USP 170 Sustainable Planning Spring 2008



528764563500USP 165B – Green New Deal Superstudio Spring 2021 Instructor: Kathleen Garcia, FASLA, LEED APTime: Monday 2:00 – 4:50 Location: Hybrid – Zoom and Field WorkThe Green New Deal Superstudio: UCSD’s Green New Deal Superstudio is an exploration of planning policies and physical form that will translate the Green New Deal (GND) core goals of decarbonization, justice and jobs equity into an actual project consisting of policies, concepts, vision plans, urban designs, economic pro-formas and visualizations within a corridor of National City in San Diego County. Students will also contribute to a national conversation intended to help translate the GND into actual projects, demonstrate what they would look like, who they will serve and how they will be implemented. This will be a hands-on course in a studio format, working in teams as well as individually to produce a quality solution and documentation for a real-world problem. The National Conversation: A national climate plan like the Green New Deal will be understood by most people through the landscapes, buildings, infrastructures, and public works agenda that it inspires. The Superstudio is a concerted effort to give form and visual clarity to the scale, scope, and pace of transformation that the Green New Deal implies. The?Landscape Architecture Foundation?(LAF), in association with others,?has invited designers and planners to be part of a historic, national event to translate the core goals of the Green New Deal into design and planning projects for their respective regions under the auspices of the Green New Deal Superstudio. The Green New Deal Superstudio is not a competition but is intended to develop a large body of inspirational work that translates the climate policies into practice.? Spring Quarter 2021: This quarter will explore the larger context, an urban corridor along the Sweetwater River within National City, California. The course will begin with a deeper understanding of the Green New Deal policies, then conduct site and contextual analysis, program development, opportunities and constraints assessments, and a vulnerability and adaptation strategy and then will develop a vision plan including alternatives, assessment criteria, a preferred alternative and metrics for performance. The results of the Quarter will be compiled into written policy documents and illustrative posters that will be submitted to the national Green New Deal Superstudio. For students who have already taken USP 165B in Winter 2021, the students will be exploring the study area in more detail per direction of the instructor.Class Format: This is a studio format class. Studio-based teaching concentrates on problem solving using project work in a hands-on studio setting. Elements of the class include the planning and design problem/project development, mini-lectures, discussions and critique. Critiques or “crits” will include planning reviews (desk “crits” by the instructor); progress reviews involving peer review; the mid-term crit (week 6) and the final crit, both of which involve juries of professionals. Students will be responsible for working both individually and as a team; contributing to a team approach and a team product; and preparing materials in both written and graphic (mapping, diagrams, sketches, visualizations) formats.Course: Course will consist of 10 weeks of micro-lectures/class discussion/studio work sessions, readings from a variety of sources, four assignments, a juried mid-term review and a final juried presentation. Guest Lecturers: Guest Lecturers are invited and subject to availability.Canvas: The class will utilize Canvas for all materials as well as submissions. Zoom Lectures and videos will be recorded and posted to Canvas following the lecture and will be available for later viewing/reviewing and maintained per University Policy.Office Hours - Kathy Garcia by Zoom 12:30 to 1:30 pm Mondays or by prior appointment, email: k7garcia@ucsd.edu. Pre-Requisites:Upper division students or with special permission by instructorRecommended Background Courses (but not required)It is helpful that students have a background in Urban Studies & Planning courses or Real Estate and Development courses or be concurrently taking courses such as USP 165D - Green New Deal History, Theories & Prospects; USP 170 – Sustainable Planning; USP 171 – Sustainable Development; USP 172 – Graphics; USP 175 - Site Analysis; USP 177 – Urban Design Practicums and/or USP 185 Real Estate Finance & Development Studio. Likewise, courses in Environmental Systems, Climate Change Studies or Environmental Studies could form a background for this studio.Preferred Skills:It is not expected that all studio members will have the same skill set. In fact, the diversity of skills will contribute to the overall analysis of information and exploration of ideas explored in the studio. However, it is advisable that students have at least one of these skills prior to joining the studio class:Understanding of site analysisExposure to urban design and urban systemsExposure to planning policies/city policiesExposure to engineering, resiliency, or environmental studiesFamiliarity with GIS or mapping programsFamiliarity with Drawing programs, such as Sketch-UpAnalytical SkillsAbility to prepare a real estate pro-forma and do development economic assessmentsHand drawing or diagramming skillsWriting skillsUnderstanding of sustainable planningFamiliarity with Climate Change, Environmental Justice and Job Equity principlesHow Learning Will be Assessed As this is a studio course, active participation and production of materials both individually and as a team is required. Assignments and Activities are not optional, and all assignments and participation will be graded. Attendance: Because of the team and collaborative nature of the studio class, students are expected to attend class time every week for the 10 weeks and Final’s week presentation as well as contribute to the studio exploration outside of class time (homework). Attendance can be on Zoom.Students will also be highly encouraged to conduct site visit(s) to the study area and will