Plan 503: Strategic Planning for Sustainable Community Economic Development

Schedule: 2013 Summer Credit Hours: 3.0 Please see Outline 8:30-12:30 Location: WMAX 150 Instructor: Will Trousdale Email: william@ecoplan.ca Telephone: 604-228-1855

THIS COURSE WILL BE OFFERED IN MAY 2013 Course Description: Course Dates May 21-22 (Tues-Weds) May 27, 28, 29, 31* (Mon-Wed, Fri) June 3-4 (Mon-Tues) *Indicates full day Course Description: There is little wonder that municipalities, First Nations, non-government, the private sector and civil society are demanding better ways to achieve community economic development (CED). Massive transformations are taking place in the global economy resulting from trade liberalization, privatization, and enhanced telecommunications. At the same time, local governments face increased democratic reforms and greater decentralization. This is evident in many international settings, but also in Canada. The significance of these changes is that citizens, local organizations and local governments now face formidable challenges, greater opportunity, and growing responsibility to actively address the economic health of municipalities and the livelihood of their residents as a core component of a sustainable future. The focus of this course is on how to conduct strategic planning for community (or “local”) economic development. Strategic planning for economic development is a pragmatic and powerful tool that is in intense demand by community groups and local governments around the world. It involves wise resource use, integrating values and anticipating change. At a minimum, it offers a way to improve the necessary interaction among business, government, labour and the poor. If done well, it provides a way to clarify competitive advantages, identify cooperative opportunities, craft innovative options and generate strategies that better achieve local priorities.

Students should be aware that there is a strong focus on the strategic planning aspects within the context of CED. The course will be pragmatic and interactive, keeping with a “learning by doing” philosophy. It is not a lecture course. Students will work together to apply strategic planning tools and techniques to community economic development as well as commentary on specific CED applications. There will also be a strong case study element that will contextualize the application of strategic planning for CED in a variety of contexts, e.g., First Nations, Canadian municipal and international. This course will focus on the planning process, examining key issues such as how to get started, community engagement (stakeholders and public participation), situation assessments, visioning, issues identification, objective elicitation/structuring, option evaluation/prioritization, action planning, implementation and monitoring and evaluation. This course will explore the basic concepts of negotiation theory, decision analysis, group decision making and behavior research as they affect training, facilitation and presentations in a strategic planning for CED context. Specific CED actions such as organizations (cooperatives, business associations, public private partnerships), clustering, incubators, business support, entrepreneurship, policy and by-law, etc. will be explored.

This course will loosely follow the modules outlined in the EcoPlan International and UN-Habitat jointly developed four-part training series: Promoting Local Economic Development through Strategic Planning. It will be enhanced by Canadian (municipalities and First Nations), and international case study examples – with guest speakers from the professional planning community and guest speakers. A simulation tool that has been developed for training purposes will provide the substantive background for students to work together to do their own analysis and conduct their own strategic plan for local economic development. Learning Objectives: Improve the student’s knowledge and capacity in strategic planning and community/local

economic development.

Provide ‘hands-on’ experience for the student in training and presentations (designing and running a session)

Provide the student with simulated ‘hands-on’ experience and tools to help in designing and running a multi-stakeholder process and developing a CED Strategy.

Provide insight into First Nations, local organizations and municipal planning in Canada and international planning.

Course Organization:

Class will be a mix of lecture and learning by doing - peer to peer learning. It will involve a team project (group of 2), a individual project (depending on class size) and a small group project. Course Requirements and Grading:

• Class Participation: 10% • Delivery of Training Material to Class: 40 % • (Delivery of training material to the class (team delivery possible) of a section of the

Companion Document as it relates to the Promoting Local Economic Development through Strategic Planning Training Series.)

• Delivery of a short presentation on a CED Alternative or Action: 10% • A CED strategy for Fictionalle - The Municipal Simulation Tool (team exercise): 40% • Presentation of strategy (20%) • Written strategy document (20%)

Course Assignments: Course Texts Required: Trousdale, W. (2005). Promoting Economic Development Through Strategic Planning - 4 Volume Series. EcoPlan International – UN-HABITAT. Nairobi. Supporting Texts: UN-HABITAT and EcoPlan International Nairobi. UN-HABITAT and EcoPlan International (2007). LED Trainers Companion for Promoting Economic Development Through Strategic Planning. Nairobi. Boothroyd, Peter and H. Craig Davis. 1993. "Community Economic Development: Three Approaches," JPER, 12:3:230-240 Hammond, J.S., Keeney, R.L., Raiffa, H., 1999. Smart Choices. A Practical Guide to Making Better Decisions, Harvard Business School Press, Boston, MA. Hearns, G., W. Trousdale, G. Kebede, M. Roseland. Under Review. “Creating Optimal Strategies in Local Economic Development.” World Development. Fisher, Roger and Ury, William. (1991). Getting to Yes: Negotiating Agreement Without Giving In. Toronto: Penguin Books. Roseland, Mark. (2005 Revised Edition). Toward Sustainable Communities. Gabriola Island: New Society Publishers. UN Millennium Project. 2005. Investing in Development: A Practical Plan to Achieve the Millennium Development Goals. New York. Handouts Value Focused Thinking (Ralph Keeney)

