vancouver – home office Telephone 604 687 5108 (home/office) Email [email protected] Office Hours By appointment

Short Course Description

This course will explore the approach, roles, styles, and essential skills of planners in the normal situations of practical urban planning. Typical planning formats will be surveyed: area planning; policy planning; development management. Regulatory tools, development economics, practical urban design, and applied sustainability will be emphasized. This course is not eligible for Credit/D/Fail grading.

Course Format

This course includes a combination of lectures, workshops and group critical discussions. There are also several assignments of group and individual work in the field. Recent experience will be used as hands- on case studies and key players in the daily context of planning will be invited to be part of the class discussions.

Course Overview, Content and Objectives

From the point of view of actual practice, the course emphasis will be on the craft of planning, exploring the settings you will be working in, the attitudes you will need to bring to situations in the field, the tools utilized on a day-to-day basis to cope with complex planning situations, and the kinds of people and professions that you will be working with. The basic practical skills essential for planners will be emphasized.

Learning Outcomes

This course will assist young planners to focus their career aspirations and should prepare them as practitioners to face the first day working as a professional planner. It will look at skills, techniques, and attitudes not normally emphasized in the theoretical side of planners’ education.

Additional Course Requirements

This course requires active moment-to-moment participation by students with an emphasis on the skills and techniques of communication necessary for planning practice. Competence in English and verbal communication is required.

Attendance

Because student participation in the classroom is a major aspect of this course and determines the majority of the grade, full attendance is required. If a student has an unavoidable absence, the opportunity for a make-up class will be available by special arrangement with the Professor.

All classes will take place in West Mall Annex, Room 150, unless otherwise announced by the Professor.

Evaluation Criteria and Grading

This course will be graded based upon proactive classroom participation and completion of a group project and a short paper, as evaluated by the Professor. The breakdown for grading is as follows:

60% for in-class participation, including assignments, workshops and readings; 20% for a group project, to be presented to the class on March 20, 2018; and. 20% for a maximum four-page paper due to the Professor by March 28, 2018.

Participation will be graded according to the extent of active performance in the classroom (asking questions, offering commentary and opinions on the topics under discussion, taking part in workshops and making presentations) , taking on class responsibilities, providing assistance to other students and visitors, and taking leadership in group and field assignments.

In the group project, a small student team will assess an urban space in the city and document and report on what they see. In the paper, each student will choose a compelling idea from the course and comment upon it.

Required Readings

All required readings will be in the form of articles and short papers which will be provided digitally by the Professor. No special materials are needed.

Recommended Readings

Students are urged to read Ecodesign for Cities and Suburbs by Larry Beasley and Jonathan Barnett, especially Chapters 1 and 6 – but this is optional reading to enhance the class experience.

2 Course Schedule

Following is the schedule of classes and a summary of content. Dates and times may change – but this is unlikely for the January dates. Any changes will be confirmed at the first class.

Session Title Format Date

1. Introduction to the course; 3 hrs. Wed. Jan. 3 crafting a viable planning approach (7 – 10pm) -class project assigned for Session 11 -paper assigned – due at Session 13

2. Regulating development – a conceptual 3 hrs. Wed. Jan. 10 framework and typical tools (7 – 10pm) -assignment for Session 5 (zoning primer) -assigned reading for Session 3/4

3/4. Urban design to shape the city 6 hrs. Sat. Jan. 13 (10am – 5pm)

5. Regulating development – proformas primer; 3 hrs. Wed. Jan. 17 zoning primer teaching workshop; fsr primer (7 – 10pm) -assignment for Session 8 (fsr estimates)

6. Regulating development – applications for 3 hrs. Wed. Jan. 24 wealth creation; negotiations primer (7 – 10pm) -meet a developer

Self-directed work: group work on project, individual work on paper, field work - February

7. Area planning for existing neighbourhoods 3 hrs. Wed. Feb. 28 and comprehensive new development (7 – 10pm) -meet a journalist -sign up for ‘resume school’

8. Public engagement and social planning 3 hrs. Tues. Mar. 6 -review of fsr estimates (7 – 10pm) - meet a community development planner

9. Applied community sustainability; 3 hrs. Wed. Mar. 7 Communications primer (7 – 10pm) -assigned reading for session 12

10. Overall policy making 3 hrs. Wed. Mar. 14 -‘resume school’ (7 – 10pm)

11. Class project presentations 3 hrs. Tues. Mar. 20 (7 – 10pm)

3 12. The typical roles of planners 3 hrs. Wed. Mar. 21 -meet a politician (7 – 10pm)

13. Your style as a planner; 3 hrs. Wed. Mar. 28 closing overview of course (7 – 10pm) -meet a director of planning -class paper to be submitted

Academic Integrity

A message from the university: 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.

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

Course Number PLAN 548A Course Credit(s) 3 Course Title Current Issues in Planning: Transportation Emissions and Air Quality Term 2017-2018 Winter Term 2 Date January 3rd to April 6th, 2018 Day/Time Thursday from 10:30am to 1:30pm Location War Memorial Gymnasium, Room 208

Instructor Alexander Bigazzi Office CEME 2029 Telephone 604-822-4426 Email [email protected] Office Hours By appointment

Short Course Description This course addresses the emission of air pollution from transportation systems, and related impacts on local and global air quality. There are no prerequisites.

Course Format This course is primarily lecture-based. There will be homework assignments, in-class exams, and a term project.

Course Overview, Content and Objectives This course addresses the emission of air pollution from transportation systems, and related impacts on local and global air quality. Transportation-related air pollutants will be characterized and differences in emission levels by mode of travel and technology (e.g. vehicle and fuel types) will be discussed and analyzed. Methods of modeling emissions from transportation facilities will be presented, along with emission-related regulatory requirements for transportation projects. Technology, economic, and policy aspects of controlling pollution emissions from the transportation sector will also be discussed.

Learning Outcomes After completing this course, students will be able to: 1. Identify the main classes of traffic-related air pollutants, including: a. how there are generated from the transport sector b. how they are regulated for the transport sector in the US 2. Predict the general expected emissions (and air quality) effects of changes in transportation system conditions (fuels, vehicles, traffic flow, etc.) 3. Propose relevant emissions mitigation strategies for transportation projects 4. Identify emissions model types: typical inputs and outputs, assumptions, scale of application, uncertainty, etc. 5. Execute emissions model runs in the MOVES model from the US Environmental Protection Agency (prepare input data and process output)

6. Critically evaluate an emissions/air quality analysis performed by others (such as part of an Environmental Impact Statement)

Additional Course Requirements N/A

Evaluation Criteria and Grading Final course percentage grades will be calculated using the following approximate weights (subject to change until the first day of class – see syllabus on Connect): Assignments (20%), Exam (25%), Modeling project (30%), Term paper (25%). Final course letter grades will be assigned as indicated on the UBC website: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=3,42,96,0

Required Readings and Videos None – readings will be posted on Connect

Recommended Readings Pundir, B.P., 2007. Engine emissions: pollutant formation and advances in control technology. Alpha Science International Limited.

Course Schedule This schedule is tentative; please see syllabus on Connect. Week Topic

1 Course introduction, course scope and overview

2 MOVES model training and lab

3 Processes: pollutants Processes: emissions rates

4 Processes: vehicles & engines Processes: fuels & transformations

5 Control: overview & technology

6 Control: vehicle & travel management

7 Control: regulation of fuels & vehicles

8 No class – mid-term break

9 Control: regulation of projects and plans Continue previous topics & Review

2 10 Modeling: model scales & types

11 Modeling: input & test data

12 Modeling: MOVES

13 Modeling: MOVES

14 Student presentations & term paper due

Special Needs

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.

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

Course Number PLAN 559 Course Credit(s) 3.0 Course Title Design of Planning and Policy-Oriented Research Term 2017-2018 Winter Term 2 Day/Time Monday 10:00am to 1:00pm

Instructor Mark Stevens Office Room 223, West Mall Annex Telephone 604-822-0657 Email [email protected] Office Hours By appointment

Short Course Description The purposes of this course are to develop understanding and skill in the design of empirical research used in the analysis of policy and planning problems, as well as to develop the ability to critically evaluate policy-related research products. This is a required course for MAP/MSCP and PhD students that serves as a foundational introduction to research design, and can be an entry to more specialized courses in quantitative and qualitative methods for social science research.

Course Format The class meets once a week for 3 hours. The format of the course is based on the principles of Team- Based Learning (TBL), which shifts the focus of classroom time from the instructor conveying course concepts to the application of course concepts by student learning teams.

Course Overview, Content and Objectives • Attend 12 three-hour class sessions • Ensure readiness for in-class application exercises by reading assigned materials and writing 3 short exams that address core concepts from the readings • Participate in team-based application exercises aimed at applying course concepts and appreciating their value for designing and conducting social science research • Contribute to in-class discussion of readings, exams, and in-class application exercises • Complete peer evaluation assessment to evaluate the contribution of team members to team performance on in-class application exercises

Learning Outcomes At the completion of this course, students will be able to: • Be fluent with the terminology and concepts of research design and data collection/analysis • Evaluate and critique different types of research design • Select an appropriate research design for addressing various types of research questions

Attendance Students are expected to attend all classes. A portion of the final course grade will depend upon attendance.

Evaluation Criteria and Grading To be determined on the first day of class, subject to the following constraints: Minimum Percentage Maximum Percentage 1) Individual Performance 20% 60% a) Class attendance and attentiveness 5% 50% b) Readiness assurance tests 10% 50% 2) Team Performance 30% 80% a) Readiness assurance tests 10% 50% b) In-class application exercises 20% 50% 3) Peer Evaluation 10% 20%

Required Readings and Videos There are no required textbooks for this course. Required readings will be drawn from books, and professional reports, and journal articles.

Course Schedule

(Week 1) Introduction (Week 2) Research design and causality (Week 3) Team application exercise (Week 4) Team application exercise (Week 5) Team application exercise (Week 6) (UBC holiday) (Week 7) (Reading week) (Week 8) Quantitative data analysis for establishing causality (Week 9) Team application exercise (Week 10) Team application exercise (Week 11) Qualitative data analysis for establishing causality (Week 12) Team application exercise (Week 13) (UBC holiday)

Special Needs

2 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 560 Course Credit(s) 1.0 Course Title Master’s Thesis Workshop Term 2017-2018 Winter Term 2 Date January 5th to 26th Day/Time Wednesday 2:00 to 5:00pm

Instructor Tom Hutton Office Room 227, West Mall Annex Telephone 604-822-4818 Email [email protected] Office Hours By appointment

Short Course Description The format will be an interactive workshop. Course structure and content will include discussion on the scope of the master’s thesis in planning; the role of informing theory and relationship with the larger planning and urban studies discourses and debates; and a reading list drawn from planning, the humanities and social sciences, and urban/community policy studies. No prerequisites

Course Format The format will be an interactive workshop. Course structure and content will include discussion on the scope of the master’s thesis in planning; the role of informing theory and relationship with the larger planning and urban studies discourses and debates; and a reading list drawn from planning, the humanities and social sciences, and urban/community policy studies.

