Below are courses offered in Fall 2019. For course meeting times and locations, see the UC Berkeley Online Schedule of Classes.
CYPLAN 110 (Luger)
Introduction to City Planning
Class Number: 20580
Units: 4 (Lecture / Discussion)
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.
CYPLAN 113A (Hinkley)
Economic Analysis for Planning
Class Number: 32943
Units: 3 (Lecture)
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.
Economic theories can be powerful tools for understanding our world. We will learn about central concepts and methods of economic analysis and how they can be applied to
questions of urban planning and policy. The course will explore the possibility of economics (broadly defined) to understand and address key challenges faced by planners and communities today: inequality, underemployment, housing costs, public infrastructure, racial segregation, governance, and climate change.
We will also learn some of the core methods used in economic analysis: descriptive statistics, basic regression models, multiplier effects, location quotients, indices of inequality and segregation, and various socio-economic indicators. Student learning will be assessed through a mix of tests and applied analysis projects, focused on applying the analytical techniques we learn to pressing urban issues.
CYPLAN 119 (Acey)
Planning for Sustainability
Class Number: 20587
Units: 4 (Lecture with sections)
Major 21st-century challenges around the world are leading to a renewed focus on the importance of planning: rapid urbanization along with environmental degradation and habitat loss, climate change, overcrowding and inadequate access to quality housing, services and infrastructure, 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 public intervention or coordination 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 rising economic inequality and increasing urban poverty and the formation of slums (areas without adequate water, sanitation, housing and rights of tenure) has also refocused attention on planning. As the consequences of planetary urbanization continue to unfold, the challenge of how to create sustainable cities has become an urgent focus of decision makers at every level. Today, this global concern has culminated in the UN’s Sustainable Development Goals (http://www.un.org/sustainabledevelopment/sustainable-development-goals/) and the New Urban Agenda .
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 reshape 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’ in order to reduce fuel demand. We can ensure equitable access to basic services and environmental amenities (e.g. open spaces) in cities. However, without attention to the contradictions of urban development, even supposedly green planning initiatives can lead to displacement, exclusion, and disparities. Planning must 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 just processes for relocating residents from high-risk areas. The planning process itself can promote inclusiveness and equity through meaningful public participation and equitable decision-making.
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 management, public health, public policy, design, and other related fields. Historically, modern city and town planning have been an interdisciplinary field (with roots in public health, architecture, and 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 variety of contemporary urban planning issues, including environmental justice and disasters, through the sustainability lens. The course combines lectures, discussions, in-class activities, student projects, and guest speakers. Ways to coordinate the goals of environment, economy, and equity at different scales of planning are addressed, including the region, the city, the neighborhood, and the site.
CYPLAN 140 (Lin)
Urban Design: City-Building and Place-Making
Class Number: 20577
Units: 3 (Lecture / Seminar)
The course introduces students to the field and practice 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 key issues and challenges urban designers face today. Learning about cities via fieldwork is an integral part of the course.
The concerns of urban design are diverse and multidisciplinary, encompassing perspectives, skills, and theories from the fields of architecture, landscape architecture, and city planning together with transportation planning and development economics. It involves the need for community outreach and an understanding of local politics.
Urban designers work at a range of scales from the region, the city, district, neighborhood and individual lot and area concerned with the interrelationships between the various scales. They deal with large scale citywide design issues such as city pattern, street and block layout, and also smaller scale local issues such as the design for streets and public open spaces. Urban designers may work to shape the form of specific places within cities, such as downtowns, neighborhoods and cultural precincts, or design small infill projects for existing cities and neighborhoods, or large-scale master plans or framework plans to control development at the metropolitan edge or on large parcels within existing cities being redeveloped for new uses.
The discipline of urban design is concerned with notions of the “good city” in regards to how urban environments work for people and support human needs, how physical designs may facilitate or hinder human behavior, how cities look, and what cities mean. It is concerned with environmental quality, measured in many ways but particularly in terms of access, connectivity, comfort, legibility, and sense of place. The impact of cities on the environment create problems that urban designers work to solve with design solutions. The role of urban designers is to guide policy making and the implementation of real solutions so that cities can adapt to the multidimensional forces that act upon them.
CYPLAN 190-1 (Rodroguez)
Class Number: 33034
Units: 3 (Lecture / Seminar)
This course focuses on sustainable mobility in world cities, with an emphasis on the long-term importance of how land development can be leveraged to improve the efficiency and effectiveness of mobility options. Integration of sustainable mobility issues into daily discussions about cities is essential to improve decisions, increase funding opportunities, raise awareness, and foster environments that are more equitable, environmentally friendly, and economically sound.
