City + Regional Planning

Fall 2014 Courses

Below are currently offered courses for the fall semester. For course meeting times and locations, see the UC Berkeley Online Schedule of Classes.

Lower- and Upper-Division Courses

CY PLAN 110 (Huerta)

Introduction to City Planning

(4) Three hours of lecture/discussion per week, plus additional fieldwork. Prerequisites: Open to majors in all fields.

Survey of city planning as it has evolved in the United States since 1800 in response to physical, social, and economic problems; major concepts and procedures used by city planners and local governments to improve the urban environment.

Extended Course Description

This course offers a basic introduction to the practice of city planning in America and elsewhere in the world. The course begins with an overview of the evolution of modern city planning and then examines several planning subtopics – such as land use, urban design, economic development, and the idea of urban sustainability – in light of contemporary social, political, and economic issues. The final weeks will be spent looking at cross-cutting issues of urban development and governance, including globalization and immigration.

The class aims to give students a feel for the hands-on work of city planning, while also providing conceptual understanding of the historical, political, legal, social, and environmental contexts that surround and affect it. It is designed for undergraduates who may be curious about a career in urban and regional planning or simply want to know how planning works and affects our lives.

Course Objectives

The major objective of this course is to provide students with a comprehensive overview of the field of city planning in the U.S. and in other countries. Students are expected to gain the following knowledge and skills from the course:

  1. An understanding of the basic elements of contemporary planning practice, including key models and theories used by planners and the basic institutional settings in which they work.
  2. A basic introduction to the complexity of urban constituencies and governance, and the ways in which planners deal with conflicting goals and evidence, political considerations, and multiple levels of policy-making.
  3. A sense of the variety of tools used in planning practice: administrative, political, economic, physical, environmental, etc.
  4. An introductory-level knowledge of the historical roots of modern city planning practice.
  5. An understanding of city planning issues in different international contexts, with a focus on how local planning intersects with global economies.
  6. An understanding of the kinds of information available tused to make planning decisions and an ability to identify and retrieve planning-related data pertaining to a specific location.
  7. The ability to write a well-organized, professional report on planning conditions and actions regarding a specific site.

CY PLAN 119 (Acey)

Planning for Sustainability

(3) Three hours of lecture/discussion per week. Open to majors in all fields.

This course examines how the concept of sustainable development applies to cities and urban regions and gives students insight into a variety of contemporary urban planning issues through the sustainability lens. The course combines lectures, discussions, student projects, and guest appearances by leading practitioners in Bay Area sustainability efforts. Ways to coordinate goals of environment, economy, and equity at different scales of planning are addressed, including the region, the city, the neighborhood, and the site.

CY PLAN 140 (Ellis)

Urban Design: City-Building and Place-Making

(3) Three hours of lecture/seminar and one hour discussion per week.

The course is concerned with the multidisciplinary field and practice of urban design. It includes a review of historical approaches to urban design and current movements in the field, as well as discussion of the elements of urban form, theories of good city form, scales of urban design, implementation approaches, and challenges and opportunities for the discipline. Learning from cities via fieldwork is an integral part of the course.

Extended Course Description

This course introduces students to the field of urban design. The objective is to provide a foundation for understanding the various aspects of urban design, the role that urban design plays within the development process and the key issues urban designers face today. Learning about cities through fieldwork is an integral part of the course.

Urban design is a multi-disciplinary field, encompassing city planning, architecture, landscape architecture, together with traffic and transportation planning and development economics. It involves the need for an understanding of community outreach and local politics. Urban designers work at a range of scales from the region, the city, district, neighborhood and individual lot and are concerned with the interrelationships between the various scales. They deal with large scale citywide design issues, such as city pattern, street and block layout, but also with smaller scale local issues such as the designs for streets and public open spaces. Urban designers create plans for whole cities as is being done in countries like China and other parts of Asia and the developing world, or for redevelopment areas on brownfield sites such as Hunters Point and Mission Bay in San Francisco. They also design small infill projects such as the parcels where the former Central Freeway cut across Hayes Valley in San Francisco.