Initial discussions will include important trend lines in the planning literature/urban studies discourse and debates, as well as exemplary master’s theses prepared by SCARP students, to demonstrate examples of ‘good practice’ and excellence in the craft of thesis research and development. The course will include a substantive reading list, including both ‘core’ readings and supplementary titles to meet the needs and interests of individual students.

. Attendance at four three-hour class sessions . Preparation and defense of problem statement (prospectus)

Learning Outcomes

At the end of the course, students will be able to . Situate their research interests within planning/research discourses . Progress from ‘interest’ to ‘topic/problem’ . Understand issues concerning thesis scope/scale . Develop a problem statement as key to the thesis . Select a research model and methodology enabling an effective response to the problem statement . Be conversant with the logics of thesis structuration and sequencing . Be aware of ethics issues connected to thesis research . Understand the implications of thesis research for scholarship and practice

Additional Course Requirements

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 Seminar/class discussion . Students will be expected to have read the assigned readings for each class session and to demonstrate comprehension through critical and analytical discussion in a seminar format. . Students will also be expected generally to be attentive and participate actively in class discussions and activities.

Thesis problem statement . Assessment will be based on following criteria: o Clarity and demonstration of competence in presentation of main argument/topic and research questions o Ability to defend prospective topic before instructor and peers o Ability to incorporate suggestions/comments from instructor and other students to improve the structure and/argument(s)

GRADING CRITERIA

Class participation 10% Draft problem statement 90% Total: 100%

Required Readings and Videos

Recommended Readings • Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. (2008). The Craft of Research, Third Edition. Chicago: University of Chicago Press. • Creswell, John W. (1998). Qualitative Inquiry and Research Design. Thousand Oaks CA: Sage Publications. • Flyvbjerg, Bent. (2001) Making Social Science Matter: How Social Inquiry Fails and How it can Succeed Again. Oxford, UK: Cambridge University Press • Forsyth, Ann o http://www.planetizen.com/node/29121 Resolving to Graduate on Time: Troubleshooting Your Urban Planning Exit Project or Thesis (December 2007) o www.planetizen.com/node/29520 Getting Started on an Exit Project or Thesis in Planning (January 2008) o http://www.planetizen.com/node/29121 Common Problems with Proposals for the Exit Project or Thesis in Planning (February 2008) o http://www.planetizen.com/node/30572 Managing Up: Your Thesis or Project Committee as a Trial Run for the World of Work in Planning (March 2008) • Hay, Iain (ed.) (2005). Qualitative Research Methods in Human Geography. Victoria, Australia: Oxford University Press. • Krathwohl, D. R. (1988). How to prepare a research proposal: Guidelines for funding and dissertations in the social and behavioral sciences. Syracuse, NY: Syracuse University Press. • Locke, L. F., Spirduso, W. W., & Silverman, S. J. (1987). Proposals that work: A guide for planning dissertations and grant proposals (2nd ed.). Newbury Park, CA: Sage. • Wilkinson, A. M. (1991). The scientist’s handbook for writing papers and dissertations. Englewood Cliffs, NJ: Prentice Hall.

Course Schedule Course delivery: one three-hour class per week for four weeks. Week 1: Defining a research problem: developing research questions that can be operationalized Week 2: Developing your methodological approach/identifying appropriate methods Week 3: Work plan and ethical considerations/presenting your thesis proposal in writing and orally Week 4: Presentations and reflections on the thesis proposal development process

Special Needs

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 580 Course Credit(s) 3 Course Title INTRODUCTION TO URBAN TRANSPORTATION PLANNING Term Spring 2018

Instructor Prof. Lawrence (Larry) Frank Office Telephone 604-822-5387 Email [email protected] Office Hours Tuesdays 2-5 pm / Office Hours by Appointment

Course Format Lectures, including guest lectures

Course Overview, Content and Objectives Transportation decisions impact many aspects of urban life. Young and old alike are affected by the viability and relative ease of traveling to destinations on foot, by bike, transit, or reliance on private vehicles. Transportation investments are arguably the single largest shaper of urban spaces and of development patterns. The safety, speed, and comfort for a particular mode of travel are a function of the investments that have been made in specific types of travel options. Regions, and parts of regions, vary considerably in terms of their supportiveness of traveling in ways that are health promoting (active) and environmentally sustainable. Transportation planning is experiencing a re-awakening. The connections between transportation, land use, air pollution, greenhouse gas emissions, physical activity, and obesity are becoming better understood. Driverless cars are emerging as a viable technology and rapidly approaching the marketplace. This is a game changer and will transform our travel choices and likely our urban environments as well. Car and bike sharing along with Uber have all taken off as viable approaches to mobility in recent years. Translink and other regional agencies are embarking on mobility pricing schemes designed to impact when and how people travel. These emerging technological solutions will be discussed in class. To the extent possible, our discussions will consider ways in which students can position themselves most strategically given these known advancements are taking place.

The course introduces students to the fundamentals of urban transportation planning and the types of skills and knowledge that transportation planners need. It further familiarizes students with contemporary transportation planning issues and methods of analysis. The course is highly relevant regardless if students intend to focus on transportation itself, or other aspects of urban planning. The course can be taken stand alone, or as the first in a sequence of courses. Newly evolving theories and approaches to addressing emerging transportation problems will be central to the class: • Relationships between transportation and urban land use systems and new tools to address environmental and quality of life impacts of transportation are presented. • Transportation investment decisions (or lack thereof) have been held accountable for increased economic prosperity or spiraling economic decline. Transportation infrastructure (roads, rail

lines, etc.) is extremely costly even when compared with other services that are capital intensive (sewers, storm-water drainage, etc.). Therefore, transportation decisions made today can impact a region for generations to come.

Attendance and Grading

• Essay Paper I 30% - Essay focusing on the needs of a specific population (eldery, youth, poor, female, etc) and how specific transportation decisions helps or hinders their access to opportunities. • Short Take Home Exam 25% - Open Book Review of Basic Transportation Planning Concepts • Final Project 35% - To Be Announced • Class Participation 10% - attending and participating in lectures and conducting reading review for a selected week

Recommended Readings 1. Week 1: Readings – Car sharing and personal vehicle services: worldwide market developments and emerging trends (2013); Hanson and Guliano The Geography of Urban Transportation (2017) Chapter 1 – Intro to Urban Transportation; Meyer The Transportation Planning Handbook (2016) Chapters 1 – Introduction to Transportation Planning 2. Week 2 Readings -- Meyer (2016) –Travel Characteristics and Data; Goulias Chapter 1-1 – Transportation Systems Planning; 3. Week 3 Readings: Hanson and Guliano Chapter 5 – Theories and Models in Transportation Planning; Chapter 6 – Regional Transportation Planning; Meyer Chapter 6 – Travel Demand and Network Modeling 4. Week 4 Readings: Hanson and Guiliano Chapter 3 – Transportation and Urban Form; Meyer Chapter 3 – Land Use and Urban Design 5. Week 5 Readings: Hanson and Guiliano – Chapter 13 - Social Equity and Urban Transportation; Bullard, Just Transportation; Schaeffer and Sclar, Access for All; 6. Week 6- Readings: Hanson and Guiliano – Chapter 11 – Transportation and Environmental Impacts and Policy; Chapter 12 – Transportation and Energy; Meyer Chapter 4 – Environmental Considerations; Ewing et al: Growing Cooler – Chapters 1-3. 7. Week 7: Readings: Hanson and Guiliano – Chapter 12 – Mass Transit; Meyer – Chapter 8 – Transit Planning; Kennedy: A comparison of the sustainability of public and private transportation systems: Study of the Greater Toronto Area in Transportation 8. Week 8 Readings: Meyer – Chapter 13: Pedestrian and Bike Planning; Devries et al – The Health Effects of Transit Investment: Implications for Vancouver’s Broadway Corridor – Executive Summary; Frank and Kavage – The Hidden Health Costs of Transportation Investment (APHA Report 2010); Promoting Public Health Through Smart Growth (Smart Growth BC report). 9. Week 9 Readings: Tolley - Chapter 36 – Segregation or Integration of Cycling in the Road System & 46 – Best Practices in Pedestrian Facility Design and Chapter 47 – Designing Streets for People; Litman – TDM toolbox – Parking Strategies http://www.vtpi.org/tdm/index.php#parking 10. Week 10 Readings: Frank LD, Saelens B, Powell KE, Chapman J. (2007). “Stepping Towards Causation: Do Built Environments or Individual Preferences Explain Walking, Driving, and Obesity?” Social Science and Medicine. Schwanen, T., & Mokhtarian, P.L. (2005a). What affects commute mode choice: neighborhood physical structure or preferences toward neighborhoods? Journal of Transport Geography, 13, 83-99 11. Week 11 Readings: Puentes and Katz: Taking the High Road: A Metropolitan Agenda for Transportation Reform. Chapter 1; Cervero and Kockelman - Travel demand and the 3Ds:

2 density, diversity, and design; Litman – Incentives to use alternative modes and reduce driving: http://www.vtpi.org/tdm/index.php#incentives 12. Week 12 Readings: Hanson and Guiliano – Chapter 14: Looking to the Future; Meyer – Chapter 16: Metropolitan Planning; Chapter 24: Public Participation and Engagement