be required to provide an authorization form for off-campus activities. For students not located in the region, remote sensing will be substituted for site visits.Absence Policy: Students should receive permission to miss a class from the instructor well in advance of the class time. Acceptable reasons to miss a class are limited to medical reasons (with doctor’s note) or religious observance. Absences for any sincerely held religious belief, observance, or practice will be accommodated where reasonable. (See Academic Regulations and Policies). Students will be expected to make up all missed work. Unexcused absences will be penalized with deductions in the Participation grade. Participation & Engagement: Participation accounts for 5 points (5%) of the course grade. Students are expected to be actively involved in this hands-on course whether the class can meet face to face or online. Grading:Grading will be based upon 100 points total, earned through assignments and class participation. No curve will be used:Letter GradeScoreA95.0 - 100A-90.0 - 94.9B+87.0 – 89.9B83.0 - 86.9B-80.0 - 82.9C+77.0 – 89.9C73.0 - 86.9C-70.0 - 82.9D+67.0 – 89.9D63.0 - 86.9D-60.0 - 82.9F<60.0Assignments & Presentations:Assignment #1 (personal): GND Analysis & Vision - worth 10% of grade (10 points)Assignment #2 (personal): Opportunities & Constraints – worth 15% of grade (15 points)Assignment #3 (team): Alternatives - worth 25% of grade (5 points verbal presentation and 20 points report)Assignment #4 (team): Green New Deal Corridor Plan Document - worth 30% of grade (30 points)Final Presentation - Green New Deal Corridor Vision Plan Presentation – worth 15% of grade (5 points verbal presentation and 10 points presentation board)Class Participation – worth 5% of grade (5 points derived from peer and instructor evaluations)Team assignments will receive a portion of the score based upon overall teamwork and a portion of the score based upon individual contribution to the team. No extra credit will be given.Assignments must be submitted prior to the beginning of class on the days they are due. Written assignments are submitted digitally through Canvas before class time. Any assignment following the posted class time and submittal time on Canvas will be deemed late unless student has had a previously approved and excused absence prior to the assignment deadline.Late assignments will not receive full credit and one point will be deducted for every day late. Missing assignments will not score any points.All assignments will be reviewed for plagiarism, and all disciplinary actions will be taken if material is plagiarized. It is NOT acceptable to submit a paper/assignment, or portions of a paper/assignment, that has been submitted for credit in another class. Please see and abide by the fine print section of this syllabus.It is the instructor’s prerogative to allow for a regrade of any contested paper or submission. Students must demonstrate their concern as well as be willing to re-write their submissions in order to earn a regrade.The Green New Deal Superstudio National Conversation:By enrolling in this course, students agree to be part of the Green New Deal Superstudio and its established and posted criteria. Students will submit their ucsd.edu email address in order to utilize national resources on the Green New Deal Superstudio Slack Channel. Students also give permission to submit the products of this class to the Green New Deal Superstudio library and to any future exhibits. More information can be found at and posted on Canvas in the class information section. Note: Students will not have to formally register on the Superstudio website nor provide the $50 submission fee. Registration will occur in Week One of the course by the instructor once enrollment is determined.Class Summary:WeekDateTopicMicro Lectures & Studio ActivityHomework/AssignmentsDue Today13/29/2021Introduction to GND SuperstudioStudio IntroductionGreen New Deal SummarySweetwater Corridor Area Intro to Data Collection and individual assignmentsReading: HR 109Watch: 'Designing a Green New Deal'?Symposium Assign #1: GND Policy Analysis & Visioning24/05/2021Site AnalysisIntroduction to Site & Community Analysis (Peerson)National City Planning & “State of the City” (Raulston)Student Presentations of GND Analysis & VisioningSite Analysis Work sessionFinalize Data Collection, prepare site analyses Reading: California Adaptation Planning Guide; National City General Plan ElementsAssign #2: Opportunities & Constraints/Vulnerabilities Assessment Assign #1 GND Policy Analysis & Visioning34/12/2021Site Analysis/Opportunities & Constraints Working SessionPreparing Opportunities & Constraints & Vulnerabilities AssessmentSite Analysis Work sessionReading: National City Climate Action Plan, Local Coastal Program, Port Master Plan as well as documentations relating to your specific area for Analysis44/19/2021Goals, Strategies & AlternativesIndividual Presentations of Findings of Opportunities & Constraints/ Vulnerabilities (Assign #2)Developing goals, mitigation and adaption strategies to accomplish GND policies; Compiling Alternatives Reading: EPA smart growth publicationsAssign #3: Team Project: Alternative SolutionsAssign #2: Opportunities & Constraints/ Vulnerabilities AssessmentWeekDateTopicLecture & Studio ActivityHomework/AssignmentsDue Today54/26/2021Alternatives DevelopmentDeveloping Assessment Criteria & MetricsEconomic Principles & Triple Bottom-Line metrics (Anderson)Team Work SessionsTeamwork on Assignment #365/3/2021Alternatives Presentations to JuryJuried Review of Alternative Solutions, Assessment against objectivesDetermining Preferred Plans (work session)Assign #4: Team Project: GND Corridor PlanMid term evaluationsAssign #3: Team Project: Alternative Solutions75/10/2021Preferred Plan DevelopmentIndividual Work Sessions View Online Lecture: How to Prepare Preferred PlanTeam Progress Reviews To be Scheduled with InstructorReading: City of Los Angeles Green New Deal Sustainable City pLAnTeamwork on Assignment #485/17/2021GND Corridor PlanDeveloping the Preferred PlanComponents of the GND PlanTeam Work SessionsTeamwork on Assignment #495/24/2021GND