City + Regional Planning

Fall 2016 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 (Luger)

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

Introduction to City Planning is an upper division course in the Department of City and Regional Planning providing students with a study of the origins, history, and legal basis for contemporary urban planning. The course explores several key areas of planning practice in the United States including urban design, housing, transportation, and community and economic development. The course also examines key challenges and opportunities in urban planning including sustainability, environmental justice, immigration, and community health. Throughout the semester the course also examines issues of justice, equity, and access as these relate to planning practice, planning theory, and the built environment. Given the often overlooked or neglected issues related to race, class, and gender, among others, the course aims to situate these in the study of planning histories, theories, and practices to help inform a new generation of planners, advocates, and informed global citizens. Students will gain a perspective to see how these issues form the complex fabric of cities, regions, and nations, which must be considered and incorporated into planning analysis and decision-making.

CY PLAN 113A (Hinkley)

Economic Analysis for Planning

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

Introduction to economic concepts and thinking as used in planning. Micro-economic theory is reviewed and critiqued.

Extended Course Description

This is an introductory course in the application of basic principles of economic analysis to problems of urban planning and policy. The course aims to cover the fundamentals of microeconomic theory and apply them to contemporary planning issues, including urban land use, transportation, housing, education, and economic development planning.

In this course we will explore: (1) how economic forces and policies shape the formation, location, size, form, function, growth and decline of cities; (2) how the basic tools of microeconomic analysis can be used to evaluate and address city planning issues; and (3) how to analyze critically the strengths and weaknesses of various economic approaches and arguments to justify specific urban policies.

The class is not intended as a comprehensive introduction to the field of microeconomics; rather, it is designed to acquaint students with the essential elements of qualitative economics that are most relevant to the practice of city planning and the study of cities. Throughout the course, we will debate the suitability of economic theories for explaining urban phenomena and guiding policy. The study of theory will be augmented by examples and exercise in applying economic analysis to current planning problems in California.

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.

Extended Course Description

Major 21st century challenges around the world are leading to a renewed focus on planning: rapid urbanization along with environmental degradation and habitat loss, climate change, overcrowding and inadequate access to quality housing, services and infrastructure, and resource shortages and price spikes in food and fuel, among other worries. All of these problems have substantial implications for the present and long-term form and functioning of metropolitan regions, cities and towns. Moreover, human land use patterns are altering global ecosystems. Because these are collective problems, they require state intervention to fundamentally change the nature of urban development; and this implies the need for planning. However, in the US and many places, planning practices and urban policies for much of the 20th century worsened equitable and environmental outcomes in the pursuit of economic growth.

Worries about the environmental impacts of urban development were behind the revival of interest in planning in the 1990s, with the United Nations Conference on Environment and Development (UNCED) introducing the concept of sustainable development into planning via Local Agenda 21 initiatives. Continued urban growth, accompanied by increasing urban poverty and the formation of slums (areas without adequate water, sanitation, housing and rights of tenure) have also refocused attention on planning. As countries rapidly urbanize, the issue of sustainable cities has become an urgent focus of decision makers at every level.

New approaches to planning focused on achieving sustainability at various scales (e.g. the region, city, neighborhood) can help us reduce the pace and impact of human induced climate change. We can re-shape our cities from being sprawling and car-dependent to being compact, public transport-based, with priority for pedestrian movement by focusing on transportation access vs. mobility. We can increase the availability of housing that is both affordable and ‘green’. These steps and others would go a long way towards reducing fuel demand. At the same time, planning can also play a role in identifying and eliminating spaces of environmental injustice and limiting the use of hazardous areas through land-use zoning, tax incentives, environmental remediation and the relocation of residents from high-risk areas. The planning process itself can promote inclusiveness and equity through meaningful participation and equitable decision-making criteria such as the precautionary principle.

The concept of and movement towards sustainability is creating a common language and set of practices (measures, methods, goals) between the planning profession and the broader world of environmental science and management, public health, public policy, and other related fields. Historically, modern city and town planning has been an interdisciplinary field (with roots in public health, architecture, landscape architecture, housing reform and applied social sciences). The previous incarnation of planners as top-down, expert-driven, technical blueprint creators of ‘master plans’ is evolving (in some places faster than others) to cope with complex, newer forms of urbanization. Cities that ‘get it’ realize that sustainability requires planning frameworks that are inclusive, participatory, adaptive, strategic, and action-oriented. Now that the profession has embraced sustainability, new ideas and transdisciplinary connections are allowing planning to evolve and integrate with other fields for better management of urban growth.

