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Viewing: LAR 545 : City Planning and Design - Building Great Communities

Last approved: Tue, 08 May 2018 08:01:26 GMT

Last edit: Mon, 07 May 2018 15:25:14 GMT

Catalog Pages referencing this course
Change Type
LAR (Landscape Architecture)
Dual-Level Course
Cross-listed Course
City Planning and Design - Building Great Communities
City Planning and Design
College of Design
Landscape Architecture (12LAR)
Term Offering
Spring Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
Lar 582Fall 201415
Lar 582Spring 201515
LAR 582Spring 20189
Course Delivery
Face-to-Face (On Campus)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

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

Course Is Repeatable for Credit
Daniel Howe
Assistant Professor of the Practice

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

Is the course required or an elective for a Curriculum?
This course explores the history and heritage of city planning and design in an ever-urbanizing world, the legal underpinning and practice of the tools of planning in the US - comprehensive planning, zoning, infrastructure planning and design guidelines, environmental and social challenges for an urban planet, and the procurement of planning and design services, both from the perspective of the hiring entity as well as from that of the consultant.

In a world where more than 50% of all humans now live in an urban area, this class will discuss a 21st Century future where cities continue to expand and make up an ever-larger proportion of the global economy.  What will these places be like, and what is the role of the planner and landscape architect in designing the shared landscape – the public realm . 


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.

College(s)Contact NameStatement Summary
College of DesignDavid Hill, Department Head, ArchitectureDavid Hill
3:43 PM (12 minutes ago)
to Gene

I have reviewed the proposed course, LAR 545 City Planning and Design - Building Great Communities, and I support this course being adopted into your program. It does not duplicate any course offered in the School of Architecture. I also hope that Architecture students will enroll in the course.


David B. Hill, AIA
Head, School of Architecture
Professor of Architecture
University Faculty Scholar
Co-Director, Coastal Dynamics Design Lab
NC State University
College of Design

Brooks Hall 215C
919.741.1743 (M)
No new resources are required to deliver this course as a result of the elimination of the Bachelor of Landscape Architecture (BLA) program.

This course will address larger contextual issues, historic trends and professional practices, and professional roles that have influenced or been influenced by city planning and landscape architecture.

This class will address questions including:

When did people begin to design cities?  How are City Planners and Landscape Architects involved in how cities are built today?  Where did these professions come from and how are they different?  What role will these professions play in the form of our ever-expanding urban areas in the future?

Student Learning Outcomes

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

  • Analyze the historical context in the wake of the Industrial Revolution during which the professions of landscape architecture and city planning were created and evolved through the Twentieth Century, and identify the key figures and movements in the professions over this time;

  • Illustrate one’s knowledge of the American philosophical, legal and procedural framework that governs the use of land in urban environments, how it is changed and altered in growing urban areas;

  • Demonstrate an understanding of the concepts used by planners such as Frederick Law Olmsted and others through the development of physical solutions in public spaces that address not only aesthetic and functional, but broader social, legal, political and symbolic objectives; and

  • Interpret how community design works in contemporary cities, how development is governed, how a vision of the future city is created in a democratic process and embedded in its policies and regulations, and how design professionals and public managers can navigate this world to have powerful impact on the future urban realm.

