Social Policy Formation (revised 3/31/06)



Environmental Planning (updated 8/26/10)CIRP 5350; Fall 2010Thursdays, 7:00-9:50 p.m., University Hall, Room 16Jeff Howard, Assistant Professor, SUPAE-mailhowardj@uta.eduOffice519 University HallOffice phone817-272-5119Office hoursby appointmentCatalog description: Overview of environmental planning issues and problems, including: basic ecological principles; development and effects of the chemical industry; policies on international issues; environmental justice and ethics; environmental economics, including externalities and public goods; sustainable development; overviews of planning for air quality, water quality, solid waste, pollution prevention, habitat conservation, etc.; and plan implementation, including enforcement, regulation and funding.Expected learning outcomes – When the course ends, you should be able to:Demonstrate an understanding of and ability to critically evaluate how conventional planning theory and practice relate to environmental systems and inadvertently generate environmental problems; how environmental planning attempts to reorient this relationship and address this contribution to a range of common environmental problems in the urban context; how environmental planning relates to environmental policy and to fundamental issues of ecological design; the range of perspectives, political-theoretical approaches, and practices encompassed by environmental planning; and the principal technical, political, and economic challenges of environmental planning.Demonstrate an ability to work effectively as a member of a team conducting a real-world environmental planning project.RequirementsEvaluation will be based on:Attendance and participation40 percentTeam project 40Final exam20Attendance and participation: This seminar course will revolve around in-class discussion. You will be expected to read all assigned materials, attend all classes, and actively contribute to the discussion. As a rule, graduate students should expect to spend 3 to 4 hours preparing for each hour spent in class (i.e., for a 3-hour class each week, 9 to 12 hours of preparation) – plus time for special projects.Team project: Working in a team of four to six students, you will select an environmental planning topic (from a set of topics proposed by the professor), meet with the client, develop an analytical framework, conduct research, collaboratively produce a professional-quality report suitable for submission to the client, and make a class presentation of the findings. You and your teammates will jointly be held accountable for the quality of the research, report, and presentation.Final exam: The 1.5-hour, in-class exam will require you to (a) have a firm grasp of information from the readings, (b) synthesize major ideas and perspectives encountered in the course, and (c) effectively apply the information and ideas to issues in contemporary environmental planning. TextbooksNote: As noted below, some of the books are available electronically through NetLibrary. At any given time, only one person can view a specific NetLibrary book. Please avoid procrastinating, and be considerate of others who need access.Tom Daniels and Katherine Daniels, Environmental Planning Handbook for Sustainable Communities and Regions, Chicago: Planners Press, 2003. ISBN 188482966X or 978-1884829666.One copy is on reserve at UTA Central Library for 2-hour checkout: HC110. E5.D36 2003.Doug McKenzie-Mohr and William Smith, Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing. Gabriola Island, BC: New Society, 1999. ISBN 0865714061 or 978-0865714069. One copy will be placed on reserve at Central Library for 2-hour checkout.Sim Van der Ryn and Stuart Cowan, Ecological Design, Washington, D.C.: Island Press, 2007. ISBN 1597261416 or 9781597261418.Available through NetLibrary: . NOTE: Original 1996 edition is also acceptable; one copy of 1996 edition is on reserve at UTA Central Library for 2-hour checkout: GE 170 .V36 1996.Stephen M. Wheeler, Planning for Sustainability: Creating Livable, Equitable and Ecological Communities. New York, NY: Routledge, 2004. ISBN 0415322863 or 978-0415322867. Available through NetLibrary: . One copy is on reserve at UTA Central Library for 2-hour checkout: HT166 .W484 2004.Rodney R. White, Building the Ecological City, Boca Raton, FL: CRC, 2002. ISBN 0849313791 or 978-0849313790.Available through NetLibrary: . ScheduleAugust 26Class beginsSeptember 2Ecological design (part 1)September 9 Ecological design (part 2)September 16 Planning and the environment (part 1)September 23Planning and the environment (part 2)September 30Air quality, energy, & climate change (part 1)October 7 Project workshop (format TBD)October 14 Air quality, energy, & climate change (part 2)October 21 Air quality, energy, & climate change (part 3)October 28 Landscape & habitatNovember 4 Hazardous & toxic substancesNovember 11 Solid WasteNovember 18 WaterDecember 2 