This course examines how the concept of sustainability and sustainable development applies to cities and urban regions. Students will get insight into a variety of contemporary urban planning issues, including environmental justice, through the sustainability lens. The course combines lectures, discussions, student projects, and guest speakers. 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.

Course Learning Objectives

By the end of this course, you should be able to:

  • Understand the principles, tools, and techniques available for planning and developing sustainable communities.
  • Describe a variety of planning approaches designed to advance and evaluate the interconnected goals related to sustainability, such as environmental preservation, social equity, and economic development.
  • Identify how different societies around the globe grapple with the ethical, policy, and practical challenges presented by socioeconomic disparity and the goal of creating and maintaining a healthy urban environment.
  • Know ways in which planners and planning practice have succeeded in altering the policies, institutions, and decisions that oppose the needs of the disadvantaged.

CY PLAN 140 (Macdonald)

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

To come.

Graduate Courses

CY PLAN 200 (Alsayyad)

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 course provides a survey of key themes and moments in the emergence of city planning as a discipline as well as explains the larger history of urbanism and city planning across the globe. Although some emphasis will be given to U.S. and European discourses and case studies, the course will also highlight other global and transnational connections to the influence of planning ideas and practices in general. The course partially follows a chronology, but also interrupts this chronology to highlight certain trans-historical continuities.

Learning Objectives

  1. To expose students to the history of human settlements and to provide a format for the understanding of growth and development of cities and towns over time and across space.
  2. To train students in the study of city planning through a historical method as such knowledge provides important insights into the complexities of the profession and its practices.
  3. To enable students to develop a deeper understanding of the spatial order of cities and the development of their physical fabric.
  4. To empower students to critically question the meaning and purpose of planning and the different dimensions of its application at the policy level by cities, regions and nations.

CY PLAN 201A (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

CP201A is the first part of a two-semester course sequence, consisting of two courses totaling eight units, 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. The course focuses on supporting integrated problem solving, using a case-based approach to introduce methods in sequenced building-blocks.  The first course, CP 201A, provides an overview of methods in planning, focusing on the analysis and presentation of secondary data. CP 201A is generally a prerequisite to CP201B, which focuses on original data collection and more advanced statistical techniques. The course also prepares MCP students for more advanced courses in statistics, GIS, urban design, qualitative methods, survey methods, and public participation.

Through lectures, case studies, and assignments, students will achieve the following learning objectives:

  • Identify planning problems and questions
  • Design and implement a research project in response to a planning problem or question
  • Understand how to use secondary data to address planning problems and questions, and become familiar with the primary data sources and metrics used in planning practice
  • 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
  • Learn how to write for different audiences, and effectively include data/evidence in writing

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 will 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
  1. 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;
  2. 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;
  3. 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;
  4. To develop core competencies essential to effective practice, including problem analysis, teamwork, and communication skills (written and oral presentation, media support); and
  5. 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 205 (O'Neill-Hutson)

Introduction to Planning and Environmental Law

(3) Three hours of lecture per week.

An introduction to the American legal process and legal framework within which public policy and planning problems are addressed. The course stresses legal methodology, the basics of legal research, and the common-law decisional method. Statutory analysis, administrative law, and constitutional interpretation are also covered. Case topics focus on the law of planning, property rights, land use regulation, and access to housing.

Extended Course Description

This course will introduce you to land use and environmental law regulating the development of land, such as nuisance law, zoning, eminent domain, subdivisions, building codes, environmental protection statutes and regulations, and fair housing requirements. We will also review the constitutional constraints found primarily in the Fifth and Fourteenth Amendments on the use of these laws. Because politics, economics, and social norms also shape the use and development of land, we will also examine the relationship between formal and informal controls that govern land use patterns.

We will use primary sources (case law) and will incorporate additional reading from secondary sources (such as practice guides and articles) to place those primary sources in context. Rather than simply review the law, we will discuss the purpose behind the law we are examining. At various points throughout the semester, I will invite guest speakers to discuss land use law in practice.

Course Objectives

The goal of this course is to provide with you an in depth understanding of certain legal principals that impact the planning practice. To achieve this goal, this course aims to provide you with the ability to:

  1. Find and use primary legal sources to understand land use issues and the impact of important legal decisions on the planning practice;
  2. Understand the legal foundation of land use regulations impacting planning;
  3. Determine whether a land use regulation complies with basic constitutional principles;
  4. Understand how the law impacts urban growth, development, and land use patterns; and
  5. Learn to spot critical legal issues in contemporary urban planning.

