Course handbook 2016/17

Transcription

1 School of Governance, Law & Urban Development International Bachelor Programmes A two-year course to: Bachelor of Urban Design Bachelor in Urban and Regional Planning Course handbook 2016/17 Editor: Ing. Hans. Hasselt (M.Ed) November 2015, v.1.0 Saxion University of Applied Sciences School of Governance, Law & Urban Development Handelskade 75, Deventer The Netherlands 1

2 Table of contents 1. General information about the education Degree programme competences Body of Knowledge and Skills CityLab... 4 Co-creation and applied research in CityLab... 4 CityLab assignments as from the second educational period Urban Design a brief introduction and explanation of the course contents Introduction Urban Design Year One: Overview of the programme: Urban Design Urban and Regional Planning a brief introduction and explanation of the course contents Introduction Urban Regional Planning Year One: Overview of the programme: Urban and Regional Planning Year Two: Urban Design and Urban and Regional Planning Key Features

3 1. General information about the education In 2014, the School of Governance, Law and Urban Development made a new start with the degree programmes Public Management, Urban Design and Urban and Regional Planning. After intensive interviews with the professional sectors the school developed a combined programme to enhance the multidisciplinary learning. International experience and working on real life authentic assignments from the professional sector are important elements to develop professionals for the challenges of the urban environment. These professional should have problem solving skills, be creative and entrepreneurial and able to cross borders of specialisations and culture. The new combined programme is called Urban Studies. Urban Studies consists of a common First Year for Public Administration, and Urban Development. Urban Development has to specialisations: Urban Design and Urban and Regional Planning. In September 2014, the first group of Dutch students started a fully combined First Year Certificate. The umbrella theme which joins the degree programmes is the Future-proof city. This represents an additional feature for the degree programmes to train future professionals with regard to the urban and local domain. This theme is also leading for the research programmes of the various research centres. Saxion, School of Governance, Law and Urban Development offers two (short) degree programmes; Urban Design and Urban and Regional Planning for international students. Students with sufficient background in Design or Planning can obtain the Dutch Bachelor Degree in Built Environment in two years. Public Administration is expected to offer an international programme in September Degree programme competences The degree programme competences of the degree programmes Public Management and Urban Development are based on the most current national professional and degree programme profiles related to Public Management and Urban Development. Some of the Public Management (PA) and Urban Development (UD) are similar: applied research and cooperation and communication. Moreover the competence of Management and innovation overlaps with participate in organisations and joint ventures and independent working. We distinguish three competence levels, which can be identified on the basis of three levels: the complexity of the issue, the nature of the knowledge and skills, and the level of independence, which is expected of students. The competence level is therefore defined by the assignment and the context within which the assignment is implemented. For this reason it is not required to describe the competences itself on three levels since the same indicators apply to each level. However, these need to be proven in increasingly complex situations. 3

4 1. 2 Body of Knowledge and Skills Students acquire the Body of Knowledge and Skills (BoKS) of Public Management or Urban Development. This BoKS is decided at national level with regard to the specific degree programme profiles. Urban Studies has based the degree programme's BoKS on a number of professional fields, which can be recognised as educational trajectories in the degree programme. The professional fields are based on the HEO standard. This standard is complemented by the professional field Planning and design, to ensure that also the BoKS related to the degree programmes Urban Development, which are part of the domain Built Environment (BE) of the sector Technique, can be identified. The Urban Studies professional fields are: Planning and design Organizational and social behaviour Governance and policy theory Law Economics and finance Operations management Communication and language Research and quantitative techniques The importance for Urban Studies is indicated per professional field (please refer to section 3.2). Each professional field consists of one or several subjects. These are the study units in the knowledge and skills trajectory. Each subject contributes to one or several indicators of the various competences. This is clearly indicated on the competence cards. 1.3 CityLab CityLab is one of the unique aspects of Urban Studies. This is the environment in which Public Management and Urban Development students develop competences, based on their joint work on authentic practical assignments in the social and spatial domain. CityLab starts in first year (the second academic year for Dutch students) and proceeds in the graduation phase in the second academic year (fourth for the Dutch students). Co-creation and applied research in CityLab An essential feature of CityLab is the possibility for co-creation between clients, lecturerresearcher, readers and students. The CityLab focus with regard to content is dedicated to four lines of research, which have been selected in due consultation with the Knowledge Centre Physical environment, and which is supported by the Curriculum Commission. These are: The Sustainable City: energy efficient and climate resilient city: Clean and efficient energy systems, climate action and resource management The Transition and Re-development City: Re-designing economic viable cities where people like to life, work, and spend their free time. 4