Sustainable transportation systems are influenced by factors at various levels: At the micro-scale, elements of the built environment, such as sidewalks, bicycle lanes, traffic speeds, and roadway crossings, impact how people travel. At the macro-scale, where activities are located, and the transportation connections among them, determine whether one can feasibly use transit, a shared vehicle, a bicycle, or walk to a destination. As a result, addressing sustainable transportation issues requires the bridging of many disciplines, including urban planning/design, economics, engineering, and others.
The course is divided into four sections:
1. An introduction, aimed at bridging the current course with knowledge gained in CP 114 and other courses
2. Mass Transit
3. Bicycling and Walking
4. Land development as a long-term strategic choice for the success of sustainable transportation modes. By the end of the course, students will be able to:
· Identify contemporary forces influencing the provision and effectiveness of public transportation services in North America, with comparisons drawn from Europe and Latin America;
· Understand the importance of sustainable mobility options for social equity, the environment, and the economy;
· Discuss the benefits and challenges of creating walkable and bikeable environments;
· Explain the influence of various settlement patterns on the performance of sustainable transportation modes;
· Identify relevant land development strategies (a mix of land management instruments, market assessments, and corridor studies) to encourage development patterns supportive sustainable mobility; and
· Discuss why transit-supportive urban development is the most suitable long-term strategy for the success of mass transit in contemporary urban areas.
CYPLAN 190-2 (Collier/ Vaughn)
Vulnerability, Adaptation, and Resilience: Critical Perspectives on Global Climate Change
Class Number: 33035
Units: 4 (Lecture / Seminar)
In the last several years, it has become clear that massive anthropogenic climate change is now unavoidable and is already having large-scale effects on ecological systems and patterns of human life. In this context, increasing attention has been paid to the challenges of understanding the vulnerability of human communities and systems to climate change, to assessing their resilience to new stresses, and to planning for adaptation. An important implication of this development is that “global climate change” is now being increasingly addressed by regional and local governments, in particular by cities, where vulnerability is concentrated, and where strategies for resilience and adaptation are being undertaken.
Vulnerability, adaptation, and resilience pose challenges of engineering, such as controlling more frequent and intense floods, managing temperature extremes, and retrofitting infrastructure and housing to adapt to a changing climate. This class, by contrast, will focus on cultural, political, social, and ethical challenges. How are the effects of climate change being distributed across social groups? How will expert assessments of vulnerability and resilience be incorporated into--or ignored by--political decision-making processes and financing? How do adaptation and resilience policies relate to issues of social justice and equity? In what ways are vulnerability and resilience becoming part of the way that individuals and communities identify themselves, and engage in politics? What strategies of urban planning and urban design are being developed to address vulnerability, resilience, and adaptation?
The course is structured around a series of modules--Global Climate Change and Climate Governance, Vulnerability, Adaptation and Resilience, Finance, Urban Resilience, Natural Disasters, Infrastructures and Resources, Movement and Borders, and Publics and Participation. The modules draw on readings from various disciplinary perspectives, including urban studies, anthropology, sociology, critical geography, city planning, and science and technology studies. We examine a range of cases in the United States and globally, with a particular focus on community, city, and regional efforts in the Bay Area.
CYPLAN 200 (Frick)
History of City Planning
Class Number: 20573
Units: 4 (Lecture / Discussion)
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.
- 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.
- 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.
- To enable students to develop a deeper understanding of the spatial order of cities and the development of their physical fabric.
- 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.
CYPLAN 201A (Reid)
Planning Methods Gateway: Part I
Class Number: 20574
Units: 4 (Lecture / Laboratory)
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: CYPLAN 201A 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.
CYPLAN C213 (Chatman)
Transportation and Land Use Planning
Class Number: 32933
Units: 3 (Lecture)
Prerequisites: Civil and Environmental Engineering C290U, City Planning C213, or consent of instructor. Also listed as Civil and Environmental Engineering C250N.
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.
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.
CYPLAN 218 (Frick)
Transportation Planning Studio
Class Number: 20582
Units: 4 (Lecture / Discussion)
Prerequisites: CYPLAN C213 or CYPLAN C217 or consent of instructor.