Course Schedule 1. Week 1 Introduction (JAN 4): Overview of the class, basic transportation planning terms, history of transportation planning, modes of travel, and their requirements. 2. Week 2 Major Components of Urban Transportation Systems (JAN 11): Specific modes of travel (roads, transit, ped / bike) and their spatial and fiscal requirements. What transportation planners do and how they interact with other parts of city government. Overview of approaches and methods used to predict travel patterns 3. Week 3: The Transportation Planning Process (JAN 18)- Historical overview of the development of the Vancouver Region and critical moments in its transportation history (Part I). Detailed methods to predict where people go and how they get there (needs and deficiencies), responding to land development decisions and regional growth patterns, tensions between investments in different modes of travel (winners and losers). Invited Guest / Expert – TBA - History of Vancouver 4. Week 4 Regional Spatial Structure, Land Use, and Relative Costs Across Modes (JAN 25) - Relationships between transportation investments and development decisions. Theoretical explanations of urban spatial structure and the historical evolution of cities in relationship with transportation technology and its advancement. Impacts of relative costs in terms of time, convenience, comfort, and actual money spent across available modes on travel choice. 5. Week 5 Social Dimensions of Transportation Planning (FEB 1)-Understanding the transportation needs of those that are traditionally underserved, spatial mismatch between jobs and housing for the poor, adverse economic and health impacts of transportation investments on the poor and disadvantaged, policies in Canada and elsewhere to better balance the benefits and burdens of investments across income and ethnicities. Invited Guest / Expert – TBA – Transportation and Equity in Vancouver 6. Week 6 Transportation Planning in an Era of Climate Change (FEB 8)-Environmental impacts of transportation decision-making, critical role of transportation within the global climate change debate, the role of technology versus demand management in reducing transportation related CO2 emissions, relative benefits of transit and non-motorized modes of travel. 7. Week 7 Transit Planning (FEB 15)- Modes of public transportation, requirements of specific transit modes and their energy and cost implications, operations versus capital budgets, rights of way costs, policies to promote public transportation, health benefits of public transportation. Invited Guest / Expert TBA 8. Week 8 The Public Health Impacts of Transportation Investment (MAR 1)- Brief overview of the safety to pedestrians, physical activity and obesity impacts of transportation investment decisions, and current evidence and policy recommendations to support healthy communities. 9. Week 9 Site Design and Street Design Standards (MARCH 8) Site planning and analysis; Street Design Standards, Parking Supply and Location and Related Policies. Invited Expert / Guest – Street Design Standards for Non-Motorized Transport 10. Week 10 Travel Preferences, Attitudinal Predisposition, and Causation (MARCH 15)Understanding the relative effect of our preferences in shaping our travel patternsand the importance of separating out pre-disposition towards a particular travel mode (for or against) from the impact of the built environment (transportation investments and land use patterns) on the choice to use a given mode of travel.

3 11. Week 11: Strategies for Reducing Travel Demand within the Transportation Planning Process and Policy Issues (MARCH 22) - Approaches to reduce travel demand and competitive approaches to make walking, transit, and carpooling rational choices to driving alone. Economic and environmental arguments for programmatic actions to reduce travel demand. The political context of Transportation Planning – regional, local and national priorities and tensions in decision making and project prioritization. Invited Guest / Expert – Carole Jolly – UBC TREK program 12. Week 12 Transportation Plan Making – Regional Scale (MARCH 29) Regional growth scenarios and transportation planning to support growth objectives and growth management strategies to link land use and transportation planning and case studies of success and failures Invited Guest Lecturer/ Expert: Ken Cameron (to be confirmed) 13. Week 13 Class Summary and Student Presentations (APRIL 5)

Academic Integrity UBC has numerous research, pedagogical and health resources available to students. These include The centre for Teaching and Academic Growth (TAG), the Irving K. Barber Learning Centre, the Writing Centre, Student Health Services and student Counselling Services. Please make use of these resources or contact the instructor if you have any questions. Students new to UBC are especially encouraged to become familiar with the broad spectrum of resources that UBC provides.

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

Course Number PLAN 587A Course Credit(s) 3 Course Title Introduction to Physical Planning and Urban Design Term 2017-2018W Term 2 Day/Time Wednesday 9:00am to 12:00pm

Instructor Erick Villagomez Office n/a Telephone n/a Email [email protected] Office Hours TBA

Short Course Description PLAN 587A is designed to expose students to the fundamentals of urban design, such as issues and skills in physical planning, designing with hands-on graphic tools, verbal and graphic communication, as well as the development of conceptual tools to understand the built landscape. (recommended pre-requisite: PLAN 517)

Course Format The studio will meet once a week for 3 hours each session. We will meet collectively at the beginning of each day for brief lectures, course administration, explanation of exercises, and discussion of issues related to the projects. Various methods and techniques will be demonstrated and explained as needed throughout the course. Students will be expected to venture into the field for observation, mapping and site reconnaissance outside of class times.

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 team work and one-on-one instructional dialogue with the course instructor. A 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.

Please remember that the course will require substantial time inputs outside of the regularly scheduled course sessions. In past semesters, students typically average 8-12 hours per week outside of scheduled course time in the urban design studios at SCARP, with heavier workloads and time commitments associated with project deadlines. Students will periodically present their work to the class and other guest critics at various points of completion during the semester for feedback.

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.

Learning Outcomes At the end of this course, you will be able to achieve the objectives and learning outcomes indicated below:

• Read 3-dimensional form at different urban scales • Use your memory and experience of cities as a design reference • Undertake basic orthographic drawing • Undertake basic graphic design • Read and interpret detailed drawings • Produce basic digital 3-dimensional visualization • Examine the functionality of human scaled built urban design projects • Articulate a subjective assessment of design features of public space • Map the physical, social and economic characteristics of urban spaces • Articulate a heightened awareness of urban form at different scales • Undertake basic 3-dimensional design at a variety of scales (street, block, neighbourhood, etc.)

Additional Course Requirements Basic drafting tools and materials are required (i.e., tracing paper, scales, pens, papers, erasers, sharpeners, colored pencils, drafting tape). However, some materials left from years past may be made available to the class. That said, expect that you will need to purchase additional materials or supplies on an as needed basis (incl. photocopying, markers, printing, sketchbooks, etc.). You can expect to spend approximately $15-25 on tools and materials and another $20-$50 on printing, etc.

Furthermore, given that the course revolves around studying and understanding the built landscape, field trips and site visits are to be expected, as an integral part of the course.

Attendance Regular attendance and punctuality are mandatory for all SCARP courses. Late arrivals, early departures, prolonged breaks and absences are subject to the issuing of a Student Performance Contract. Absence from class may result in a grade adjustment.

If you are unable to attend class, you are required to notify the instructor within one hour of the start of class. If you are unable to reach the instructor, you should contact the program assistant.

Evaluation Criteria and Grading Given the project-based approach for studios and how many different and interrelated aspects converge within this rich environment, evaluations are slightly more involved than typical courses. Evaluation is ongoing and is graded on a numeric (percentage) basis. The latter is based on evidence of your working process, judgment and ability demonstrated in your work. It is also done in response to specific assignment criteria outlined below.

In order to facilitate the process and give you well-rounded feedback, the evaluations throughout the term will be organized under broader themes. Work is informally evaluated during every class and formally evaluated against specific criteria at the conclusion of every assignment in accordance with the following:

2 Thinking/Working Processes Habits of thought and work as they relate to the development of your work. This includes but is not limited to research methods, the ability to rethink initial assumptions towards improving your work, and the use of tools for design investigation (sketching, model making, diagramming, etc.).

Project Content The conceptual development of your project and the clarity/consistency with which intentions are manifested in your proposal(s)—formally, and otherwise. Demonstrating an ability to think across various scales - connecting proposals to larger contextual issues - is particularly significant. This includes but is not limited to the evolution of program and how specific design strategies/materials are used in light of one’s intentions.

Final Products Includes all the materials included in final presentations and how they are executed. This includes but is not limited to the diversity of modes of representation (models, drawing types, diagramming, etc.), graphic layout (presentation structure and image sequence, use of colour to highlight issues significant to your design, etc.), and verbal presentation (clarity, succinctness, tone, etc.).

Methods and Manners of Study Refers to one’s overall character and conduct within the studio environment. This includes but is not limited to class conduct, participation in discussions and critiques, class contributions (leadership, respect for peers, etc.), and the ability to filter and respond to feedback (peer, instructor, guest critics) intelligently through design work.

It is important to note that one’s ability to take “intelligent risks” (vs. careless risks) will be evaluated as a part of each theme. Risk is an inherent part of the design process - we take risks (of embarrassment, etc.) presenting our ideas to others, for example - and fearing risk impedes design development, especially that which stops students from revisiting and rethinking initial assumptions or directions that have proven to be unfruitful.

We will do our best to get evaluations back to you on a timely basis shortly after each assignment is handed in, so that you know are aware of your ongoing progress throughout the term.

While this is certainly not a competitive learning environment in terms of grades, it legitimately ought to be competitive in terms of challenging your own abilities. You will not be evaluated against one another. In fact, quite the opposite — you will be encouraged to work with, and learn from, one another. In essence, you, yourself, will be your only competitor with your peers and instructors as your aids.

With respect to the course itself, it will build incrementally through a series of distinct but closely linked and cumulative smaller projects. Some will be individually defined, with others collaborative. Students will be evaluated on their successful completion of the following course requirements. These include the following (percentage breakdowns are approximate):

Participation

3 The course requires extensive collaboration and even when students produce individual work it builds on and draws from the efforts of other students in the class. Attending every class and fully participating in all discussions and exercises is essential for the success of the studio learning environment. There is no separate participation grade but students whose participation is below or above standard expectation for graduate courses will be either penalized or rewarded for up to 20% of the assignment grade.

Taking Measure (approx. 10%) This exercise is intended to develop ones sense of scale, relating the dimensions of the human body to various elements across scales. This is intended to build ones knowledge and understanding of key dimensions within the urban environment and their relationship to people it houses.

NODE [1] (approx. 15%) and NODE [2] (approx. 15%) Students will conduct a systematic, observation-based mapping of an assigned public open space. Teams will use the assigned space as springboard into studying the surrounding urban fabric, on which it is interdependent. Each area of study will be looked at through a typological lens (i.e. architectural elements, buildings, lots, blocks, and neighbourhoods), its use, and its users. Both quantitative and qualitative aspects of each area must be presented. This exercise is intended to heighten your spatial and design awareness, and to develop your eye for pattern, detail and critical analysis. Small group project.

NEIGHBOURHOOD [1] (approx. 25%) and NEIGHBOURHOOD [2] (approx. 20%) Students will each be responsible for researching, drafting and producing one or two maps of the entire study area. Map topics will be developed and finalized collectively, but may include themes such as morphology, historical patterns of change, relationship to larger landscape (topography, hydrology) and cultural history. Maps will represent key issues facing the community and will highlight some of the community’s assets, risks to those assets and opportunities for ameliorating the risks. This exercise situate each public space assigned studied previously within a larger whole.

WORDS & WORKS (approx. 10%) Sustained research and moderated discussion of the ‘words’ of a significant area of design knowledge or theory and the ‘works’ of an associated designer or designer. These exercises are intended to inform one’s own work - and that of the class - about relevant issues and ideas. Each presentation will follow the themes linked to the above project phases and will be ongoing throughout the term.