5 These lines of research provide students of the second year the opportunity to specialise and to make his / her role more prominent with regard to the content. As a result of this focus with regard to content CityLab can develop into the expert centre for the region and beyond. The knowledge centre offers a significant contribution to the practical development of the themes, in due consultation with the professional field. CityLab assignments as from the second educational period Assignments The research and design assignments in the first academic year are fitting - as much as possible - to the four lines of research referred to above. The client could be an external party or a lecturer-researcher / reader of the knowledge centre Physical Environment. In total student aim to obtain 24 ECs resulting from their assignments in CityLab. Each assignment equals 3 or 6 EC (approximately 80 and 160 hours per student) and is related to two or more competences from the sets of the degree programmes Public Management and Urban Development. Specific credits (3 EC) are reserved for a portfolio of small assignments. Students will devote a minimum of 6 EC s to assignments with an international component and/or are placed in an international context. Preferably these assignments are in English, and where possible, will be implemented in cooperation with foreign students during the second semester of the first academic year. In general the duration of an assignment is 10 weeks (one quartile). Fixed days or part of a day are scheduled per week, during which the project groups work on the assignments. This also makes cooperation with the professional field more easy. Coaching and support Each project group is coached by a CityLab coach. This coach monitors the progress of the project with regard to the process and content. A meeting between project group and coach should take place every two weeks as a minimum. The coach provides feedback on the work process and the developed and intermediate products. If and when required, the coach also keeps in touch with the client, however, the student bears primary responsibility. Each assignment starts with a kickoff meeting in which student(s), client and coach participate. To ensure that the CityLab coaches are equipped for their coaching and evaluation tasks, intervision meeting related to the themes research, communication and cooperation are organised. Project group support with regard to the content will take place during expert meetings, workshops and LABtalks. During an expert meeting, the project group has the possibility to consult a subject teacher, lecturer-researcher, reader or external expert and ask for specific information or feedback. We organise expert meetings. Project groups can sign up for these expert meetings. We also encourage participation in workshops and debate evenings at different locations, which could be supportive to the CityLab assignment. LABtalks will be 5

6 organised and evenly distributed over the academic year. These could include inspiring lectures and guest lectures, whether or not in combination with a workshop. In the next paragraphs the contents of the two Urban Development programme will be presented: 6

7 2. Urban Design a brief introduction and explanation of the course contents 2.1 Introduction Society is changing rapidly and this impacts the way in which we live together as a community. A growing number of people live in cities all around the world. The ageing and migrating population, climate change and technical and digital innovations are just a few examples of social issues that demand novel solutions. On our English-taught programme, you learn how to manage, shape, plan and design our changing cities and its environment. You receive training across multiple disciplines so as to become a new kind of specialist: an urban professional who knows their trade and who understands the importance of working together to resolve current issues satisfactorily. Therefore, you will become adept in gaining support for your policies and designs from local residents, politicians, businesses and authorities. Urban Studies aims to put sustainable development of cities or regions in a broader perspective by bringing together students from several different programmes: Public Administration, Urban Planning and Urban Design. This multidisciplinary approach helps you to devise new ideas and solutions to tomorrow s urban challenges and teaches you to take account of social, political, economic and sustainability issues in your work. 2.2 Urban Design As an urban designer, you develop creative concepts for the environment we live in. You have an eye for its beauty and quality and can link places to social trends and current affairs. Subjects include urban design and architecture. Moreover, you will come to understand how people use a city and will learn to apply urban planning (research) models in order to design a vibrant urban society. At the School of Governance, Law and Urban Development, we teach subjects with knowledge, skills in trainings and projects where students have to apply their knowledge, skills and in which the professional attitude can be practiced. Key feature of the curriculum is the CityLab, where students from different disciplines learn to work in teams along with professionals on real-life projects. Students are trained to be multidisciplinary urban professionals, who know how to connect people, design, business, government, and policy. They can analyse existing situations but also look to the future. Drawing on their in-depth knowledge and skills, they can respond flexibly to a rapidly changing society. Working closely with fellow students from different backgrounds, they learn how to think creatively and come up with new ideas and solutions to tomorrow s urban challenges, which by their nature cover economic, social, spatial and sustainability issues. The short degree programme in Urban Design exists of two years: 7