Getting to Yes (Roger Fisher and William L. Ury)

Smart Choices (John S. Hammond, Ralph L. Keeney, and Howard Raiffa)

Thinking, Fast and Slow (Dan Kahneman)

Structured Decision Making: A Practical Guide to Environmental Management Choices (Gregory, Failing, Harstone, Long, McDaniels, Ohlson)

Plan 519 A/B Internship

2013 Summer Credit Hours: 3.0

Sec 941 - Term 1 & 2 (May-Aug, 2013) Sec 942 - Term 1 (Complete by June 30, 2013) Sec 971 - Term 2 (on official leave Term 1)

Course Description: An Internship Program provides the mechanism for students to earn academic credit for relevant work experience outside the University. An Internship is essentially a three-way partnership among the student, the agency and the School. The Internship may relate to the student’s thesis research and have the same Faculty Supervisor but it should be a separate "stand alone" project. The primary goal of the Internship Program is to assist students to develop professional skills and capabilities through guided "hands on" experience in a workplace environment while gaining academic credit. Typically an Internship involves the equivalent of one day per week during one term; other agreed upon arrangements are possible. Students have worked with local government planning offices and development firms.

1. If appropriate, students are encouraged to do one internship during their time at SCARP. A student should have completed one term (4 months) in the Masters program before starting an internship.

2. In exceptional circumstances at the Director’s discretion, students can do a maximum of two internships during their time at SCARP. Memos by the student outlining why the second internship is important to their education and from their faculty advisor recommending the second internship need to be submitted to the Director for her approval. The second internship must be taken at a different agency that the first.

3. Each internship course is worth a maximum of three-credits. Two internships courses are worth a maximum of 2 courses X three-credits = six-credits.

4. Students doing MITACS internships can get credit for one internship course credit of three-credits. This is included in the maximum number of credits allowed for internships.

Learning Objectives: To help students to develop professional capabilities and planning expertise through orientation within a planning agency; to strengthen the connection between the academic and professional communities; and to enable professionals to keep informed about contemporary planning literature.

Course Organization: The student, in consultation with his or her Faculty Supervisor identifies the kinds of work experiences appropriate to undertake;

1. it is recommended that the student contacts the agency to schedule time for an interview at least six weeks prior to the beginning of the term in which the Internship will take place;

2. the student meets with the Agency Supervisor and develops preliminary objectives for the project; and

3. the Faculty Supervisor, student and Agency Supervisor complete placement by ratifying the Internship Agreement form.

The student and Faculty Supervisor should work together in creating the Internship Agreement. The student is expected to outline goals for the Internship that are relevant to his or her academic objectives.

The student, with the assistance of the Agency Supervisor, then describes the work required to fulfill his or her objectives. This outline will form a work program for the Internship. The Internship Agreement should describe:

1. the project (a planning report or as otherwise stated in the Internship Agreement);

2. the Internship objectives;

3. the outline of the anticipated job description including specific projects or assignments;

4. the educational opportunities that are provided by the agency;

5. Internship schedule including timelines for the project with relevant deadlines and expected completion dates.

The Internship Agreement represents an informal understanding on the part of the participants to take part in a teaching and/or learning exercise of mutual benefit to all parties. The School of Community and Regional Planning can assume neither responsibility nor liability for any work (complete or incomplete) undertaken by the student in the course of his or her Internship studies.

Course Requirements and Grading: Faculty Supervisor:

1. Consults with the agency to determine educational objectives, appropriate experiences, and the expectations for the student during the project;

2. facilitates communication between the agency and student;

3. discusses with the student his or her academic objectives;

4. approves the student’s choice of agency placement; helps the student to develop an Internship Agreement that integrates his or her goals with those of the Internship project;

5. reviews the following project status reports:

• a Mid-term Evaluation from the agency that evaluates the student’s performance thus far;

• a final planning report (or as otherwise described in the Internship Agreement) from the student at the end of the Internship that satisfies the academic standards of the University;

• an Internship Final Evaluation from the agency that evaluates the student’s performance; and

• a Post-Internship Assessment from the student that evaluates the experience.

6. the Faculty Supervisor assigns the student a grade for the Internship in consultation with the agency and submits it to the Administrator.

Student: 1. Consults with a Faculty Supervisor to formulate academic goals that can be discussed

with the agency during the interview;

2. develops, with the assistance of the Faculty Supervisor and the Agency Supervisor, an Internship Agreement outlining objectives and a work schedule (including timelines and expected completion dates) and has it endorsed by all parties; the completed Internship Agreement form along with a Registration/Change of Registration form are to be submitted to the School Administrator;

3. learns about and acts in a manner consistent with the agency "culture" and its commitment to a high level of service to the public;

4. learns about and adheres to agency regulations regarding confidentiality and public access to information;

5. submits a final planning report (or as otherwise stated on the Internship Agreement) to the Faculty and Agency Supervisors by the term’s designated due date for final papers; and

6. submits a Post-Internship Assessment to the Faculty Supervisor at the conclusion of the course.