METHODS/MANNERS & Sketch Notebooks (approx. 5%) Deciphering cities requires filtering and interpreting vast amounts of information - sensory and otherwise - and understanding their implications as it relates to design. As a result, one must develop strong observation, abstraction, and analytical skills in order to do this effectively. Drawing and visual note-taking throughout the term - within “Sketch Notebooks” - will facilitate the latter. Evaluation will be based on drawing content and not technical skill or ‘prettiness’ - in short, drawing used to aid thought.

These assignments are discrete parts of a cumulative whole project. Each focuses on a smaller subset of previously cited core design, design process and design media themes. The assigned grading weight

4 approximates the time and effort allocated to them in the term schedule. The detailed marking rubric described above will accompany each assignment. In general, students are expected to achieve the following objectives in all of their coursework:

Creativity / Reflection Exploration of different ideas and categories of ideas in your work and successful integration of different ideas and complementary fields of inquiry to present problems and solutions in insightful ways.

Critical / Analytical Thinking Evidence of thoughtful inquiry or thorough analytical thinking for design, writing and presentation assignments.

Industriousness / Effort How much effort and efficient production did you dedicate to the assignment relative to your skill level?

Professionalism Attention to detail, completeness, thorough editing and error free work and attractiveness of presentation

Required Readings and Videos Required readings and videos will be given on an on-going basis and supplied by the instructor.

Recommended Readings Relevant literature titles will be will be distributed in class, as needed. Specific readings may also be given to the class on a weekly or bi-weekly basis. However, there are a few references that you will find particularly helpful throughout the term.

Highly recommended BOOKS • Christopher Alexander, A Pattern Language • Francis Ching, Architecture: Form, Space and Order • Jan Gehl and Brigitte Svarre, How to Study Public Life • Allan Jacobs, Looking at Cities • Eric j. Jenkins, Drawn to Design: Analysing Architecture through Freehand Drawing • Edward White, Site Analysis

Other BOOKS • Christopher Alexander, The Nature of Order • Donald Appleyard, Livable streets • Edmund Bacon, Design of Cities • Harland Bartholomew & Associates Vancouver (B.C.). Town Planning Commission./, A plan for the city of Vancouver, British Columbia, including Point Grey and South Vancouver and a general plan of the region, 1929. • Lance Berelowitz. Dream City: Vancouver and the Global Imagination • Peter Bosselman. Representations of Place and Urban Transformations.

5 • John Clague and Bob Turner. Vancouver City on the Edge: Living with a dynamic geological landscape • Norman Crowe and Paul Laseau, Visual Notes for Architects and Designers • Gordon Cullen, The Concise townscape • Design Centre for Sustainability, Sustainability by Design: A Vision for a Region of 4 Million • Alain de Botton, The Architecture of Happiness • Grady Clay, Close Up: How to Read the American City • Chuck Davis, The Greater Vancouver Book: An Urban Encyclopedia • Howard Davis, The Culture of Building • Konstantino Doxiadis, Ekistics: The Science of Human Settlements • Lorraine Farrelly, Drawing for Urban Design • Jan Gehl, Life Between Buildings and Cities for People • N.J. Habraken, Structure of the Ordinary • Derek Heyes, Historical Atlas of Vancouver • Jane Jacobs, The Death and Life of Great American Cities • Allan Jacobs, Great Streets • Rem Koolhass, S,M,L,XL • Paul Laseau, Visual Notes for Architects and Designers • Paul Laseau, Graphic Thinking for Architects & Designers • Bryan Lawson, How Designers Think • William Lidwell, Universal Principles of Design • Paul Lukez, Suburban Transformations • Kevin Lynch, City Sense and City Design • Bruce Macdonald, Vancouver: A Visual History • Donald Norman, The Design of Everyday Things • George Perec, Species of Spaces and Other Pieces • Nikos A. Salingaros, Principles of Urban Structure • Gerrit Schwalbach, Basics Urban Analysis and urban building blocks • John Stilgoe, Outside Lies Magic • Emily Talen, City Rules: How Regulations affect Urban Form • Edward Tufte, all his books on information design • Robert Venturi, Steven Isenour and Denise Scott Brown, Learning from Las Vegas

E-REFERENCES • City of Vancouver - http://vancouver.ca/ • CoV Census data - http://vancouver.ca/commsvcs/planning/census/2006/index.htm • CoV community information - http://vancouver.ca/community_profiles/CommunityList.htm • City of Vancouver Open Data Catalogue - http://data.vancouver.ca/datacatalogue/index.htm • VanMap - http://vancouver.ca/vanMap/ • Google Maps - http://maps.google.ca/maps?hl=en&tab=wl • Bing Maps - http://www.bing.com/maps/ • Price Tags - http://www.pricetags.ca/pricetags.html • Past Tense - http://pasttensevancouver.wordpress.com/ • Urban Futures - http://www.urbanfutures.com/ • Spacing Vancouver - http://spacing.ca/vancouver/ • The History of Metropolitan Vancouver - http://www.vancouverhistory.ca/

6 • City of Vancouver Archives - http://vancouver.ca/ctyclerk/archives/ • Metro Vancouver - http://www.metrovancouver.org

Course Schedule A tentative schedule of the course is provided, as follows:

 Week 1 - Introduction and assign Taking Measure and Node [1]  Week 2 - Taking Measure due. Tutorial/Work day and/or site visit. Words & Works_1.  Week 3 - Tutorial/Work day. Words & Works_2.  Week 4 - Node [1] due. Assign Node [2]  Week 5 - Tutorial/Work day. Words & Works_3.  Week 6 - Tutorial/Work day. Words & Works_4.  Week 7 - Reading Week.  Week 8 - Node [2] due. Assign Neighbourhood [1]  Week 9 - Tutorial/Work day. Words & Works_5.  Week 10 - Tutorial/Work day. Words & Works_6.  Week 11 - Neighbourhood [1] due. Assign Neighbourhood [2]  Week 12 - Tutorial/Work day. Words & Works_7.  Week 13 - Tutorial/Work day. Words & Works_8.  Week 14 - Neighbourhood [2] due. Last day of class

Special Needs n/a

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.

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

Course Number PLAN 590 Course Credit(s) 3.0 Course Title Plan Creation, Implementation, and Evaluation Term 2017-2018 – Winter Term 2 Day/Time Thursday 10:00am to 1:00pm

Instructor Mark Stevens Office WMAX 223 Telephone 604-822-0657 Email [email protected] Office Hours By appointment

Short Course Description Examines/evaluates issues related to (1) creating plans; (2) implementing plans; and (3) evaluating plans. This is an elective course for SCARP students that builds upon foundational material on plan- making that students are exposed to during the completion of required coursework.

Course Overview, Content and Objectives Topics to be covered include: • What is the purpose of a plan? • What are the typical components of a plan? • What constitutes a “high quality” plan? • Do plans get implemented? • Do plans matter?

Learning Outcomes After completing this course, students will be able to: • Reflect upon personal views of plans/planning and how they might be shaped by personal characteristics • Identify and analyze potential disconnects in the planning process • Critique competing planning models • Describe the elements of a “good” plan • Evaluate the content (and quality) of a plan according to established standards • Explain the relationship between plans and implementing bylaws/ordinances • Compare and contrast different policy types and their implications for implementation • Contribute to the creation and implementation of high quality plans • Contribute to the evaluation of planning outcomes and the impacts of plans on those outcomes

Attendance Students are expected to attend all classes. A portion of the final course grade will depend upon attendance.

Course Schedule Day 1 Course Overview, Team Bonding, Grade-Weight-Setting Exercise Day 2 Planning is Good…Right? Day 3 Plan Creation Day 4 Team Exercise Day 5 Team Exercise Day 6 Plan Implementation Day 7 Team Exercise Day 8 Team Exercise Day 9 Plan Evaluation Day 10 Team Exercise Day 11 Team Exercise Day 12 Do Plans Matter?

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

Course Number PLAN 595 Course Credit(s) 3.0 Course Title Facilitation, Negotiation and Conflict Resolution for Planners Term 2017-2018 – Winter Term 2 Day/Time Tuesday 9:30am to 12:30pm

Instructor Erfan, Aftab Office Telephone 604.727.2729 Email [email protected] Office Hours By appointment with the instructor

Short Course Description This is an experiential course, focused on building the practical skills of planners as facilitators and negotiators. Restricted to SCARP students. No pre-requisites.

Course Format Short lectures and demos – These will be teachings offered by the instructor. Most teachings will be on models, tools and methods for working with groups and will provide specific instructions on negotiation, facilitation or conflict resolution. Practice and reflection – Students will try their hand at basic facilitation and reporting techniques and spend considerable amount of time working in groups with an awareness of how they are putting the course teachings into practice. We will take time to reflect on these experiences and learn from them.

Course Overview, Content and Objectives Groups, teams and committees are more than ever the units where the majority of professional planning work takes place. Whether at a staff meeting, in a conversation with project stakeholders, at a Council meeting or at a public consultation session, planners of all ranks find themselves needing to function effectively in group settings and vis-à-vis other people. This includes putting information and positions forward in pursuit of one’s preferred outcomes (negotiation), assisting others in communicating affectively with each other and making shared decisions (facilitation), and navigating interpersonal, institutional and societal tensions and disagreements with some grace (conflict resolution). These “communicative planning” tasks are so ubiquitous in professional planning that we perform them without even thinking; but some theorists believe –and many practitioners agree - that these are the most central pillars of the planning profession, regardless of what specific areas of practice we find ourselves in.

In PLAN 595 we explore these grounds, taking both theoretical and practical approaches. Our goal is to help you become more competent and confident in all your communicative tasks, particularly in the seemingly spontaneous acts required of you when working face to face with others in group settings. We will cover some of the conceptual models for understanding interpersonal interactions (including differences in personal and cultural styles) and experiment with some different approaches for working with the complexities that these models illuminate. Our primary focus will be on creating safe opportunities for you to practice your negotiation and facilitation skills, and to learn from observing others practice theirs.

While practice is a key element of this course, please note that there will be no role-playing exercises. Rather we will be using the real situations and dynamics arising within the classroom as our learning opportunities. For this reason you can expect to feel uncomfortable at times, particularly if you are a “content” person and don’t have much patience for “process”. Successful participation in the course requires a certain degree of openness to new experiences and possibilities for personal growth, which are, almost by definition, outside of one’s comfort zone.

Learning Outcomes After completing this course, students will be able to: • Understand the underlying reasons for the complex nature of groups, and reflect on the qualities that they themselves bring into their work with groups; • “Read” the fabric of the group and identify possibilities for intervention; • Facilitate generative discussions in both small and large groups using approaches appropriate to the setting; • Report back affectively from group work, in verbal and visual forms; • Recognize and work with conflict using the tools introduced in the course; • Reflect on their own strengths and weaknesses as group participants and group leaders, and articulate ways that they can improve; • Articulate the role of power and privilege in group settings, acknowledge their own, and have ideas about what to do with one’s own power and privilege.