Justice, ethics, participationDecember 9 Community-based social marketingDecember 16 Project presentations & Final examE = Electronic Reserve: See Note GM = Mavspace: See Note H. August 26 – Class beginsSeptember 2 – Ecological design (part 1)?????????Reading:Van der Ryn & Cowan, Ecological Design, pp. 18-122Nature, “Turning blight into bloom,” EStudy questions:What role might the environmental planner have in bringing about/encouraging/enforcing a situation in which “our everyday activities preserve ecological integrity by design” (33)?What are design epistemologies, and why do they matter?Van der Ryn and Cowan call for us to “infuse the design of products, buildings, and landscapes with a rich and detailed understanding of ecology” (p. ix). How do the authors suggest or assume that the designer will acquire such knowledge? What are the implications for environmental planning? September 9 – Ecological Design (part 2)????????Reading:Van der Ryn & Cowan, Ecological Design, pp. 124-98Orr, excerpts from The Nature of Design, pp. 13-82 (Reserve Desk, Central Library, GF75 .O77 2002; 2-hour checkout)Other useful readings:Thayer, “Designing a life-place” (ch. 7) Worldwatch Institute, “Green acres: Communities reduce ecological footprints” Herro, “Swedish city recognized for efforts to support sustainable communities” Meldrum, “Visionary project for Sydney’s first ‘eco-city’ unveiled’ Study questions:What implications do of each of Van der Ryn and Cowan’s five design principles hold for planning? Which of the principles present the most significant challenge to traditional planning? Which are the most important to incorporate into environmental planning? Can any of them be given low priority?How do the five design principles relate to Orr’s understanding of “the problem of ecological design” and to each of its “pathologies and barriers”?What insights does Orr offer environmental planning? September 16 – Planning and the environment (part 1)Reading:Speth, “Introduction” to The Bridge at the Edge of the World, (be sure to study the charts) Goodell, “Change everything now” (interview with Speth), EDaniels & Daniels, “Introduction”; ch. 1, “Taking stock of the local environment and creating an environmental action plan”; ch. 2, “The legal, economic, ethical and ecological foundations of environmental planning”Wheeler, ch. 1, “Introduction”; ch. 2, “Sustainable development”; ch. 3, “Theory of sustainability planning”; ch. 4, Planning and the three E’s” White, ch. 1, “Cities for the new millennium” (through p. 24)Other useful readings:Sierra Club, “Building better: A guide to America's best new development projects,” ()Pogrebin, “Putting environmentalism on the urban map” Schneider, “To revitalize a city, try spreading some mulch” Associated Press, “Britain to build 5 'eco towns' as part of new mass home building program” O’Meara, Molly, Reinventing Cities for People and the Planet (Worldwatch Paper 147), Washington: Worldwatch, 1999 ICLEI case studies:76 - Developing a Cohesive Strategy for Sustainability (Burlington, VT) M77 - Orienting Urban Planning to Sustainability (Curitiba, Brazil) MStudy questions:What is environmental planning? How does it relate to conventional planning for transportation and land use?How does it relate to sustainability planning? Should we make a distinction?What do environmental planning and sustainability planning have to do with economic development and quality of life?What is the status of environmental planning within: (a) the planning profession; (b) urban policy making; and (c) the environmental movement? September 23 – Planning and the environment (part 2)?????????Reading:Wheeler, ch. 5, “Issues central to sustainability planning”; ch. 6, “Tools for sustainability planning”; (chs. 7 and 8 not assigned); ch. 9, “State and provincial planning”; ch. 10, “Regional planning”; ch. 11, “Local government planning”; ch. 12, “Neighborhood planning”; ch. 13, “Site planning and architecture”; ch. 14, “How do we get there from here?”White, ch. 12, “Do we have the means to build the ecological city?”Other useful readings:De Roo, excerpt from Environmental Planning in the Netherlands (pp 9-12) Campbell, “Green cities, growing cities, just cities?” Paehlke, “Environmental sustainability and urban life in America” Gross, “Thy neighbor’s stash” Levin, comment on sustainable development programs Monbiot, “A sudden change of state” Begley, “The truth about denial” Goolsby, “Grand Prairie is quickly becoming the place to be” Study questions:What dilemmas are encountered in environmental planning?How are these dilemmas usually handled?How could/should they be handled?What resources are available for confronting the obstacles?What are the prospects? September 30 – Air quality, energy, & climate change (part 1)Reading:Daniels & Daniels, ch. 5, “Planning for sustainable air quality”; ch. 17, “Planning for energy”White, ch. 3, “Energy and emissions to the air”; ch. 6, “The air we