International Bachelor Programme. Course handbook 2014/2015

Transcription

1 School of Governance, Law & Urban Development International Bachelor Programme A one-year course to: Bachelor of Environmental Science Bachelor in Urban and Regional Planning Course handbook 2014/2015 Editors: Ir. Frans G.M. Bertels Ing. Hans. Hasselt August 2014, v.1.1 Saxion University of Applied Sciences School of Governance, Law & Urban Development P.O. Box AM Deventer The Netherlands

2 Picture on front page: Group of graduates July 2009 [picture I. Gerlach]

3 CONTENTS GENERAL DESCRIPTION OF THE DEGREE 5 Rationale Structure International character Entry requirements Aims and objectives Educational framework Teaching and learning strategies Detailed structure Staff Unit 1 Induction Unit and Professional Skills Training 17 Unit 2 Sustainable Area Development 23 Unit 3 Integrated Water Management and Sustainable Development 26 Unit 4 Capita Selecta Env. Science / Urban and Regional Planning 31 Unit 5 Research Project 39 DEGREE REGULATIONS 43 Appendixes 3

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5 GENERAL DESCRIPTION OF THE DEGREE 5

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8 GENERAL DESCRIPTION OF THE DEGREE Since 2000 offered the School of Environmental Planning and Building (EPB) of Saxion University in Deventer (The Netherlands) 7 courses on Bachelor level and 3 Master programmes. The bachelor programmes are offered in Dutch, The master programmes were offered in English. For Dutch students interested in an international career, who like to practise for intercultural co-operation and who like to improve their proficiency in English, the school of EPB offered an International Bachelor Programme. This programme links up to the Dutch Bachelor programmes in the disciplines Environmental Science (ES), and Urban and Regional Planning (URP), but it is also open for international students with an equal level in these disciplines. From August 2010 onwards, a part of the Induction unit is also offered to final year students in Urban Design. The final year programme In Urban Design is taught in English for all Dutch students and admitted international students. So this programmes does not have a final year programme in Dutch language. This course handbook does not contain any information about the final year programme in Urban Design. In November 2012, the Executive Board of Saxion decided to split the school of EPB. The existing courses will still be taught but as part of another School. The courses in Building Construction and Civil Engineering merged with the School of Business Engineering & Entrepreneurship, since 1 January The courses Real Estate Management, Environmental Science, Urban Design and Urban and Regional Planning merged with the school of Governance and Law into the new school of Governance, Law and Urban Development on 1 September Rationale Environmental and spatial issues are getting more important on a local, regional, national and global scale. The sustainable development is a constant concern in the development of all kinds of policies. Environmental quality and spatial quality are essential concepts to deal with from the perspective of a sustainable future. In the Netherlands the Environmental and Spatial disciplines have good tradition and have resulted in important developments in Environmental Policies and Spatial Planning. Saxion Hogeschool is a University of Applied Science and one of the leading institutes in this field in the Netherlands and is recognised for its expertise in these disciplines of study. Saxion Hogeschool contributes to sustainable development by offering courses to students from all nationalities and from many different backgrounds. The objective of the Graduate Courses is to give access to students to the disciplines of, Environmental Science and Urban and Regional Planning. The courses aim to enable students from any country: * To obtain a Bachelor degree in the mentioned fields of study within a year. * To participate in transnational mobility and transfer of knowledge and skills in a multidisciplinary context; * To be able to address national and local issues in a broader context; * To become part of a network of practitioners in environmental and spatial management; * To apply gained knowledge and skills in a professional setting * To set up and conduct applied research in the field of their specialisation; * To gain problem solving skills. 8

9 Graduates are awarded the internationally recognised Bachelor degree. With this title the student gains access to professional jobs as well as Master of Science Courses. Structure Within the Bachelor Courses two fulltime courses are offered, each comprising 60 ECTS-credits in a period of one-year (September-July): 1. Bachelor of Environmental Science; 2. Bachelor in Urban and Regional Planning. (ECTS-Credits: Following the European Credit Transfer System (ECTS), the credits for this International Bachelors Programme are 60 EC) Which pathway is followed depends on the desired specialisation. Each pathway comprises a combination of five taught courses and is completed with an individual Research Project. Because of the overlap of contents of the disciplines, some of the units are common to different pathways and students will join an interdisciplinary team. International character The International Bachelor Courses have input from international students and staff. The chosen subjects will be dealt with on a national, regional, and local level. Through comparison with different policies in different countries arises a level of the best-adapted solutions the courses are delivered in the English Language. The programme is open to students from all over the world. Entry requirements Candidates seeking admission to the International Bachelors Courses must demonstrate that they have the ability and determination to successfully complete the course. In general the prerequisite knowledge has been gained through completion of a Bachelor degree from either an Institute of Higher Professional Education or a University. The degree has to be in a similar or closely related course. The student's qualifications will be assessed during an intake interview or on assessment of Curriculum Vitae, a motivation letter, testimonials and certificates. Prerequisite is also a sufficient proficiency in English (TOEFL of at least 550 or IELTS 6.0) enabling the student to communicate both in word and writing with fellow students, staff members and professionals in their sector. Educational philosophy - Didactics The school of Environmental Planning developed its own educational philosophy based on their experience of over 30 years of education in the field of environment. As a University of Applied Science, the starting point for the development is the positions for graduates in the professional sector. In co-operation with the professional sector six to eight learning objectives or competences 1 per bachelor course are described. These competences form the main aim of the programme. When a student is able to proof the ability to 1 A Competence is the ability (Knowledge, Understanding, Skills and Attitude) to function adequately in a specific professional setting. 9