8 2.3 Year One: Overview of the programme: Urban Design Period 1 Period 2 Period 3 Period 4 Subject Introduction to Urban Sustainable cities Regional Design: Regional Design: 3 EC Development in Form and Function Systems and flows Europe, including The Netherlands Subject Urban Design and Introduction to Urban Urban Research Urban Process 3 EC Architecture in NL Design Skills Training 3 EC Problem Analyses - Effective communication II Skills Training Professional Skills Professional Skills Research II - 3 EC Training -1 Training - 2 Project - 3 EC Project 15 EC (in total) Future-proof Cities Liveability in Deventer CityLab assignment Citylab CityLab Course content The programme consist of subject in which mainly knowledge is taught and understanding is tested. Skills Training workshop in which students can train the taught skills and Integrated Assignments in which students can show their understanding and practise their skills on realistic assignments (and learn new knowledge and skills) and CityLab assignments in which students can show their understanding, practise their skills and work on their professional attitude in the real-life setting. Subjects: Introduction to Urban Development in Europe, including The Netherlands: you will learn about urban development in Europe. Different perspectives (urban design, planning and governance) illustrate examples of past and current developments. We also look forward to see what challenges lie ahead of you as a future urban professional in an international setting. The Netherlands has a rich tradition in planning and designing our land. We made land out of water ( poldering ) and defended ourselves against floods. Almost every plot of land is zoned and allocated for specific functions. From what time and context does this originate and how do we deal with this in the current time? What role does the government (national, provincial and municipal) play in social and spatial transitions that take place? What developments do we see in surrounding European countries? We hope to broaden your view by thinking, reading and discussing these kind of questions. Urban Design and Architecture in The Netherlands: This module addresses mainly Dutch features, representatives, (cities, architects, designers) and best-known examples of the most important schools within architecture and urban design. The focus for this module is the history behind formation of the different schools of architecture and urban design as a result of different 8

9 societal developments of the corresponding era of that school. You relate this formation with the spatial and social consequences of the architectural and urban design interventions associated with that particular school. In this way you develop a critical attitude towards contemporary and future architectural and urban design interventions. Sustainable Cities: in this subject your learn more on sustainable development, particularly focused on urban areas. The majority of the people around the world live in urban areas, often in coastal areas or near rivers or lakes. Climate change causes a threat to these areas. Technology, like global networks (internet) affect the way people work, shop or spend their free time. This all has an impact on the social structures among people and the physical use of space in cities. How can cities defend themselves towards new developments. What can we learn from cities around the world? What roles do Urban Planners, Urban Designers and Public Administrators have in this development? In the weekly scheduled classes students will learn about important global trends, and best practices, by discussing the issues from several perspectives Introduction to Urban Design During this module you get an understanding about spatial qualities that make good cities great places to live. By the end of this module you: o Understand what qualities such Permeability, Variety, Legibility, Robustness, Visual appropriateness, Richness and Personalization actually mean; o Apply the theory to a specific area in Deventer making a design proposal that delivers a responsive environment with all the above qualities; o Get a feeling for scale and size; o Practice your hand drawing skills; o Understand that design is a cyclic process. Urban Research The problems and questions which confront urban designers are rarely as clearly defined puzzles but mostly "ill-defined fuzzy problems". One way to deal with this is by means of synthetic solution driven research where the use of spatial models is central. The execution of such a study which is not an isolated product but integrated in the urban design process in order to provide the design with depth is the subject of this module. Through lectures and specific assignments you get to practice different skills and methods related to urban research. You will be able to identify the characteristic area properties and different spatial aspects of a research area and to represent these through drawings and models, compare different areas on qualitative and quantitative aspects, investigate future possibilities and visualize spatial conclusions. Urban Process The Urban Process gives an overview of the following process which influence city making all over the world: Participation processes and procedures: The role of citizen, designers, government and planning in the initiating, making, managing and monitoring urban processes Economic models and tools: Traditional and alternative models and techniques to making urban design feasible Rules and regulations: Common urban rules and the mutual influence between design and rules 9