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

The United States continues to grow and urbanize, and people are traveling more than ever. Building roads and highways has become more difficult and less popular, and the funding for new roads and transit systems has become more constrained. Climate change, congestion, pollution, and accidents caused by motor vehicle use are becoming more politically salient. Some even argue there is a cultural shift afoot among young adults in which auto ownership is no longer de rigeur.

Meanwhile, many state and local governments in the US have been pursuing policies such as transit-oriented development, smart growth programs, urban growth boundaries, and zoning code reform. These regulatory interventions don’t require public funds, and they are thought to decrease auto use and increase walking and transit use. Economists have long argued that such efforts are relatively inefficient solutions to congestion, pollution and sprawl, but better options like road pricing and spatially efficient development impact fees have been harder to implement. Property rights advocates, along with a large share of the general public, often express opposition to smart growth and related policies.

This course focuses on providing 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. Does a less sprawling city lead to more transit use? Will people walk to work three blocks away if they can easily drive? Does building roads have economic benefits? As it turns out, questions like these are not simple. We spend much of the time of the course learning what is well understood and what is controversial, and how debates over current plans in the Bay Area take into account or fail to take into account this knowledge. In the last two weeks of the course, we also learn about and practice some of the classic land use and transportation planning methods.

Students in the course apply what they have learned to critically reading and evaluating empirical research and policy recommendations, as evaluated by answering weekly questions about the readings; participating in class discussions; presenting a planning document and leading a class discussion about it; writing a short paper; completing a problem set; and taking a final examination.

Course Objectives

By the end of this course, students will:

  • Have a basic understanding of the market, regulatory, and institutional landscape of land use and transportation relationships in the US.
  • Be familiar with the history of transportation technology and transportation planning and how these factors have affected current transportation infrastructure and services, and land use patterns, in US cities.
  • Understand the motivations and evidence employed by advocates and opponents debating smart growth strategies.
  • Understand arguments and economic concepts supporting fees and pricing as a mechanism to optimize urban land use and transportation.
  • 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 216 (Rodriguez)

Active Transportation

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

Covers pedestrian and bicycle transportation planning including benefits of active transportation, importance of urban design and network connectivity, and facility design. Examines policies and programs to support active transportation and the processes to create, implement, and evaluate bicycle and pedestrian plans.

Extended Course Description

Active transportation constitutes any human-powered means of getting around, primarily through walking and bicycling. Integration of pedestrian and bicycle concerns into transportation planning is essential for creating a sustainable urban system. Pedestrian and bicycle transportation are influenced by micro-scale elements of the built environment, such as sidewalks, bicycle lanes, traffic speeds, and roadway crossings, as well as by macro-scale characteristics, such as community-wide pathway systems and regional land use and street grid patterns.  As a result, addressing active transportation issues requires the bridging of many disciplines, including urban planning/design, civil engineering, and others. This course brings experiences from professionals in many fields (both public and private) and researchers at the local and national level into the classroom to provide diverse perspectives on effective pedestrian and bicycle planning strategies. 

This course is designed to critically discuss the key issues affecting active transportation practice today:

  • Benefits and challenges of creating walkable and bikeable environments
  • Influence of land use and network connectivity on mode choice
  • Pedestrian and bicycle design fundamentals
  • Methods to assess bicycle and pedestrian safety and access
  • Processes to create, implement, and evaluate bicycle and pedestrian plans
  • Elements of a comprehensive non-motorized transportation program

A series of short, individual and group assignments are intended to engage students in relevant issues, encourage critical thinking, and build written and verbal presentation skills. A semester-long project will allow student groups to work on real-world pedestrian and bicycle projects in a community and directly apply their knowledge from class. Throughout the course, students will be exposed to current issues and various national and international perspectives through films and guest lectures from widely-recognized experts in the field. 

CY PLAN 218 (Frick)

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.

Extended Course Description

To come.

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.

Extended Course Description

This course provides a rigorous foundation in theories of regional economic development, linked to various techniques of analysis and implementation, and in theories of metropolitan economic structure, focusing on patterns of inequality within regions.   A core economics class in City and Regional Planning, it helps planners in a variety of subfields—from transportation to urban design to community development—understand how the regional economy works.  It also serves as an essential basis for further work in the housing, community and economic development specialization.