breathe and the climate we are changing”; ch. 9, “Clearing the air”Kix, “Why our air is bad; how we can fix it” EReview:City of Frisco Green Building Program () Other useful readings: Peng, “The ride choice -- A Texas city ponders buses” William Collins et al., “The physical science behind climate change: Why are climatologists so highly confident that human activities are dangerously warming the earth?” Scientific American 297(2): 64-73, 2007.ICLEI case studies M: 4 - Energy Conservation-Finance (Saarbrücken, Germany) 32 - Connecting Land Use and Energy (Victoria, Australia) 37 - Greening the City (Chicago) 38 - Limiting Automobile Use (Singapore) 39 - Wind Energy Development (Tamil Nadu, India) 40 - Altering the Commuting Behavior of Municipal Employees (Los Angeles) 41 - Promoting Energy Efficiency in Municipal Fleets (Denver) 44 - Driver Education Fuel Savings Incentive Program (Edmonton, Alberta)Study questions:How are energy, air quality, and climate change interrelated?Why should municipalities be concerned about global climate change?What role can local policies and practices play in protecting climate? Why can Texas municipalities be understood to have a special obligation to address climate change?What kinds of local/regional energy initiatives are proving most effective?What are the prospects for such initiatives to significantly reduce energy consumption and greenhouse gas emissions? October 7 – Project Workshop (format TBD) October 14 – Air quality, energy, & climate change (part 2)Reading:City of Arlington, “Greenhouse gas emissions inventory,” Kelly, “Energy planning,” excerpt from Community Planning EOwen, “Green Manhattan” EGirardet, “Solar cities – From theory to practice” EFaiola and Shulman, “Cities take lead on environment as debate drags at federal level” EFulton, “Smart growth-climate tie: California may lead again,” Johnson, “Chicago unveils multifaceted plan to curb emissions of heat-trapping gases” EReview:Cities for Climate Protection, USEPA, “Climate change and Texas,” useful readings: ICLEI case studies M:56 - Energy Management and CO2 Reduction (Sudbury, Ontario)57 - Comprehensive Fossil Fuel Reduction Program (V?xj?, Sweden)72 - Job Creation through Energy Efficiency (Heidelberg, Germany)84 - An International Framework for Local Action: Cities for Climate Protection Campaign87 - Greenhouse Gas Reduction Initiatives (Toronto) 88 - Energy Conservation in Hotels (Calvià, Spain)89 - Renewable Energy in Low-income Housing (Betim, Brazil)Study questions: (see Week 6)October 21 – Air quality, energy, & climate change (part 3)Reading: Friedman, “Planning to improve mobility” E Jares, “Home builders prepare for a green evolution” E Special issue of Planning, August/Sept. 2007 (Reserve Desk, Central Library, 2-hour checkout)Howard, ”’Climate planning’ in ’climate leader’ cities of North Central Texas,” in Howard and Hurst, Planning for Climate Change Mitigation and Adaptation in North Central Texas: A Roundtable Discussion, 2009, pp. 8-12, . Other useful readings:Pacala & Socolow, “Stabilization wedges: Solving the climate problem for the next 50 years with current technologies” Associated Press, “European cities tackle climate change on their own” Study questions: (see Week 7)October 28 – Landscape & habitatReading:Daniels & Daniels, ch. 8, “Protecting the nation’s landscape treasures”; ch. 9, “Planning for wildlife habitat”; ch. 10, “Planning and managing wetlands”; ch. 13, “Planning for sustainable working landscapes: Farmland and ranchland”White, ch. 5, “Urban land: Asset or liability”; ch. 8, “Restoring urban land to productive use”Manos, “Saving a bit of our prairie past” E Chappell, “A prairie in pieces” EDowdell, “Replacing a shopping center with an ecological …” EHoward, “Grad student project on prairie preservation wins award,” Parks & Wildlife Department, “Conservation easements: A guide for Texas landowners,” Plains Restoration Council web page, Fort Worth Prairie Park web page, Roberts et al., “Fort Worth Prairie Park: Conservation and reserve network design,” Other useful readings:Dan L. Perlman and Jeffrey C. Milder, Practical Ecology for Planners, Developers, and Citizens, Washington: Island, 2005 (GF75 .P47 2005)Daniels & Daniels, ch. 14, “Planning for sustainable working landscapes: forestry”ICLEI case studies M:7 - Species Conservation (Johnstone Shire, Australia)49 - Community Participation in Open Space Protection (Ottawa, Ontario)50 - Community Reforestation Project (Rio de Janeiro)61 - NeighborSpace (Chicago [community-managed open space])Study questions:How well has conventional land use planning protected landscape and habitat?How do van der Ryn and Cowan’s principles of ecological design apply here?How might the challenges of protecting landscape and habitat be exacerbated by climate change? November 4 – Hazardous & toxic substancesReading:Daniels & Daniels, ch. 7, “Planning for toxic substances and toxic waste”White, section 5.2, “Contaminated land and urban blight” (pp. 83-88); section 8.5, “Redevelopment and reuse of brownfields” (pp. 140-2)American Planning Association, “Creating community-based brownfields redevelopment strategies,” , “Urban gas well drilling—Where are the planners?