10 Through lectures and specific assignments the student is given the opportunity to practice different skills related to these topics as well as the opportunity to become aware of and to develop a critical attitude towards influencing the urban process as a designer. Regional Design: Form and Function Regional Design: Form and Functions explain the interrelationship between the form of the city and its function. The student obtains an understanding of the typical functions that a mediumsized (European) city has and how these functions are given form. The student will be able to recognise different building and space typologies in the city and will explore how these typologies work and influence the way the city is used and enjoyed. This module consists of a combination of lectures and practical assignments in which students learn to read, analyse and design. LEARNING OBJECTIVES: 1. You understand the nature of the different functions within cities and how these functions interrelate to the way the city is formed and vice versa. 2. You have an understanding of different building typologies, can recognize these in the city, explain the way they function and how they influence the way they and the space around them are used. 3. You have an understanding of different open space typologies, can recognize these in the city, explain the way they function and how they influence the way they and the buildings around them are used. 4. Understand the challenges of the city regarding form and function. LITERATURE to be used: Thorsten Burklin and Michale Peterek, BASIC Urban building blocks, Birkhauser, 2008 Atlas of the functional City, THOTH Publishers Jan Gehl Richard Sennet Space Syntax Regional Design: Systems and flows The city can be understood and influenced in different ways. Besides the notion of the city as a set of functions with their intrinsic logic and spatial effects and the notion of the city as a mass-space system the city can also to be looked upon and understood as a complex of different flows. Both in the urbanism of the end of the 60's as in in contemporary debate the city currently conceiving of the city as a complex and dynamic system of flows, ranging from water, traffic, goods, money, data and people. The city conceived according to the biological metaphor metabolism and directed to the balance of different flows and the closing of cycles is a view that seems ideally suited to arrive at a future-proof sustainable city. Regional Design: systems and flows gives therefore different tools to analyse the most important flows underlying the city in order to modify, connect and close these flows, add value to the spatial quality of the city and contribute to a future-proof sustainable city. 10

11 Skills Training: Problem Analysis, an urban planner has to be capable of doing an applied research project. Right from the start of the programme students work on smaller projects and on Citylab assignments. Typical for these projects is that you work for a client who has some question that he wants you to answer. When you start a (research) project it is important to work in a systematic way. In this course you will various tools you can use in this first phase of your (research) project,. Besides, you will learn about the characteristics of applied research, the place of research in the fields of public management, urban design and urban planning and methods that are common in your field. The objectives of this course are: - The student knows the basic principles of applied research - the student is able to find relevant information, e.g. in databases of the Saxion library - the student can analyse information - the student is capable of defining a problem Professional Skills Training 1 and 2: Knowledge is becoming more easily available. The way an urbanist is functioning in his/her profession is as well depending on personal skills and behaviour. Students who aim for an international career are expected to be flexible, able to cross cultural borders, able to work in multidisciplinary teams in projects, do applied research, be able to give advice and communicate in a professional way. This requires several skills like: communication skills like presentation skills, project management skills like meeting skills, decision making, planning of resources and budget control, co-operation skills, and time management skills. In the professional skills training 1, students are taught the basic theory and can practice these skills in small workshop. More practising and applying the trained skills are expected in the Integrated assignment: Future-proof cities which is offered at the same time. In the training special attention will be given to cultural awareness to prepare the students to work (in English) with Dutch people in a Dutch working environment. During the module Professional Skills Training -2- more enhanced skills (technical and cooperation) and application in an international setting is the main issue. Cultural awareness of your own culture and other cultures, especially related to the cultures of the students involved during this semester. This will be done at hand of theories (among others Hofstede triangle and dimensions of culture) and applied in several workshops in which managing cultural and personal diversity will be trained. Obtaining insight in your cultural background and the international professional context is main objective. Skills and knowledge based parts of the module are at first Scenario development as tool for assessing pros and cons of different potential developments in sustainable areas. Secondly techniques and training in GIS (Geographical Information Systems). What can it contribute to (and what not) a proper decision making in spatial projects. Among others in using the socalled Map-table and a variety of computer aided systems this question will be answered in real life urban problems. Decisions and changing circumstances on each of the scale levels (community, city/town, region, national and international) have consequences for other scale levels. Students will learn to reflect critical and in a constructive way on their own professional oriented behaviour. Assessment will be done by a portfolio made by the student on the different parts of this module. Research skills 2 - As a specialist in urban planning, your professional field often presents quantitative or statistical information. This type of information could be included in a research report or a policy proposal, in which numbers and graphics are used to illustrate a (social) 11