Sustainable urban design is a critically important skill as the world faces the monumental challenges of climate change and the shift towards urban living. Whereas in 1900 only 10% of the world’s population lived in cities, by 2007 that had increased to 50% and by 2050 it is expected to rise to 75%. The government of China has recently announced plans to transfer 250 million rural peasants and farmers into cities in the next 15 years, the equivalent of building 20 new cities the size of Shanghai. Here in California the Bay Area is projected to grow by 1.5 million new residents by mid-century, the equivalent of the population of San Jose and Oakland combined. Sea level rise from the melting of the polar ice caps is expected to be up to 5’ above existing levels by the end of the century, causing the need for either elaborate dykes or seawalls to protect existing neighborhoods or the abandonment of certain areas around the Bay. To avoid the planet continuing to be wrecked by uncontrolled sprawl or choked with pollution and congestion urban designers have an important role to play. We will discuss those roles and how urban designers can participate in both policy making and implementation.

Learning Objectives
  • To give students an understanding of human settlement patterns as they relate to planning and urban design based on knowledge of relevant concepts and theories from the design arts (architecture, landscape architecture and urban design) including knowledge about the relationship between the design of the built environment and its functional, aesthetic and social precedents and consequences.
  • To give students an understanding of historical and contemporary urban design practice, policy and process based on knowledge of relevant concepts and theories pertaining to the adoption, administration and implementation of plans, and related policies, including relevant regulations (zoning, form based codes, review processes) incentives, techniques and agencies conducting planning and urban design.
  • To give students an introduction to some of the skills necessary to practice urban design in a variety of venues. These will include the use of empirical observation to analyze the physical characteristics of environments and the relationships between environments, perception and behavior; use of written and graphic skills to compose clear, accurate and compelling text and drawings in documents.
  • To give students an understanding of the different values and ethical standards affecting the practice of urban design, demonstrating a knowledge for comprehending and discriminating among goals that an individual group community or organization holds when considering the future, including the values of justice, equity, fairness, efficiency, order and beauty.

CY PLAN 190 SEC 1 (Waldron)

Advanced Topics in Urban Studies: Critical Debates in Sustainable Urbanism

(3) Course may be repeated for credit. One hour of lecture/discussion per week per unit. Prerequisites: Upper division standing. Grading option: Sections A-L to be graded on a letter-graded basis. Sections M-Z to be graded on a pass/no pass basis. Analysis of selected topics in urban studies. Topics vary by semester.

Extended Course Description

Sustainability has become a ubiquitous buzzword in society today; we see it everywhere, from politics to popular culture and from corporate strategy to grassroots activism. Although this ubiquity is a relatively recent development, the concept of sustainability has been around since the 1980s, while its underlying principles and theory can be traced back even further. Despite this history, the concept remains just as contested today as it was at its introduction, though various definitions have arguably risen to something approaching ideological dominance. Attempting to conceptualize sustainability inevitably involves making and assessing value judgments regarding our lifestyles and the structures of our society and economy.

How we understand sustainability and what we can do to implement it as both process and outcome is particularly important given that it has become perhaps the most pressing scientific and social challenge of our time. We are increasingly confronted with warnings of global climate change, habitat and biodiversity loss, natural resource depletion, deforestation, desertification, and the impacts of rapid population growth. Yet we cannot limit our understanding of sustainability to the environmental domain—not only do environmental problems have unavoidable consequences for economic and social wellbeing, but economic and social problems typically underlie environmental degradation. Though long considered as separate from the environment, urbanized areas in particular are increasingly the most relevant sites of and contributors to all these issues. With more than half of the world’s population residing in cities as of 2008, any consideration of sustainability needs to seriously consider the urban context.

