Introduction to Urban Planning- USP 311 (U) Dr. Megan Horst, Portland State University Spring 2017 OVERVIEW This class provides students with an introduction to the field and profession of urban planning. This course is appropriate for students from any academic background. Students will better understand how planning decisions shape transportation, land use, and almost every aspect of our cities and towns. Your understanding of your surroundings will be forever changed! You will also gain insight into how YOU can be involved in planning decisions. This class especially emphasizes the relationship between planning and social justice. LEARNING OUTCOMES A student who successfully completes this module will understand the: influences (including technological, social, economic, and policy) on urbanization and suburbanization in the United States; general patterns and trends in urbanization and suburbanization; historical development of the planning profession and the legal framework for planning; concepts, tools and techniques employed by urban planners; roles of various public and private actors in decision-making; some of the main current issues facing urban areas; the potentials and constraints of planning in fostering social justice and ecological sustainability; some of the critiques and diverse perspectives of planning; and how you (as a student, community member, resident, etc) can be actively engaged in planning. TEACHING APPROACH This course is taught through a series of ten weekly modules/themes, with the lectures, readings, discussions and exercises, and media presentations grouped around those themes. I will try to keep the class as lively, interactive and engaging as possible. You can help by making sure that you keep up with the readings and come to class prepared and ready to participate in large- and small-group discussions. I
will generally call on people in class for participation, rather than asking for volunteers (to generate more balanced participation). TEXTS AND READINGS You do not need to buy a textbook for this class. All class readings will be on D2L, in the relevant module under "Readings." ASSIGNMENTS AND GRADING This is a 4 credit class with lots of reading and many assignments. It is absolutely essential that you keep on top of all requirements. A general rule of thumb for university classes is that you should expect to spend twice as many hours outside of class per week, as the number of credits in the class. So, for a 4 credit class, expect to spend 4 hours per week attending class and 8 hours/week reading, taking quizzes, and and working on assignments. Your course grade will be based on the following: 20% Participation (based on weekly reading checkups and in-class participation activities, each worth about 1% each) 30%: Quizzes (There are 3 quizzes of 20 questions each, which you will take on D2L; each one is worth 10% of your final grade). 50%: Assignments (There are 4 assignments; each one is worth 12.5% of your final grade) Overview of Participation (20%) Weekly reading check-ins (10%): To encourage you to read the readings, which makes you a better participant in class, I have weekly reading check-ins, with one question each. You can take each weekly reading check-in up to three times until you get it right. The reading check-ins also provide examples of quiz questions. The reading check-ins are accessed from each weekly module, for example see Week 1: Introduction and Overview and then Reading Check-In Week 1. In-class participation (10%). You will receive points for attendance and participation. Most days, we will have in-class small group activities, and you will turn in a sheet of paper with your name on it and response to the activity. As long as you do the activity, you receive the points for that day. (There are no make up opportunities for this. You will be granted two "freebies.") Overview of Quizzes (3 x 10% = 30%)
There are three quizzes, each worth 10% of your course grade, that will be completed outside of class and administered online. There will be be 20 questions per quiz, mainly true/false, multiple choice or multiple select. You will be given 2 hours to complete each quiz. The quizzes will test your ability to analyze and apply the concepts discussed in the readings and class discussions. For this reason they will be open book/open note. However, you should complete them individually (not working with another student). You will be able to review all questions with the "right" answers after each quiz. Quiz 1 (Covers Modules 1-3) (Access during the open quiz window only) Quiz 2 (Covers Modules 4-7) (Access during the open quiz window only) Quiz 3 (Covers Modules 8-10) (Access during the open quiz window only) Overview of Four Assignments (4 x 12.5% = 50%) (See relevant dropboxes for further details) Assignment 1: Planning Regulation Analysis (12.5%) Purpose: To learn about the regulatory environment (specifically, f zoning, the most common tool used to control the use of land in urban areas) that governs a specific property in Portland. Task: For this assignment, you will use a form which will be provided and go to Portland Maps (www.portlandmaps.com) and find the parcel. You will investigate the basic zoning provisions that govern your home and compare these to the actual development that is found there. Assignment 2: Planning Hearing Observation (12.5%) Purpose: The purpose of the assignment is to get you to see planning in action and reflect on its correspondence to how planning is discussed in class. Task: For this assignment you will attend a local public hearing related to urban planning, such as a City Council hearing, a regular Plan Commission hearing or special public advisory session. (I will provide a list on D2L that I will update regularly- you are also welcome to identify other relevant meetings. If you are in doubt- ask!) Based on this meeting you will complete a brief summary about the content of the hearing, as well as the procedural aspects (e.g., who/how many people attended, who spoke, how it was structured). Assignment 3: Planning in the Media Article Summaries (12.5%)
Purpose: The purpose of this assignment is for you to gain knowledge about various current planning issues in the Portland region, as well as diverse perspectives on the issues. Task: You will track local news coverage of current planning issues in the Portland region. Over the course of the term, you will obtain 10 separate articles from local news outlets (e.g., The Oregonian, Portland Business Journal, Portland Mercury, but you can also look for articles on the same topic in national newspapers), with at least two of them within the last few months. You will provide brief, 3-5 sentence summaries of each article, as well as full citations and an evaluation of the trustworthiness of the source. Of the 10 articles, about 5 should be about one specific topic of particular interest to you, and something under consideration by a local decision-making body, for further use in Assignment 4. Assignment 4: Public Testimony (12.5%) Purpose: The purpose of this assignment is for you to practice giving informed input on planning issues of importance. Task: You will develop spoken and written testimony on a planning topic of interest to you, following the norms of the appropriate decision-making body. IMPORTANT CLASS POLICIES Lectures I will post my lecture