10 function adequately in a professional setting within the contents of their course, they deserve the Bachelor Degree. The academic year is divided into two semesters. In the first semester much attention is paid to the knowledge, understanding, skills and attitude (professional competences) necessary for their specific courses, like Environmental Science or Urban and Regional Planning in combination with general requirements for bachelor level, so called general Bachelor competences. In the second semester students have to show their ability to proof that they deserve the bachelor degree. To achieve the competences, students have to obtain knowledge, understanding and skills in subjects (Capita Selecta), and workshops (Professional Skills Training). To practising with these competences projects like Sustainable Area Development (SAD) and Integrated Water Management (IWM) are offered. In the projects a professional situation is simulated. Assessment is based on written and oral examinations and professional products like a seminar presentation, a scientific poster, an article, a report, or other products used in professional settings. In the Dublin descriptors the Bachelor level is described (see appendix I) The school of GLUD has described 9 competences for the Environmental Science Programme ES 1 Methodically and complentative thinking and acting. Working methodically and systematically Analysis and judgement Involving sustainability dimensions ES 2 Generating and evaluating sustainable solutions Generating effective and acceptable solutions Evaluating and decisions making ES 3 Working in a project perspective and working together by means of a process. Project management (organising a joint acitivity) Working together in a multidisciplinary team ES 4 Communicating and consulting Verbal expression Written expression Communicating strategically Consulting professional ES 5 Self responsible functioning Showing responsibility and independence Personal Reflection ES 6 Making use of legal and policy framework ES 7 Dealing with environmental cases in an international perspective ES 8 Thinking and acting within the perspective of Sustainable 10

11 Area Development Recognising and listing relevant environmental aspects within an area. Consulting to protect the environmental quality in projects regarding area development or development of a sustainability matter. ES 9 Thinking and acting within the perspective of Sustainable product/chain development. Recognising and listing relevant environmental aspects of products, production processes and their chains. Consulting to develop products, production processes and chains with a lower environmental impact. All assessments in the programme have a direct relation with the competences. 11

12 Aims and objectives 1. Bachelor of Environmental Science In the last decades, environmental issues were put on the political agenda. The awareness of limited natural resources and a declining and even threatening environmental quality has given rise to the growth of environmental studies and knowledge. To maintain and improve environmental quality and to develop a strategy for sustainable development, solutions and policies were developed. Students in Environmental Science are capable of monitoring environmental quality and generate solutions and policies for the management of environmental quality within the perspective of sustainable development. The course in environmental sciences equips the graduates for a number of specific positions: - At government institutions; These institutions operate on regional, national, international or global level; - At national authorities; - At Consultancies who accompany, supervise or perform projects on national environmental issues - At ecology groups and non-governmental organisations; - At industries. - At Environmental Agencies. In general students focus on the environmental policy cycle at a local, regional or national level, which means that they are able: - Client acquisition / proposal writing; - Raise environmental awareness; - Conduct environmental research; - Design and consider solutions to environmental issues; - Prepare environmental policy recommendations; - Issue permits and enforce environmental & planning laws New dike near Deventer -De Worp and nature development 2. Bachelor of Urban and Regional Planning [picture H. Hasselt] 12

13 Urban and Regional Planning is variously known as 'Town and Country Planning', 'Regional Planning', 'Land Use Planning', 'Physical Planning', and 'Environmental Planning'. This form of planning of spatial quality is strongly influenced by national developments and policies. The Urban and Regional Planner is committed to the sustainable development of the combined functions like, working, housing, transport and infrastructure, agriculture, nature, recreation in a region or country. They design and work in the private or public sector and deal with policies, finances, networks, physical relations, etc.. On national, regional and local level Urban and Regional Planners are needed who are trained in thinking and working in combining the different interests and effects of the different functions in an area within a planning process. There is a growing lack of educated urban and regional planners, who are able to undertake analytic and design activities on local to national scale and implement sustainable development. A graduate from the Bachelor Programme Urban and Regional Planning may work at government agencies, consultancies, research institutes and other NGO s dealing with spatial planning issues in both urban and rural areas. The graduate is able: - Formulate and implement planning policy; - Design and implement interactive planning process; - Contract out, oversee, and assess planning designs; - Calculate and manage the cost of development plans; - Manage legal aspects of planning process. Mr. Frans Bertels explains the plan for the development of a new (border) lake [Picture H. Hasselt] The educational Framework The Bachelor Courses follow an identical educational framework. The courses comprise five units: 1. A. Induction course, An introduction to the disciplines of Environmental Studies, and Spatial Planning. 1. B. Professional skills training (6 ECTS-credits) Research Methodology Communication Skills, which comprises two main aspects: communication skills, intercultural relationships and group processes; 13