Multiple discourses of and approaches to sustainability, each with their own set of theories, claims, and critiques, have emerged since the 1980s in response to these pressing global issues, both at the global scale and at the urban scale. This course aims to provide a critical interrogation of the different strands of sustainability thought that have come to prominence since the start of the sustainability debate.

Learning Objectives
  • Provide students with knowledge and insight into the major issues and debates relating to sustainability
  • Students will have a critical understanding of the complexity and scale of the sustainability challenge, how different actors characterize and understand sustainability, the approaches that have been developed to implement these varying visions, and the institutional, political, and individual barriers to these visions
  • Students will be able to competently apply theory and critique learned in class to recognize and analyze the contested and politicized nature of sustainability issues in the real world.

Graduate Courses


History of City Planning

(3) Three hours of lecture/discussion per week. The history of city planning and the city planning profession in the context of urban history. Principal focus on the evolution of North American planning practice and theory since the late 19th century; some comparative and earlier material.

Extended Course Description

This graduate level course provides a survey of key historical moments in the emergence of modern city planning. While the focus of the course is on U.S. cities, it also pays attention to transnational and global connections that exert influence on the theory and practice of planning in the American context.

The course has three objectives. First, it seeks to train students in the study of city planning through a historical survey. Such historical knowledge provides crucial insights into the profession and makes visible the complex and compelling struggles that have shaped the field of planning. For this reason, the course follows a chronological order but also interrupts this chronology in order to highlight relevant transhistorical appropriations, continuities, and congruences.

Second, this course seeks to enable students to have a deeper understanding of how space functions. The history of city planning is rooted in the quest for spatial order in particular cities. Thus, the course foregrounds the various spatial formations that planners must professionally inhabit and transform: from the “inner city” to the “city-in-the-region.”

Third, this course seeks to introduce students to key paradigms of planning thought. The course is organized around the principle that a history of city planning is simultaneously a theory of city planning and that both history and theory are anchored by ethical frameworks. In this sense, the course is one concerned with the history, theory, and ethics of planning. Each week, as we take up an important historical conjuncture, so we will discuss the planning ideas and ethical implications at stake in our analysis.

CY PLAN 201A (Chatman/Reid)

Planning Methods Gateway: Part I

(4) Three hours of lecture/discussion per week. Part one of a two-semester course sequence that introduces first-year students in the Master of City Planning (MCP) program to a suite of data collection, data analysis, problem solving, and presentation methods that are essential for practicing planners. 201A focuses on supporting integrated problem solving, using a case-based approach to introduce methods in sequenced building-blocks. 201A is a prerequisite to 201B; exceptions made with instructor approval.

Extended Course Description

The CY PLAN 201A and 201B course sequence is designed to introduce students to problem identification in the planning realm, and to the data collection and analysis skills relevant to addressing those problems. Students will learn how to define planning problems; identify the information needed to better understand and develop solutions to those problems; collect data and conduct analysis to provide that information; and understand the mechanics, promises and pitfalls of those methods. Practical skills include downloading and using secondary data, conducting statistical tests of difference, observation, making maps from secondary data, interviewing, and conducting financial analyses.

Learning Objectives
  • Identify planning problems and questions.
  • Design and implement a research project in response to a planning problem or question.
  • Become a critical consumer of statistics, methods, and evidence/arguments in the press and in policy, planning and advocacy publications.
  • Think critically about research problems and research design, learn what kinds of problems planners address in day-to-day life, and recognize the role of theory in shaping both questions and research design.
  • Prepare clear, accurate and compelling text, graphics and maps for use in documents and presentations.
  • Build public presentation skills, and have an opportunity to practice and receive feedback on presentations of various lengths.
  • Learn how to write for different audiences, and effectively include data/evidence in writing Be introduced to the faculty in DCRP and their research methods and approaches.