This studio has a unique and timely opportunity to actively participate in current project efforts related to transportation challenges and opportunities for people with disabilities. Our clients this semester include:
- Disability Access and Compliance Office, Physical Access Programs, UC Berkeley
- East Bay Center for the Blind, https://eastbaycenterfortheblind.org
- Just Cities: Restorative Justice in Planning and Policy, https://www.justcities.work/
Proposed client scopes of work and/or tasks are shown in Attachments 1 to 3. Small teams of students will work closely together on specific projects with clients. They also may develop team projects consistent with the course focus for instructor consideration and approval, particularly if these assist to advance class colleagues’ capstone reports per requirements for master’s degree in city and regional planning or other interests including skills development.
During the semester, students will conduct rigorous analyses and develop substantive recommendations for policy and practice. To the extent feasible, projects will consider short, medium and long-term strategies, phasing opportunities/constraints, and transaction costs. Class colleagues will look to examples in the United States and internationally to inform our work. As projects develop, we also will consider where there may be synergies and efficiencies across projects on data gathering, analysis and more!
Section 2 outlines course products and discusses studio project management.
Section 3 discusses the studio’s cross cutting themes of equity and resiliency that will frame studio analyses.
Sections 4 and 5 outlines course expectations with respect to schedule, communication and other items.
CYPLAN 220 (Belzer)
The Urban and Regional Economy
Class Number: 20704
Units: 3 (Lecture)
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.
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.
CYPLAN 230 (Reid)
U.S. Housing, Planning, and Policy
Class Number: 20697
Units: 3 (Lecture)
Theory of housing markets and empirical methods for measuring market conditions and performance: housing consumption, housing supply and production, and market performance. Empirical analysis and applications to policy issues.
Extended Course Description: After eight years of the Obama Administration, we have entered uncharted territory under a Trump Administration. We are ten years out from the beginning of the Great Recession, the largest economic crisis since the Great Depression of the 19030s, and one that was caused by the collapse of the housing market. While the country as a whole has emerged from the crisis, the implications for housing policy are still unfolding. For the first time ever, a federal agency was created tasked with protecting consumer interests in the mortgage market (the Consumer Financial Protection Bureau) and yet its very existence is now in question. The future of key housing institutions such as Fannie Mae, Freddie Mac, and FHA have been hotly debated by a divided Congress. The U.S. Department of Housing and Urban Development under President Obama had launched a number of new housing initiatives, including the Rental Assistance Demonstration and Choice Neighborhoods, but has been hamstrung by limited funding and uncertain political support. HUD also produced a landmark fair housing rule (Affirmatively Furthering Fair Housing) - 50 years after the enactment of the Fair Housing Act. What happens to these efforts now?
The foreclosure crisis, which has finally abated in most parts of the country, has nevertheless disrupted the housing and financial stability of millions of American families, reinforcing and exacerbating patterns of discrimination and residential segregation. And at the local level, difficult tradeoffs emerge about where to invest scarce subsidies: should we build housing to support community development and anti-displacement strategies in low-income neighborhoods, or should affordable housing be directed to high opportunity neighborhoods that have historically been resistant to neighbors with less income and wealth? Further, many local communities like Oakland and San Francisco are faced with unprecedented increases rental prices. What strategies are available to these communities?
How did we get here? What will the new Administration mean for advancing goals of housing stability and fairness? And what should U.S. housing policy look like going forward? The goal of this class is to build a foundation of knowledge that will help students to think critically about these questions. Through readings, case studies, lectures and hands-on exercises, the class will explore a range of topics, including the history of U.S. housing policy, the structure of housing and related financial markets, and the relative strengths and weaknesses of the different tools available to intervene in these markets including subsidies (both direct and indirect) and regulation.
The course will be oriented to contemporary issues in US housing policy and will pay particular attention to how housing is intertwined with issues of inequality and access to opportunity for lower-income and minority households. It will also provide context for the issues that city, regional and state level governments face in determining housing policies and programs. By the end of the class, students will understand the origins of contemporary debates in U.S. housing policy, gain familiarity with the programs, players, and best practices in the field, and develop their ability to evaluate the tradeoffs and challenges inherent in different policy approaches.
CYPLAN 235 (Silverberg)
METHODS OF PROJECT ANALYSIS
Class Number: 20588
Units: 3 (Lecture)
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.
Thematically, the course is divided into five parts:
- The Development Process: this part will focus on the logic and steps of the development process, from conception to occupancy.