—A commentary” EReview: USEPA brownfields web page, U.S. National Library of Medicine, Toxmap, Other useful readings: John Handley, “Derelict and despoiled land – Problems and potential,” in Planning and Environmental Protection, ed. Chris Miller, Portland, OR: Hart, 2001 [UTA = HD108.6 .p52] ICLEI case studies M: 1 - Hazardous Waste (Ventura County, CA)24 - Profiting from Pollution Prevention (Graz, Austria)Study questions:How well has conventional planning dealt with hazardous and toxic substances?How do van der Ryn and Cowan’s principles of ecological design apply here?November 11 – Solid wasteReading:Daniels & Daniels, ch. 6, “Planning for solid waste and recycling”White, ch. 2, “It isn’t waste until you waste it”Girardet, “Towards zero waste” (ch. 10) EShurley, “Mansfield is looking to become a lean, green recycling machine” E ICLEI case study 71, “Comprehensive and Integrated Approach to Waste Management” (Edmonton, Alberta) MOther useful readings: ICLEI case studies M: 3 - Solid Waste Management (Bandung, Indonesia)18 - Solid Waste Management Through Micro Enterprise (La Paz, Bolivia)35 - Solid Waste Management and Methane Reduction (Copenhagen) 45 - Participatory Solid Waste Management (Dakar, Senegal)65 - Paper Recycling and Composting Project (Mutare, Zimbabwe)46 - Ecological Waste Management (Manila) 60 - Waste Management Through Community Partnerships (Belo Horizonte, Brazil)64 - Development of the Biocomuna Olivares (Manizales, Colombia [poverty & solid waste])Study questions:How well has conventional planning dealt with the problem of solid waste?How do van der Ryn and Cowan’s principles of ecological design apply here?How does solid waste in an ecologically sound manner relate to the challenge presented by global climate change? November 18 – WaterReading:Daniels & Daniels, ch. 3, “Planning for sustainable water supply”; ch. 4, “Planning for sustainable water quality”White, ch. 4, “Cities and the hydrological cycle”; ch. 7, “The water we use and abuse”; ch. 10, “Water – Our most precious resource”ICLEI case study 47 – “Comprehensive Water Conservation Strategies” (Tucson) MOther useful readings:Girardet, “Using water efficiently,” ch. 11, Cities People Planet: Liveable Cities for a Sustainable World, Chichester, England: Wiley, 2004 [UTA = HT166.G567]ICLEI case studies M:9 - Waste Water Management (Stockholm) 12 - Water Conservation (Santa Monica, CA) 16 - Waste Water Control (Santos, Brazil)19 - Local Water Pollution Control (Muncie, IN)20 - Rainwater Management (Sumida City, Japan)58 - Freshwater Management: Revitalizing the Fu and Nan Rivers (Chengdu, China)66 - Water Kiosk Project (Nakuru, Kenya)Study questions:How well has conventional planning protected dealt with the need to protect water resources?How might the challenges of protecting water resources be exacerbated by climate change? December 2 – Justice, ethics, and participationReading:Daniels & Daniels – Review ch. 2, “The legal, economic, ethical, and ecological foundations of environmental planning” AICP Code of Ethics and Professional Conduct, . Portney, “Civic engagement and sustainable cities …” EFischer, “Risk assessment and environmental crisis: Toward an integration of science and participation” EICLEI case studies M:14 - Community Based Environmental Management (New York) 15 - Citizens Participation in the Siting of Waste Facilities (Linz, Austria) Review:U.S. EPA Region 6 Environmental Justice web page, U.S. EPA Environmental Justice web page, Other useful readings: ICLEI case studies M:29 - Participatory Priority Setting (Troyan, Bulgaria)30 - Participatory Regional Development Planning (Cajamarca, Peru)45 - Participatory Solid Waste Management (Dakar, Senegal)46 - Ecological Waste Management (Manila) 49 - Community Participation in Open Space Protection (Ottawa, Ontario)55 - Partnerships with Residents and Businesses (Seattle) 60 - Waste Management through Community Partnerships (Belo Horizonte, Brazil)61 - NeighborSpace (Chicago [community-managed open space]) Study questions:What is the relationship between environmental justice, ethics, and participation?How do justice, ethics, and participation relate to the ecological design principles proposed by van der Ryn and Cowan?How well does conventional planning handle justice, ethics, and participation?How does global climate change relate to the challenge of justice, ethics, and participation in environmental planning?How can ensuring environmental justice and enhancing environmental participation?provide avenues to overcome some of the dilemmas of environmental planning?December 9 – Community-Based Social MarketingReading:McKenzie-Mohr and Smith, Fostering Sustainable Behavior, pp. x-xiii, 