The regional economic development portion of the course will cover the classic single-region and multiple-region theories of development.  We start with the definition of region, a short intellectual history of regional planning, and the roles of industrial location and industrial structure in regional development.  We next turn to theories and evidence on uneven development and the interregional distribution of economic activity; the differential impact of international trade on regional development; the role of labor in development; debates about the organization of production and the nature of innovation; and the role of social capital in regions.

The remainder of the course focuses on metropolitan structure, or intraregional theories.  We begin by examining the literature on metropolitan structure, in particular the relationship between economic/racial segregation and regional economic growth.  We next turn to the growing literature on the relationship between cities and suburbs and the debate over how economic growth and poverty are related.  Next, we look at the impact of urban decline on metropolitan regions, specifically the effects of suburban employment growth and urban decay.  The course concludes with a critical assessment of the new regionalism and the politics of metropolitan governance.

This is a lecture/seminar class with heavy reading. All students will be expected to read the required reading ahead of time and join the class discussion.  Students are also required to complete a midterm and a final quiz, as well as a term paper or regional compendium.

CY PLAN 235 (Smith-Heimer)

Methods of Project Analysis

(3) Course Format: Three hours of lecture/discussion per week. Prerequisites: 207 or equivalent. Description: Using case studies, this course acquaints students with the techniques of project feasibility; analysis of project proposals and overall project compatibility assessment. Case studies will be based on a variety of public and private sector developments, in central city and suburb locations.

Extended Course Description

This course is designed to acquaint students with the economic, financial, market, and process fundamentals of all types pf urban development projects; including market-rate housing, retail, office, mixed-use development, and especially affordable housing. It is designed for students who want to work as or with private developers, non-profit housing and community developers, lenders, and downtown redevelopment authorities. CP235 is primarily a lecture course.

Thematically, CP235 is divided into five parts:

  1. The Development Process: this part will focus on the logic and steps of the development process, from project conception to occupancy.
  2. Introduction to Development Finance: this part will introduce the principles, types, and mechanics of permanent and construction lending.
  3. Market Analysis: this part will explore how to undertake appropriate market research and analysis for a variety of residential and commercial projects.
  4. Financial Feasibility Analysis: this part will demonstrate the mechanics of a financial feasibility analyses (pro formas) for development projects.
  5. Developing Affordable Housing; Redevelopment and Public Development: this part will first explore how to use the Low-Income Housing Tax Credit and other gap funding sources to develop affordable housing projects. Second, it will demonstrate the use of public-private partnerships and redevelopment powers and funds to promote downtown commercial redevelopment./li>

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.

Extended Course Description

To come.

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 focusses on 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, morphological-typological studies, surveys, focus groups 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, 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.

Subject Matter:

The principal topics to be covered will be:

  • Observing and interpreting an urban environment. Methods of learning about an environment first hand by walking and looking; piecing together clues that tell the history and dynamics of an urban area; when it was built; for whom; the physical, social and economic changes that have taken place; who lives there now; what major issues and problems exist; whether the area will change; and how it might change in the future.
  • Methods of systematically carrying out environmental field measurements and the collection of relevant secondary data in order to explore and verify what has been observed or measured.
  • Surveys, questionnaires and interviews that explain how people perceive and how they use the environment, what changes they expect, and why.
  • Techniques of communicating emerging ideas, designs, plans, and policies from the analysis of environmental situations; the issue and encouragement of citizen involvement and action; the setting of environmental criteria and standards; critique of the status quo.

CY PLAN C243 (Hood)

The Museum and the City

(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.

Extended Course Description

An Interdisciplinary Studio COURSE sponsored by the Global Urban Humanities Initiative in partnership with the oakland museum of california, Laney college and SPUR Oakland

This graduate-level studio course will provide an opportunity for students from the arts and humanities, the environmental design disciplines, and other divisions and schools across campus to work together to investigate the relationship of a major cultural institution with its urban surroundings, and to propose physical and programmatic changes to those relationships. 

The Oakland Museum of California (OMCA) is a downtown institution with deep local roots, a diverse patronage, and a mission to serve as a place for community dialogue, knowledge and education. It sits on the edge of Lake Merritt, close to Oakland’s Civic Center, and is surrounded by ethnically diverse, rapidly gentrifying neighborhoods. Districts near the museum include Chinatown, Lakeside, Downtown, and Uptown.  Although the museum was established in response to progressive political movements of the 1960s, its physically fortresslike relationship to its surroundings is at odds with its mission.