Agency Supervisor: 1. Provides the student with realistic, challenging assignments that facilitate learning

(students should not be conducting work of a clerical nature);

2. helps the student learn about the agency "culture" and adjust to the workplace;

3. informs the student about the agency regulations regarding confidentiality and public access to information;

4. provides compensation for any pre-approved costs (i.e., printing, materials, postage) incurred by the student while conducting the project;

5. provides the student with ongoing feedback about his or her progress;

6. submits both an Internship Mid-term Evaluation and Internship Final Evaluation of the Internship experience to the School, describing achievements and providing suggestions for improvement; and

7. participates in assigning the student a grade for the Internship.

Course Policies: Ownership of Research The student and agency both retain ownership over the product produced during the Internship. Publication and other use of information are subject to the agency’s confidentiality policies. Acknowledgment is subject to the agency’s standard practices with respect to staff and consultant reports. Neither the student, the agency nor the School will attribute the report to any of the other parties without prior agreement.

Termination of Agreement All parties have the right to terminate the Internship Agreement for any cause, subject to discussion between the student, Faculty Supervisor, Agency Supervisor and agency management.

Registration Students wishing to register for an Internship course are required to complete and submit to Patti Toporowski an "Internship Agreement" form (available on SCARP website). Students must complete and submit this form to receive credit for an Internship course. It is also possible to register for an Internship course during the Summer Session. Note: Catalogue numbers differ in the Summer and Winter Sessions.

PLAN 545A: Field Study SCARP Class on Land Use Planning in Costa Rica Schedule: 2013Summer Credit Hours: 3.0 Instructor: Tim McDaniels Email: timmcd@mail.ubc.ca Telephone: 604-822-9288 Field study SCARP class on land use planning in Costa Rica 2013

Land Use, Climate Adaptation and Ecosystem Services in Latin America

Offered by: Tim McDaniels, SCARP and IRES, and Raffaele Vignola of CATIE and IRES

Learning Objectives: This course is concerned with applying basic concepts of policy analysis, planning and decision research to land use issues involving climate change and ecosystem services in Latin America, using Costa Rica as the case study. Students will:

Learn the basic concepts and steps of planning and policy analysis, as a basis for case study explorations (two classes will be held before departure to set the basic framework.

Learn how land and water use are basic issues in many contexts in Latin America.

Learn about climate adaptation challenges in Costa Rica, with an emphasis on water use

Learn about the ecosystem services framework as it is applied in Costa Rica, one of the few countries in the world with incentive schemes to avoid deforestation.

Learn through ongoing case studies regarding watershed management to reduce erosion from farms to reduce costs for electric utilities.

Location: CATIE (Latin America’s oldest and most important tropical forest and agriculture research centre and interdisciplinary environmental sustainability graduate program). The web site of the organization is: www.catie.ac.cr . The web site explains CATIE’s mission, projects and offices in other Latin American countries. There is a button in the upper right corner of the web site to translate to English. CATIE is located just outside of Turrialba, in a high valley surrounded by volcanoes and mountains. Turrialba is roughly 1.5 hours drive east of San Jose, and 1.5 hours west of Limon, on the old highway, in a beautiful valley bordering on vast protected areas, where the main industries are coffee, sugar and a little tourism. Turrialba is somewhat like the “Powell River” of Costa Rica. It is off the beaten track, beautiful, and has an industrial history and warm friendly people, but has suffered an economic downturn in recent years.

Faculty: The course will be offered by Tim McDaniels, with Raffaele Vignola and other faculty members from CATIE. Tim worked at CATIE in the first half of 2009, and has visited there three times. Raffaele has worked there for several years. He is near completion of his PhD from ETH Zurich.

Raffaele and Tim have been working on ecosystem services involving farmers and the regional electric utility, in a watershed management project to reduce erosion and thus provide benefits in terms of lower cost electrical energy production.

Main themes of the course:

Any sort of planning efforts in Costa Rica to address environmental and social issues outside cities should build from attention to land use and agriculture. CATIE was originally organized into forestry and agriculture research, but has transitioned to interdisciplinary themes such as sustainable land use, climate adaptation and ecosystem services.

This course will address issues in land use planning, climate adaptation and ecosystem services in central Costa Rica. We hope to consider both rural and urban issues. Its orientation is toward policy analysis in relation to these kinds of issues in Latin America.

This course will begin at the delightful campus of CATIE near Turrialba, midway between San Jose and the Caribbean coast. While we are still finalizing the locations and themes, we hope it will visit locations such as tropical reserves, coffee farms and a processing facility, and a watershed in which farmers and downstream water users seek common solutions to erosion. We also hope to visit the Caribbean coast, indigenous communities, and the northwest part of the country where there are conflicts over water allocations to tourism developments. We expect to spend some time with urban and regional planners in the central valley, dealing issues of rapid growth and aging undersized infrastructures.