Additional Course Requirements All students are required to attend and help facilitate a public workshop or other organized event. Details to be discussed in class.

Attendance This is an intensive course and some of the activities in this class build on activities from previous classes. For this reason students are highly encouraged not to miss class. Please inform the instructor otherwise.

Evaluation Criteria and Grading Class participation and skill development – 30% Given the focus of this course on skill development and the use of class time for skill building, class participation is weighted more heavily than in most other courses. The goal is to provide you with feedback and evaluate your “improvement” (not absolute performance) as a negotiator and facilitator over the course of the term. As the instructor, I am available and willing to provide feedback on your performance in class at any time during the term (please ask me for more if you are not getting enough).

Individual “InDesign Assignment” based on a facilitated event – 40% As part of this course you will each be participating and assisting at an external/out of classroom event (or two), where you will be putting some of your skills to test and reflecting on the global sense of how a meeting is designed and run. Your “InDesign Assignment” will be based on one of the events that you assist at. This assignment requires that you produce a brief report on the event. This should be a proper professional report, one you might submit to a client if you had been hired to run this meeting, or to Council if you had ran the event as a staff member. It should be clear, engaging - something that a person would understand and appreciate if they had not been to the event and wanted to know what happened. It might focus on the broad process and outcomes of the event OR it might focus more in depth on some aspect of the process or outcome that you were most closely engaged with (for example, it may summarize what happened at a specific breakout table you were at). The assignment is expected to be done in the software Adobe InDesign, which is the most regularly used professional desktop publishing software application (and will make a good addition to your resume). It will be no longer than 3 colour pages and must include both text and images. You do

not need to buy InDesign and will be given resources on where and how to get it. Note that InDesign skills will not be taught in class, but suggestions for learning resources will be provided.

Individual interview exercise – 30% This assignment is an opportunity to do primary research and write a short practitioner story in conversation with a facilitator/negotiator about their word. Each student will be assigned a practitioner to interview. Most likely, the interviews will happen remotely. Questions to be provided and discussed in class. Each student will write up a summary of their findings as an interview blog and will be given instructions on how to upload your blog on a Wordpress site. Interviewing and blogging skills will not be taught in the course per se, but learning resources will be provided.

Required Readings and Videos Kirtek. Chapters 4,8,16 in Negotiating at an Uneven Table Mindell. Chapters 3 and 6 in Sitting in the Fire Agerbeck. “The Power of Graphic Facilitation” in The Graphic Facilitator’s Guide Cooperrider and Whitney. Appreciative Inquiry Block. Chapter 1, 10 and 12 in Community: The Structure of Belonging Torbert. “Action Inquiry as a Manner of Speaking” in Action Inquiry

Recommended Readings Peter Block’s Community: The Structure of Belonging Phyllis Beck Kritek’s Negotiating at an Uneven Table Myrna Lewis’ Inside the No: Five Steps to Making Decisions that Last

Course Schedule January 13/14 Introduction and overview of the course Understanding Group Dynamics – The Iceberg Model, Resistance Line, Role Theory Small-scale facilitation methodologies – Consensus building, Deep Democracy 4 steps, Debate, Argument

Feb 10/11 Understanding of Larger Community Dynamics – Facilitation as Hosting Large-scale facilitation methodologies – Open Space, World Café, Appreciate Inquiry, Collective Story Harvest, Scenario Planning The role of harvesting – Graphic recording and reporting

March 17/18 Process design principles and practice Negotiation and the use of tools as group leader and group participant Group event/out of classroom engagement and reflections Wrap up and next steps

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 602 Course Credit(s) 3.0 Course Title Advanced Planning Theory Term 2017-2018 Winter Term 2 Date/Day/Time January 3rd to April 6th Tuesdays 2:00 to 5:00pm

Instructor Leonie Sandercock Office Lasserre 426 Telephone 604 822 0225 Email [email protected] Office Hours Thurs 10.30-12.30 by appointment

Short Course Description This course requires you to think deeply about your intellectual place in the field of planning. By reviewing the bodies of work of leading planning theorists of the past fifty years you will understand which stream/s of planning thought you identify with, and why, and begin to imagine your own trajectory in and contribution to this field. Prerequisite: PLAN 508

Course Format This is a seminar course structured around student presentations based on in-depth critical reading and reflective thinking. The class meets weekly for three hours.

Course Overview, Content and Objectives As emerging planning scholars/researchers/teachers/practitioners you should be familiar with key authors who have shaped the field and with historical and contemporary debates that animate our profession. You should be able to position yourself within these debates and identify which theorists and theories help you to better understand and define your own intellectual project. The course is intended to help you develop a critical framework for your own work in planning. All students are required to audit PLAN 508 in Winter 1, a lecture-based overview of planning history and theory. This will serve to socialize you into SCARP as well as introducing you to my own approach to planning theory and history. This course explores in depth the work of leading planning theorists and current conceptual challenges to and in planning theory: we cover themes such as the relationship between knowledge and action, knowledge and power, politics and planning, rationality, justice, democracy, difference, complexity…

Learning Outcomes After completing this course, students will be able to: Articulate their own theoretical orientation within the planning field; Articulate their own intellectual project within the planning field and its relation to previous scholarship; Develop a theoretical framework for their own doctoral research; Develop a Masters level syllabus for teaching an Introduction to Planning Theory & History. 1

Attendance Mandatory Evaluation Criteria and Grading Completion of this course at A- or better will satisfy the requirement of the Planning Theory Comprehensive Exam. If you do not meet this requirement, you will have the opportunity to repeat the course or rewrite the major paper, at the discretion of the Instructor.

There are three assignments and three grading components for the course. !. A 5-minute verbal response to John Friedmann’s essay, ‘Planning as Vocation’ in Week 1. (15%) 2. A 15-minute introduction to one of the autobiographies in Haselsberger (2017) (25%) 3. A 30-minute presentation and 4000 word paper on the work of one contemporary planning theorist (60%)

Assignment guidelines 1. Each student will give a 5-minute personal response to Friedmann’s essay in Haselsberger. You are asked to reflect on how this essay impacts your own understanding of the field of planning and how you see your own trajectory in this field. This presentation is in Week 1, Term 2. 2. Each student will lead a discussion of one of the autobiographies in Haselsberger in the first 5 weeks of the class. You will begin with a 15-minute overview, and pose questions for class discussion. 3. The major paper presenting the work of your chosen planning theorist will require you to read most of this author’s writings (books and key essays) as well as critical essays about and reviews of the work. In presenting an overview of a theorist’s work, you should provide relevant biographical information (the ‘who’ question); identify the themes central to this body of work (the ‘what’ question); reflect on why these themes are important (to the author, to you); discuss any concepts invented by the author (or challenges to old concepts); and dissect the author’s method of doing planning theory (the ‘how’ question).

Participation in class discussion, while not being graded, is expected to indicate your critical and reflective reading of the assigned books and essays. You should be respectful of the views of others, and demonstrate active listening skills as well as the skills of argument. Appreciative inquiry is the general orientation of this course, rather than combative and adversarial thinking.

Required Readings and Videos B. Haselsberger (ed) Encounters in Planning Thought: 16 autobiographical essays from key thinkers in spatial planning (Routledge 2017) The complete works of your chosen planning theorist for your major assignment.

Recommended Readings Recommended readings are listed in the long syllabus for PLAN 508.

Course Schedule There will be a preliminary meeting and course overview at the end of Term 1, on Mon 27th Nov, 2-5pm, in which you will choose the theorists you will study in-depth. In the first five sessions we will collectively review and discuss nine seminal autobiographical essays by leading planning theorists. We will also discuss individual responses to the essay by John Friedmann, ‘Planning as Vocation’. In the second five sessions, each class has two thirty-minute student presentations and in-depth class discussion of a chosen planning theorist and their body of work. All students will read two articles by the theorist under discussion.

Special Needs

2 Students with special needs should identify themselves to the Instructor and every effort will be made to support students on an individual basis with whatever campus resources are available.

URSY 510: Urban Systems and Society January 8, 2018

COURSE GOALS This course aims to examine the societal context in which urban systems operate, focusing on infrastructure systems – energy, water, sanitation, transportation, telecommunications, and information technology – that provide critical services. Infrastructure systems reflect social values. Furthermore, their design, construction and operation will be constrained by social norms, wealth distribution, political priorities, and power inequities. This course aims to provide students with a strong understanding of the social, economic, historical, and geographic context in which infrastructure systems are embedded. Accurately diagnosing the societal context of urban systems is essential for their successful management. This is a required course of the Urban Systems Pillar in the Masters of Engineering Leadership program. The course is organized around four major themes: (i) Infrastructure services and impacts, (ii) Infrastructure and the development of cities, (iii) The role of government and institutions and, (iii) Urban futures. Each of these topics will be studied through applied cases with the goal of preparing students to recognize and address issues of societal context in professional practice.

LEARNING OBJECTIVES Upon completion of the course, it is expected that students will be able to: . Identify major ways in which infrastructure provision and performance affect society, including linkages to environment, health, quality of life, equity, and economy . Describe the role of infrastructure systems in the development of cities . Describe and illustrate how societal forces influence the development of infrastructure . Identify ways in which regulation, planning, and public policy affect infrastructure . Compare public, private, and other modes of provision of infrastructure services . Describe emerging trends and technologies in infrastructure systems, including green technologies . Develop and justify hypotheses about future urban systems and related societal changes . Assess urban systems problems and solutions in relation to their societal context

COURSE INFORMATION Division: School of Community & Regional Planning Period: Term 2 – Winter 2018 Instructor: Stephanie Chang Course dates: January 3 to April 6, 2018 Email: [email protected] Final exam: None

Class meeting times: Monday – 9:00am to 12:00pm

Office hours: By appointment Class location: Room 240, 1933 West Mall

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URSY 510: Urban Systems and Society January 8, 2018

COURSE MATERIALS & REQUIREMENTS Course Materials There is no textbook for this course. Readings will be compiled in a course reader and will be available electronically through Blackboard Connect. Assigned readings in this course are minimal. Generally consisting of book chapters and academic journal articles, they provide some background on material to be covered in lecture and can help with weekly class preparation. Readings will be supplemented by examples and resources presented in class.