Working with OMCA as well as the city of Oakland, Laney College, and SPUR Oakland, students will create art and design interventions for the neighborhoods near the museum. The purpose of these interventions is to support cultural expression that does not promote displacement but rather celebrates the history and current creative resources of these areas and empowers local residents by involving them directly in museum programs.

These interventions, to be designed and prototyped by the research studio in collaboration with local organizations and residents, will include diverse forms: material, narrative, visual, and poetic. At the conclusion of the research studio, OMCA will mount a ‘prototyping festival’ to allow residents to interact and react to the intervention ideas developed by the studio.

Students from all departments are welcome, and assignments will be designed to allow participants with different backgrounds to use skills in writing, interviewing, drawing, analyzing, photographing, designing, building, etc. to create collaborative work products.

The course will be taught by Walter Hood,  Professor of Landscape Architecture, with participation by faculty from the Arts & Humanities Division as well as by creative leaders in the community. Walter Hood is an artist, designer, and educator. Hood regularly exhibits and lectures on professional and theoretical projects nationally and internationally, while Hood Studio engages in architectural commissions, urban design, art installations, and research. In both teaching and practice, Walter Hood is committed to the development of environments which reflect their place and time specifically through how people inhabit various geographies. His interest in the re-construction of urban landscapes seeks to build palimpsests by developing new elements, spatial forms and objects which validate their existing familiar context. 

The course is part of the Global Urban Humanities Initiative, which studies global cities by combining methods from architecture, landscape architecture, city planning, and urban design with approaches from the arts and humanities. The Initiative supports new interdisciplinary courses, symposia, exhibitions, and publications, and is made possible with the generous support of the Andrew W. Mellon Foundation.

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 is a hands-on course that trains students to analyze urban data, develop indicators, and create visualizations and maps using the Python programming language, open source tools, and public data. The course will first introduce the fundamentals of programming in Python before moving on to a survey of data analysis/visualization tools and technologies. Classroom sessions will include lectures and workshops. A series of exercises will reinforce the skills and topics being presented, and a final project will provide an opportunity for students to develop a more complete project from harvesting data from Open Data portals to synthesizing and analyzing those data to explore a question or problem, to communicating their results in a web map and blog, as well as a final presentation.

Extended Course Description

This course is designed to provide future city planners with a toolkit of technical skills for quantitative problem solving. It requires some tolerance for experimentation, self-directed trial and error, and an interest in learning to write code. If you are willing to roll up your sleeves and embrace some uncertainty, you'll learn the fundamentals of urban data analysis and visualization, and might discover an entirely new lens through which to study, plan, and design neighborhoods, cities, and regions.

Topics to be covered include:

  • Fundamentals of programming with Python and IPython notebooks
  • Cleaning, manipulating, and analyzing urban data with Python’s pandas library
  • Using Git for source code version control and collaboration
  • Visualizing data in Python with charts, graphs, and tables
  • Accessing public data from the web with scraping and APIs (including Twitter, Google, Census data, and the Open Data portals of cities)
  • Developing spatial indicators and mapping urban data with open source GIS tools, CartoDB, and Mapbox
Course Prerequisites

Prior coursework (such as CP 204C) and experience using a GIS is required. Students are not required to have prior programming experience, although it will be beneficial. Python is an accessible language and the course will emphasize learning by doing. Prior or concurrent course work in statistics and data analysis (e.g. CP 204A or 204D) is encouraged as this course will not provide the theoretical foundations of statistical analysis.

This course is open to students from across campus, but priority enrollment will be given to students in the Master of City Planning program.

CY PLAN C261 (Chaplick/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 280C (Ph.D. Student)

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 290 SEC A (Zuk)

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

(1) 1.5 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.

Extended Course Description

This workshop is designed for Masters students in the Department of City and Regional Planning who are working on their professional paper or thesis. It is a required core course for all MCP students who are graduating Dec 2016 or May 2017, or concurrent students who will leave the program this year. A waiver will be granted if the student has completed a rough draft of the PR/CR in the summer, is taking a thesis prep class in another department as part of a joint degree program, and/or the committee chair is ready to sign off.