12 phenomenon. As a professional you must be competent to determine the quality of the content of this type of information. This competence requires limited methodical and statistical insight. The underlying research theory often has a rather abstract nature. This means it could be a significant task to see through statistical information. In order to simplify the understanding of the quantitative research theory, it is best to train this in a context-rich area. Effective Communication -2: A fundamental part of the Urban studies programme is the CityLab assignment where students apply for authentic (real life) research projects from external clients (see below). To be able to work in multicultural groups with people with different specialisations such as Public Administration, Urban Design and Urban and Regional Planning requires proper intercultural communication skills. In Effective Communication II students will learn the importance of cultural differences and the manner in which their own culture affects their own beliefs and way of working. Professionals who would like to improve the quality of urbanised areas must have a proper understanding of co-operation with people from many nationalities and cultures. Several models for understanding culture and cultural differences are explained and discussed in the training. Students can improve their intercultural competence by practising in multicultural groups by means of the CityLab assignments. Integrated Assignments: Future-proof cities: In the first half of the semester you work on an assignment in the field of urban development in general. In the cities of the future people are expected to live and work in a sustainable way, economical feasible, socially desirable and ecologically viable. This requires professionals who are able to guide and direct this process. What are best-practices around the world, today? Why are they successful and how can these be implemented in other urban areas? How can we combine functions of living, working, recreation, food supply, energy production, and make cities climate resilient or future proof. At the start of the unit a city in the Netherlands will be chosen, which can be studied and for which scenarios will be developed to make them futureproof. Liveability in Deventer This time we focus on the town of Deventer in which you study most of the time. With around inhabitants it is a medium sized city, originated next to the IJssel river which was of importance in terms of trading. Traces of the past - such as medieval times, industrialization, post-war, modernism etc. - are clearly visible in and around the city. Maybe you already wandered around the various neighbourhoods of the city and its historical centre and you asked yourself: What impact will current and future technological and social developments have on the liveability of this city?. In this assignment we try to find creative solutions that keep the city vital, in social, functional and spatial sense. You will get acquainted with the latest developments in technology that contribute to our urban way of living ( Living Technology ). At this time we can t tell you what the assignment will be about exactly. The reason for that is that we take an up-to-date subject as the basis for this assignment. This way we keep up with the future urban and governmental developments. Saxion CityLab Assignments - (3 to 5 projects) CityLab is one of the unique aspects of Urban and Regional Planning. This is the environment in which Urban and Regional Planning students work together with students of Public Administration and Urban Design to develop competences, based on their joint work on authentic practical assignments in the social and spatial domain. CityLab starts in the second period of the first semester and proceeds, to the graduation phase in the second (final) academic year. 12

13 Co-creation and applied research in CityLab: An essential feature of CityLab is the possibility for co-creation between clients, lecturer-researcher, readers and students. The CityLab focus with regard to content is dedicated to lines of research, which have been selected in due consultation with the Centre of Expertise for Sustainable Development, like Climate and Energy, and Transition in urban areas. 13

14 3 Urban and Regional Planning a brief introduction and explanation of the course contents 3.1 Introduction Society is changing rapidly and this impacts the way in which we live together as a community. A growing number of people live in cities all around the world. The ageing and migrating population, climate change and technical and digital innovations are just a few examples of social issues that demand novel solutions. On our English-taught programme, you learn how to manage, shape, plan and design our changing cities and its environment. You receive training across multiple disciplines so as to become a new kind of specialist: an urban professional who knows their trade and who understands the importance of working together to resolve current issues satisfactorily. Therefore, you will become adept in gaining support for your policies and designs from local residents, politicians, businesses and authorities. Urban Studies aims to put sustainable development of cities or regions in a broader perspective by bringing together students from several different programmes: Public Administration, Urban Planning and Urban Design. This multidisciplinary approach helps you to devise new ideas and solutions to tomorrow s urban challenges and teaches you to take account of social, political, economic and sustainability issues in your work. 3.2 Urban Regional Planning As a planner, you are the designer and director of the environment we live in. Your aim is to make people s surroundings more pleasant and more beautiful. Your position in the field can be compared with that of a giraffe you have an unrivalled overview but your feet are planted firmly on the ground as you operate at the heart of society. Subjects include area development, land-use policy, local government finances, infrastructure and mobility, administrative and environmental law and sustainability. Furthermore, you will become skilled at bridging gaps between people and/or stakeholder groups. At the School of Governance, Law and Urban Development, we teach subjects with knowledge, skills in trainings and projects where students have to apply their knowledge, skills and in which the professional attitude can be practiced. Key feature of the curriculum is the CityLab, where students from different disciplines learn to work in teams along with professionals on real-life projects. Students are trained to be multidisciplinary urban professionals, who know how to connect people, design, business, government, and policy. They can analyse existing situations but also look to the future. Drawing on their in-depth knowledge and skills, they can respond flexibly to a rapidly changing society. Working closely with fellow students from different backgrounds, they learn how to think creatively and come up with new ideas and solutions to tomorrow s urban challenges, which by their nature cover economic, social, spatial and sustainability issues. 14