Corridor PlanTeam Work SessionsDesk Critiques with Instructor during classTeamwork on Assignment #4105/31/2021 (class holiday/no live lecture)GND Corridor PlanTeam Presentation Rehearsal with Instructor (during weekPreparation of GND Studio PostersPrepare for Final PresentationAssign #4: Team Project; GND Plan due 5/31 @ 2:00Posters due June 4 @ 5:00 11Finals Week TBDStudio PresentationsJuried Review of GND Corridor Plan, Assessment against objectives Class Details:Class 1, March 29 “Introduction to Green New Deal Super Studio”Topics: Introduction to the Green New Deal, Review of Study Area and Studio Class Program and Methodology for Site AnalysisMicro-Lectures Week #1: The Green New Deal Superstudio We will initiate our course with a brief overview of sustainable planning principles, the U.S. House of Representatives Resolution 109 (Alexandria Ocasio-Cortez, February 2019) known as the Green New Deal; and the key reasons the Green New Deal is necessary. This will be followed by a summary of work program for the Studio class, a description of the National City study area and an introduction to Site Analysis methodology.Students will be directed to conduct a site visit as well as literature search for key factors for their site analysis.Discussion #1: Class members share their particular background, interest and motivation in creating more sustainable planning solutions and their goals for their studio education. Discussion #2: Class members discuss the Green New Deal in small groups in preparation for Assignment #1Discussion #3: Site Analysis and Data Collection – where to look and what to look for while gathering dataReading: US House of Representatives H. Res. 109 (on Canvas) Watch: ‘Designing the Green New Deal’ Symposium, the McHarg Center at Penn, 2019 This symposium is approximately 10 hours long so watch individual sessions throughout the first four weeks of class. Plan accordingly.Assignment #1: Green New Deal Policy Analysis & Visioning (Due before Class #2, April 5, submit on Canvas and present findings to class). See assignment description on next page of syllabus and Canvas.Weekly Homework: Study Area Visit and begin collection and documentation of dataCompletion of Assignment #1 – GND Deep Dive & VisioningAssignment#1: Green New Deal Policy “Deep Dive” Review and Visioning: Each student will be assigned unique policies in the Green New Deal to analyze and then envision potential ways to manifest the policy in physical form. Students should look at what the policy means to different types of communities as well as think of creative ways to exemplify the policy in any particular community. In your written summary, paint a vision of your ideal community as the ultimate example of your particular GND policy so that others will understand your vision. Be prepared to give a brief verbal summary in class #2.Note: Continuing students will have a different section of the Green New Deal to analyze.Assignment #1 due prior to class start time on Class #2, April 5approximately 250 - 500 words, double spaced Assignments will be due prior to the start of Class 2, April 5 and must be submitted on Canvas prior to class start time. The papers should be succinct – less than 500 words double-spaced. The papers may include graphics, maps or other illustrations as necessary to illustrate your ideas. You will be expected to do a brief 3-minute verbal summary of your policy and how best to exemplify the policy during class #2.Assignment #1 is worth 10% of grade. Students will be assessed on their analytical skills, visioning, and creativity as well as the presentation of their analysis in both written and verbal formats.Class 2, April 5 “Site Analysis”Topics: The Principles of Site Analysis and their relation to the study areaMicro-Lectures Week #2: Conducting a Site Analysis & Vulnerability Assessment We will begin with a short summary on the principles of a site analysis and then learn more about National City in terms of economic development. Micro-Lectures & Guest Speakers: Principles of Site Analysis – a Short SummarySite Analysis Case Studies - Professor Sue Peerson, Urban Studies & Planning National City Demographics and Economic Conditions: City Manager of National City Discussion #1: Individual Presentations of GND Policy Analysis and Visioning Implementation: Students should give a maximum 3-minute summary of their Assignment #1Discussion #2: What are the key take-aways from our understanding of National City’s demographics, planning and economic development?Readings: California Adaptation Planning Guide (2020 Update DRAFT), State of California The California Governor’s Office of Emergency Services available on Canvas or at City General Plan: and it’s update currently under preparation: City Housing Element: (a new cycle is under preparation and may be available online during the course)Watch: Continue to watch ‘Designing the Green New Deal’ Symposium, the McHarg Center at Penn, 2019 This symposium is approximately 10 hours long so watch individual sessions throughout the first few weeks of class.Assignment #2: Opportunities & Constraints Analysis and Vulnerability Assessment (Due before Class #4 April 19, submit on Canvas and present findings to class). See complete assignment description on next page of syllabus and Canvas.Due Today: Assignment #1: Green New Deal Policy Analysis & Visioning (Due before Class #2, April 5, submit on Canvas)Weekly Homework: Complete data collection, prepare information for analysis, do readings and watch video and begin Assignment #2.Assignment #2: Opportunities & Constraints & Vulnerability Assessment Assignment #2 due prior to class start time on Class #4, April 19The second assignment is the preparation of an Opportunities and Constraints analysis and a Vulnerabilities Assessment for the study area. Each student will be assigned a topic(s) for data collection, investigation, and analysis. For each factor/topic, the student will provide: an inventory of existing conditions the current regulatory conditions related to this topic areaan assessment of the Vulnerabilities to Climate change, environmental justice and economic disparities following the model