14 and proficiency in English: training in oral presentation and writing skills. 2. Sustainable Area Development (8 ECTS-credits) Environmental Impact Assessment, Environmental Strategic Planning as a policy instrument Identification of environmental parameters for environmental and spatial quality Research Methodology of E.I.A., prediction of effects, scenario development, Multi-Criteria Analysis, potential solutions. 3. Integrated Water Management and Sustainable Development (12 ECTScredits) Flood protection, river and coastal infrastructures Water quality management (European Framework Directive Water) WASH concepts (Water Availability, Sanitation and Hygiene) Water and quality of life / Spatial planning 4. Capita Selecta / Specialisation programmes (or pathways, 6 ECTScredits): In this unit the most important subjects and new developments in the professional field of Environmental Science (ES) Urban and Regional Planning (URP) is brought to the attention. These courses are taught separately, but students are welcome to the lecturers of other specialisations. 5. Research Project (28 ECTS-credits), in which the student conducts a research on a current problem in the field of their specialization. The Research Project starts with a course in research methods and techniques; The lectures and assignments for each specialisation are depending on the number and origin of students and therefore change from year to year. (See for an overview of the type of assignments and the examination codes appendix II) 14

15 1.A. Induction Unit International Bachelor Programme 2014 / 2015 Teaching and learning strategies The courses have a great variety of teaching and learning strategies. Lectures, tutorials, assignments, project-based group work, supervision and intervision are used in a mix best adapted to the learning outcomes of the units. During the units 2.Sustainable Area Development, and 3. Integrated Water Management, students are able to practice knowledge and skills necessary for their profession. In unit 2. SAD, students work together in a multidisciplinary project group. Within this group they will have to contribute from their own discipline towards an integrative, interdisciplinary solution for the chosen area. In unit 3, Integrated Water Management the students choose their major subject and do an individual assignment (or work in pairs). 1.B. Professional Skills Training (6 ECTScredits) 2. Sustainable Area Development (8 ECTS-credits) 3. Integrated Water Management and Sustainable Development (12 ECTS-credits) 5. Research Project (28 ECTScredits) 4. Capita Selecta / Specialisation programme ES or URP (6 ECTS-credits) September January July 15

16 Detailed structure Week Date Period*) Activity Induction & start Professional Skills Training Sustainable Area Development Autumn Holiday Examination week Examination week Integrated Water Management & S. D Christmas Holidays Christmas Boxing Day Christmas Holidays New Year s Eve New Year s Day Examination week Examination week Start Research project Spring Holiday Good Friday = holiday Easter Sunday, 6-04 Easter Monday = holiday Kings day, Liberation day, May Holidays Ascension day = holiday Day off Whit (Pentecost) Monday = holiday Graduation assessment final exams Graduation assessment final exams Graduation ceremony Start summer holiday Start summer holiday Start summer holiday Start summer holiday Tests/Exams - Last Tests/Exams - Last * Weeks of the Saxion academic Based on an approved request by the Examination Board 16

17 Staff Course Director Ing. Hans Hasselt Tutorship Drs. Gerry Stegeman Unit Co-ordinators Induction course & Professional skills training Drs. Ricardo Cronie Sustainable Area Development Drs. Henk Blokland Integrated Water Management & Sustainable Development Ing. Hans Hasselt Capita Selecta: - Environmental Science Drs. Ricardo Cronie r.j.a.cronie@saxion.nl - Urban and Regional Planning Drs. Henk Blokland h.blokland@saxion.nl Research project - Drs. Henk Blokland h.blokland@saxion.nl [Picture: H. Hasselt] 17

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19 Unit 1 INDUCTION UNIT & PROFESSIONAL SKILLS TRAINING 19

20 Unit 1 INDUCTION UNIT AND PROFESSIONAL SKILLS TRAINING Co-ordinator Credits Unit code Examination code Drs. Ricardo Cronie 6 ECTS credits T.ROB T.ROB.27192, T.ROB Aims and objectives The unit consists of two parts: An induction unit of 2 weeks (full-time) and A programme taught parallel to the other units to train personal skills, which need to be applied during the projects (EIA, Water Management and the Research Project). The main objective of the IBP induction unit is to prepare all students for the rest of the International Bachelor programme. Therefore: - The student is known with the content of the IBP-course in general. Erasmus/ exchange students are able to choose their specialisation (ES/URP); - The student can describe the main issues in the Netherlands and his/her own country, which are dealing with the environment or urban and regional planning; - The student knows the basic elements of intercultural working and group processes; - The students is able to order literature by means of the Dutch library system (Picarta and Sciencedirect); - The student needs to know the most important differences between the Saxion education system and the one (s)he is used to; - The students need to understand the cultural differences in co-operation with people from other cultures; - The student knows the most important places in the Saxion building (Computer room, ROBinternational room, lecturers offices and mailboxes, front desk of the international office, library, computer helpdesk, audio/video room and general reception); - The student knows how to get access to the Saxion computer system and how to find and work with the most important elementary school applications (windows explorer, Saxion webmail, Blackboard, MsWord, Saxion intranet, and the Saxion web address book). The second part is the Professional Skills Training, which consists of three main parts: 1. Communication skills; 2. Research methodology. 3. Geographical Information systems Within the three parts, on successful completion of this unit, a student: - Has to demonstrate fluency in English including written command of the English language; - Has to demonstrate scientific writing skills (logical structure; coherent story, scientific style, and sound motivation); - Is able to do an oral presentation, adjusted to a specific target group; - Is able to make a research plan, which explains how a specific research should be conducted. - Has demonstrated competences in the use and application of descriptive and analytical techniques; - Has developed the investigative and analytical skills in respect of a multidisciplinary and interdisciplinary problem. - Has demonstrated search strategies (how you find literature, including search terms, search engines, search steps) extensively for literature research. - The student knows what GIS is and where to use it for. - The students are also able to use GIS-software for environmental or spatial analysis. 20

