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POLITICS of PLACE MPC 514C; Rollins College Professor Richard Foglesong, Ph.D

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POLITICS of PLACE MPC 514C; Rollins College Professor Richard Foglesong, Ph.D Summer 2012 POLITICS OF PLACE MPC 514C; Rollins College Professor Richard Foglesong, Ph.D. George and Harriet Cornell Professor of Politics www.richardfoglesong.com Time: M,W, 6:45‐9:15 pm Office: CSS 206 Place: CSS 230 Office hours: after class Phone: 407‐646‐2608 Email: [email protected] COURSE DESCRIPTION In this course we will, first, think nationally if not globally. We will do this by assessing the challenges confronted by new rail‐transit systems in the US (e.g., Charlotte, Salt Lake City, Nashville), paying close attention to what critics have said about them. Our aim in this regard is to anticipate challenges that SunRail may face when it begins rolling in 2014. Second, we will plan locally by proposing needed actions to make SunRail successful right here in Winter Park. This second part of the course will be student‐driven. I am charging the class, collectively, to write a white paper recommending needed actions on the part of Rollins and other community stakeholder groups (e.g., the city, hospital, chamber of commerce, Park Avenue merchants). COURSE OBJECTIVES This course will address the following questions: 1. What is commuter rail? 2. What is light rail? 3. What new light rail and commuter rail systems have opened in the U.S. since 2000? 4. What startup problems occurred with these new rail systems? 5. How similar are the startup problems of light rail and commuter rail systems? 6. Are there unique features of SunRail that make it either more or less likely to encounter startup problems? 7. Are there unique features of Winter Park that make it either more or less likely to encounter startup problems with SunRail? 8. To make SunRail successful, what can we learn from the critics of urban rail transit? 9. What connectivity challenges will SunRail face in Winter Park, and how should community stakeholders (the city, hospital, chamber of commerce, Park Avenue merchants) respond? 10. What learning or educational challenges will SunRail riders face, and how should community stakeholders respond? 2 11. What psychological adjustments will SunRail riders need to make, and how should community stakeholders respond? 12. What controversies or nuisances might SunRail create, and how should community stakeholders respond? 13. What challenges and opportunities will Sunrail create for Rollins? 14. What are the shared interests of Rollins and other community stakeholders in making Sunrail a success? 15. How might Rollins and local stakeholders work in concert to make SunRail a community asset? EVALUATION 1. A blog entry posted on Facebook for each class = 40 percent of your grade. 2. A collective “white paper” as described above = 40 percent of your grade. 3. Attendance and class participation = 20 percent of your grade. COURSE READINGS The initial course readings (all online) are attached as Appendix I. As well, you will be responsible for finding additional information for use in your white paper. COURSE OUTLINE 6/4 1. Course introduction; The Trains of Central Florida; Light Rail vs. Commuter Rail; The Commuter Rail Experience 6/6 2. The Lessons of Charlotte, Phoenix, Nashville, Austin, Minneapolis, and Salt Lake City; Learning from Critics 6/11 3. Connectivity I: SunRail and Lynx Speakers: Marianne Gurnee, SunRail Public Liaison Tony Walter, Planning Manager, Lynx 6/13 4. Connectivity II: Bikes, shuttles, pedicabs, golf carts and more Speakers: Harry Barley, Executive Director, Metroplan Orlando Mighk Wilson, Smart growth planner, Metroplan Orlando 6/18 5. Governmental challenges Speaker: Ken Bradley, Mayor of Winter Park 3 6/20 6. Community stake‐holders Speakers: Patrick Chapin, President, Winter Park Chamber of Commerce 6/25 7. Public‐Private Partnership Speakers: TBA 6/27 8. Work session 4 APPENDIX I READINGS BACKGROUND ON URBAN RAIL TRANSIT http://en.wikipedia.org/wiki/Light_rail http://en.wikipedia.org/wiki/Commuter_rail http://en.wikipedia.org/wiki/Commuter_rail_in_North_America NEW LIGHT RAIL SYSTEMS http://en.wikipedia.org/wiki/Lynx_Rapid_Transit_Services http://en.wikipedia.org/wiki/Metro_Light_Rail_(Phoenix) NEW COMMUTER RAIL SYSTEMS http://en.wikipedia.org/wiki/FrontRunner http://en.wikipedia.org/wiki/Music_City_Star http://en.wikipedia.org/wiki/Capital_MetroRail http://en.wikipedia.org/wiki/Northstar_Line RAIL TRANSIT CHALLENGES http://www.theatlanticcities.com/commute/2011/10/has-new-urbanism-failed-portland/275/ http://www.theatlanticcities.com/design/2012/05/charlottes-evolution-sprawling-metropolis-city- sidewalks/1890/ SUNRAIL http://www.sunrail.com/ http://en.wikipedia.org/wiki/SunRail SUNRAIL WINTER PARK http://www.sunrail.com/welcome/page/winterpark http://articles.orlandosentinel.com/2011-07-01/news/os-sidebar-sunrail-scott-decision-2- 20110701_1_sunrail-commuter-rail-amtrak-station 5 URBAN RAIL CRITICS http://www.newgeography.com/content/001585-rail-transit-expansion-reconsidered http://www.vtpi.org/railben.pdf http://www.cato.org/publications/policy-analysis/defining-success-case-against-rail-transit http://ti.org/antiplanner/?p=2536 6 APPENDIX II BENEFITS OF SUNRAIL TO ROLLINS 1. Easier access to campus for students, faculty, and staff. 2. Easier access to campus for attendees at campus events. 3. Less demand for parking in our garage and on campus. 4. Less pressure on the Fairbanks crosswalk between the parking garage and Bush. 5. Less need for our students to have a car, lowering the de facto cost of attending Rollins. 6. Safer option for students traveling to downtown Orlando for nighttime entertainment. 7. More housing options for students, faculty, and staff within an easy commute from campus. 8. Enhancement of the College’s image as a “green campus.” 9. Bragging rights as the only ACS campus on a commuter rail line (makes us like Swarthmore). 10. Greater visibility on the central spine of Central Florida’s rail‐transit system. COMMUNITY CHALLENGES POSED BY SUNRAIL 1. Need for transit links between Winter Park rail station and other destinations in the community, e.g., Winter Park Village. 2. Need transit link (bike‐share, rickshaw, etc.) between rail station and campus. 3. Need to negotiate discount fares for students. 4. Need method for distributing discount fare tickets to students. 5. Need to provide concierge service for new riders—a community‐service opportunity for Rollins. 6. Need to address possible security issues associated with improved access to community. 7. Need for tax‐free fare cards to campus employees. 8. Need to educate community members about using Sunrail. 9. Need to address pedestrian access to campus from train station. 10. Need to work together with other stakeholders facing similar challenges (e.g., city of Winter Park, Chamber, Park Ave. merchants, hospital.) 7 Students with Disabilities Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Campus Box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289; call 407- 646-2354 for an appointment; or email: [email protected]. Academic Honor Code Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Material submitted electronically should contain the pledge; submission implies signing the pledge. .
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