laid out by the State of California in the Adaptation Planning Guide – see Week 2 Required Reading: assessment of the opportunities to portray the principles of the GND in this topic areaan assessment of the constraints to portray the principles of the GND in this topic areaA synthesis of the findings and summaryInventories and Assessments can be in the form of narrative/lists, photographs (annotated), annotated diagrams/mapping and/or graphic representations. Each topic will form a “chapter” of the complete Site Analysis to be shared with the entire class as the basis for Assignment #3 AlternativesAssignments will be due prior to the start of Class 4, April 5 and must be submitted on Canvas prior to class start time. The papers should be succinct – approximately 1,000 words double-spaced. The papers may include graphics, maps or other illustrations as necessary to illustrate your ideas. You will be expected to do a brief verbal summary (5 minutes) during class #4.Assignment #2 is worth 15% of grade and an individual assignment. Students will be assessed on their analytical skills, assessments, and synthesis of the information as well as the presentation of their analysis in both written and verbal formats. Students will be assigned to one topic area or portion of the topic area by the ic Areas will potentially include (to be assigned in class):Circulation: all forms of mobility including transit, vehicular, cycle, pedestrians, micromobility, neighborhood electric vehicle, commuter, recreational, disabled access Land Use (all land use in the study area) and context, including development patterns, uses, zoning, infrastructure, etc.)Open Spaces & Vegetation, natural cover, habitats, tree cover Natural Factors: Macro and micro-climate, winds, noise and air pollution Physical Form: natural drainage, waterflow and water infiltration, storm drainage, topographySociological Factors: Demographics, culture, history, native peoplesEconomic Factors: Economic demographics, employment types and locations, commutesUrban Form: experiential, figure ground, density, views, landmarks, street patterns and hierarchyClass 3, April 12 – “Vulnerability Assessments, Opportunities & Constraints Analysis”Topics: Vulnerability Assessments assess the factors vulnerability to Climate Change. The methodology can also be used as an assessment for equity and population vulnerabilities or economic vulnerabilitiesMicro-Lectures Week #3: Preparing an Opportunities & Constraints Analysis and Conduct a Vulnerabilities AssessmentWeekly Activity: Site Analysis working session, identification of vulnerabilities to climate change, equity and job creation. Reading: National City Climate Action Plan and Local Coastal Program to Watch: ‘Designing the Green New Deal’ Symposium, the McHarg Center at Penn, 2019 This symposium is approximately 10 hours long so watch individual sessions throughout the first few weeks of class, finishing in Week #4.Due Today: No assignments due this week.Weekly Homework: Conduct Analysis and Vulnerability Assessment, summarize findings and prepare for submission of Assignment #2 next week. Class 4, April 19“Goals, Strategies & Developing Alternatives”Topics: How to Use AnalysisWe will first present the outcomes of the students’ Opportunities and Constraints Analysis and Vulnerability Assessments (Assignment 2) and discuss the findings as a class. We will look for trends and directions as well as how to maximize certain criteria. At the conclusion of the working session, we will have determined three or four alternative directions to explore in more depth. Classroom Activity: Individual Presentations of Findings on Opportunities & Constraints Analysis and Vulnerability Assessment, discussions and working session to determine alternatives.Discussion #1: What common trends to do we see in the Opportunities & Constraints Analysis? What divergent or contradictory factors to we see in the Opportunities & Constraints Analysis?Discussion #2: What are ways to address the Vulnerabilities as they relate to environment, economics and equity?Discussion #3: What Alternatives should be evaluated in order to maximize the Plan’s feature towards one+ of the Findings from the Analysis and Assessment?Readings: Readings available as free downloads from . Look particularly at: These will also be posted on Canvas: “Protecting Water Resources with Higher Density Development,” “Protecting Water Resources with Smart Growth,” “Using Smart Growth Techniques as Stormwater Best Management Practices.” (These three are pamphlets with a lot of pictures, not to worry!)Finish Watching: ‘Designing the Green New Deal’ Symposium, the McHarg Center at Penn, 2019 You should conclude watching the symposium by the end of Week 4.Due Today: Assignment #2 (Due before Class #4, April 19, submit on Canvas): Opportunities & Constraints Analysis & Vulnerability Assessment findings report based upon topic area.Assignment #3: Team Project: Alternative Solutions to address the Green New DealStudent teams will develop an alternative solution to the criteria assigned in order to address the Green New Deal (Due before Class #6, May 3, submit on Canvas and present findings to class) See assignment description on next page of syllabus and Canvas.Weekly Homework: Work in teams to develop your comprehensive Alternative Solutions based upon the direction assigned in class as part of Assignment #3.Assignment #3: AlternativesAssignment #3 is due prior to class start time on Class #6, May 3The third assignment is a team assignment. Each team of students will prepare an Alternative solution based on the findings of the opportunities and constraints analysis and a Vulnerabilities Assessment for the study area. The intent of the Alternatives is to explore different ways to maximize the findings from this assessment and to evaluate them against criteria formulated from the Green New Deal. The Alternatives will be assessed against the criteria developed in Week 5.Each Alternative should be developed to maximize their assigned criteria, focus or topic area. For example, one Alternative could maximize Greenhouse Gas Reduction; one could maximize job creation and employment