What is included: You will arrive at the airport, take a taxi to the hotel and meet your colleagues, where the course begins. Except for your travel to and from the airport, all expenses are covered by the course fees. After a day at INBIO outside San Jose and a visit to the La Selva Biological reserve, you will be driven 2.5 hours skirting San Jose and then over the mountains to the CATIE campus. CATIE is 1200 ha in size, including a botanical garden, coffee and sugar fields, a steep jungle valley, and a beautiful small graduate program campus with comfortable accommodations. All accommodation, meals, course supervision and teaching, transportation and field presentations are included. When the course is finished, we will take you to the airport, or drop you off at a hotel in San Jose. From there, you can stay on beyond the course period and travel around the country on the private van transport system if that is appealing.

Language: You do not have to speak Spanish to complete the course. However, in this part of the country, virtually everything apart from the course is in Spanish. The course faculty will handle all reservations and course management in Spanish. If you want to travel around the country after the course is completed, some Spanish is a great help. There is a Spanish immersion school on the CATIE campus, but it is somewhat costly, although probably about the same as elsewhere

Climate: May is an average month in Turrialba for rain, marking the end of the brief April “dry season”. Turrialba has a climate that is influenced by the Caribbean. May has many days in which there is some precipitation, but it is sunny in the morning most days, with clouds in the late afternoon. It is comfortable but not too hot.

Cost: Depends on number of students. We plan to have a maximum of 14 students. The cost in 2010 was $1400 per student, which is paid to Go Global, who then pays the money to CATIE to cover all expenses. We will get a final budget estimate this fall, but we estimate the cost to again be around $1450 or so.

Plane fares are about $800 to $1000 to Costa Rica at that time of year. IMPORTANT NOTE: my understanding is that the Go Global office campus will provide scholarships to grad students in good standing in amounts of $800 to $1000. In other words they provide scholarships that cover your airfare.

Who can enroll: The course is open to graduate students in SCARP, IRES, Forestry or other relevant programs. We will need a priority system if we have too many participants: people who have taken a class from me, people who are attending or have contacted me regarding this meeting, people from SCARP or IRES not in the categories above, people from elsewhere not in the categories above. We can take 14 maximum.

Logistics. You are responsible for getting on the plane and getting to San Jose. Easy flights are through Houston or Dallas from Vancouver, but lower cost flights take more stops through various US airports.

When your flight arrives, you go to a hotel in San Jose, and we start from there the next day. We you leave you stay in a hotel in San Jose the night before, and go to the airport, or go off on other adventures (easy to arrange: the country has several private van transport systems and a superb bus system).

Student Responsibilities: Attend 2 1.5 hour evening classes in March as prelude for the class in May, 2012

Do background readings for the course (book of readings will be available)

Write a final term paper. (due by June 1).

PLAN 545B: Philippine Planning Studio Course

Schedule: 2013 Summer Credit Hours: 3.0 Leonora C. Angeles Summer 2013 Tel.: (604) 822-9312, Fax : 822-6164 1-28 July 2013 E-mail: nora.angeles@ubc.ca Malolos Bulacan, Philippines For more information, contact Linda Torio, 778-867-2358, linda.torio@gmail.com

Collaborative Local Climate Change Action Plan (LCCAP) Development in Angat River Basin Municipalities, Bulacan

Note: The final course outline and schedule will be further developed with the host agencies, the Bulacan State University, De La Salle University, and the Provincial Government of Bulacan. Brief Course Description: This 6-credit hands-on, interactive, studio-style and community-based service learning course is structured as a mutual learning experiment for planning students and faculty members, municipal and provincial planning staff, and local residents. It focuses on the practices and challenges of formulating climate change and climate risk adaptation plans and strategies in urbanizing watershed and river basin areas in a developing country in Southeast Asia.

Location and Background of the Course: The third batch of Philippine Planning Studio course in 2010 have presented papers at the University of the Philippines’ (UP) National College of Public Administration and Governance (NCPAG) and Governance in an international conference sponsored by the School of Urban and Regional Planning (UP-SURP) on “Mainstreaming Climate Change Adaptation Strategies in Local Development Plans,” and produced two SCARP Master’s Theses that led to the development of this course. Course Learning Objectives: The overall objective of this 2013 course is to assist the Bulacan provincial and municipal planners by providing relevant research that could be used in developing Local Climate Change Action Plans (LCCAP) in lower Angat River Basin Municipalities to address disaster risks and climate change adaptation issues and challenges.

General: The instructor(s) hope that by the Canadian, Filipino and international students taking the course are able to: Empathize and appreciate the real world challenges of local planning and plan implementation and government-society interaction, particularly in relation to disaster risks and climate change adaptation in a developing country; Provide meaningful inputs to the campus development planning processes and their implementation plans; Create a new generation of international, community development, and municipality planners who bring in their thoughtful analytical skills into creative and practical planning solutions; Bring lessons from the Philippines in general to places, sites and cultures where their planning work might take them. Specific: More specifically, at the end of the course, the students are expected to be able to: Work effectively with governments, planning staff, students and faculty, civil society organization, as well as local residents, in dealing with disaster risks and climate change adaptation. Demonstrate and apply their interdisciplinary skills in disaster risks and climate change adaptation planning and collaborative governance. Write planning research reports and recommendations that will be used in formulating local climate change action plans (LCCAP) that could address climate related disaster risks in urbanizing watersheds and river basin areas.