ASSESSMENT SUMMARY Assignment #1: Urban system problem (group project) 40% Assignment #2: Urban system policy 30% Assignment #3: Urban futures challenge 15% Class Participation 15%

ASSESSMENT Urban system problem (group project) (40%) In Assignment #1, students will work in multi-disciplinary teams to develop an in-depth understanding of a specific urban systems problem and how it arises from the complex interaction of technical and societal factors. Potential topics will be provided in the first class and teams will be formed on the basis of student interests. Teams will research the case study throughout the first few weeks and bring material to class for weekly discussions. The final product will take the form of a technical report summarizing and assessing the urban systems problem. Assessment will be based on appropriate application of course concepts, quality of research, and professional writing. All members of the group will receive the same grade; however, in case of extreme disparities in individual contributions, the instructor reserves the right to assign individual marks. Urban system policy (30%) Assignment #2 provides students with an opportunity to critically assess potential solutions to urban systems problems. Each student will select an existing urban infrastructure policy, plan, or program ("policy case"). The policy case can be drawn from any region, including internationally, but there must be sufficient descriptive documentation available and it must have already been implemented in practice. The assignment is to produce a policy brief that describes and critiques the policy case with particular consideration of the societal context. Assessment will be based on appropriate application of course concepts, quality of research, and professional writing. Urban futures challenge (15%) In Assignment #3, students will consider an emerging urban systems problem, need, or issue and propose a solution (e.g., a policy, plan, program, or design). The solution need not be very complex, ambitious, or original. It should, however, be thoughtfully designed and justified in relation to the problem, with particular attention to issues of societal context. Students will produce a short written proposal and have an opportunity in the final class to pitch and defend it, as well as constructively challenge classmates' proposals.

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URSY 510: Urban Systems and Society January 8, 2018

Students may choose to link the focus of the assignments in order to gain an in-depth understanding of a particular urban systems issue throughout the course, but disparate topics can also be selected to allow a wider-ranging exploration of urban systems topics. Participation (15%) Assessment will consider attendance, preparedness, depth of understanding, quality of reasoning, contribution to collective learning, and oral communication performance. ATTENDANCE Students are expected to attend all class sessions and participate actively and constructively. CLASS SCHEDULE

Infrastructure impacts and services

Class 1 January 8 Introduction Class 2 January 15 Economic and environmental impacts

Class 3 January 22 Social impacts Infrastructure and the development of cities

Class 4 January 29 Drivers of change

Class 5 February 5 Infrastructure and urbanization

Class 6 February 12 Holiday – University closed

Class 7 February 19 Midterm break – University closed

Role of government and institutions

Class 8 February 26 Urban systems organizations and institutions

Class 9 March 5 Policy assessment Class 10 March 12 Policy development

Urban futures Class 11 March 19 Trends and issues

Class 12 March 26 Urban futures Class 13 April 2 Holiday – University closed

Academic Integrity

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URSY 510: Urban Systems and Society January 8, 2018

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URBAN SYSTEMS

URSY 520: Urban Systems Analysis & Planning

COURSE INFORMATION Division: SCARP, Faculty of Applied Science Term/period: Term 2 – Winter 2018 Instructor: Martino Tran Course dates: January 5 – March 31, 2018 Email: [email protected] Phone: 604 617 5492 Class meeting times: Tuesdays & Thursdays 10:30 – 12:00 p.m. Office hours: By appointment Class location: West Mall Swing Space 409

SHORT COURSE DESCRIPTION Planning for engineers. Systems theory and analysis. Demand-side planning: population and demand modeling; demand management. Supply-side planning: long term planning, strategic planning, scenario analysis. Urban data, metrics, indicators and integrated assessment modeling. This course is not eligible for Credit/D/Fail grading. COURSE FORMAT This course is delivered through lectures, readings, class discussions and focuses on a major group project implementation and evaluation. COURSE GOALS This course explores theoretical frameworks and quantitative methods for infrastructure systems analysis and planning. This course is delivered through lectures, readings, class discussions and focuses on a major group project implementation and evaluation (“the Project Simulator”) using data driven scenario analysis and modelling to devise and plan alternative future infrastructure investment strategies for a city-wide case-study. This includes a major report that assesses system functioning and baseline conditions, macro-level drivers of change (population, economics, climate change), alternative infrastructure investment strategies, multi-attribute performance indicators, policy implications, and stakeholder engagement.

LEARNING OBJECTIVES By the end of this course, students will be able to:

• Apply systems theory and quantitative methods including data driven scenario analysis, modelling and multi-attribute (economic and environmental) impact assessment;

• Understand and analyze macro level drivers and impacts on infrastructure service demand and capacity including population, demographics, macroeconomics, environment and climate change;

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URSY 520: Urban Systems Analysis & Planning

• Understand and develop cross-sector and sector specific (energy, transport, water, solid waste, ICT) infrastructure performance metrics;

• Understand and analyze infrastructure performance from a modelling perspective; and the benefits and limitations of metrics and modelling techniques;

• Implement team work, leadership and project management skills acquired from Sauder platform courses;

• Provide effective, timely and constructive feedback on project milestones/deliverables to project teams;

• Communicate results effectively to a stakeholder/public audience.

ASSESSMENT SUMMARY A) Major Project Report (40%) & Presentation (10%) 50% B) Major Project Evaluation & Debate 20% C) Assignment 1: City Systems Analysis 15% D) Assignment 2: City Scenarios 15%

A) MAJOR PROJECT REPORT & PRESENTATION – PLANNING INTELLIGENT CITIES The “Project Simulator” intends to simulate a real world project implementation and evaluation reflecting the skill sets necessary for project management and technical leadership. The rationale is that in industry, you will be expected to: • Work within and lead multi-disciplinary project teams; • Demonstrate technical depth and broad understanding across a wide range of functional domains; • Deliver high quality outputs (under pressure) with real-world implications; • Successfully communicate your findings to stakeholders. Objectives: • To develop a strategic infrastructure investment plan for a selected city focusing on 1 sector (energy, transport, water, waste, ICT), while considering key interdependencies with other sectors; • To have a concrete output at the completion of this course to engage potential employers.

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URSY 520: Urban Systems Analysis & Planning

Organization: • 3 Teams; • Energy, Transport, ICT; • Free to choose internal responsibilities but I would suggest that each team member leads a certain part of the analysis/report writing/ presentation; • Can build on what you know, but also good opportunity to learn another skill set.

PROJECT 1: PUBLIC ENGAGEMENT STRATEGY – CITIZEN SCIENCE & OPEN DATA Scope • The City of New Westminster (CNW) has developed a Public Engagement Strategy (2016) and wants to understand how to develop clear and easy to access information to improve city operations and citizen engagement. • CNW is developing technologies that align with the Intelligent City Initiative to diversify stakeholder inputs. • Specifically, CNW is developing an open-data platform and wants to understand what data would improve city operations (internal) and community engagement (external). Deliverable: Best practices review on the use of open-data platform to improve city planning and citizen engagement: • How can an open-data platform improve internal communications and planning? • What are the key metrics to measure citizen engagement? And how can metrics improve participation? • What are the key data streams to be collected internally (city departments) for open data platform? • What are the key data streams to be collected externally (stakeholders) for open data platform? • What are case examples for open data platform success? What worked? What didn’t? Why? • What is the core functionality of an open data platform for CNW? • What’s the most efficient and effective way to collect, curate and use the data? • How can a beta version platform be tested, monitored and deployed? Outputs • ~30 pg. report including: graphs, data, visuals

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URSY 520: Urban Systems Analysis & Planning

• Policy recommendations • Supporting appendix (no page limit) • PPT presentation for CNW Resources/contact • CNW Public Engagement Strategy https://www.newwestcity.ca/database/files/library/CivicEngage_CNW_DraftEngagementStrategy_20 161118_final.pdf • CNW will provide initial guidance on key internal documentation, file transfer • Case examples: New York, Amsterdam, etc. • Networks: IBM Smart Cities, Intelligent Community Forum (ICF) Timeline: • January 19th - Patricia Jecks, City of New Westminster Intelligent Cities Project Coordinator • Interim report due • In class debate • April 6 – CNW stakeholder presentation April 10 – Final Report due Stakeholder presentation at City of New Westminster first week of

PROJECT 2: MASTER TRANSPORTATION PLAN – SMART CITIES & CONGESTION Scope • The City of New Westminster (CNW) Master Transportation Plan (2015) prioritizes walking, cycling and transit. • The City wants to understand the impact of current and future congestion on achieving its multi-modal master transportation plan goals. • The City wants to understand the potential for smart city concepts and related ICT technologies and strategies to mitigate congestion and achieve its master plan goals (e.g. autonomous vehicles, car sharing, etc.) • Is there an acceptable level of congestion that encourages mode shifting while maintaining some vehicle flow on the network? • Is there an optimal balance between having congestion that discourages people from driving through our streets, while still providing enough efficiency for inter-city travel by car (i.e. someone living in Connaught Heights wishing to go to the Canada Games Pool) i.e.

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URSY 520: Urban Systems Analysis & Planning

Outputs • ~30 pg. report including: graphs, data, visuals; • Policy recommendations • Supporting appendix (no page limit) • PPT presentation for CNW Resources/contact • New Westminster Master Transportation Plan 2015: https://www.newwestcity.ca/database/files/library/New_West_MTP.pdf • Related documents: Canadian Automobile Association (CAA) Bottleneck Study: https://www.caa.ca/bottlenecksincanada/ • CNW will provide initial guidance on key internal documentation, file transfer Timeline: • January 26th – Lisa Leblanc, City of New Westminster Transportation Director • Interim report due • In class debate • April 6 – CNW stakeholder presentation • April 10 – Final Report due

PROJECT 3: DISTRICT ENERGY & NEIGHBORHOOD REVITALIZATION Scope: • The City of New Westminster (CNW) is developing its Sapperton District Energy System, which is an 8MW neighbourhood-scale, renewable district energy system. • This system is being designed to provide low-carbon heating to Royal Columbian Hospital campus, as well as new multi-residential, commercial and mixed-use transit oriented development at Braid and Sapperton SkyTrain Stations, and future new development along East Columbia Street within the district energy service area. • Over time, and as the distribution piping for the system expands further into the neighbourhood, it may also be possible to connect existing commercial and apartment buildings when their current boilers and heating equipment reach the end of their lifecycle – an ideal time to fuel switch renewable heat. • The overarching goal of the project is to future proof against climate change and reduce GHG emissions in line with CNW and provincial Climate Change Policy. - 5 - URBAN SYSTEMS