centers; one could maximize equitable residential communities, one could explore a carbon neutral alternative, one could focus on carbon sequestration and/or water quality etc. The focus for these Alternatives will be developed in Class 4.The Alternatives will be conceptual in nature and deal with the following areas in both spatial and written form. Land UseMobilityWater Quality EnhancementNatural Resource Protection and EnhancementJobs Creation Cultural Resources & EquityAlternatives will be presented as a concise report and can be expressed in the form of annotated diagrams/mapping and/or graphic and text representations. This should also be accompanied by a short, succinct (250 word) written summary highlighting the key points.Each Alternative will be assessed by peers and the jury as to how it best maximizes the components of the Green New Deal.Assignments will be due prior to the start of Class 6, May 3 and must be submitted on Canvas prior to class start time. Your team’s Alternative Report should not exceed a 2,000 word description and may include graphics, maps, tables, charts or other illustrations as necessary to illustrate your ideas. A succinct written summary should also be prepared by the team – approximately 250 words double-spaced. Your team will be expected to do a brief verbal summary (15 minutes) during class #6 to a jury of professionals and your peers.Assignment #3 is worth 25% of grade (5 points verbal presentation and 20 points report) and is a team assignment. Students will be assessed on their ability to synthesize the information from the Analysis phase as well as the presentation of their solutions in both written, graphic and verbal formats.Class 5, April 26 Developing and Assessing AlternativesTopics: This week the class will explore the formulation of Alternatives and how to develop mitigation strategies and adaptation strategies to accomplish GND policies. A work session will be conducted to establish the Assessment Criteria and Metrics to accomplish these objectives. The Assessment Criteria will be used as the Assessment Criteria for each Alternative. Micro-Lectures Week #5: Alternatives & Their Assessment: We will have a brief overview of how to develop alternatives and how to establish assessment criteria. We will also discuss potential metrics that would theoretically be used to evaluate the progress of plan implementation.Economic Principles & Triple Bottom-Line metrics: William Anderson will provide a summary of economic principles and methodology for assessing the Triple Bottom Line for economic pro-formas as well as an introduction to the City of Los Angeles’ Green New Deal Sustainable City pLAn.Discussion #1: Identify challenges faced in developing your Alternative and what are ways to mitigate?Discussion #2: What should be the Alternative Assessment Criteria to maximize the GND principles? What should be the metrics that would be used to assess our Corridor plan’s implementation?Due Today: No assignments due this week.Weekly Homework: Work with your team on Assignment #3 Alternatives, due Week 6Class 6, May 3 Mid-term Review of Work to Date – Alternative SolutionsTopics: This week, the class will present and discuss their team’s Alternative Solution and assess how well they accomplish GND policies using the Assessment Criteria established in Week 5. Classroom Activity: Each student will be responsible for presenting their Alternative as part of a team. The presentations will be made to an invited jury made up of external and internal members. The team presentations should not exceed 15 minutes per team. Teams should be prepared to answer questions from the jury. Discussion #1: Following the jury, students and the instructor will discuss the merits for each alternative, where improvement lies and how best to prepare for Assignment #4, developing their GND Corridor Plan. Each student will also provide a short, written evaluation for each team as well as a Self-Evaluation. Student Evaluations will be fully based on the content of the materials verbally presented and provided to the instructor only. Due Today: Assignment #3 (Due before Class #6, May 3, submit on Canvas): Alternative Solutions (team submission).Assignment #4: Team Project: Green New Deal Corridor Plan DevelopmentStudent teams (assigned by Instructor) will develop their preferred Corridor Plan in order to best address the Green New Deal (Due before Class #10, May 31, submit on Canvas). See assignment description on following page of syllabus and Canvas.Weekly Homework: Work in teams to develop your comprehensive Corridor Plan based upon the team assigned in class as part of Assignment #4.Class 7, Working Session on Green New Deal PlanTopics: Green New Deal Plan development.Micro-Lectures Week #7: How to Develop your Preferred Plan The steps one should take in developing and evaluating the success of your Preferred Plan. Reading: City of Los Angeles Green New Deal Sustainable City pLAn, 2019 (on Canvas)Due Today: No assignments due this week.Weekly Homework: Work in teams to develop your Green New Deal Plan based upon the team assigned in class as part of Assignment #4.Assignment #4 Green New Deal Corridor PlanDue:Assignment #4 Team Documentation is due prior to class start time on Class #10, May 31 and must be submitted on Canvas. Assignment #4 Team Presentation Poster Boards are due no later than 5:00 PM June 4 and must be submitted on Canvas. Note, this date is the Friday before Finals Week. Assignment #4 Team Verbal Presentation will be during Finals Week, date to be determined.The fourth and final assignment is a team assignment. Teams will be assigned by the instructor. Each student will be responsible for preparing their particular sections of the Green New Deal Corridor Plan as part of a team assignment.Green New Deal Corridor PlanAssignment: Your team is the planning group that is responsible for developing a new Corridor Plan for the Sweetwater Corridor. This Corridor is imagined to be the premier example of sustainable development and is envisioned to be a model for the Green New Deal. Each team of students will prepare a Green New Deal Corridor Plan presenting their team’s