21 Course content By means of lectures students are informed about the structure, the specializations and the units of the IBP. Excursions, lectures, workshops and a mini-project prepare the student on a year of intercultural communication and group processes. Through excursions and studying and discussions based on e.g. policy plans the student will become more familiar with the main actors and factors within the field of environment and urban and regional planning. In lectures and a tour of facilities students are introduced to the computer, network and other facilities In a visit to the Saxion and Athenaeum libraries the collection and the ordering facilities are explained. The Professional Skills Training gives a contribution to the course on contents which are in a way conditionally. Besides the knowledge, which you will be extended in this course, you will be taught in communication and research skills. Students have to give an oral presentation about something related to their own country/culture. Students have to set up a research plan for a (small) research on a water management subject, and which is related to their major. In lectures and workshops they learn the basic functions for using GIS software for analysing environmental or spatial data, Understanding and practical skills have to be applied during the Environmental Impact Assessment Project. Prerequisites None Assessment During the lessons we will practise with some exercises to improve your skills. Therefore it is necessary to be present during all the lessons; they are obligatory. If you cannot come to one of the lessons, you have to inform the teachers before the lesson take places. The assessment of the unit consists of several parts: Basic information on Saxion university Social activities to get familiar with staff and fellow students Introduction to all the specialisations Basic diagnostic tests for receiving feedback for personal competences which show the need for personal development Basic training on intercultural working Mini project Active participation in all the activities of the induction unit is obligatory. Besides active participation during the Induction Unit, three assignments make up the assessment of the Professional Skills Training: Literature research. Every student has to show that (s)he is able to find relevant literature sources to research his/her chosen topic. As well the research strategy as the sources for relevancy and expected use in study should be described. The assessment will be either pass / outstanding or fail (no marks). Oral presentation. Every student has to give an oral presentation. The teachers will evaluate this presentation. They use standard forms, which you will be handed out in advance. The assessment will be either pass / outstanding or fail (no marks). Research Methodology is taught during the professional skills training lectures. The methodology has to be applied in the projects. The student should write individual research plans for the units Integrated Water Management and Sustainable Development and the Research Project. The assessment of the research plan is based on the methodology. The assessment will be either pass / outstanding or fail (no marks). The final assessment is based upon the results of all the previous parts, which have to be at least a pass. 21

22 Reading list Obligatory Hasselt, J.E. (ed.), 2011, International Bachelor Program - Course Handbook - Saxion Universities of Applied Sciences, Deventer. Hasselt, J.E. & Heck, Drs. M. (ed.), 2006, Handbook Professional skills training - Saxion Universities of Applied Sciences, Deventer. P. Verschuren, H. Doorewaard, Designing a research Project, 2nd edition, Lemma, Utrecht, Optional: M. van der Laaken, B. van der Laaken, Presentation Techniques, Countinho, 2007 Sharp, J.A., et. al., The Management of a Student Research Project, third edition, Gower. International Students during Induction Unit at Spinnekopmolen nabij Kalenberg [Picture G. Stegeman] 22

23 Detailed programme The detailed programme of the induction unit is printed below (draft). A final version will be handed out separately in the beginning of the programme. Example Version 1.1, 22 August 2013!!!! Week 1 Week 1 Mon IBP + UD Introduction Bachelor programmes and short courses, Induction unit, Dutch Education in general and staff + Tour of facilities Presentation Tour of facilities Mr. Hans Hasselt, Henk Blokland, and Ms. Gerry Stegeman and all other staff members Tu IBP + UD URP and ES Introducing yourself and more details on living in The Netherlands and successful studying at Saxion Diagnostic tests for Environmental Science & Urban and Regional planning Short presentations and group conversation Diagnostic test Ms. Gerry Stegeman Mr. Hans Hasselt Mr. Henk Blokland Mr. Hans Hasselt / Ms Gerry Stegeman urban design Introduction project Urban Design Introduction of semester project Ms. Nicolien Loeper Mr. Matthias Ott Wed IBP + UD IBP+ UD Environmental excursion and sightseeing through Deventer, visit to the Libraries with drink in town. Introduction in Urban and Regional Planning aspects in the Netherlands Excursion Lecture, Discussion + Assignment Ms. Gerry Stegeman, Mr. Henk Blokland, Hans Hasselt, and other staff members Ms. Gerry Stegeman IBP + UD Introduction of Library system + assignment Instruction and training session Ms Gerry Stegeman Th 5-09 Fr IBP + UD ALL + UD IBP + UD IBP Introduction in Civil Engineering Cultural differences in teaching and learning strategies Introduction Urban Design Introduction Computer and network Facilities Lecture Workshop Lecture Introduction Mr. Patrick de Lange Mr. Henk Blokland Mr. Bert Jan Koekenbier Mr. Matthias Ott Mr. Hans Hasselt IBP + UD Experiences in the international Bachelor programme 2011/12 Presentation Mr. Zheng Zehao (Alumnus) IBP Introduction Sustainable Area Development Introduction Mr. Henk Blokland IBP + UD Introduction Professional Skills Training Presentation and questioning Mr. Ricardo Cronie IBP Diagnostic test, Research methodology & scientific writing Examination Mr. Ricardo Cronie On Tuesday, Wednesday, Thursday and Friday in the second week, Urban Design students have a separate programme! 23