CY PLAN 202 (Corburn/Hutson)

Practice Gateway: Introduction to Planning Practice

(3) Three hours of lecture/discussion per week. Using challenging real-world cases, this course introduces first year MCP students to the persistent dilemmas, the power and limits of planning action, the multiple roles in which planners find themselves in communities around the globe, and the political and other constraints that planners face as they try to be effective, and the key issues facing planning practice. In all these ways, our focus is on planning action, not the history of urban development or urban social theory, though we will explore the ways in which planning ideals and cities have shaped each other as society evolves.

Extended Course Description

This class focuses on case-based teaching, with a combination of lectures, large and small group discussions and in-class problem-solving based on case materials. The assignments are focused on professional outputs, learning how to work as part of a professional team and supporting each student to develop their own Professional Development Plan. Assignments would also force students to grapple with one or more dimensions of the case studies, such as: who defined the problem, what evidence was used, who participated in the process, what public policies, institutions and private sector practices influenced the case/plan, what were impacts on places and people (at different scales) and how do we know?

Learning Objectives
  • To introduce students to the professional practice of planning and, in the process, a language and set of reference points that help define the profession and the many fields it touches;
  • To help students develop models of practice that contribute to their understanding of the varied demands of effective practice and that guide their professional development and lifelong learning;
  • To stimulate a critical awareness of the opportunities and challenges specific to planning in diverse societies, whether diversity is defined in racial, ethnic, religious, class, or other dimensions;
  • To develop core competencies essential to effective practice, including problem analysis, teamwork, and communication skills (written and oral presentation, media support); and
  • To introduce incoming students, through hands-on work, to DCRP, including our faculty, research specializations, the domestic and international elements of our work (and bridges across them), and options within the curriculum.

CY PLAN C213 (Chatman)

Transportation and Land Use Planning

(3) Three hours of lecture/discussion per week. Prerequisites: City Planning 113A or equivalent. Examination of the interactions between transportation and land use systems; historical perspectives on transportation; characteristics of travel and demand estimation; evaluation of system performance; location theory; models of transportation and urban structure; empirical evidence of transportation-land use impacts; case study examinations. Also listed as Civil and Environmental Engineering C290U.

Extended Course Description

This course provides an historical and theoretical understanding of interrelationships between urban form, land development, transportation investments, and household travel, with a focus on U.S. urban areas. Common and emerging land use and transportation policies are introduced. Students will critically read empirical research and policy recommendations, as evaluated by answering weekly questions about the readings; participating in class discussions; presenting a news article or planning document and leading a class discussion about it; writing a short paper; completing a problem set; and taking a final examination.

By the end of the course, students will:

  • Have a basic understanding of the market, regulatory, and institutional landscape of land use and transportation relationships in the US, as well as the main issues and concerns arising from travel patterns and land development.
  • Be familiar with the history of transportation technology and transportation planning and how these factors have affected transportation infrastructure and services and land use patterns in US cities.
  • Understand the motivations and evidence employed by advocates and opponents debating smart growth, sustainability, and regional plans.
  • Understand economic, equity, and institutional theories that provide the basis for land use and transportation policies.
  • Know how to apply some common tools and quantitative concepts in transportation and land use planning such as trip generation estimates, accessibility indexes and gravity models.

CY PLAN 218 (Deakin/Broaddus)

Transportation Planning Studio

(4) Four hours of lecture/discussion per week. Prerequisite: 213 or 217 or consent of instructor.

Studio on applying skills of urban transportation planning. Topics vary, focusing on specific urban sites and multi-modal issues, including those related to planning for mass transit and other alternatives to the private automobile. Recent emphasis given to planning and designing for transit villages and transit-based housing.

CY PLAN 220 (Chapple)

The Urban and Regional Economy

(3) Three hours of lecture per week. Prerequisites 113A or equivalent.

Analysis of the urban, metropolitan, and regional economy for planning. Economic base and other macro models; impact analysis and projection of changing labor force and industrial structure; economic-demographic interaction; issues in growth, income distribution, planning controls; interregional growth and population distribution issues.

CY PLAN 238 (Smith-Heimer)

Development-Design Studio

(4) Two hours of lecture/seminar and four hours of studio per week. Prerequisites 235.