URSY 520: Urban Systems Analysis & Planning

• Along with meeting Climate Policy goals, the City wishes to understand how the project can support multiple objectives associated with creating a more robust, sustainable and diversified local economy. Deliverable: A report that includes environmental design guidelines and criteria that defines the intended economic development, site remediation and clean technology benefits to the community. • What are environmental design guidelines for the new Sapperton Renewable Energy Centre that will guide development of architectural and site design criteria for the next stage detailed project design? • Define the intended economic development and clean technology demonstration benefits this project will bring to the Sapperton neighbourhood of New Westminster. • Review similar guidelines used by other low-carbon district energy projects in BC (e.g., Alexandra District Energy Utility, City of Vancouver Neighbourhood Guidelines, UBC Bioenergy Research & Development Facility, UBC Campus District Energy Centre, False Creek Flats Energy Centre (Creative Energy) • What are the best practices/case-studies for successful deployment of renewable energy systems (or related innovations), and their role in neighborhood re-vitalization? • How can these innovation projects achieve multiple policy goals and capture co-benefits (climate policy, economic development, community outreach, sustainability, etc.)? w• Ho would you evaluate and measure the potential impacts/benefits of the Sapperton project on the surrounding neighborhood and local economy? Outputs • ~30 pg. report including: graphs, data, visuals • Policy recommendations • Supporting appendix (no page limit) • PPT presentation for CNW Resources/contact: • Pre-feasibility study and other docs • Advice on existing case examples • CNW will provide initial guidance on key internal documentation, file transfer Timeline • January 24th – Norm Connolly, City of New Westminster Community Energy Manager • Interim report due

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URSY 520: Urban Systems Analysis & Planning

• In class debate • April 6 – CNW stakeholder presentation • April 10 – Final Report due Major Project Report Grading (40%): • All team members given same grade; • Will need to meet 3 milestones throughout course in advance of final due date 1) scoping analysis & presentation, 2) draft report evaluation, 3) final presentation; • Max ~30 pages including tables and figures, word count excludes technical annexes; • Format suggestions: font size 12, line spacing 1 - 1.5 with adequate white spacing, text justified). Report Grading Matrix

1. Overall 2. Analysis 3. Synthesis 4. Contribution 5. Originality & Total % structure & skills skills to state of Innovativeness Score delivery knowledge S1 2.5 2.5 3 3 3 14 70.0 S2 3 3.5 3 3 3.5 16.0 80.0 S3 1.5 1.5 3 2.5 3 11.5 57.5 S4 1.5 1.5 2.5 2.5 3 11.0 55.0 S5 1.5 1.5 2.0 3 3 11.0 55 S6 3 3.5 3 3.5 3 16.0 80.0 S7 3 3.5 2.5 2.5 2.5 14.0 70.0 Scale: 1=needs work; 2=pass; 3=competent; 4=advanced

Key:

1. Structure & delivery: well defined and manageable scope, sound methodology, free of major expository, logical and/or numerical errors , clear delivery and presentation of data.

2. Analytical skills: ability to deconstruct data to inform and develop logical analysis and argumentation.

3. Synthesis skills: ability to synthesise data from different sources, situate research within wider context, recognize patterns and develop coherent argumentation.

4. Contribution to state of knowledge: sound understanding of topic while showing potential of contributing to state of knowledge in the field.

5. Originality & Innovativeness: demonstration of original thinking outside of conventional opinion, conceptual and/or methodological approaches, and logically supported with data/exposition and delivered coherently.

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URSY 520: Urban Systems Analysis & Planning

Report Table of Contents Example Background and Objectives • Background context • Problem formulation/Gap analysis • Research questions Methods • Scope (spatial and temporal) • Theoretical framework and methods (including justification of approach) • Data needs, collection and gaps Baseline/trend analysis • System description, functioning, and current impacts (environmental, economic), • Drivers of change: (Population, economics, environmental, climate change, technology trends, etc.) Assessment of alternatives • Identification of alternative investment strategies • Changes to system functioning (demand, capacity, engineering performance) • Impact analysis (economic, environmental, societal, sustainability, resilience) • System interdependencies, risk and resilience • Implementation and monitoring of alternatives • Recommendations for policy and planning Dissemination and communication of results • Identification of Stakeholders • Strategies for outreach e.g. Major report, presentation, education, etc. Major Project Presentation Grading (10%) • Each team will present their final major project results considering innovative ways to communicate their findings • Communication should consider how to engage a broad audience of stakeholders e.g. industry, government, public, academia, etc. • Multi-media is encouraged (video, music, policy brief, info-graphic, etc.)

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URBAN SYSTEMS

URSY 520: Urban Systems Analysis & Planning

• Other formats include plenary session, role-play or other performances, combined approaches, etc. • Standard presentations can also be used, but the overall goal is to communicate results effectively to a broad audience. • Presentations will be filmed as a professional development tool, and future resource. • Grading will come from the instructor and feedback from rest of class will be taken into account.

B) MAJOR PROJECT EVALUATION & DEBATE The objective of this exercise is to provide timely critical feedback on written content, debate and effectively communicate your position. You are not expected to have domain expertise but apply general critical thinking skills. This approach simulates the process for academic publication but more generally the skill sets are highly relevant across most professions, particularly at the management level, where providing timely feedback is expected. Major Project Evaluation Grading (20%) • Each team will be responsible for evaluating (i.e. providing critical feedback) another team’s draft report. • Feedback must be provided as tracked changes by all team members on the report text; this requires having both a reasonable draft version completed, and providing timely feedback. • Each team will then present their draft report and discuss how the feedback will inform their analysis, has been or will be incorporated into the final report, and if not, defend their position. • This will be delivered as a debate style presentation, where the presenting team will respond to challenges by the evaluating team (and the rest of the class). • Grading will be based on the quality of evaluation via tracked changes, and oral feedback/discussion on both sides (from instructor and evaluating teams).

C) ASSIGNMENT 1: CITY SYSTEMS ANALYSIS • Select a major city and quantitatively analyze it in terms of current challenges and opportunities by answering the question: What are the current baseline conditions of the city? • You can select what lens you want to analyze the city through i.e. basic functions, utilities, physical infrastructure, social infrastructure, liveability, economic opportunity, innovation, etc. or some rationale combination of metrics.

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URBAN SYSTEMS

URSY 520: Urban Systems Analysis & Planning

• The lens that you analyze the city through will be constrained by data availability. It is up to you to properly scope the problem in order to develop a quantitative understanding of the city you choose, and explain why you chose the metrics/indicators/data you did. • You can work alone or pair up and present as a comparative analysis between 2 cities. • Power point presentations will be given to the class. • The written assignment should not exceed 10 pages mostly based on graphs and data, with explanatory text and final reflections/conclusions. Data Sources: • Macro-level trends (economics, population, etc.) see UN, World Bank, IPCC, other global institutions, academic literature • City level data (physical infrastructure, social, economic activity, etc. see city council websites e.g. Master Transport Plans, Official Community Plan, Economic Development Office, etc. • Academic literature see UBC Library and journal database, Google Scholar, etc. Assignment 1 grading (15%) The major report grading matrix presented above will be used to grade this short report.

D) ASSIGNMENT 2: CITY SCENARIOS • Scenarios are a structured way to envision how past and current trends (physical, social, economic, etc.) may change in the future. • Scenarios are used to determine plausible future outcomes and assess the potential impacts of policy, technology, lifestyle change, or unforeseen disruptive events. • Scenarios typically are based on a qualitative description/narrative of how the future might be, and supported by internally consistent changes to baseline data. • You will use your city base-line conditions from assignment 1 to develop future scenarios of your city. This is why it is important to select a case-study with sufficient available data. • You will be expected to extrapolate trends and apply basic cumulative growth functions to data. • We will go through in-class group exercises to develop qualitative scenarios and lessons on basic data analysis. • Power point or other media can be used for presentations given to class. Resources: • OECD Scenario:

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URSY 520: Urban Systems Analysis & Planning

https://www.oecd.org/site/schoolingfortomorrowknowledgebase/futuresthinking/scenarios/whataresc enarios.htm • Shell Scenarios: http://www.shell.com/energy-and-innovation/the-energy-future/scenarios.html Assignment 2 grading (15%) Group presentation grading presented above will be used to grade this assignment. The overall goal is to demonstrate grasp of the basic concepts (extrapolating macrolevel drivers of change, developing internally consistent qualitative narratives, etc.) and effective communication of analysis. All group members will be given the same grade by the instructor but class feedback will be taken into account.

COURSE SCHEDULE

Week 1 • Introduction • Discussion - What are Cities?

Week 2 • Lecture: Challenges and opportunities • Class exercise (pair up and present a city) • Assignment 1: City Analysis (Current challenges & opportunities; Baseline conditions)

Week 3 • Introduction to Major Project • January 19th - Patricia Jecks presents City of New Westminster Intelligent Cities

Week 4 • January 24th – Norm Connolly, City of New Westminster Energy Manager • January 26th - Lisa Leblanc, City of New Westminster Transport Manager

Week 5 • Lecture: Urban data, metrics and trends • Discussion – What are the pros and cons of metrics? • Feb 2 - Assignment 1: Presentations and Feedback • Feb 3 – Submit Assignment 1

Week 6 • Lecture: Scenario analysis and long-range planning methods • Foresight video • Macro-level drivers of change (population, economy), data forecasting • Class exercise – scenario building and mock debate • Assignment 2: Future Urban Scenarios

Week 7 • Lecture: Systems Theory • Systems thinking video • Discussion: What are the implications of systems thinking for the scientific method? • How can these theories be applied to cities?

Week 8 • Feb 20 – 24: Reading week

Week 9 • Feb. 28th – Assignment 2: Presentations and feedback

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URBAN SYSTEMS

URSY 520: Urban Systems Analysis & Planning

• March 3d – Assignment 2 paper due end of week

Week 10 • Lecture: Complex Networks • Complex networks video • Discussion: What are the implications of complex networks for engineering and design? • How can these theories be applied to cities? • March 10th – Major project interim report sent to evaluation team

Week 11 • Lecture: Integrated modelling • Macro-level drivers of change (population, economy) • Discussion: What are the scientific limitations and benefits? • How can modelling be applied to policy and decision making implications of modelling?