best solution for carbon neutrality, economic viability, and equity. Plans will be based on the findings of the opportunities and constraints analysis and Vulnerabilities Assessment for the study area as well those ideas explored in the various Alternative analyses. The intent of the Corridor Plan is to explore the best ways to maximize the goals of the Green New Deal. The Corridor Plans will be evaluated against the criteria formulated by the class from the Green New Deal in Week 5. All plans shall maximize Greenhouse Gas Reduction; maximize job creation and economic viability and maximize environmental justice. The assignment is to develop the concept and the image of this Corridor and convince the reviewers that your team’s solution is the most sustainable and comprehensive model for addressing the Green New Deal’s goals of carbon neutrality, equity and justice. Each team will communicate their Plan in a written report, due Monday, May 31, 2021 submitted through Canvas before 2:00. Note, this date is a class holiday and reports can be accepted earlier. This report should thoroughly explain all aspects of your proposed Corridor Plan, and may be illustrated with plans, diagrams, or photographs (give credit if showing sample images from another project or person). This report should also justify your recommendations, showing how these recommendations contribute to the goals of the GND.Reports shall include (at a minimum): 1. Overall Concept, Goals and Objectives of your Corridor Plan2. Land Use Recommendations 3. Transportation/Mobility System Recommendations 4. Utility and Infrastructure System Recommendations including Water Quality Enhancement5. Open Space (parks, open spaces) & Natural Resource Protection and Enhancement Recommendations6. Healthy Environments and Environmental Justice Recommendations7. Equity, Cultural Resources and Jobs Creation Recommendations8. Economic Viability – a summary of the economic variables (optional pro-forma)9. Urban Form – describe what would be a model development, how it should look. You will work as a team to develop your team’s concept and direction; however each team member is responsible for individual, discernable chapters in the final report. Each team is responsible for dividing the above 9 report sections equitably. Section 1 (Concept) should be written collaboratively by the team.Assignment #4 Documentation:The Corridor Plan will be a written document accompanied by graphics, maps, diagrams, tables, charts or other illustrations as necessary to illustrate your ideas. The Corridor Plan should also be accompanied by a short, succinct (250 word) written summary highlighting the key points of the Plan and its ability to address the goals of decarbonization, equity and justice. This will be used to submit to the Green New Deal Superstudio library along with Presentation Poster BoardsAssignment #4’s Documentation is due week 10, 2:00 on May 31 and must be submitted on Canvas prior to that date. May 31 is a University holiday and reports can be submitted earlier if desired. Assignment #4’s Documentation is worth 30% of the class grade and is a team assignment. Points will be given on both individual contributions as well as the team submission. Students will be assessed on their ability to synthesize the information from the previous phases of study. You will be assessed on both your individual work and your team effort based on these criteria:Team’s concept and overall comprehension of Green New Deal objectives Individual’s ability to articulate concepts and reasoning in a clear and concise manner Assignment #4 Presentation The Presentation submission of the final Plan consists of both a verbal presentation during Finals Week and up to 3 poster boards summarizing the team’s Corridor Plan for submission to the Green New Deal Superstudio. (see week #10 for detail) Assignment #4’s Presentation is worth 15% of the class grade (5 points verbal presentation and 10 points presentation board).Your team will be expected to do a complete verbal summary (20 minutes) during Finals Week to a jury of professionals and your peers and answer questions. Each Plan will be assessed by both peers and the jury as to how it best maximizes the components of the Green New Deal. (see week #10 and Finals Week for detail)Class 8, May 17 - Corridor Plan DevelopmentTopics: Development of Preferred Direction (Group Assignment #4)Classroom Activity: Each team will be making a very short presentation of their overall direction to the class. This will be followed by team work sessions as well as “desk critiques” with each team and instructor.Discussion #1: What challenges are the teams facing and how best to address them.Due Today: No assignments are due this week.Weekly Homework: Work in teams to develop your comprehensive Corridor Plan based upon the team assigned in class as part of Assignment #4.Class 9 May 24 - Corridor Plan Development Topics: Development of Preferred Corridor Plan (Group Assignment #4)Classroom Activity: Each team will have a “desk crit” with the team and instructor to go over the progress and review solutions, an outline of their verbal presentation for Finals Week and their plans for the posters. Teams will be expected to use class time as a work session on their solutions.Discussion #1: What successes are the teams having and how are they addressed in physical form.Due Today: No assignments are due this week.Weekly Homework: Work in teams to develop your comprehensive Corridor Plan based upon the team assigned in class as part of Assignment #4.Class 10, May 31 – Memorial Day Holiday Topics: Preparing the Final Poster Submission Boards and Verbal PresentationWeekly Activity: Due to the Memorial Day Holiday, no formal class will be held. However, students should continue during the week with a review of the online (pre-recorded) lecture. Students teams are also required to schedule and conduct an individual progress review with the professor (assume 15 to 30 minutes per team) during Week 10. Each team will have a “desk crit” with the team and instructor to go over the verbal presentation for the Final Presentation and their plans for the posters. Teams