Studio experience in analysis, policy advising, and project design or general plan preparation for urban communities undergoing development, with a focus on site development and project planning.

CY PLAN C241 (Bosselmann)

Research Methods in Environmental Design

(4) Three hours of lecture/seminar and two hours of lab per week.. Formerly Interdepartmental Studies 241.

The components, structure, and meaning of the urban environment. Environmental problems, attitudes, and criteria. Environmental survey, analysis, and interview techniques. Methods of addressing environmental quality. Environmental simulation. Also listed as Landscape Architecture C241 section 1.

Extended Course Description

The course is about research methods that designers and planning professionals use to analyze and evaluate urban places, be they buildings, urban districts, transportation routes, or landscapes. We are interested in gaining primary knowledge about places as opposed to relying solely on secondary sources; we test professional assumptions and biases. Research questions related to sustainable urban form, the relationship between density, housing types and livability are frequently at the core of current concerns. We test how far people walk and why; we are curious about the integration of natural processes in cities, to name a few recent topics. The selection of topics is driven by student interests. The methods used in the evaluations are the focus of the course and they include direct observation, field measurements, surveys and or interviews.

The urban environment will be viewed primarily as a social and psychological environment with the purpose to gain knowledge about a good fit between urban form and people’s values and expectations. Naturally, we are concerned about environments that function well in terms of use, balanced transportation modes, sound urban ecology, good sense of place, equity, but also a sense of beauty that citizens expect from the environments they live and work in, or travel through. We are concerned with who environments are for, who uses them, and the conflicts that can arise between user groups.

Environmental design and planning is inevitably a form of micro•politics. Evaluation will be seen as a basis for citizen involvement and environmental improvements rather than ends in themselves.

CY PLAN C243 (Bosselmann)

Shaping the Public Realm

(3) Three hours of lecture and six hours of studio per week. Prerequisites: Previous design studio or consent of instrutor; City and Regional Planning C240/Landscape Architecture C250.

This interdisciplinary studio focuses on the public realm of cities and explores opportunities for creating more humane and delightful public places. Problems will be at multiple scales in both existing urban centers and in areas of new growth. Skills in analyzing, designing, and communicating urban design problems will be developed. Studio work will be supplemented with lectures, discussions, and field trips. Visiting professionals will present case studies and will serve on reviews. Also listed as Landscape Architecture C203.

CY PLAN 254 (Acey)

Sustainable Communities

(3) Course Format: Three hours of lecture/discussion per week. Prerequisites: Graduate standing or consent of instructor.

This course examines and explores the concept of sustainable development at the community level. The course has three sections:

  1. An introduction to the discourse on sustainable development
  2. An exploration of several leading attempts to incorporate sustainability principles into plans, planning, and urban design
  3. A comparative examination of several attempts to modify urban form and address the multiple goals (social, economic, environmental) of sustainable urbanism.

CY PLAN 255 (Waddell)

Urban Planning Applications in GIS

(3) Course Format: Three hours of lecture and three hours of laboratory per week. Prerequisites: Consent of instructor.

This course introduces students to the relatively new and rapidly expanding field of Geographical Information Systems (GIS). The course focuses on GIS and its application to both city and regional problems in the San Francisco Bay Area and offers students a toolkit for integrating spatial information into planning solutions. The laboratory sessions will mainly employ a vector model to solving problems. Topics include problem identification, data discovery, database design, construction, modeling, and analytical measurement.

Extended Course Description

This is a graduate-level course offered in the Department of City and Regional Planning at UC Berkeley and open to graduate students from across campus who are interested in urban analysis and visualization. It is an advanced GIS course that emphasizes learning to program using the Python programming language to manipulate and analyze data and build models, and uses UrbanCanvas as a powerful 3D visualization platform for exploring data and models visually. A theme of exploring neighborhood change and gentrification will provide a substantive motivation for the application of skills developed in this course.