Week 12 • March 21, 23 - Major project interim presentation and evaluation

Week 13 • Infrastructure case examples: energy, transport, water, ICT • Discussion: Future smart cities

Week 14 • Major Project Presentation at City of New Westminster

Week 15 • April 14th - Major Project Submission

COURSE MATERIALS Readings for this course are available in Connect. Students are expected to complete the assigned reading in advance of each lecture. This will be critical for class discussions and application of concepts covered. Text (not mandatory): • Hall JW, Tran M, Hickford AJ, Nichols RJ, (eds.The Future of National Infrastructure: a system-of-systems approach. Cambridge University Press, UK. Recommended Readings • Tran et al. (2014) National infrastructure assessment: analysis of options for infrastructure provision in Great Britain. University of Oxford. ISBN: 978-1-874370-52-9. URL: http://www.itrc.org.uk/wp-content/results/ITRC-First-results-WEB.pdf • Otto A, Hall JW, Hickford AJ, Alderson D, Barr S, Tran M. (2014) A quantified system-of- systems modeling framework for robust national infrastructure planning. IEEE Systems Journal, 99: 1-12. • Hickford, A.J., Nicholls, R.J., Otto, A., Hall, J.W., Blainey, S.P., Tran, M. and Baruah, P. (2015) Creating an ensemble of future strategies for national infrastructure provision. Futures, 66: 13-24. • Baruah, P., Eyre, N., Qadrdan, M., Chaudry, M., Blainey, S. P., Hall, J. W., Jenkins, N., Tran, M. (2014) Energy system impacts from heat and transport electrification. Proceedings of the Institution of Civil Engineers – Energy, 3: 139 - 151.

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URSY 520: Urban Systems Analysis & Planning

• Tran, M., Banister, D., Bishop, J.D.K. and McCulloch, M.D. (2012) Realizing the electric- vehicle revolution. Nature Climate Change, 2: 328-333. Additional Readings City Science: • Batty M. 2008 The size, scale, and shape of cities. Science 319, 769–771. • Batty, M. et al., 2012. Smart cities of the future. The European Physical Journal Special Topics, 214(1), pp.481–518. • Bettencourt LM, Lobo J, Helbing D, Kuhnert C, West GB. 2007 Growth, innovation, scaling, and the pace of life in cities. Proc. Natl Acad. Sci. USA 104, 7301–7306. Global trends: • IPCC Fifth Assessment Report (2014) Working Group III - Mitigation of Climate Change: Summary for Policy Makers • IPCC Fifth Assessment Report (2014) Chapter 12. Human Settlements, Infrastructure and Spatial Planning. • McKay, D.J.C. (2015) Sustainable Energy - without the hot air. URL: http://www.withouthotair.com/ To be continually updated…

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.

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URSY 550: Infrastructure Asset Management Nov 29, 2017

COURSE GOALS This course delves into the details of the engineering of infrastructure asset management, as it relates to urban systems. This includes both practical and theoretical frameworks and both qualitative and quantitative methods for infrastructure asset management decision making. The course goal is to teach the students the rudiments of infrastructure asset management as it relates to urban systems. Primary in this goal is for the students to become very conversant with engineering techniques to calculate and represent the seven “whats” of infrastructure assert management: what do you own, what is it worth, what is the condition, what is the remaining service life, what is the risk, what is the level of service and what do you fix first. A complementary goal is to teach them how to apply this knowledge to develop an Asset Management Plan (AMP) for the owner of a diverse and extensive portfolio of infrastructure assets.

LEARNING OBJECTIVES By the end of this course, students are able to:

• Understand engineering techniques to calculate and represent the seven “whats” of infrastructure assert management (what do you own, what is it worth, what is the condition, what is the remaining service life, what is the risk, what is the level of service and what do you fix first); • Apply both qualitative and quantitative methods to analyse the current state of asset management for a local municipality or equivalent organization; • Analyse the short comings of this organization with respect to implementing an asset management plan; • Work as part of a team of professionals: coordinating activities on a complex project, communicating internally with the team and externally to clients, and presenting results in clear understandable language (oral and written); • Provide effective, timely and constructive feedback on project milestones/deliverables to a client; • Communicate results effectively to a stakeholder/public audience.

COURSE INFORMATION This course is delivered through lectures, readings, site visits, team and individual assignments, software demonstrations and class discussions. It focuses on a number of small group presentations and one major group project implementation and evaluation (“Asset Management Plan”) using data obtained by the students from a local municipality or equivalent organization. The major deliverable assesses an organization’s approach to the management of a specific domain of asset management (e.g. sewers, road network, bridges). The teams (4 students) act as a consultant that evaluates the state of asset management and makes recommendations to the senior management team on the municipality or organization. - 1 -

URSY 550: Infrastructure Asset Management Nov 29, 2017

The final course project report (an Asset Management Plan) must be submitted at the end of term. A tour of sustainable communities and innovative facilities in the Whistler area is held in mid July 2018, in conjunction with presentations for URSY 530 (spring term course).

COURSE MATERIALS & REQUIREMENTS Reading in advance of each lecture. This is critical for class discussions and application of concepts covered. Text (not mandatory): Uddin, Hudson and Haas (20130 Public Infrastructure Asset Management, Second Edition Hardcover – Jul 30 2013 by Waheed Uddin, W. Hudson, Ralph Haas. https://www.youtube.com/watch?v=LiHqJInrFy0 https://www.amazon.ca/Public-Infrastructure-Asset-Management-Second/dp/0071820116

Required Readings: A Framework for Municipal Infrastructure Management for Canadian Municipalities, Client Report B- 5123.7, Vanier, D.; Newton, L.; Rahman, S., September 2006, National Research Council Canada< Ottawa, ON. Implementation Details to Support a Generalized Framework for Municipal Infrastructure Management, Client Report B-5123.14, Vanier, D.; Newton, L.; Rahman, S., December 2009, National Research Council Canada, Ottawa, ON.

ASSESSMENT SUMMARY A) Asset Management Plan 50% B) Decision Making Tool (Analytic Hierarch Process) 10% C) Contact Sheets (Guest speaker evaluations) 10% D) White Paper on Municipal Infrastructure Plans 10% E) InfraGuide Best Practices Summaries 10% F) AM Software Review 10%

ASSESSMENT MAJOR PROJECT – Asset Management Plan The “AMP” intends to simulate a real-world project deliverable: the evaluation of current state of practice and the implementation of the learned AM skill sets towards providing viable and affordable AM solutions. - 2 -

URSY 550: Infrastructure Asset Management Nov 29, 2017

The rationale is that in industry, you are expected to • Work within and lead multi-disciplinary project teams; • Work individually on specific topic and present your findings in clear, accurate, and indisputable terms. • Demonstrate technical depth and broad understanding across a wide range of domains in the umbrella of infrastructure asset management; • Deliver high quality outputs (under pressure) with real-world implications; • Coordinate the activities of a number of speciality consultants on your team to create a coordinated, comprehensive and understandable oral and written reports. • Successfully communicate your findings to stakeholders, decision makers, senior managers, municipal council members, or the general public. Objectives: • To develop an asset management plan according to the requirements of the province for a selected city focusing on one asset domain (water, sewer, roadways, bridges, facilities), while considering key interdependencies with other domains; • To produce a viable and concrete Asset Management Plan at the completion of this course to present to senior decision makers at the selected municipality or organization. Organization: • Four (4) students per Team (self-selection and/or assigned teams); • Project manager is a lead hand and team organizer; • Teams are free to choose client and discipline, after discussion with Lecturer; • Teams are free to choose internal responsibilities, but Project manager manages the communication, coordination, and final deliverable; • There are 3 milestones for the AMP during course in advance of final due date: 1) interim oral presentation, 2) final oral presentation, and 3) final report submission; • Document must be a minimum 30 pages including tables and figures, it excludes technical annexes; • Format suggestions: font size 12, line spacing 1 - 1.5 with adequate white spacing, text justified) in PDF and DOC formats. • The final oral presentation is critiqued and suggestions to improve the final report are provided orally before students present the final report (electronic submission).

Analytical Hierarchy Process (AHP) to select city and domain for AMP Team effort to encourage communication skills and team work.

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URSY 550: Infrastructure Asset Management Nov 29, 2017

Decision making process to be used to select optimal project and organization for AMP investigation. Use AHP to help selection AMP Project/Activity

• Appropriate engineering domain (not small, not complex) • A project likely to have an appropriate activity underway • Timing of activity • Duration of activity Present a Decision-making scenario

• One Grand Objective (ZG) • At least 3 objective functions (maximize or minimize) • At least 2 sub objectives for each Objective Function • At least 3 alternatives • Pair-Wise comparisons of all, using AHP (your ratings) • Using a spreadsheet, calculate preference. • Each member has to calculate their own decisions • PM selects weighting of individual votes and makes final selection • Present final results on “ONE” Page (average computer screen)

Contact Sheets and Guest Speakers Mandatory attendance -- you must contact Sessional Lecturer, if you are unable to attend. Contact Sheet (why called this?)

• Purpose of the CONTACT SHEET is to summarize the contents of presentations and meetings that YOU have had with individuals outside YOUR organization (aka Trip Reports). • Serves dual purpose of collecting data for a searchable knowledge repository for others in YOUR organization. • Walkaway Points, -- what you have learned. • Key Words, -- provided by YOU, permit others to search a knowledge repository. • 500-word abstract provided as searchable data. • Due 2 weeks after presentation (normally, midnight Fridays)

White Paper on Municipal Infrastructure Plans Relates to a recent CNAM (Canadian Network of Asset Managers) presentation Students must join CNAM as student member (free) One-page abstract. It is suggested to have the topic related to their AMP.

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URSY 550: Infrastructure Asset Management Nov 29, 2017

InfraGuide Best Practice Summaries One-page abstract Students must give a 10-minute oral presentation on the Best Practice of their choice. It is suggested to have the topic related to their AMP.

You have to submit your edited PPT one week after the presentation

Software Review Select specific application web site and provide a summary of software capabilities in a specific AM domain. Select area of interest: Own, Worth, Condition, Service life, Risk, Level of service, Decision making. Select software application: Assetic, Asset Finda, IDS, IMA, Infratech Services, Softsols Group, SolutionsModex, Public Sector Digest, Power Plan, GM Blue Plan, IDS, Cartegraph, City Works, VEMAX Management, ESRI, IIMM, Applied Geologics lnc. One page abstract and 10-minute oral presentation.

ATTENDANCE Students are expected to attend all class sessions and participate.

CLASS SCHEDULE There is a total of 13 classes of 2.5 hours each and three workshop of 2.5 hours each (a total of 40 hours). The course is taught in MCLD 254 over 13 weeks from January 3 to April 4 in 2018, on Wednesdays from 2PM to 430PM. Workshops take place in April or May when required or requested by students.

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 - 5 -

URSY 550: Infrastructure Asset Management Nov 29, 2017 http://calendar.ubc.ca/vancouver/index.cfm?tree=3,54,111,0.

Additional Recommended Readings InfraGuide Best Practices (FCM.ca) CNAM presentations (CNAM.ca) International Infrastructure Management Manuals (IIMM) from IPWEA (IPWEA.org) ISO 55000 series of publications on Asset Management (ISO.org)

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