24 Wee k 2 Mon 9-09 Time Group IBP + UD Room/ Place Activity/subject Concept of Sustainability and Sustainable Development Teaching Strategy Lecture Lectures/Tutors Mr. Hans Hasselt Tu Wed IBP IBP IBP 8.45 departure Introduction on (Capita Selecta) Environmental Science, and Integrated Water Management Start Mini project including Introduction to Project Education and Research Methodology (research plan), Team Work and Communication Skills (IBP) Start Field trip excursion to the research area of mini project Kop van Overijssel Lectures Lecture + assignment + Skills training (team work) Field trip with overnight stay Mr. Hans Hasselt Mr. Ricardo Cronie Mr. Hans Hasselt Mr. Henrie Jonker (13.00 h) Mr. Hans Hasselt Mr. Henk Horstink Th Fri IBP IBP IBP Departure to Deventer at 9.30 h Field day - Data collection and analyses part 2 Time to work in groups mini project Kop van Overijssel Breakfast and cleaning facility Bus trip back to Deventer Field trip with overnight stay Mr. Hans Hasselt Mr Henk Horstink Mr. Henk Horstink Mr. Henk Horstink D2.59 Presentations Mini project Presentation by students + feedback Mr. Henk Blokland and Mr. Henk Horstink Wee k 3 Mon Time Group Room Start Project Urban Area Development IBP D4.23 Start unit Urban Area DevelopmentIBP) Lectures/Tutors Mr. Henk Blokland 24

25 UNIT 2 URBAN AREA DEVELOPMENT Railroad construction with noise protection on Betuwe route [H.Hasselt] 25

26 UNIT 2 SUSTAINABLE AREA DEVELOPMENT Co-ordinator Henk Blokland Credits 8 ECTS credits Unit code ** Examination code ** Aims and objectives The unit is aimed at achieving: - Knowledge and application of content of Sustainable Area Development (SAD), with help of the procedure and process of EIA (Environmental Impact Assessment). - Knowledge of and getting some feeling for policy aspects of Sustainable Area Development and EIA on international, national and regional/local level - Experiencing skills and the strengths and weaknesses of integral (multi- /interdisciplinary) application of methods of research - Experiencing project management - Facing the importance of communication and participation in decision making processes - Knowledge of some backgrounds of and practice in some measurement techniques - Application of GIS as analysing tool in EIA research for environmental and spatial data - Reflection on pros and cons of SAD and the importance of EIA as technological, methodological and policy instrument in decision-making. Course contents - What is SAD and EIA: including some dilemmas - Scenario development - Methods of research: Application of Multi Criteria Analysis and SWOT analysis, - Measurement focus on several aspects (e.g. noise), relation to zoning. - Practices in and outside The Netherlands of SAD and EIA. - Policies regarding SAD and EIA (on different scale levels) - Decision-making: balancing between democracy and technology and between ecological, economical and social issues. - Planning processes and project management. - Participation and communication in Sustainable Area Development. Prerequisites The knowledge and skills of induction course and professional skills training in unit 1 is required. Assessment The assessment will be based on group assignment (minimum mark: 5,5): 26

27 product- and process report, oral (group) defence, and oral presentation Reading list Obligatory: - Weston, Joe (ed), Environmental Planning & Impact Assessment in Practice, Longman Reader/syllabus and the handouts during course Additional materials - Depending on group project topics - To be discussed with tutor and lecturers. - EIA newsletters, periodical & internet sites Programme (draft) The students will perform assignments, projects and participate in an interdisciplinary project-group. The students choose their major subject. On the basis of this choice they participate in a project-group with members of different disciplines. Group project at hand of analysis, solving an area oriented problem in (Eastern region of) The Netherlands. Supporting course: Week 1 (1.3) Week 2 (1.4) Week 4 (1.5) Week 5 (1.6) Introduction and context What is sustainable Area Development (SAD)? Four pillars of sustainability: People, Planet & prosperity + Process (Planning) What is EIA? How does EIA fit in SAD? Some dilemmas in EIA Introduction cases Project management Methodology - Measurement (how and what) - MCA (Multicriteria analysis) and SWOT as methodological instrument - GIS (1.4, 1.5 and 1.6) - Weighing: techniques and problems Developing alternatives - How broad/deep - Scenario planning - What alternatives should be taken into account? - Highlighting the different stages of EIA - SAD in practice: Cases Stakeholders and communication - Stakeholder involvement - Participation and other types of communication: who and at what stages? - Zoning an mapping 27