materials (e.g., Powerpoint slides) via the course D2L site, in advance of each class. My experience is that doing this helps many students to follow along and participate rather than worrying about transcribing each slide. You are also welcome to access the slides during assignments and during the openbook/open-note quizzes. Missing class: If you are unable to attend class, review the course slides for the session and to check with fellow classmates about what you missed. You do NOT need to contact me if you will miss a class, and you are responsible for reviewing the lecture notes on your own. (Remember, you get up to two "freebies" meaning two missed classes without losing participation points, but after that your participation score will be negatively affected by absences. There is no way to make up missed classes). Devices: When you are in class, I expect you to maintain an engaged and nondisruptive presence. You are welcome to take notes using a laptop or tablet if you find this to be the most convenient and productive method. I ask that you refrain from using programs, apps or sites other than those necessary for note taking in class (e.g., no Facebook or e-mail) as these tend to be distracting to the user and to nearby
students. Also, I ask that you refrain from using mobile phones or other devices in class. I reserve the right to sanction students whose behavior repeatedly disrupts the classroom environment. Finally, keep in mind that recent research suggest students learn better when taking handwritten, rather than typed notes, as handwriting requires more on-the-fly synthesis. Therefore, I strongly encourage you to take handwritten notes. Late submission policy. I will not accept late quizzes, as I give you a class week to complete quizzes. I will accept late assignments BUT with a strict, 1 percentage point per hour penalty (no exceptions, no questions asked!), rounded up to the nearest hour (e.g., 45 minutes late = 1 % deduction; 2 hr., 20 min. late = 3 % deduction). While you may be tempted to take advantage of this policy, consider whether the improvement in your grade that comes from an extra hour (or six!) is really worth it. In most cases, it is not...just get it done. I also understand that family emergencies and health problems happen. See below for policy on penalty-free extensions. Extensions without penalty may be granted at the instructor s discretion, under the following conditions: (a) a written (email) notification must be sent a minimum of two days prior to the submission deadline; and (b) only with a compelling, unforeseen circumstance such as a family or health emergency (documentation may be required). We will agree, via email, about an extension date but generally it will be one week. Accommodations: Students with documented and approved disabilities may be eligible for accommodations, which are collaborative arrangements between students, faculty, and the university s Disability Resource Center [http://www.drc.pdx.edu/]. Students with accommodations approved through the DRC are responsible for contacting me prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through the DRC should contact the DRC immediately. Cheating and plagarism: It should go without saying that plagiarism and cheating are unacceptable and will not be tolerated, but I will say it anyway. Academic dishonesty, according to Section 577-031-0136 of the PSU Student Code of Conduct, refers to as the act of knowingly or intentionally seeking to claim credit for the work or effort of another person or participation in such acts. [http://www.pdx.edu/dos/codeofconduct] This encompasses both egregious acts of cheating like collaborating with a fellow classmate on a quiz (quizzes are meant to be taken individually!), but also more mundane acts like lifting reference material from websites without attribution. Violations of the Student Code of Conduct such as plagiarism will result in a zero grade for the assignment and could result in stronger,
university-level sanctions. Please be aware that instructors have sophisticated methods for checking for plagiarism or copied material. Recommendation letters: As you move through your college career, which might eventually involve asking professors to recommend you for graduate programs, jobs, or internships, please be aware that professors are not obligated to write references for any student who asks us. I don t write a reference for a student unless I can write a VERY positive and specific one. Keep in mind that I meet over 100 students every year- so you have to stand out in a good way. Therefore, your job as a college student is to become the kind of student professors can rave about in recommendations hardworking, collegial, and intellectually inquisitive and honest. Consider maintaining relationships over time with professors, so that they know you well enough to write for you. Anti-sexual harassment policy: If you have not done so already, please complete the Safe Campus Module in d2l. The module should take approximately 30 to 40 minutes to complete and contains important information and resources. If you or someone you know has been harassed or assaulted, you can find the appropriate resources on PSU s Enrollment Management & Student Affairs: Sexual Prevention & Response website at http://www.pdx.edu/sexual-assault/. PSU's Student Code of Conduct makes it clear that violence and harassment based on sex and gender are strictly prohibited and offenses are subject to the full realm of sanctions, up to and including suspension and expulsion. Class as a safe learning environment: Portland State University is proud to welcome students of diverse backgrounds, identities, and lifestyles. We honor, respect, embrace and value the unique contributions and perspectives of all students, faculty, employees, volunteers and our local and global communities. Diversity includes age, culture, disability, gender, gender identity, national origin, military background, marital status, social class, color, race, religion, sexual orientation, and diversity of thought. We may have differing viewpoints on issues. Meaningful and constructive dialogue is encouraged in this class and requires a degree of mutual respect, willingness to listen, and tolerance of opposing points of view. Respect for individual differences and alternative viewpoints will be maintained at all times in this class, with some exceptions including that I will not tolerate (and do not ask students to tolerate) bigotry, misogyny, racism, xenophobia, homophobia, etcetera, or anything not tolerated in the Student Code of Conduct. If you have experienced any sort of interaction based on these things, please feel free to communicate with me about how to deal with it. CLASS MODULES
I have organized the class into 10 modules, one module per week. Each module has readings and one weekly reading check-in. I will also post class slides and any videos used in class to the weekly module. Week 1: Introduction and Overview Week 2: History of US Urban Planning Week 3: Legal Basis and Tools of Planning Week 4: Politics and Participation Week 5: Equity Planning Week 6: Housing Week 7: Growth Management, Regional Planning and Transportation Week 8: Sustainability Planning and Environmental Justice Week 9: Food Systems Planning Week 10: Municipal Budgets Exam Week (Quiz #3 and Assignment #4 Public Testimony due)