Viewing: LAR 535 / : Environmental Social Equity and Design

Last approved: Tue, 22 Jan 2019 13:39:04 GMT

Last edit: Tue, 22 Jan 2019 13:39:00 GMT

Changes proposed by: ehbressl
Change Type
Major
LAR (Landscape Architecture)
535
032719
Dual-Level Course
No
Cross-listed Course
No
Environmental Social Equity and Design
Env Social Equity and Design
College of Design
Landscape Architecture (12LAR)
04.0601
Landscape Architecture.
Term Offering
Spring Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582Fall 201617
LAR 582Spring 201814
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Kofi Boone
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture201Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape Architecture (MLA)Elective
Principles of environmental justice and social equity in the context of design and community engagement; focus on the trends affecting environmental and human health in the built environment.

Environmental change and demographic shifts have placed a premium on the ability to leverage growth and development to affect positive and collaborative social change in communities. As an example, the Triangle Region of North Carolina is home to some of the fastest urban growth in the United States, but also some of the most extreme disparities in social mobility, equity, and environmental justice. Students will learn why, what and how design thinking operating in the built environment can bridge these gaps.


This course includes lectures, discussions, and student presentations.  Students will write short papers, participate in debates, and deliver oral/visual presentations.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No new resources are required since the BLA program has been phased out.

Course objectives include, but are not be limited to, the following:



  1. Design Engaged Community Case Studies: Teams of students will learn to conduct case study analysis of selected projects involving designers, planners, and community stakeholders. These case studies will apply the SEED Evaluator. Case study presentations serve as the class final exam.

  2. SEED Evaluator Reflections: Individual students will learn to write reflective papers on their experience using the SEED Evaluator. The reflections will communicate the strengths, weaknesses, and opportunities to improve the evaluation process.

  3. Guest lecture/presentation Reflections: Individual students will learn to conduct background research on guest lecturers and presenters, prepare questions to be used in class discussion with guests, and submit reflective papers on their assigned guests.


Student Learning Outcomes

By the end of this course, students will be able to:


1.     Describe historic and contemporary environmental and social equity issues in the built environment;


2.     Communicate issues and opportunities presented by existing frameworks and methods for evaluating design engagement impacts on issues of environmental and social equity;


3.     Use archival research tools for evaluating built environmental issues;


4.     Gather original data collection tools for evaluating built environmental issues; and


5.    Engage stakeholders in evaluating and transforming the built environment using democratic design tools.


Evaluation MethodWeighting/Points for EachDetails
Essay50%Case study analysis of selected projects involving designers, planners, and community stakeholders. These case studies will apply the SEED Evaluator
Written Assignment20%Reflective papers on their experience using the SEED Evaluator, and guest lecturers
Attendance10%Students are expected to attend all scheduled studio classes and field trips
Participation20%Students will actively participate in critical reflective discussions.
TopicTime Devoted to Each TopicActivity
Foundations1 weekConcepts of environmental justice and social equity
SEED Evaluator Tool1 weekEvaluating environmental justice and social equity outcomes
Collaborating with Communities1 weekCommunity dynamics and visualization
Community Collaboration and Open Space1 weekCommunity dynamics and participatory strategies
The Legacy of AIA R/UDAT community Design1 weekProcess and preliminary case study selection
Wok sessions2 weeksProgress presentations by students
spring break1 week
Urban Design Conference: Social Equity Focus1 weekInstitutional partnerships. Attend Urban Design Conference
Community Collaboration and Housing1 weekGuest speaker: Prof. Thom Barrie
Progress presentations and make tools
Hands on Experimenting with Participatory Tools1 weekIn class practicum: Apply various tools
Community Collaboration and Art + Culture1 weekIn class practicum: Apply various tools
Community Collaboration with Foundations and non-profits1 weekAttend the Cultural Landscape Foundation Conference
Work day2 weeksPreparations and rehearsals for final presentations
Final Presentaion1 weekFinal presentations by students
cohen (7/03/2018):
1. I think it would be helpful to tweak the last two learning outcomes some to make them "stronger." For example, I would suggest changing #5 to read:
Engage stakeholders in evaluating and transforming the built environment using democratic design
tools.
2. Is there an alternative plan for those students who do not attend the two optional conferences? Will they, for example, lose points in the attendance category or will there be an assignment they can complete to make up for those two weeks?
3. The syllabus should have a breakdown on how the grades are determined and should not just cite
Reg 02-05-03. For example, how is an A+ determined?
4. Under Excused Absences (Section 11) in the syllabus, it appears that students must contact the instructor prior to class for each excused absence. There are times when that may not be possible. (The example on the syllabus is potentially one such time.) It would be better to ask the students to contact the instructor in a timely fashion, and if possible, prior to the excused absence.

mlnosbis 7/25/2018:
I agree with the above. See Learning Outcomes Guidelines and Graduate Course Syllabus Checklist attached under Additional Documentation.

ABGS Reviewer Comments 9/12/2018:
-The objectives and ideas are described in vague ways - that's something that could be improved.
-I have reservations about the way the purpose is described, but that's a discussion for the admin board.
rieder (Wed, 25 Apr 2018 13:44:35 GMT): Approved pending outcomes are updated and schedule updated in syllabus.Syllabus should match online syllabus.
Key: 24148
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