This page: http://nexus.umn.edu/Courses/pa8202
| Professor Kevin J. Krizek Office: HHH 246 Office Hours: M & W 1:30-3:00 Telephone: 625-7318 E-mail: kjkrizek@umn.edu Fax: 625-3513 |
Professor David Levinson Office: Civil Engineering 138 Office Hours: by appointment Telephone: 625-6354 E-mail: levin031@umn.edu Fax: 626-7750 |
Teaching Assistant: James Lehnhoff E-mail:jlehnhoff@hhh.umn.edu Office Hours: Wednesdays 2-4 in Lab 40 and by appointment |
Class Meetings: Monday and Wednesday, 4:00 - 5:15 pm, Room 15 Humphrey
Lab: Wednesday, 5:30 - 7:00 pm, Room 85 Humphrey Center
Description
This course provides students with an overview of land use and transportation planning in the United States, focusing on how to use planning tools, polices or other infrastructure investments to design effective places and networks. Its mission is twofold, to introduce students to:(1) practices and debates in various substantive areas,(2) different players involved in decisions, their motives, behaviors, and decisions,(3) the interrelationships between each of the players, especially when evaluating public policy options.
Objectives
The readings, lectures, case studies, class discussions, assignments and lab are designed so that by the end of this course, students will be able to:(1) Think critically about land use-transportation public policies being proposed(2) Understand the key influences of, and interactions, between land use and transportation,(3) Develop research skills in locating and understanding past theories studying the relationship between land use and transportation policy,(4) Critically analyze research that tests such theories,(5) Understand the institutional and political barriers associated with coordinated land use-transportation planning,(6) Actively discuss and debate contested political planning issues,(7) Target resources toward effective change,(8) Identify detailed elements of the land use/transportation sub-field that may be appropriate for future thesis/project work.
Structure
The course is organized around two weekly lectures/class discussions and a lab.
Lectures
The lectures on Monday will typically discuss theory about the week's topic. Wednesday will follow a case study approach. As part of the lecture component of the course, students will prepare weekly summaries,a case study, and a term paper.
Previous years' term papers can be found here: pa8202-presentations/researchproject.htm
Concurrent with the Monday and Wednesday sessions, a lab section (W) will provide students with an opportunity for detailed planning analysis. A series of exercises using GIS and a variety of survey and analysis techniques (mostly using Excel and ArcView to for mapping transportation analysis exercises) will examine the feasibility of "land bridging" sections of Interstate Highways in Minneapolis. Specifically, the lab will center on planning issues such as identifying redevelopment opportunities, analyzing trip generation and travel demand, and designing zoning regulations to accommodate transit-oriented development, etc.
Previous years' land bridge projects can be found here: pa8202-presentations/lbpresentations.htm
Requirements
There are eight components to this course. The weighting and description for these course components is as follows:
| Assignment |
Description |
Weighting |
| Case Study |
Each student will work in pairs to lead the class on one of the cases below. Doing so will consist of three parts: (a) Providing on the order of 30 or so pages from at least 3 or so sources describing the case, its history, relationship to land use and/or transportation, or other facts. (b) Preparing a 3 page (1.5 line spacing, 12 pt font, 1 in margins) case brief that describes each of the following aspects: -why is this case important to land use and transportation -why is this case particularly relevant to the "theory" topic discussed in the previous section -what longer term policies can be derived from this case? -your own team's thoughts on whether this case/policy serves its intended purpose (what evidence do you have to back up your claims?) Both (a) and (b) above are to be emailed to David Levinson by Wed evening, one week before the case is to be discussed in class. (c) A 15 to 20 minute presentation covering the above topics (to be administered day of class)
|
10 |
| Midterm exam |
In class, covering weeks 1-8 |
15 |
| Final exam |
During final exam period |
15 |
| Term paper/presentation |
No more than 20 pages (double-spaced) on a topic of the student’s choice (due: April 19). Please refer to exemplary papers available on-line.
|
20 |
| Weekly summaries |
One page (single spaced) summaries of readings for weeks 2-12 (not including week 8). The review should not cover writings of the instructors (PP) but should synthesize the theory articles and the case study readings. (Due at the beginning of class on Monday (2 points gratis, 1 pt per review, 1.5 pts per exemplary reviews). |
10 |
| Class participation |
Attendance including timely and appropriate comments/questions |
5 |
| Lab assignments |
Eight or so assignments to be administered during lab time |
5 |
| Lab final project |
Final project and presentation |
20 |
| In fairness to all students, no late assignments will be accepted. This means “0” points will be assigned for work turned in after the deadline. |
||
Readings
Readings for the course will be from three sources.
Schedule
Week |
Topic and Readings (M and W) |
|
| 1 (20 Jan) |
Introduction and Framework for course |
|
| Individual behavior | ||
| 2 (26 Jan)
|
The 5Cs of individual behavior
|
Case: Puget Sound Transit Systems http://www.elevated.org/_downloads/project/story/seattle_popular_monorail.pdf Also here: seattle_popular_monorail.pdf
|
| 3 (2 Feb)
|
Individual long - residential location Franklin and Waddell, A Hedonic Regression of Home Prices in King County. Schelling, Thomas "Sorting and Mixing: Race and Sex," Chapter 4 in Micromotives and Macrobehavior |
Case: Boston School desegregation |
| 4 (9 Feb) | Individual long - employment decisions Mark Granovetter, Getting A Job (selected chapters) |
Case: Welfare to work programs |
| 5 (16 Feb) | Individual medium
|
Case: Bicycle planning in Shanghai vs. Amsterdam |
| 6 (23 Feb) | Individual short Mokhtarian, Pat and Cynthia Chen (2002). TTB or Not TTB, that is the Question. Barnes, Gary Historical Changes in Twin Cities Travel Behavior |
Case: Planning the Olympics in Salt Lake City and Atlanta |
|
|
Firm behavior | |
| 7 (1 Mar) | Developers |
Case: Best Buy locating in Richfield |
| 8 (8Mar) | Case: Brownfield development
|
Midterm exam |
| (15 Mar) | Spring Break | Spring Break |
| Agency behavior | ||
| 9 (22 Mar) | The 5 E's of Evaluation NCHRP Report Assessing the Social and Economic Effects of Transportation Projects (Optional, disable macros when loading) |
Guest: Abby McKenzie |
| 10 (29 Mar) | Supply |
Guest: Peter McLaughlin Case: Northstar corridor |
| 11 (5 Apr) | Allocation |
Case: London congestion pricing |
| 12 (12 Apr) | Demand |
Case: U-Pass programs
|
| 13 (19 Apr) | Class presentations on individual project | Class presentations on individual project |
| 14 (26 Apr) | Go to APA National Conference in Washington DC | |
| 15 (3 May) | Advancing and conclusions |
Final lab presentaitons |
Schools desegregation and residential location decisions
http://search.csmonitor.com/durable/1999/07/16/p1s3.htm
http://business.fullerton.edu/journal/papers/pdf/past/vol06n02/v06p207.pdf
Brownfields
Amekudzi, Adjo; McNeil, Sue and Haris N. Koutsopoulos (2003). Assessing Extra-Jurisdictional and Areawide Impacts of Clustered Brownfield Developments. ASCE Journal of Urban Planning and Development, March 2003, Vol. 129, No. 1:27-44.
http://www.ce.cmu.edu/Brownfields/