- Introduction to Development Finance: this part will introduce the mechanics of permanent and construction lending as well as conventional and Low Income Housing Tax Credit Equity.
- Market Analysis: this part will explore how to undertake appropriate market research and analysis for a variety of residential and commercial projects.
- Financial Feasibility Analysis: this part will outline the mechanics of financial feasibility analyses (pro formas) for development projects.
- Developing Affordable Housing and Public Development: this part will first explore how to use the Low-Income Housing Tax Credit and other funding sources to develop affordable housing projects.Second, it will explore the use of public-private partnerships to promote development.
CYPLAN C241 (DiTommaso)
Research Methods in Environmental Design
Class Number: 20706
Units: 4 (Lecture / Laboratory)
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.
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.
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.
CYPLAN C251 (Acey)
Environmental Planning and Regulation
Class Number: 20734
Units: 3 (Lecture)
This course will introduce students to the concepts, methods and practice of environmental policy, regulation and land use law and controls. The course will focus on urban environments, and students will grapple with political questions of urban environmental governance, such as the appropriate sources of science and environmental knowledge, the scale at which to protect urban ecosystems, the role of social movements, and the place of environmental policy making in the broader spectrum of American and global environment and development politics. This course is designed for students with an interest in professional careers in environmental planning and management, regulation and activism. It serves as an introduction for students who want to identify aspects of environmental planning to be explored in greater depth in more specialized courses in environmental law and policy, impact assessment, environmental justice, landscape ecology, and conservation site design.
The United States pioneered environmental protection policies in the 1970s. Laws such as the Clean Air Act, the Clean Water Act, the Endangered Species Act, the Toxics Use Reduction Act, clearly set out national goals and regulations that were a response to a growing understanding of the effects of industrial pollution and urbanization. This course will examine emerging trends in environmental planning and policy and the basic regulatory framework for environmental planning encountered in the U.S. We will examine how they have evolved over the past two decades. An important emphasis of the course will be to understand the organization of government including the separation of powers at the federal level and the relationship of authority between the federal government and the states as it pertains to environmental regulations. We will also examine the rise and influence of the environmental movement and its influence in the passage of these laws and the environmental justice movement’s contribution to legislation and thinking about the health hazards of pollution, and relate the institutional and policy framework of California and the United States to other nations and emerging international institutions.
We focus on how environmental policies and regulations are designed, implemented, and evaluated using case studies of environmental policies and regulatory decisions. This course will also assist you in getting a better understanding of the legal and administrative aspects of regulating land use at various levels of government, and the changing legal framework of regulations such as zoning, regulatory takings, exactions, growth management and the relationship of the planner to the law. Case studies include such environmental issues as urban air and water quality, toxic chemicals, sanitation and solid waste management, energy efficiency, and climate change. Some specific concepts and tools of policy and regulation that the course will review include risk analysis, environmental impact assessment, the precautionary principle, environmental justice and life-cycle analysis.
Planners’ professional code of ethics specifies that they strive to improve the quality of life for all persons, paying particular attention to protecting the integrity of the natural environment, the long-range consequences of present actions, the needs of the disadvantaged and to assist in the clarification of community goals, objectives, and policies in plan making. In doing so, planners help build the capacity of communities and regions to plan for and achieve environmental sustainable development. In this way, environmental planning has a fundamentally important role as a means toward the triple bottom line of economic, social, and environmental sustainability.
CYPLAN C256 (Corburn)
Class Number: 20583
Units: 3 (Lecture)
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.
Extended Course Description: City life is the norm for an ever growing proportion of the world’s population. As urban populations increase, strains are placed on basic infrastructure, housing, ecologic resources, social relationships, the local and regional economy and governance practices. The urban environment influences many aspects of health and well-being: what people can eat, the air they breathe and the water they drink, where (or if) they work, the housing that shelters them, where they go for health care, the danger ( or safety) they encounter on the street, who is available for emotional and inancial support, how political power is distributed and public resources allocated. How cities are managed, local policy, planning and design decisions can all help determine whether the places we live will be threats to the health of the public, protective against disease and premature death, and which populations will benefit or suffer the most.
While the fields of modern city planning and public health emerged together in the 19th century to address urban inequities and infectious diseases, they were largely disconnected for much of the 20th century. In the 21st century, planning and public health are reconnecting to address the new health challenges of urbanization and globalization – from racial and ethnic disparities to land use sprawl to providing basic services to the millions of urban poor around the world living in informal slum settlements. How to reconnect the fields of planning and public health to address these and other 21st century urban health challenges is the focus of this course.