15 The short Degree Programmes lasts two year. Students from partner universities can have exemptions from certain semesters. 3.3 Year One: Overview of the programme: Urban and Regional Planning Period 1 Period 2 Period 3 Period 4 Subject 3 EC Introduction to Urban Development in Europe, including The Netherlands Sustainable cities Transport & Mobility Interactive Planning Subject Urban Design and Introduction to Urban Planning all over the Sustainable 3 EC Architecture in NL Design world Development Skills Training Problem Analyses Professional Skills Effective communication II 3 EC Training - 2 Skills Training - 3 EC Professional Skills Training -1 - Research II Project - 3 EC Project 15 EC (in total) Future-proof Cities Liveability in Deventer CityLab assignment CityLab CityLab Course content Subjects: Introduction to Urban Development in Europe, including The Netherlands: you will learn about urban development in Europe. Different perspectives (urban design, planning and governance) illustrate examples of past and current developments. We also look forward to see what challenges lie ahead of you as a future urban professional in an international setting. The Netherlands has a rich tradition in planning and designing our land. We made land out of water ( poldering ) and defended ourselves against floods. Almost every plot of land is zoned and allocated for specific functions. From what time and context does this originate and how do we deal with this in the current time? What role does the government (national, provincial and municipal) play in social and spatial transitions that take place? What developments do we see in surrounding European countries? We hope to broaden your view by thinking, reading and discussing these kind of questions. Urban Design and Architecture in The Netherlands: This module addresses mainly Dutch features, representatives, (cities, architects, designers) and best-known examples of the most important schools within architecture and urban design. The focus for this module is the history behind formation of the different schools of architecture and urban design as a result of different societal developments of the corresponding era of that school. You relate this formation with the spatial and social consequences of the architectural and urban design interventions associated 15

16 with that particular school. In this way you develop a critical attitude towards contemporary and future architectural and urban design interventions. Sustainable Cities: in this subject your learn more on sustainable development, particularly focused on urban areas. The majority of the people around the world live in urban areas, often in coastal areas or near rivers or lakes. Climate change causes a threat to these areas. Technology, like global networks (internet) affect the way people work, shop or spend their free time. This all has an impact on the social structures among people and the physical use of space in cities. How can cities defend themselves towards new developments. What can we learn from cities around the world? What roles do Urban Planners, Urban Designers and Public Administrators have in this development? In the weekly scheduled classes students will learn about important global trends, and best practices, by discussing the issues from several perspectives. Introduction to Urban Design During this module you get an understanding about spatial qualities that make good cities great places to live. By the end of this module you: o Understand what qualities such Permeability, Variety, Legibility, Robustness, Visual appropriateness, Richness and Personalization actually mean; o Apply the theory to a specific area in Deventer making a design proposal that delivers a responsive environment with all the above qualities; o Get a feeling for scale and size; o Practice your hand drawing skills; o Understand that design is a cyclic process. Transport & Mobility : Transport is a key element in the everyday life of all people around the world. Urban planners are asked to contribute to more sustainable use of space, which includes mobility and accessibility issues. Mobility effects our cities, our job market, our safety, our health, our social life, accessibility etc. In order to be able to contribute effectively and efficiently, urban planners must have basic knowledge and awareness of transport and mobility related to other urban planning elements. This unit has the objective to make students familiar with the main transport and mobility vocabulary, planning elements and best practices in the Netherlands and around the world. Furthermore students are also advised to keep a keen eye on the various scale levels, recent developments and impact on and relationship towards urban planning and processes. The outcome of this unit is that students know the main types of transportation, the characteristics and the modal split and its recent trends & developments. But also the students become familiar with the elements of transport infrastructure and networks and know about main issues of IT/smart technologies and developments regarding mobility. Furthermore they are able to develop their personal vision on the spatial consequences of this (living) technology. In addition to the above, the students can distinguish the main behavioural elements in individual transport mode decisions and can link mobility behavior, other social issues regarding mobility, land use (functions) and policy making. They must also be competent to link the aforementioned to health, safety (sustainability), climate change and economic aspects. The main policies and instruments to realize a more sustainable transport in the Netherlands, EU and at least one Non-EU country are explained. Finally, students are competent to formulate their vision on the impact of transport & mobility on urban planning v.v. 16