Course Philosophy and Structure: This is now the fourth time that this Philippine Planning Studio Course is offered. For 2011, the course will focus on providing solid planning research on disaster risks and climate change adaptation challenges and solutions that could be incorporated in the Local Climate Change Action Plans (LCCAP) of lower Angat River Basin Municipalities, particularly Bustos, Baliwag, Plaridel and Pulilan towns. The SCARP and non-SCARP students who will be attracted to this course, given its emphasis, will be those with backgrounds and interest in a combination of the following: (1) water and natural resource management (2) environmental planning and governance (3) green spaces and land use planning, (4) urbanizing watershed infrastructure design; (5) disaster resilience (6) climate change (7) urban agriculture and food security. They must also demonstrate good cross-cultural communication and planning skills, strong ability to work in teams, as well as industry and discipline to listen well and read a lot of planning-related documents and academic materials in a short period of time. They are expected to attend at least three pre-departure orientation sessions prior to the actual field course. A maximum number of 15 students will be enrolled in the course.

This course is structured as a form of community service learning (CSL) in an international context. Like the more traditional Study Abroad or International Practicum course, this course, this course offers experiential education that integrates service in the community, particularly with a municipal government and non-government organizations, with academic work. The design of this course entailed careful collaboration with local governments and community organizations to achieve clear objectives for student participants’ learning and serving community objectives. There are many known benefits of CSL for students, faculty and communities (see below). It is hoped that through its organization and requirements, this course would follow the three key elements of CSL: (1) Service in a community setting (through field research, planning reports and public presentations); (2) Academic component from a course (through the orientation seminars, course readings and guide review questions, field research and lectures and marked reports and public presentation requirements) and (3) Structured reflection to link the service and the academic content (through the four reflection journal entries and the feedback group discussion and course requirement assessments).

Benefits of Implementing CSL: For Students: →Develop critical thinking skills →Develop leadership and interpersonal skills →Increase relevance of courses →Gain real-world experience →Explore different career options

→Learn to become an engaged citizen →Work with people from diverse backgrounds For Faculty: →Work with students who are more engaged and inquisitive →Enhance relevance and interest in students’ engagement →Motivate students to “make a difference” →Explore meaningful ways for students to demonstrate their learning →Build stronger links between research, teaching, learning and community service For Community: →Increase human resources →Enhance existing programs →Develop new programs →Serve their members better →Influence future leaders →Access research expertise Source: Community Service-Learning at UBC flyer, UBC Centre for Teaching and Academic Growth (TAG).

Assessment Criteria: Students will be evaluated on the basis of their course participation and quality of oral and written outputs: 40% - Research Planning Report for LCCAP Formulation 15% - Active Participation in three Pre-Departure Orientation Sessions (see Schedule) 30% - Public Presentations to the University Community (15% for Research Paper and 15% for Conference Paper or Seminar) 15% - Three 500-word One-Page Reflection Papers based on Community Service Learning model Kindly refer to the following forms to be used for formative and summative course evaluation: (1) instructors’ guide or rubric for evaluation of the planning report (2) instructors’ guide or rubric for evaluation of the oral presentation, (3) group and self-evaluation for the reflective papers (4) group self- evaluation and feedback report on the project planning and implementation report, and (5) group self evaluation and feedback report on the oral presentation. COURSE ORGANIZATION: Pedagogy. In this 4 week studio course, students will have plenty of opportunity to learn from, and contribute to, ongoing local, provincial and national efforts to address disaster risks and climate change adaptation and plan formulation at the local municipal and provincial levels. They will also have ample room to learn through a combination of

more traditional techniques (e.g. lectures, seminar presentation) and more innovative participatory learning techniques (e.g. shadowing with planners or local community social workers; charettes; observing and documenting local council and planning meetings; transects and walking tours; LCCAP formulation; and developing participatory monitoring and evaluation tools). A Draft Community Agreement will be circulated by the instructor at the beginning of the course for feedback and revisions by students. This Community Agreement will guide inter-personal and cross-cultural interactions between and among students and between UBC students, local and provincial government officials and staff and the BulSU faculty, students and local residents. The course will start with an information session and three pre-departure orientation sessions at UBC at the beginning of the course and a summative evaluation session (or public presentation) at the end. Logistical support with be provided by the Angat River Basin Project Management Team, especially Ms Linda Torio, Angat Project Coordinator based at the UBC Centre for Human Settlements. Course Schedule: Pre-Departure Sessions: Students are required to attend three pre-departure sessions to be held at WMAX 150 scheduled on the following dates: March 1, Friday, 1:00-4:00 p.m. March 8, Friday, 1:00-4:00 p.m. April 12, Friday, 1:00-4:00 p.m.