28 Week 6 (1.7) International and policy issues - International issues related to SAD/EIA: Global, EU and NL: Policies and instruments - Outline of national and regional policies: how does SAD/EIA fit into it? - Policy Life cycle and Product Life Cycle. - Types of instruments. - Zoning Week 6/7 (1.8) Synthesis - Decision-making. - Democracy /technocracy Week 8 (1.9) Assessment (Presentation, Research report and Process report, oral group assessment) Sources (among others), partly by : - Netherlands Policy Plans - Guidelines EU/NL - Deventer and Hengelo area material (maps, etc) - Parts of project guide/course book - EIA.book - Lecture notes and other material (on blackboard) 28

29 UNIT 3 INTEGRATED WATER MANAGEMENT AND SUSTAINABLE DEVELOPMENT 29

30 UNIT 3 INTEGRATED WATER MANAGEMENT AND SUSTAINABLE DEVELOPMENT Co-ordinator Credits Unit code Examination code Ing. H. Hasselt 12 ECTS credits = 336 hours study load T.ROB T.ROB.27180, T.ROB.27182, T.ROB Prerequisites At least 3 years of education on bachelors level in related courses, like Civil Engineering, Environmental Science, Env. Technology, Urban and Regional Planning and experience with working in an international setting is required. Aims and objectives This unit aims to give the student an understanding of sustainable development in managing water. This means that students: Knows the importance for the Dutch to manage water Knows how water is managed and how the management is financed Understands why the responsibility for Dutch water management is at low (scale) levels. Are able to analyse problems in area s with water quality problems, and quantity (flooding or depletion) problems. Are able to development plans for improving the situation of water scarcity or abundance. Are able to evaluate implementations Are able to present the results of their research in a scientific sound way (by a scientific article, a scientific poster and an oral presentation at a seminar) Are able to calculate different technical scenario s (ES) Are able to formulate objectives for policy that is needed and present proposals for instruments of environmental policy that should be used to realise the formulated targets (ES/URP) Are able to understand the function of water as guiding principle in a planning process (URP) Are able to propose measures for improving water quality by remediation techniques, end-of-pipe techniques, process technology (ES); Course contents At the start of the unit students have to chose their individual subject (related to water management) for a small research of 8 weeks. One of the aims is to bring the subject to the attention of a larger (target) group. This will be done in three ways: 1 An oral presentation on a seminar. Students are responsible for inviting their own audience2. 2 A poster display, for informing other guests at the seminar 3 A scientific article for the seminar guide (, which we really like to publish). Depending on the target group, the student can choose, after consulting the tutor and co-ordinator for a journalistic article. The first step in the research is to select a relevant (hot) subject. The second 2 Saxion ROB will invite all the Dutch Environmental Science students of the 1 st, 2 nd, 3 rd and 4 th year. 30

31 step is to investigate the involved stakeholders (stakeholder analyses). In this way you already learn who are involved and what is important in relation to your subject (situation review). In the third week you have to finish a research plan in which you describe what the research is about, what the content of your research (research questions) will be, what you want to achieve (objective) and how you want to do this (methods and planning). In week 9 a seminar will be organised in which all the subjects are brought to the attention of a larger audience. In the 9 th week, the presentation of the students will be held during the seminar. Planning Wee Main task Result k 1-2 Selection subject Approved subject by specialisation coordinator. 2-3 Research plan Research plan Week 3 announcement for seminar (website) 4-8 Analyses and Syntheses Week 5 intermediate presentation, draft poster presentation, feedback. 9 Seminar Week 9 submitting article Presentation / Poster display 10 Re-examination Article / poster Tutoring Every student will have a tutor who will tutor the student on the scientific quality of the work. He will give feedback on draft versions of research plan, poster, article and presentation. He will use his network as much as possible to assist the student in the research. Total hours to be spend for each student is 4 hours. Besides the tutor, assistance with the research methods is given by the methodology teacher (of the professional skills training) during the first 3 (or 4 weeks). Peer review will be organised to teach students to give and receive feedback to each other. Assessment The research plan needs to be sufficient before the students will be allowed to start the research and the advertisement for their project. The research plan will be assessed by the tutor and methodology teacher of the Professional Skills Training. The final assessment of the unit will be based on: - Article for seminar (50%) - assessed by the tutor - Poster Display ( 30 %) - assessed by the tutor and unit manageroral presentation (20 %) - assessed by the tutor and audience All parts have to be at least sufficient ( 5,5) Reading list P. Huisman, Water in the Netherlands, managing check and balances, Delft University of technology, Steen, van P. J.M., P. H. Pellenbarg, Water management challenges in the Netherlands, Tijdschrift voor economische en social geografie, vol. 95, nr. 5 pp