CYPLAN 257 (Gonzalez)
Data Science for Human Mobility and Socio-Technical Systems
Class Number: 20755
Units: 4 (Lecture / Laboratory)
Students learn techniques for analyzing individual daily activities and travels both at urban and at global scale. This course is designed for graduate students interested in methods to analyze human dynamics, and their interactions with the built and the natural environment. We cover five parts each of which is centered in a seminal research paper. Students learn to reproduce the results of the selected paper in the classroom via computer labs, and through a related data analysis and modeling assignments.
It reviews basic concepts of data analysis, modeling, and visualization. Methods include principal component analysis to identify the structure inherent in daily behavior, spatial clustering, introduction to fractals, random walks and parsing of spatial trajectories. Ending with models and methods to represent various socio technical systems as networks, such as: daily commuting, air travels, and roads.
Each part has two lectures, two laboratories and one discussion section lead by one team of students. The labs use data sets and methods from the research papers covered in class. Students get familiar to the current challenges and opportunities in data science applied to cities and have the opportunity to work in a research project of their own.
Prerequisites: An undergraduate-level understanding of probability, statistics, algorithms, and linear algebra is assumed.
CYPLAN C261 (Chaplick / Lacofano)
Citizen Involvement in the City Planning Process
Class Number: 20585
Units: 3 (Lecture)
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.
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.
CYPLAN 268 (Dolan / Stern)
Ghost Ship Studio
Class Number: 33593
Units: 4 (Studio)
The Ghost Ship tragedy in Oakland raised awareness of the complex challenges facing artists who seek to live in close proximity to their creative work, in “live-work” or “work-live” spaces. The region’s affordable housing crisis has put increasing pressure on rents and forced artists into live-work units that are non- or barely compliant with local building codes. As a result, artist tenancy in Oakland’s live-work buildings remains precarious.
In this two-part workshop, students will prepare a strategic plan for the mid- and long-term sustainability of an inventory of almost 100 live-work buildings in Oakland. We will begin by assessing structural needs, from sprinklers, to seismic retrofits, Title 24 compliance, and more. Through interviews with residents, landlords, and city officials; students will gain an understanding of life safety and habitability issues. The studio will develop a checklist of building improvements needed for a pathway to life-safety compliance.
The second portion of the studio will focus on the issue of financing. The improvements needed to achieve life safety will require sources of capital. Also, preservation of live-work buildings and affordable rent within them can only be guaranteed by purchase by the tenants or nonprofit entities. We will explore how different financing sources might be cobbled together with the goal of converting these buildings to some form of community ownership, such as limited-equity co-ops. We expect that this research will lead not only to action in Oakland towards a sustainable future for their live-work inventory but also a replicable toolkit for other cities, such as New York and Los Angeles, seeking to preserve their live-work stock.
CYPLAN 280C (PhD Program Committee Chair)
Class Number: 20578
Units: 2 (Seminar)
Presentation and discussion of research by Ph.D. students and faculty.
CYPLAN 284 (Caldeira)
Class Number: 20705
Units: 3 (Seminar)
The investigation of modern cities has presented great challenges for social theory. For over a century, scholars have debated about how to read and explain the modern industrial city. This course traces the main ways in which these debates have unfolded since the middle of the nineteenth century to the present. To follow these debates is to understand how scholars have struggled to make cities legible, to fix them as objects of analysis, and simultaneously to capture their processes of transformation. Readings for the class include classical texts from Weber, Simmel, the Chicago School, the Marxist canon (from Engels to Lefebvre, Harvey and Castells), contemporary urbanists writing from the perspective of cities in the global south, critical perspectives from feminism and black geographies, and more.
CYPLAN 290A (Elias)
Class Number: 14906
Units: 1 (Seminar)
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. Check department for modules at start of semester.
CYPLAN 298 Sections 1 & 2 (Chapple)
Introduction to Data Science
Class Number: 15092 & 33353
Units: 1-3 (Seminar)
CYPLAN 375 (Luger)
GSI Pedagogy Seminar
Class Number: 32932
Units: 2 (Seminar)
This seminar for new GSIs provides training, resources and a discussion forum to assist in teaching sections in undergraduate lecture courses. Each class has an organizing theme, but there will be time to discuss other issues that come up as you teach. We will draw on readings and the expertise of experienced GSIs, faculty and campus staff to develop your teaching skills.