Field Studio Proper: During the first week of the course, mornings will be devoted to lectures, guided group walking tours and field visits to be organized in coordination with the main university partner, Bulacan State University, Provincial Government staff, Municipality staff, and other local community organizers. Afternoons of the first week will be devoted to group-based start-up project planning by meeting community organizations, doing interviews, focus groups, monitoring and evaluation process. In the second, third and fourth weeks, students are expected to continue working on their LCCAP related research and planning and implementation by working with the municipal staff and community organizations identified. One translator will be made available for each group throughout the four weeks of study. The last day of class on the fourth week will be devoted to presenting their project implementation reports to the Bulacan State University, provincial and municipal stakeholders, and the general public. Note: To maximize the trip and academic credits, students are also encouraged to develop their Masters theses or project topics related to this course. Students may arrange to

extend their trips and tourist visas to enable them to continue working on their projects, internship, directed studies or field research. Notes on the Course Requirements: LCCAP Group Reports (40% of mark) and Public Presentations (30% of mark). All groups are expected to submit a well-researched project planning report written in straightforward technical language with recommendations and present at least one public presentation to the University community at the end of the course. The Planning Report will consist of at least four key headings or sub-topics and other components, such as: Title Page, Executive Summary, Acknowledgment, Table of Contents, List of Acronyms, List of Tables and Figures, etc. I. Introduction to the Research Project – includes focus of the LCCAP project implementation plan, framing the planning objectives and/or statement of the problem to be addressed, and discussion of methods used; II. Context– provide a summary of the overall LCCAP goals and objectives, the current situationer on climate related risks, key institutions and actors involved – who is doing what, when, where, how and why; the key policies and/or programs related to the topic, etc. affecting the plan, program or project; where relevant provide a historical timeline, an organizational mapping of key agencies and actors, as well as other maps, tables, statistics and figures to illustrate key points III. LCCAP Planning and Implementation Process and Expected Outcomes IV. Recommendations and Conclusions Bibliography and Appendices

Reflection Journal (15%). This requirement follows the principle of Community Service Learning on reflective learning. Reflective journal entries will be submitted to the course instructor after small group discussions. There will be 6 journal entries in total (see schedule below). Each student is assigned to a feedback group (see below) and this will be your group throughout the course. Journal entry questions will be provided approximately one week before the entry is due. You do not have to address each

question; they are to be used only as a guide. Each journal entry is not to exceed 500 words (approximately).

Reflection is…. “Intentional consideration of an experience in light of particular learning objectives” (Hatcher & Bringle, 1997). “Process that helps students connect what they observe and experience in the community with their academic study” (Eyler, 2001). “It is through careful reflection that service-learning- indeed any form of experiential education- generates meaningful learning” (Ash, Clayton, & Atkinson, 2005).

Purpose of Reflection Journals: Instigate curiosity within yourself, learn from your experiences, connect theory and practice. *Be aware of when you are having those “a-ha moments”, reflect on them and write about them. Please provide copy to your instructor and your feedback group members whenever possible. The submission of the second journal paper is on June 27 and must be emailed directly to the instructor. Criteria for Evaluation: (see Rubric) Sincerity of effort to engage in critical self-reflection

Insight into links between personal experiences, course readings, and planning or social science theory.

Journal Entry #1: A. Revisit the general and specific Learning Objectives for the Philippines course. Using them as a guide, create 3 or 4 personal Learning Objectives for this course. You will be asked about them at the end of the course. B. First Reflection Journal entry (written and ready to share for Sunday evening Feedback): Thinking about the upcoming month in the Philippines, what specifically are you looking forward to and what makes you most anxious? How can you imagine dealing with one or more of your specific anxieties? How can you use your past experiences to help you make the most of this experience? Send response to the instructor on the day before leaving for the Philippines. NOTE: Questions for Journals # 2-4 will be given the week before they are due.

Participation in three Pre-Departure Orientation Sessions -15% - Participation is based on active listening to lectures or seminars, as well engagement in class discussion groups and other class exercises.

LOGISTICS: Visa Application: The course will be held for four weeks from July 1 to July 28, 2013. Students should apply for a tourist visa at the Philippine Consulate in Vancouver, as they are staying in the country for more than 21 days. Tourist visa application fee is approximately $34.50. Please obtain your letter from Ms Linda Torio to present to the Philippine Consulate before applying for your visa at 700 West Pender St, Vancouver, B.C. Tel: 604-685-7645. Air Travel: Students can make their own travel arrangements through their own travel agent or through New Millennium Holidays, a Vancouver-based travel agency that specializes in trips to Asia. To make your individual or group travel reservations, you may contact: Lovie Decolongon; Tel:604-432-7181; 2579 Kingsway, Vancouver, B.C. V5R 5H3. Funds Required: Students are expected to raise their own funds to support their study. All cost estimates are in Canadian dollars. The Philippine costs are estimated at $2230-$2600 per student (About 1,300-1400 for the return airfare and taxes, depending on airline and season for travel; $300 for one-month accommodation; $200 for basic meals; $100 for translators and common pool fund for gratuity, local transportation or cost of dinner for local community-based hosts and guest lecturers; $45 for Philippine visa and $15 airport departure tax; $100 for local transportation between Manila airport and Malolos; $20 for laundry service; $50 for optional cellphone rental and airtime. ( You can budget around $300-400 allowance that could be used for recreational travel around Malolos and Metro Manila). Students will shoulder any additional expenses for R&R, allowing more funds for more expensive air travel. Sources of Funding: The sources of funds that UBC students can access are: Go Global - $1000; FOGS Travel Grant - $400. To access FOGS Travel Funds, students are expected to present a paper at an international conference jointly sponsored by the two partner universities, DLSU and BulSU. Readings: A package of readings will be made available to the students to help them prepare for the course. Students must have a Gmail account set up to access the materials in a secured private website connected to the CHS Angat Project. Laptops, Cellphones and Internet: Students are encouraged to bring their own cellular phones and laptop with 100-220 watt power bar and voltage regulator to protect against potential power surges. Every group is encouraged to have at least one laptop. Internet access is also widely available in the town’s commercial district, or it can be arranged with some host families. Filipinos like to communicate with the use of cellular phones as