1-139Study questions:What is Community-Based Social Marketing (CBSM)?Why is CBSM important for promoting sustainable behavior, and how does it differ from conventional methods of promoting such behavior?Based on a web search, what are some ways that CBSM is being applied in environmental planning?December 16 – Project presentations and final examImportant NotesA. Seminar – The course will be run as a seminar, not as a lecture. Students will be required to attend class and to make high-quality contributions to the class discussion. For most sessions, the assigned reading will be only 90-120 pages. Students will be expected to have read the assigned material thoroughly and to have thought through its relationship to material from previous sessions.B. Writing quality – Written assignments and presentations for this class must be of professional quality. This means you should carefully edit and proofread all written work for typing, stylistic, spelling, and grammatical errors, and for clarity of thought. Writing quality will affect your grade. Consult The Chicago Manual of Style (Z253 .U69 2003) and Strunk & White’s The Elements of Style (PE1408 .S772 2000) as needed. Your bibliographical references must conform to The Chicago Manual of Style. You are strongly encouraged to take advantage of the services provided by the English Writing Center ( or 272-2601), including Online Tutoring (). Academic Integrity – It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. According to the UT System Regents’ Rule 50101, §2.2, "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts."Plagiarism – Plagiarism in research is unethical and is prohibited by UTA (see under the heading Scholastic Dishonesty). Novice researchers sometimes plagiarize because they do not know how and when to cite the work of another researcher. Basic examples of plagiarism include:word-for-word copying of sentences or paragraphs without quoting and citing the source;closely paraphrasing sentences or paragraphs without clearly citing the source; andusing another person’s ideas, work, data, or research without appropriate acknowledgment or citation of the source.Many academic websites and books provide more information about – and examples of – plagiarism. See, for example: will not be tolerated in this course. All written assignments are to be submitted electronically (as well as on paper) and will be subject to several kinds of plagiarism screening, potentially including screening by commercial plagiarism detection services. Documented plagiarism will be dealt with harshly, particularly if there is evidence that you have engaged in this behavior previously. The plagiarism screening service will retain the text indefinitely for use in screening future submissions.Web resources – The web is a valuable resource for academic research, but the quality of materials it provides ranges from stellar to abysmal. You will be held accountable for the quality of any web material you use in your papers or class presentations. Use only materials that are appropriate for academic research at the graduate level; and use these materials in ways that are appropriate for the specific context. Guidelines for evaluating the quality and appropriateness of web documents can be found here:Five criteria for evaluating Web pages quality on the net Evaluating internet research sources And, of course, remember that materials obtained on the web are also subject to rules regarding plagiarism. Formatting papers – Required formatting of papers – Margins: top and bottom 1”; side 1.25”. Font: Verdana 10 point or an equivalent 10 point font. Line spacing: 1.5 lines. Paragraph spacing: no extra spacing before or after. Alignment (justification): left only. No cover page, plastic covers, or other silliness, please.Electronic Reserves – Some supplemental readings – marked E – will be distributed as PDFs via Electronic Reserves. For an FAQ on Electronic Reserves, see: . Mavspace – Readings marked M will be distributed as html or PDF files via Mavspace. Use this ticket: [deleted]. Masters and Doctoral – The in-class contributions and written assignments of doctoral students will be assessed at the doctoral level, while those of master’s students will be assessed at the master’s level.Americans with Disabilities Act – The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.Electronic communication policy – The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at . There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington.To obtain your NetID or for logon assistance, visit . If you are unable to resolve your issue from the Self-Service website, contact the Helpdesk at helpdesk@uta.edu.Drop policy – Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information.Student support services – The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit uta.edu/resources for more information. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download