Evaluation MethodWeighting/Points for EachDetails
Final Exam10Students will be given a final exam.
Written Assignment50Students will generate written documents. Details on each paper to be given to students when assigned.
Project30Students will collaborate within 2-3 person teams on the development of a written research project and make a presentation of their findings to the class for critical review and discussion
Participation10Students will actively participate in critical reflective discussion
TopicTime Devoted to Each TopicActivity
Introduction1 WeekIn-class discussion: Where do I come from? Understanding divergent points of view. Why are cities important? Who are planners? What tools do cities use to control their destiny? How are cities different now than in the past?
First assignment: Media search about planning issues in the news.
Pre-professional history of cities and designed landscape 2 WeeksIn-class discussion: The difference between designed cities and organic cities in a rural world. The Industrial Revolution and its impact on cities. Thos. Jefferson and the American land ethic. Discussion of student media search results.
First assignment due.
Second assignment: Essay on historical figure in the history of landscape architecture or city planning.
The emergent era for city planning and landscape architecture as professions 1 WeekIn-class discussion: FL Olmsted and his legacy for planning and landscape architecture. The National Parks. The Industrial Revolution and urbanization. Professionalization of planning. Regionalism, Landscape architecture and city planning diverge, the New Deal, zoning emerges.
Final semester group project assignment – track and analyze a contemporary land use issue.
Post-WWII suburbanism, the ‘60’s, environmentalism 1 weekIn-class discussion – Suburbanization, public policy that supports it, Modernism, urban renewal, the legacy of Jane Jacobs and Ian McHarg, Mumford, Lynch and the planning theorists. Discussion of student work on historical figures.
Second assignment due.
Land Art to Landscape Urbanism – 1980-2016 1 weekIn-class discussion – Is it Art? New Urbanism and Landscape Urbanism – are these theories of city form? How does public involvement happen in a digital world? How has data changed how planning happens? Current trends in planning.
Guest lecture: Practical planning in the real world
The legal foundations of land use planning 1 weekIn-class discussion – The Constitution and the balance between the welfare of the individual and the welfare of the community. Supreme court cases that define the landscape of planning regulation in the US. Takings and regulation – the current planning climate.
Tools of City Planning2 weeksIn-class discussion – Contemporary land use issues, NIMBYism and the role of professionals in governmental organizations. The relationship of the comprehensive plan to regulations. How zoning works. Types of zoning. Resource allocation – capital budgeting.
Reflection and conclusions1 weeksIn-class discussion – How a vision is developed for the future of a city. What is the distinction between the role of the agency professional and the consultant? When are consulting planning services needed? How to develop a proposal. How to evaluate a proposal.
Guest lecture: Panel discussion on process for regulation of private activity – how this system works and who plays what role?
Third assignment: Prepare a proposal for consulting services.
The tools of city planning 3– Design guidelines / building codes / historic districts2 weeksIn-class discussion – How design is managed in contemporary planning. How building codes determine city form. Historic preservation vs. economic development. Special design districts.
The tools of city planning 4- Urban design, downtown planning1 weekField trip: Downtown Raleigh urban design projects.
Guest lecture: Raleigh Urban Design Center
Third assignment due.
The tools of city planning 5- Public participation, hazard mitigation and environmental planning1 weekIn-class discussion - Public involvement, surveys, public meetings, use of social media in democratic processes. Dealing with environmental challenges – storm water, flooding, pollution, decaying infrastructure. Discussion and evaluation of student proposals for design services.
Reflection and conclusions 2 weeksIn-class discussion – The importance of cities – economically, socially, environmentally. The future of an urban planet. Climate change and contemporary urban planning. Prospects for future practice in urban design and city planning.
Final project group presentations.
Final exam.
Non majors may take this course on a space available basis with department head consent.

mlnosbis 2/21/2018:
-Suggest consultation with College of Engineering. Contact Dr. Doug Reeves ( via email to obtain consultation, and then paste consultation summary into the consultation summary field of this form.
-How is this different from ARC 544- American City Planning History?
-See Learning Outcomes Guidelines attached under Additional Documentation to strengthen learning outcomes with more measurable language.
-Include full contact information for instructor on syllabus (including email and phone)
-Are the textooks listed on the syllabus required for purchase by the student, or does the instructor provide those readings via Moodle? Unclear.
-Syllabus lists only 13 weeks in the course schedule. This should list 15 weeks of instruction/activities, plus week 16 as the final exam.
-Provide more information about the assignments- what are the requirements of the research paper?
-Syllabus should include a breakdown of how grades are determined. Listing the PRR is not enough. Explain how assignments will be graded and what constitutes each letter grade. Example: A+ = ____, A = ____, etc.

cohen (3/17/2018):
1. In Section 9 of the syllabus, under class participation, what happens if a student has 2 or more excused absences? Will the student lose points on the class participation portion of his or her grade?
2. In Section 11 of the syllabus, there are times when it is not possible to contact the instructor ahead of time for an excused absence. How will those absences be handled? (I would suggest modifying that section with something along the lines of: the student should contact the instructor prior to the class to be missed when possible.)

ABGS Reviewer Comments 4/17/2018:
- No concerns.
mlnosbis (Thu, 01 Oct 2015 20:28:47 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 7336