landlines and pay phones are not widely available. Each group should have at least one cellular phone which could be arranged with a local businessman. Miscellaneous: Medical and travel insurance, immunization shots (hepatitis and dengue/yellow fever are highly recommended; consult the Vancouver Travel Clinic for advisory) will be shouldered separately by students, as well as additional food and travel costs should the students extend their stay in the Philippines or around Southeast Asia. Students who attended the course in 2007 will be asked to share information about their R & R activities in popular tourist areas of Boracay, Palawan, Banawe/Baguio, Batangas/Cavite/Laguna, Cebu and Bohol. Travels to these places are recommended only before or after the course as students are not allowed to do extended weekend travel during the course’s duration. Rest and Recreation Opportunities. Students may spend some of their weekends travelling on short trips only to Metro Manila (about one hour bus ride from Malolos City. Buses and FX

jeeps are available every 2-5 minutes from the main highway) and nearby provinces of Pampanga, Laguna, Cavite and Batangas/Puerto Galera (about 2-4 hour car or bus trip from Manila or Quezon City). List of suggested tourist spots in these nearby provinces, as well as Manila, Quezon City, Makati and Fort Bonifacio in Taguig are available in Lonely Planet latest edition. Long distance travels to the Northern and Southern parts of the Philippines are not allowed during the duration of the course, but may be done only before or after the official course duration. REQUIRED READINGS: (ALL READINGS AVAILABLE ON-LINE) Philippine History and Political Economy: Ileto, Reynaldo. “Philippine Wars and the Politics of Memory.” Positions 13,1 (2005), 216-234 (PDF File) Angeles, Leonora and Francisco Magno. “The Philippines: Decentralization, Local Governments and Citizen Action,” in Philip Oxhorn, Joseph S Tulchin and Andrew Selee, eds. Decentralization, Democratic Governance, and Civil Society in Comparative Perspective: Africa, Asia, and Latin America. Baltimore: Johns Hopkins University Press, 2004, pp. 211-265. Angeles, Leonora "Why the Philippines Did Not Become a Newly Industrialising Country", Kasarinlan (A Philippine Quarterly of Third World Studies) Vol. 7, Nos. 2-3 (1991-1992), pp. 90-120. Borras, Saturino Jr. (2007), “’Free Market’, Export-Led Development Strategy And Its Impacts On Rural Livelihoods, Poverty And Inequality: The Philippine

Experience Seen From A Southeast Asian Perspective”. Review of International Political Economy, 14(1): 143-175. Bello, Walden et al.. The Anti-Development State; The Political Economy of Permanent Crisis in the Philippines. Quezon City: Department of Sociology, University of the Philippines and Focus on the Global South, 2004, pp. 9-31. Philippine Water Governance, Climate Change and Angat Watershed/River Basin Context: Briones, ND & Castro, JP. 1986. Effective Management of a Tropical Watershed: The Case of the Angat River Watershed in the Philippines. Water International, 11(4), 157-161. Elazegui, D. 2004. “Water Resource Governance: Challenges and Realities in the Philippines.” In Winning the Water War, eds. Rola, et al. Manila and Los Banos: PIDS and PCARRD, 84-102. Jose, AM, Sosa, LM & Cruz, N A (1996). “Vulnerability Assessment of Angat Reservoir to Climate Change. Water, Air and Soil Pollution, 92 (1-2), 191-201. Jose, AM, & Cruz, N A (1999). “Climate Change Impacts and Responses in the Philippines.” Climate Research, 12, 77-84. Francisco, H. 2004. Watershed Management Strategy: Why Push for It?” In Winning the Water War, ed. Rola, et al. Manila and Los Banos: PIDS and PCARRD, 27-58. NEDA (National Economic Development Authority). 2010. Philippine Water Supply Road Map, 2nd ed. Manila: National Economic Development Authority. Collaborative Governance for disaster risk management and climate change adaptation: General Ansell, C and A Gash. 2008. “Collaborative Governance in Theory and Practice.” Journal of Public Administration Research and Theory 18(4): 543-571.