will be expected to use an equivalent of the class time as a work session for preparing their team’s final poster boards for submission and upcoming presentation.Due Today: Green New Deal Corridor Plan Documentation (Assignment #4). Team Assignment #4 – Documentation will be due prior to Class 10 and must be submitted on Canvas before 2:00 PM. Assignment Part 2 (part of final studio presentation credit): Green New Deal Corridor Plan Posters Each team will be expected to prepare final Poster Panels (set of 3) to display their work. Criteria for the posters are as follows:Each team will be allowed a maximum of 3 boards to display their work Each set of 3 boards must be accompanied by one, 250-word maximum statement describing the work and its relationship to the Green New Deal. This explanatory text is not to be included on the design boards. Board dimensions must be 24” x 36” and formatted in portrait orientation. A downloadable template to be used by all participants will be provided at a later date. Images and diagrams on the boards may be captioned, but overall text on the boards should be kept to an absolute minimum. All explanatory text must be submitted separately through the 250-word statement described above. The boards will be submitted as .jpeg, .jpg, .tif, or .tiff image files. Submitted boards must be under 10MB each in size with a minimum resolution of 300 ppi. Additional submission guidance will be provided at a later date. Optional: One video with a maximum length of 3 minutes may also be submitted to accompany each set of 3 boards. Video topic, for instance explaining the 3 boards or illustrating another aspect of the studio, is at the discretion of the participants. Weekly Homework: Work with your team to prepare your final Poster Submission Boards of your Corridor Plan and rehearse for your Finals’ Week studio presentation.Due before June 4: Green New Deal Corridor Plan PostersTeam Assignment #4 – Posters will be due no later than 5:00 PM PST on Friday June 4 and must be submitted as a PDF on Canvas. This will allow you to have all assignments submitted before Finals Week so you may concentrate on your verbal presentation, potential questions and other Final Exams during Finals.Week 11, June 7-11 Final’s Week Green New Deal Studio PresentationFinal Studio Presentations date and location to be determined.Team Presentations: All students must be part of a coordinated 20-minute team presentation and present their portions of their GND Corridor Plan as part of a team presentation for credit. Be prepared to present a short excerpt of your findings and recommendations and answer questions about your Plan recommendations. Each team will verbally present their Green New Deal Corridor Plan to a panel of jurists (both external and internal) and receive questions and feedback from the jury.Each team will have prepared and will present three poster boards based upon the criteria of the GND Superstudio (see Slack channel for updated criteria) and future submission to the Landscape Architecture Foundation/Green New Deal Superstudio. These three poster boards may be used to supplement your team’s verbal presentation or can be structured into a PowerPoint or similar slide-based program such as Prezi, Keynote, Google Slides etc. as you choose. (Please submit your slides following your presentation to instructor as a PDF.)Please be aware that alternative dates for the studio presentations will NOT be allowed in order to meet your personal schedules. We will have an invited jury of distinguished people and cannot accommodate other schedules. (Exceptions only for a medical condition or conflict with another class final exam, with prior approval. In only this case, the student will be responsible for conducting their presentation with the instructor at another date during Finals Week)Required Readings: Green New Deal:US House of Representatives H. Res. 109 “Green New Deal” (on Canvas) for Adaptation Planning and Analysis:California Adaptation Planning Guide (2020 Update DRAFT), State of California (The California Governor’s Office of Emergency Services) available on Canvas or at of Los Angeles Green New Deal Sustainable City pLAn, 2019 (on Canvas)Additional Resources:The Green New Deal Superstudio Brief, Landscape Architecture Foundation 2020 (on Canvas) Area (National City website):National City General Plan (update underway)National City Climate Action Plan (update underway)National City Local Coastal ProgramBuilding Racial Justice through a Green New DealAlong with SC(2), the McHarg Center presents "Building Racial Justice through a Green New Deal," featuring J. Mijin Cha, Olufemi Taifo, Kaniela Ing, and Nikil Saval:? Fine (and very important) Print:Expectations for the Course: In the online environment we will conduct this course with as many opportunities as possible to present and share work with one another. We will also conduct what is known as critiques or “crits” to offer constructive criticism and feedback. This is the standard method for evaluation of a student’s progress throughout the quarter. Expectations for the Instructor: Planning and urban design is a process and a product. The design process is not linear requiring feedback and testing ideas. “Crit” sessions are an opportunity for the instructor to offer constructive feedback to the class, in small groups and individuals. When giving criticism the instructor will be considerate and review student work based on the course goals and learning objectives stated above. Expectations for the Student: For “crits” to be effective students must follow several guidelines. It is important that you both work in class and have work done for class. Set aside several hours between class meetings to make drawings, plans, sketches that articulate your design ideas. To benefit from these sessions, students should prepare materials prior to class and be open to receiving constructive feedback (e.g. don’t be defensive). When giving feedback, be considerate and remember that it is hard to offer one’s work for public discussion and evaluation. It is also important to engage the ideas that are discussed in each critique and demonstrate continuity