17 Planning around the world: What is urbanisation? How can different types of urbanisation be recognised from a map? How can the urbanisation process be influenced by governments? What happens if the government does not take any responsibility for the urbanisation process? In the subject Planning around the world your questions about urbanisation will be answered in 8 weekly lessons. Immediate application of the obtained theoretical knowledge is important. Students will be working on practical assignments making an analysis of a variety of urban areas from maps and images. Students are expected to bring in examples of urban development from their country of origin. From the 3rd week onwards, the focus will be on the case study: the city of Brussels. The cities morphology and urban history will be analysed and the qualities of urban environments on the spot during the planned excursion in the 5th week will be evaluated. Interactive Planning: In several large cities, parts of the population are locked in their own deprived living areas, being socially excluded from participation in regular urban life. How is this possible? Can grass root planning be used to get people involved in interactive processes for the physical improvement of their living area? Is there an end to the possibilities of grass root planning? Is there an identifiable point at which one has to switch from a bottom up approach to a top down approach? In the subject Interactive planning your questions about urban segregation, its causes, its effects and its remedies, will be answered in 8 weekly lessons. Students will obtain a broad overview of planning models serving as instruments for the improvement of deprived neighbourhoods. The students will be working on practical assignments analysing a variety of interactive planning approaches applied successfully in real urban situations. They can bring in examples of interactive planning approaches from their country of origin. We expect to offer you serious gaming as a learning tool in the last two lessons, such as Play the city. Sustainable Development Sustainable Development is considered as one of the key issues throughout the programme of Urban Studies. This is operationalized in the following six guiding principles: 1. We connect here and now with elsewhere and later 2. We create added value with respect to people, planet, place and prosperity 3. We connect and involve people 4. We consider 3 dimensions and connect soil and deeper underground with planning decisions on the surface. 5. We design clean nutrient cycles in time and space 6. We connect societal benefits with economic benefits Since the principles of Sustainable Development are visible in many taught units and projects within the programme, this final taught unit can be considered as a unit for reflection and connection, a unit for deepening the existing knowledge and skills, and a unit to add subjects with a high societal importance that were missing in the programme until now. The unit also focuses on international dimensions in at least three ways: 1. An international audience: not only the Dutch Urban Development students but also students from abroad that take part in the different international programmes (Public Administration, Urban Design and Urban and Regional Planning) that Saxion offers. 2. A strong focus on border crossing / international / global challenges and interventions 3. Comparing challenges and interventions regarding sustainable development in cities around the world. 17

18 Skills Training: Problem Analysis, an urban planner has to be capable of doing an applied research project. Right from the start of the programme students work on smaller projects and on Citylab assignments. Typical for these projects is that you work for a client who has some question that he wants you to answer. When you start a (research) project it is important to work in a systematic way. In this course you will various tools you can use in this first phase of your (research) project,. Besides, you will learn about the characteristics of applied research, the place of research in the fields of public management, urban design and urban planning and methods that are common in your field. The objectives of this course are: - The student knows the basic principles of applied research - the student is able to find relevant information, e.g. in databases of the Saxion library - the student can analyse information - the student is capable of defining a problem Professional Skills Training 1 and 2 Knowledge is becoming more easily available. The way an urbanist is functioning in his/her profession is as well depending on personal skills and behaviour. Students who aim for an international career are expected to be flexible, able to cross cultural borders, able to work in multidisciplinary teams in projects, do applied research, be able to give advice and communicate in a professional way. This requires several skills like: communication skills like presentation skills, project management skills like meeting skills, decision making, planning of resources and budget control, co-operation skills, and time management skills. In the professional skills training 1, students are taught the basic theory and can practice these skills in small workshop. More practising and applying the trained skills are expected in the Integrated assignment: Future-proof cities which is offered at the same time. In the training special attention will be given to cultural awareness to prepare the students to work (in English) with Dutch people in a Dutch working environment. During the module Professional Skills Training -2- more enhanced skills (technical and cooperation) and application in an international setting is the main issue. Cultural awareness of your own culture and other cultures, especially related to the cultures of the students involved during this semester. This will be done at hand of theories (among others Hofstede triangle and dimensions of culture) and applied in several workshops in which managing cultural and personal diversity will be trained. Obtaining insight in your cultural background and the international professional context is main objective. Skills and knowledge based parts of the module are at first Scenario development as tool for assessing pros and cons of different potential developments in sustainable areas. Secondly techniques and training in GIS (Geographical Information Systems). What can it contribute to (and what not) a proper decision making in spatial projects. Among others in using the socalled Map-table and a variety of computer aided systems this question will be answered in real life urban problems. Decisions and changing circumstances on each of the scale levels (community, city/town, region, national and international) have consequences for other scale levels. Students will learn to reflect critical and in a constructive way on their own professional oriented behaviour. Assessment will be done by a portfolio made by the student on the different parts of this module. Research skills 2 - As a specialist in urban planning, your professional field often presents quantitative or statistical information. This type of information could be included in a research 18