32 Background information about the main policy plans and examples and some other important literature is saved on the Saxion G-drive. Programme Lessons that will be taught during the period are (schedule is handed out in week 1): A workshop about the Rhine catchment area to show and understand the importance and complexity of water management. General introductions to subjects related to water management, e.g. EU Framework Directive water, Dutch water quality and quantity management, drinking water supply and sanitation, relation between water and health in developing countries, wastewater treatment, water as guiding principle in planning, spatial quality and water, water and building, water and industry, challenges for Dutch water management. How to select a subject of interest [Sharp, 2002] How to make a research plan [Verschuren, 2005]. How to write a scientific article [Jones, 2000] How to make a journalistic article How to make a (scientific) poster display [Jones, 2000] At the start of the unit, a few excursions will be organised, to show some of the Dutch water management features. During the excursions we will show for instance: different waste water treatment systems, several polder areas, an inflatable dam, different city protection measures against flooding, pumping stations, infiltration measures, temporary storage place for polluted sediment, a part of the Dutch sea defence system, etc. References: Hart, C Doing a Literature Search. A Comprehensive Guide for the Social Sciences. London, SAGE Publications. Jones, A. et al Practical Skills in Environmental Science. Harlow, Pearson Education Limited. Sharp, J.A., et. al The Management of a Student Research Project. Aldershot, Gower Publishing Limited, Third Edition. Sorby, S.A. and W.M. Bulleit An engineer s guide to technical communication. Pearson Prentice Hall, Upper Saddle River Steen, van P. J.M., P. H. Pellenbarg, Water management challenges in the Netherlands, Tijdschrift voor economische en social geografie, vol. 95, nr. 5 pp Verschuren, P. and H. Doorewaard Designing a research Project, Utrecht, Lemma, 2 nd edition. M. van der Laaken, B. van der Laaken, Presentation Techniques, Countinho, 2007 Wageningen, N. van Compulsory Literature Reference and Bibliography Style in Scientific Reports. Version EN. Internal standard document Saxion Universities of Applied Sciences, School of Environmental Planning and Building. 32

33 Flooding problems near Deventer [H. Hasselt] 33

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35 UNIT 4 CAPITA SELECTA ES / URP 35

36 UNIT 4A CAPITA SELECTA ES Co-ordinator Credits Unit code Examination codes Ing. H. Hasselt 6 ECTS credits = 168 study load hours T.ROB T.ROB.27197, T.ROB Prerequisites None Aims and objectives The aim of this subject is two sided: 1 To give a basic fundament for the profession as environmental engineer 2 To give students an overview of the latest developments in their professional field of study (Environmental Science) and a view on the interdisciplinary approach of many of the projects in their profession. It also helps students to prepare themselves for the selection of a research project and to make contact with leading professionals in their field of study. Course contents The best preparation for a future profession as an environmental engineer is to have interaction with professionals. This is organised in three ways: 1. By inviting guest lecturers to tell something about their actual work 2. By inviting the associated professor or researchers of the research chair for Sustainable Development (of the School for Environmental Planning and Building) 3. By means of field visits and excursions, e.g. to a waste management site The content is depending on the latest developments and the availability of the guest lecturers. Some of the expected subjects are: - Air quality problems and consequences for road constructions and building - Optimising cost and efficiency for applying (environmental) technology - Noise problems, often related to traffic and specially airports - Nature conservation, how can we connect natural areas in Europe? How can we protect endangered specious in other parts of the world? - Waste management, what can be done to decrease the amount of waste? - Comparison of environmental Policy plans (different countries or different scale levels), - Nitrogendioxide monitoring and analyses of air in student houses. - Prediction of chemical fate with the Mackay Model. - Soil-, sediment-, air- and water sampling techniques. - Soil pollution and Soil remediation techniques. Fundamental knowledge of Environmental science will be taught in lectures based on the book of Wright, Subjects are depending on the results of the diagnostic test (held in the induction unit) and events. Workshops will be held on different subjects. Assessment A discussion paper: policy paper (T.ROB.27202) A written exam about the subjects and assignments that were taught during the course (T.ROB.27197) 36

37 Reading list The books: Jones A., 2000,, Practical Skills in Environmental Science, Prentice Hall. Wright R.T., 2005, Environmental Science; towards a sustainable future, 9 th edition, Pearson Education. will be used for teaching the basic knowledge and practical skills of Environmental Science. Many guest lecturers often give handouts of their presentation. Sometimes articles will be handed out. Programme The programme will be handed out at the beginning of the unit. 37