Warning: the course is very hands-on and experimental. We are going to be using the UrbanCanvas software that has been developed by Synthicity, a Berkeley startup, and is in beta mode (under development and needing much more testing), so things will not always work. If you have a low tolerance for experimentation and no interest in learning to program a bit, this may not be the right course for you. On the other hand, if you are willing to roll up your sleeves and embrace some uncertainty, you should learn enough to become a self-sufficient learner in urban analysis and visualization, and might find an entirely new lens through which to study, plan and design within neighborhoods, cities and regions.

By the end of the course, students should be able to

  1. Access, analyze, and visualize urban data from a variety of data sources, including from the Internet.
  2. Analyze spatial patterns of accessibility via walking, transit and roadway networks.
  3. Develop statistical models using regression or discrete choice to analyze patterns within urban data.
  4. Write scripts to accomplish these tasks, and interactively explore data and models.
  5. Represent urban data visually, including rendering parcels, 3D buildings, and a variety of indicators.
Course Prerequisites

Some prior coursework or experience using GIS is required. We will not be covering basic concepts of GIS or database management in this course - that level of understanding is assumed. Prior exposure to urban economics (e.g. CP 207) would provide theoretical foundations for some of the substantive applications we will explore in this course as motivating applications. Course work in multivariate statistics and data analysis (e.g. CP 204A or 204D) would be quite helpful to have taken or be taking concurrently to get the most out of the course, as this course will not provide theoretical foundations of multivariate analysis, but will demonstrate how to apply statistical models to urban spatial data. Students arenot expected to have had any programming course previously. Python is a very accessible language and the pace and focus of the course will emphasize learning by doing.

CY PLAN 256 (Corburn)

Healthy Cities

(3) Three hours of lecture per week.

Exploration of common origins of urban planning and public health, from why and how the fields separated and strategies to reconnect them, to addressing urban health inequities in the 21st century. Inquiry to influences of urban population health, analysis of determinants, and roles that city planning and public health agencies - at local and international level - have in research, and action aimed at improving urban health. Measures, analysis, and design of policy strategies are explored.

CY PLAN C261 (Goltsman/Iacofano)

Citizen Involvement in the City Planning Process: Citizen Participation: Planning and Design for the Inclusive City

(3) Three hours of lecture/seminar per week.

An examination of the roles of the citizens and citizen organizations in the city planning process. Models for citizen involvement ranging from advising to community control. Examination of the effectiveness of different organizational models in different situations. Also listed as Landscape Architecture C242.

Extended Course Description

Involving people in planning and design decisions is an essential part of most planning and design projects in the United States. Good citizen engagement requires application of a specific set of methods and skills. It is a process of both giving information as well as collecting, analyzing and applying information. If done correctly the practitioner gains valuable information that will enhance the outcomes of a project in multiple ways politically, environmentally, socially, aesthetically and/or financially. If done poorly the result can have highly negative consequences. Involving people in a public planning context is different from involving people in site-specific design. The process in each case starts with different objectives and requires different methods. Results are applied in very distinct ways.

This class will expose students to the range of both the theory and practice of engaging people in planning and design projects. Students will design and execute a community engagement project with a real organization, critique contemporary participatory planning in the United States and be trained to facilitate a public process.

The class will meet once a week for three hours combining a series of lectures, discussions, guest speakers, public meetings, individual and team presentations and exercises. Lectures will draw on the readings, but will not duplicate them. Class time will allow for discussion, teamwork and student/instructor interaction.

CY PLAN 268 (Hutson)

Community Development Studio

(3) Two hours of lecture and four hours of studio per week. Prerequisites: 208 or 235. Formerly CP 258. Studio experience in analysis, policy advising, and implementation in an urban setting. Students will engage in group work for real clients (e.g., community-based organizations or local government agencies), culminating in a final report or proposal.