in your work Academic IntegrityAcademic Integrity is expected of everyone at UC San Diego. This means that you must be honest, fair, responsible, respectful, and trustworthy in all of your actions. Lying, cheating, or any other forms of dishonesty will not be tolerated because they undermine learning and the University’s ability to certify students’ knowledge and abilities. Thus, any attempt to get, or help another get, a grade by cheating, lying or dishonesty will be reported to the Academic Integrity Office and will result in sanctions. Sanctions can include an F in the class and suspension or dismissal from the University. So, think carefully before you act. Before you act, ask yourself the following questions: a: is my action honest, fair, respectful, responsible, and trustworthy, and b) is my action authorized by the instructor? If you are unsure, don’t ask a friend; ask your instructor, instructional assistant, or the Academic Integrity Office. You can learn more about academic integrity at academicintegrity.ucsd.edu. Be aware that self-plagiarism is not allowed. It is not acceptable to submit material to this course that has been submitted to other courses or publications in either this institution or another munication Statement:In this course we will develop a supportive learning community that will foster rich discussions through the sharing of personal ideas, experiences, and relationships to course material. Honesty, listening for understanding, a willingness to share your ideas, and respect for self and others are basic guidelines that can help create a positive learning environment. Your participation and feedback is important to the success of the course and I welcome your thoughts throughout the quarter on how we might improve class processes that will encourage effective communication and dialogue.Diversity Statement: The classroom (virtual and physical) is a place to expand our knowledge and experiences safely, while being respected and valued. I support the values of UC San Diego to “create a diverse, equitable, and inclusive campus in which students, faculty, and staff can thrive”. I strive to uphold the values articulated by the Office of the Vice Chancellor for Diversity, Equity, and Inclusion: “We believe that true excellence is achieved through productive relationships among people of diverse perspectives. When the collective talents of our students, faculty, and staff at UC San Diego are united in an environment that is open and inclusive, creativity and innovation prospers.” Please join me in creating a class that upholds these values to further enhance our learning as a community. For more information, please visit: Name & Gender Pronouns:Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me early in the quarter so that I may make appropriate changes to my records. Religious Accommodation It is the policy of the university to make reasonable efforts to accommodate students having bona fide religious conflicts with scheduled examinations by providing alternative times or methods to take such examinations. If a student anticipates that a scheduled examination will occur at a time at which his or her religious beliefs prohibit participation in the examination, the student must submit to the instructor a statement describing the nature of the religious conflict and specifying the days and times of conflict. For final examinations, the statement must be submitted no later than the end of the second week of instruction of the quarter. For all other examinations, the statement must be submitted to the instructor as soon as possible after a particular examination date is scheduled. If a conflict with the student’s religious beliefs does exist, the instructor will attempt to provide an alternative, equitable examination that does not create undue hardship for the instructor or for the other students in the class. Discrimination and Harassment The University of California, in accordance with applicable federal and state laws and university policies, does not discriminate on the basis of race, color, national origin, religion, sex, gender, gender identity, gender expression, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, medical condition, genetic information, ancestry, marital status, age, sexual orientation, citizenship, or service in the uniformed services (including membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services). The university also prohibits harassment based on these protected categories, including sexual harassment, as well as sexual assault, domestic violence, dating violence, and stalking. The nondiscrimination policy covers admission, access, and treatment in university programs and activities. If students have questions about student-related nondiscrimination policies or concerns about possible discrimination or harassment, they should contact the Office for the Prevention of Harassment & Discrimination (OPHD) at (858) 534- 8298, ophd@ucsd.edu, or reportbias.ucsd.edu. Campus policies provide for a prompt and effective response to student complaints. This response may include alternative resolution procedures or formal investigation. Students will be informed about complaint resolution options. A student who chooses not to report may still contact CARE at the Sexual Assault Resource Center for more information, emotional support, individual and group counseling, and/or assistance with obtaining a medical exam. For off campus support services, a student may contact the Center for Community Solutions. Other confidential resources on campus include Counseling and Psychological Services, Office of the Ombudspersons, and Student Health Services. CARE at the Sexual Assault Resource Center 858.534.5793 | sarc@ucsd.edu | Counseling and Psychological Services (CAPS) 858.534.3755 | Subject to Change PolicyThe information contained in the course syllabus, other than the grade and absence policies, may be – under certain circumstances such as mutual agreement to enhance student learning – subject to change with reasonable advance notice, as deemed appropriate by the instructor. ................
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