38 UNIT 4B CAPITA SELECTA URP Co-ordinator Credits Unit code Examination code Drs. H. Blokland 6 ECTS credits = 168 study load hours T.ROB T.ROB.27205, T.ROB Prerequisites None Aims and objectives The aim of this subject is two sided: 1 To give a basic fundament for the profession as Urban and Regional Planner 2 To give students an overview of the latest developments in their professional field of study (Urban and Regional planning) and a view on the interdisciplinary approach of many of the projects in their profession. It also helps students to prepare themselves for the selection of a research project and to make contact with leading professionals in their field of study. Course contents The best preparation for a future profession as an urban and regional planner is to have interaction with professionals. This is organised in three ways: 1. By inviting guest lecturers to tell something about their actual work 2. By inviting researchers of the research chair for Sustainable development (of the school for environmental planning and building) 3. By means of field visits and excursions The content is depending on the latest developments and the availability of the guest lecturers. Some of the expected subjects are: Air quality problems and consequences for road constructions and building - Problems in Dutch water management, related to quantity and use of space - Noise problems, often related to traffic and specially airports - Nature conservation, how can we connect natural areas in Europe? How can we protect endangered specious in other parts of the world? - Importance of cultural heritage in planning processes - How can we keep the rural area s viable Lectures will be taught for the fundamental knowledge of Urban and Regional Planning. A book will be used as basis for the lectures. Assessment - A discussion paper (policy paper) = A written exam about the subjects and assignments that have been part of the programme

39 Reading list The book: Human Geography: Places and Regions in Global Context, 6/E Paul L. Knox, Virginia Tech, Sallie A. Marston, University of Arizona, ISBN-10: X ISBN-13: , 2013 Prentice Hall, will be used for teaching the basic knowledge of planning. Many guest lecturers often give handouts of their presentation. Sometimes articles or readers will be handed out. Programme Will be handed out at the beginning of the unit.. 39

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41 Unit 5. RESEARCH PROJECT 41

42 Unit 5. RESEARCH PROJECT Co-ordinator Credits Unit code Examination code Drs Henk Blokland 28 ECTS points (20 weeks fulltime work) T.ROB T.ROB.27215, T.ROB.27217, T.ROB Aims and objectives The overall aim of the project is to provide students with the opportunity to pursue a specific topic in depth within the overall context of the material covered by the taught courses and their specialisation. More specifically, the project aims to: - Enable students to apply learned skills and to acquire new skills on a specific research subject - Enable students to develop and demonstrate logical reasoned argument and critical thinking - Enable students to further their understanding of theoretical and methodological concepts and approaches addressed in the taught courses and to apply theoretical concepts in a practical and applied context - Enable students to set up and conduct individual research in their specialisation - Enable students to demonstrate a multi-disciplinary understanding of issues - Enable students to demonstrate their verbal and visual presentation skills through the written project report and the seminar presentation - Enable students to defend their research work The project is the equivalent of 20 weeks of full time study (i.e. 28 ECTS points) and will start directly after the taught courses. Course content The basic idea underlying the research project is that a well-defined graduation assignment is formulated, which will be executed during the second phase of the work placement. The student is responsible for the way in which the assignment is carried out. The assignment can be done with or without an external (internship) company. The content of the assignment is most worthwhile if the student is allowed to perform those kinds of activities as will be expected of him/her in his/her profession later on. Prerequisites Satisfactory completion of all the taught units

43 Assessment The assessment of the Research Project consists of three parts: a Presentation, an Oral Defence and the Project Report. Reading list Research handbook of the International Bachelor Programme, 2013/14. Important information and examples from previous years are also available on Blackboard Detailed programme The detailed programme depends on the contents and place of the Research Project and will thus differ individually. The project starts in week 3.1. The final presentations and oral defences are held in week 4.9. Graduation Ceremony will be held in week

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45 DEGREE REGULATIONS Because of Saxion paper saving policy the degree regulations are full text available on the intranet (please check: Mysaxion -> My study -> rules and regulations) The following regulations are a selection of the most important part of the student s statute. 45

46 DEGREE REGULATIONS 1. Entry requirements 1.1. The normal entry requirement is that applicants will hold a Bachelor degree from either an Institute of Higher Professional Education or a University. The degree has to be in a related field of study (e.g. Architecture for Urban and Regional Planning or nature conservation for environmental science Applicants will need to be fluent in English (written and verbal) and normally competent in one other language. According to the Dutch regulations an entry level of at least IELTS = 6.0 (or TOEFL 550) is required for (NON-EU) students entering the graduation phase. 2. Admissions procedure and registration 2.1. Applications will be received and processed by the admission officer Students will be enrolled at Saxion Universities of Applied Sciences (Saxion Hogescholen). 3. Progression through the Degree and attendance 3.1. Students will normally be expected to complete the programme of study in one year. The academic year starts in the beginning of September and finishes half of July (total of 42 weeks) Students will be expected to attend the Induction programme; all lectures, seminars, workshops and practical trainings relating to the taught modules; and to participate in all group work activities. Student's progress will be monitored at each stage of the Degree A Sub-Board of Examiners will be convened at Saxion Universities of Applied Sciences on completion of the taught courses. Students failing to complete satisfactorily any part of the taught programme will be considered individually by the Course Director in consultation with the Director of Studies In cases of marginal failure the student may be allowed to resubmit coursework. In cases of more serious failure, the student may be allowed to retake the courses in the following year In any event, no student will be allowed to retake more than two of the five taught courses. Examinations can only be retaken once a year. 4. Assessment Every unit consists of different parts like lectures, assignments, projects, etc. To pass the unit the overall assessment of the unit has to be a pass (5,5 or higher; see section 5) 46