CY PLAN 275 (Caldeira)

Comparative Analysis of Urban Policies

(3) Three hours of lecture/discussion per week. Prerequisites: Graduate standing. Description, analysis, and evaluation of urban policies in a variety of social and spatial contexts, with references to state-planned societies. Main topics: national and local public policies in regional development, housing, transportation, urban renewal, citizen participation, social services, and decentralized urban management. Formerly CP 262.

CY PLAN 280A (Frick)

Research Design for the Ph.D

(3) This course is designed for students working on their dissertation research plan and prospectus. Weekly writing assignments designed to work through each step of writing the prospectus from problem framing and theoretical framework to methodology. At least one oral presentation to the class is required of all students. Former CP 280.

CY PLAN 280C (Waddell)

Colloquium for Doctoral Students

(2) Must be taken on a satisfactory/unsatisfactory basis. Presentation and discussion of research by Ph.D. students and faculty.

CY PLAN 290A (Chapple)

Topics in City and Metropolitan Planning: PR/CR/Thesis Workshop with Survey Methodss

(1) Three hours of lecture and discussion per week per module. Prerequisites: Consent of instructor.

Analysis of selected topics in city and metropolitan planning with emphasis on implications for planning practice and urban policy formation. In some semesters, optional five-week, 1-unit modules may be offered, taking advantage of guest visitors.

CY PLAN 290B (Griffin/Hutson)

Design for the Just City

(3) Three hours of lecture/discussion per week. Prerequisites: Consent of instructor.

Analysis of selected topics in city and metropolitan planning with emphasis on implications for planning practice and urban policy formation. In some semesters, optional five-week, 1-unit modules may be offered, taking advantage of guest visitors.

Extended Course Description

As designers, policy makers and builders of the built environment, we have the ability to create outcome, process and engagement innovations that facilitate the Just City. This interactive seminar will investigate the roots and current conditions of cities and communities, and encourage students to create a Just City manifesto and develop metrics to assess how design can inform and influence, design intervention, practice, policy reform create a more Just City.

In “The Spirit Level: Why Greater Equality Makes Societies Stronger”, Dr. Richard Wilkinson and Kate Pickett present a compelling set of data illustrating that material inequality has a profound influence on population stratification, status insecurity and competition, and the prevalence of all the urban problems associated with chronic health and social conditions, as well as the strength of community life (Wilkinson and Pickett, 2009). The data reveals that the United States ranks the worst among other countries with the highest income inequality and the worst index of health and social problems. Within the US, New York State has the highest income inequality, but among the top ten states with the highest income inequality, does better than 7 out of the 10 states on health and social indicators.

It is quite easy in a vibrant city like New York for some segments of the local population, as well as visitors from outside the city, to overlook the affects of its income disparities. Effective public policies and economic development strategies have eradicated a large share of the historically “seedy” areas of Manhattan, only to push many of these conditions into other parts of the city and region, including lower cost housing, homelessness and undesirable land uses to name a few. While New York may be performing better than some in the areas of human health and quality of life, inequality is still on the rise and contributing to the realities of a geographically and socially divided city. This trend should cause us to question whether our city, often held up as a global standard for economic and cultural vibrancy, is truly a “Just City”.

In the book, “The Just City”, Professor Susan Fainstein describes the principle components of urban justice as equity, diversity, and democracy (Fainstein, 2010). Certainly the health and social conditions Wilkinson and Pickett examine provide cause to be concerned about the macro-level state of urban justice. But in the space of urban planning and design, one might argue that cites like San Francisco, Oakland and New York City have launched some progressive initiatives over the last twelve years that begin to promote urban justice in the public realm. But when we examine the presence of urban justice in housing, transportation, commercial development and infrastructure, it might be fair to question whether these cities more to do in promoting a more Just City, where the functions of city planning and design can go even further in playing an active role in this pursuit. Imagine if we identified specific metrics for evaluating the performance of the city’s public spaces, housing developments, commercial districts or transportation modes for their impact of creating more urban justice?