19 report or a policy proposal, in which numbers and graphics are used to illustrate a (social) phenomenon. As a professional you must be competent to determine the quality of the content of this type of information. This competence requires limited methodical and statistical insight. The underlying research theory often has a rather abstract nature. This means it could be a significant task to see through statistical information. In order to simplify the understanding of the quantitative research theory, it is best to train this in a context-rich area. Effective Communication -2: A fundamental part of the Urban studies programme is the CityLab assignment where students apply for authentic (real life) research projects from external clients (see below). To be able to work in multicultural groups with people with different specialisations such as Public Administration, Urban Design and Urban and Regional Planning requires proper intercultural communication skills. In Effective Communication II students will learn the importance of cultural differences and the manner in which their own culture affects their own beliefs and way of working. Professionals who would like to improve the quality of urbanised areas must have a proper understanding of co-operation with people from many nationalities and cultures. Several models for understanding culture and cultural differences are explained and discussed in the training. Students can improve their intercultural competence by practising in multicultural groups by means of the CityLab assignments. Integrated Assignments: Future-proof cities: In the first half of the semester you work on an assignment in the field of urban development in general. In the cities of the future people are expected to live and work in a sustainable way, economical feasible, socially desirable and ecologically viable. This requires professionals who are able to guide and direct this process. What are best-practices around the world, today? Why are they successful and how can these be implemented in other urban areas? How can we combine functions of living, working, recreation, food supply, energy production, and make cities climate resilient or future proof. At the start of the unit a city in the Netherlands will be chosen, which can be studied and for which scenarios will be developed to make them futureproof. Liveability in Deventer This time we focus on the town of Deventer in which you study most of the time. With around inhabitants it is a medium sized city, originated next to the IJssel river which was of importance in terms of trading. Traces of the past - such as medieval times, industrialization, post-war, modernism etc. - are clearly visible in and around the city. Maybe you already wandered around the various neighbourhoods of the city and its historical centre and you asked yourself: What impact will current and future technological and social developments have on the liveability of this city?. In this assignment we try to find creative solutions that keep the city vital, in social, functional and spatial sense. You will get acquainted with the latest developments in technology that contribute to our urban way of living ( Living Technology ). At this time we can t tell you what the assignment will be about exactly. The reason for that is that we take an up-to-date subject as the basis for this assignment. This way we keep up with the future urban and governmental developments. Saxion CityLab Assignments - 15 EC (3 to 5 projects) CityLab is one of the unique aspects of Urban and Regional Planning. This is the environment in which Urban and Regional Planning students work together with students of Public Administration and Urban Design to develop competences, based on their joint work on authentic practical 19

20 assignments in the social and spatial domain. CityLab starts in the second period of the first semester and proceeds, to the graduation phase in the second (final) academic year. Co-creation and applied research in CityLab: An essential feature of CityLab is the possibility for co-creation between clients, lecturer-researcher, readers and students. The CityLab focus with regard to content is dedicated to lines of research, which have been selected in due consultation with the Centre of Expertise for Sustainable Development, like Climate and Energy, and Transition in urban areas. 20

21 4. Year Two: Urban Design and Urban and Regional Planning In the end phase of the education students from all programmes can choose for one of the themes to specialise and work on their professional development by doing assignments. A (large) graduation project is conducted to show that they have obtained a sufficient (bachelor) level. Semester 1 Semester 2 Lectures, workshops, conferences on one of the themes: Sustainable Area Development Integrated Water Management Transition and re-development Graduation assignment with portfolio assessment Professional Development Professional Development Assignments for competence development 1. Introduction unit: an introduction to the approach, various disciplines, facilities and students of the Saxion School of Governance, Law and Urban Development 2. Professional Development (6 ECTS-credits) Research Methodology Communication Skills, which comprises two main aspects: communication skills, intercultural relationships and group processes; and proficiency in English: training in oral presentation and writing skills. 3. Sustainable Area Development (12 ECTS-credits) Interdisciplinary project for Sustainable Area Development, Environmental Strategic Planning as a policy instrument. Developing sustainable scenario s and identifying indicators for environmental and spatial quality. Research Methodologies of integral area development and Environmental Impact Assessment: prediction of effects, scenario development, Multi-Criteria Analysis, potential solutions. 4. Integrated Water Management / Coastal - or Water Front Development (12 ECTS-credits) Form: Lectures, excursions, skills training, company visits, guest lectures, prepare students for an individual research. Resulting in an poster display, presentation and article for a water seminar. Content of lectures e.g. Spatial and other aspects of water management Organisation of water management; stakeholder analysis Water management and spatial & environmental quality Analysis of qualitative and quantitative problems related to water Monitoring, evaluation and presenting developments and results Development of different planning and/or policy scenarios 21