There will be three tracks: one for students who are just starting to select a topic; one for those who have a topic and will be graduating in May 2017; and a third track for those who are writing and/or intend to graduate or complete the PR by December 2016.

Although there will be periodic lectures throughout the semester, the workshop is designed to be informal to meet the diversity of topics and approaches that characterize DCRP final papers and projects! There will be in-class writing and brainstorming exercises. Advising appointments are available for more individual attention.


Topics in City and Metropolitan Planning: Regional Planning and Democratic Practice

(3) 3 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.

Extended Course Description

Many of the great problems that confront our society today, from income inequality to global warming, can be understood at least partly as failures of regional planning. These problems often manifest themselves in people’s daily lives in physical patterns like segregated neighborhoods or decaying infrastructure.

But they are also failures of democratic decision-making, because they reflect our inability to act collectively to change the direction of our society.  In order to make progress—to begin to solve the problems that really matter—it is not enough to propose planning solutions. We also need to be capable of getting those solutions adopted through the political and governance system that we live under—or, perhaps even more ambitiously, to change our systems of politics and governance.

This class will look at the intersection of regional planning and democratic theory to explore the way we make collective decisions about regional planning problems. Readings will draw from both planning and political theory, exploring the major debates about how we should solve problems in a democratic society. The semester is structured into three overlapping themes:

  1. What is the right geographic scale to solve our planning problems?
  2. How should we make collective decisions?
  3. How do we make social change?

The class will be conducted as a seminar, with one 3-hour meeting per week. It will rely on a combination of lectures by the instructor, guest lectures from practitioners in the field, and case studies that look at specific attempts to overcome regional planning problems. Students will be evaluated based on three pieces of work:

  • Class participation
  • Reaction papers to the readings each week
  • Case study research project on a significant project, initiative, or institution

The instructor, Gabriel Metcalf, is the Cornish Endowed Chair for Regional Planning and the Executive Director of SPUR (SF Bay Area Planning and Urban Research).

CY PLAN 290 SEC C (Moffat)

Topics in City and Metropolitan Planning: Cities and Bodies

(2) 2 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.

Extended Course Description

What does it mean for a human body to experience a city?  How are the everyday performances of bodies of different races, genders, and identities seen in the context of urban built form? What is the relationship between the infrastructure that brings resources including food and water into a city, and the human and other organisms that consume them there? How do notions of bodies operate in the virtual cities of video games? How are cities embodied in literary texts? How do we interpret the material, archaeological traces left behind by humans who are still with us? Can the city be considered a body? In what ways are metaphors of cities as organisms  or bodies useful or misleading?

In this wide-ranging colloquium centered loosely on themes of embodiment, speakers from a variety of disciplines will offer perspectives on urban form and experience that are rooted in diverse and sometimes hybrid methodologies.  

An important goal of the colloquium is to provide a gathering place where people from different disciplines can learn about each other’s work on global cities.  Visitors including artists and practitioners from outside the campus will also contribute their experiments with bodies in urban space.

The colloquium is part of the Global Urban Humanities Initiative, a joint project of the Arts & Humanities Division and the College of Environmental Design.  The Initiative, funded by the Andrew W. Mellon Foundation, supports  interdisciplinary courses, symposia, exhibits and publications.

The course is open to graduate students and advanced undergraduates by approval of the instructor.  All lectures are open to the campus and broader community, and drop-in visitors are encouraged.

This colloquium is one of three required courses for the upcoming graduate certificate in Global Urban Humanities.  Applications for the certificate are expected to be available in Spring 2017, and students taking this course can count it toward a future certificate.

CY PLAN 298-1 (Peniniger)

Group Studies: MUD Economics Module

(1) Restrictions: MUD STUDENTS ONLY.

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.

Extended Course Description

This course is intended for first time Graduate Student Instructors in College of Environmental Design, teaching in the departments of Landscape Architecture & Environmental Planning, Architecture, and City & Regional Planning. Designed to ensure that participants are prepared to face the demands of the semester, this course focuses on making sure participants complete all the University requirements associated with teaching while developing your own pedagogical approach. Through the exploration of a variety of teaching strategies and examination of their in-class experience as instructors, participants will enhance their knowledge and skills in teaching, facilitating, and presenting.

Course Objectives
  • Complete all University of California teaching requirements for GSIs.
  • Understand teaching strengths and areas of improvements.
  • Engage in and apply a range of teaching strategies and methods.
  • Develop a set of resources to help throughout your teaching career.

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.