CY PLAN 298-1 (Waddell)

Group Studies: MCP Forum

(1) Course may be repeated for credit. One to three hours of independent study per week. Prerequisites: Consent of instructor. Grading option: Sections A-L to be graded on a letter-graded basis. Sections M-Z to be graded on a satisfactory/unsatisfactory basis. Section C to be graded on an In-Progress basis only. Topics to be announced at beginning of each semester. No more than 3 units may be taken in one section.

Extended Course Description

The purpose of this course is to promote interpersonal connections within the UC Berkeley community, students and professionals in related fields. Classes will be divided between guest lecturers with planning professionals and discussions that promote transferrable skills within the cohort. The course is aimed towards all graduate students within DCRP.

The course will include panels and Q&A with local planning professionals spanning the DCRP spectrum. Class participants will hear from practitioners working in transportation policy and planning; housing, community and economic development, land use; urban design; and environmental and sustainability planning.

Skills development will focus on networking, gaining exposure to the Bay Area planning scene and its opportunities, public speaking and presentation skills, as well as resume critique, how to use LinkedIn effectively, and getting internships.

CY PLAN 298-3 (Peniniger)

Group Studies: MUD Economics Module

(1) Restrictions: MUD STUDENTS ONLY.

CY PLAN 298-5 (Wolch/Cascardi)

Group Studies: Reading Cities, Sensing Cities: a Global Urban Humanities Interdisciplinary Colloquium

(1) SU. Also listed as Rhetoric 244A

Extended Course Description

This colloquium will examine cities from Tokyo to Tbilisi to San Francisco from the perspectives of multiple disciplines. Guest speakers from disciplines including Architecture, Art History, Art Practice, City and Regional Planning, Comparative Literature, and Theater, Dance and Performance Studies will look at texts about cities, cities as texts, and use art, photography, sound, performance, mapping, and crowdsourced sensing technologies to interrogate the urban experience.

The aim of this mid-day speaker series is to provide a gathering place where people from different disciplines can learn about each other’s work on global cities.The colloquium is part of the Global Urban Humanities Initiative, a joint project of the Arts & Humanities Division and the College of Environmental Design.

All lectures are open to the campus community, and visitors are encouraged. Everyone is welcome to bring lunch.

A complete list of speakers and course requirements will be posted at

CY PLAN 299 (Staff)

Individual Study or Research

(1-12) Course may be repeated for credit. Regular meeting to be arranged with faculty sponsor. Prerequisites: Consent of instructor and graduate standing. Individual study or research program; must be worked out with instructor in advance of signing up for credits. Maximum number of individual study units (295, 297, 299) counted toward the M.C.P. degree credits is 9.

CY PLAN 300 (Staff)

Supervised Teaching in City and Regional Planning

(1-2) Course may be repeated for credit. Regular meeting to be arranged with faculty sponsor. Prerequisites: Graduate standing in department and appointment as a graduate student instructor. Course may be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Supervised teaching experience in courses related to planning. Course may not be applied toward the M.C.P. degree.

CY PLAN 375 (Staff)

Supervised Teaching in City and Regional Planning

(1-2) Course may be repeated for credit. Regular meeting to be arranged with faculty sponsor. Prerequisites: Graduate standing in department and appointment as a graduate student instructor. Formerly City and Regional Planning 300. Course may be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Supervised teaching experience in courses related to planning. Course may not be applied toward the M.C.P. degree.

CY PLAN 602 (Staff)

Individual Study for Doctoral Students

(1-8) Course may be repeated for credit. Regular meeting to be arranged. Prerequisites: Ph.D. students only. Grading option: Must be taken on a satisfactory/unsatisfactory basis. Individual study in consultation with the major field adviser, intended to provide an opportunity for qualified students to prepare themselves for the various examinations required of candidates for the Ph.D. May not be used for unit or residence requirements for the doctoral degree. Students may earn 1-8 units of 602 per semester or 1-4 units per summer session. No student may accumulate more than a total of 16 units of 602.