Bonnell, J & T.M. Koontz. 2007. “Stumbling Forward: The Organizational Challenges of Building and Sustaining Collaborative Watershed Management. Society and Natural Resources 20, 2: 153-167. Brunner, R.D., T. A. Steelman, L. Coe-Juell, C. M. Cromley, C. M. Edwards & D. W. Tucker, eds. 2005. Adaptive Governance: Integrating Science, Policy, and Decision Making. New York: Columbia University Press. Chess, C & G Gibson. 2001. “Watershed are not equal: Exploring the Feasibility of Watershed Management.” Journal of American Water Resources Association 37, 4: 775-782. Ferreyra, C. 2006. “Practicality, Positionality and Emancipation: Reflections on Participatory Action Research in a Watershed Partnership.” Systemic Practice and Action Research 19, 6: 577-598.

------------, R C De Loe & R.D. Kreutzwiser. 2008. “Imagined Communities, Contested Watersheds: Challenges to Integrated Water Resources Management in Agricultural Areas.” Journal of Rural Studies 24,3: 304-321. Imperial, M. 2005. “Using Collaboration as a Governance Strategy: Lessons from Six Watershed Management Programs.” Administration and Society 37, 3: 281-320. Koehler, B & T.M. Koontz. 2008. “Citizen Participation in Collaborative Watershed Partnerships.” Environmental Management 41, 2: 143-54. Koontz, T.M. & C.W. Thomas. 2006. “What Do We Know and Need to Know About the Environmental Outcomes of Collaborative Management.” Public Administration Review 66, 1: 111-123. Leach, W.D. & N.W. Pelkey. 2001. Making Watershed Partnerships Work: A Review of the Empirical Literature. Journal of Water Resources Planning and Management 127, 6: 378-385. Molden, D, J Lautze, T Shah, D Bin, M Giordano & L Sanford. 2010. “Governing to Grow Enough Food Without Enough Water – Second Best Solutions Show the Way.” Water Resources Development 26 (2), 249-263. Moore, E & T.M.Koontz. 2003.”A Typology of Collaborative Watershed Groups: Citizen-Based, Agency-Based and Mixed Partnerships.” Society and Natural Resources 16, 5: 451-460. Plummer, R., D. De Grosbois, R de Loe, & J Velaniškis. 2011. “Probing the Integration of Land Use and Watershed Planning in a Shifting Governance Regime.” Water Resources Research. 47. Potoski. M. & A. Prakash 2004. “The Regulation Dilemma: Cooperation and Conflict in Environmental Governance.” Public Administration Review 64, 2: 152-163.

PLAN 547C – Master’s Project

Schedule: 2013S Credit Hours: 6.0

Course Description:

Sec 941, Term 1 & 2 (May - Aug, 2013) Sec 942, Term 1 (complete by June 30, 2013) Sec 971, Term 2 (on official leave Term 1)

Select one section only. Student registering for BOTH Term 1 and 2 should select Section 001. A student may complete his or her masters program by undertaking either an academically oriented thesis of 12 credits (549C) or a professionally oriented project of 6 credits (547C) together with 6 credits of additional coursework. Students are required to make their choice by the end of September (which is the beginning of a student's second academic year) of the Master's program. But it is highly recommended that the student make their choice before the suggested time. Registration

Registration in Plan 549C or 547C is mandatory in both Summer and Winter Sessions beginning in the summer of the first year and continuing until completion of the thesis or project.

Learning Objectives:

The professional project is the capstone project of choice for those students with a practical bent and who intend to enter professional practice after graduation. Its major purpose is to provide experience in the execution of a planning or urban design project. Students will gain experience in project design and scoping, in researching project-relevant literature, in the application of appropriate analytic methods, in the analysis of context-specific data, and in the formulation of appropriate conclusions. In short, the professional project option provides an opportunity for students to develop and exercise their skill and judgement in problem definition and to demonstrate professional competence in the supervised design and execution of an individual planning study.

Given the increasing scope of professional planning activities and employment opportunities across the public and private sectors, the substantive focus and content of professional projects will vary greatly. Such projects may also take many different reporting forms--indeed, students are encouraged to use the project option to hone their professional presentation skills in diverse media as well as in writing.

To maximize the intended value of the professional project experience, the program of research and reporting under the project option will generally have the following characteristics:

1. A total of six (6) credits are offered for successful completion of a professional planning project. Project students therefore take six (6) more credits of coursework than thesis students.

2. A professional project is an investigation into a well-defined practical planning-related question or problem. Professional projects can be designed to contribute to a student’s experience of a client-consultant or employer-professional employee relationship. In some cases, students may choose to involve an actual external client to provide context and enhance the realism of the professional project experience.

3. Each professional project will proceed with the formal agreement of, and under the supervision of, a SCARP faculty member. In addition to real-world context, any participating 'client' can provide additional guidance and supervision. (See following point.)

4. To facilitate focused research and reporting and on-time completion, projects will proceed according to a written problem statement or terms of reference prepared by the student in consultation with the supervising faculty member. The 'problem statement' of the project should therefore reflect the conceptual and practical framework to be followed.

5. In all cases, a professional project must satisfy the academic norms of the university and SCARP. The supervising faculty member will be the final arbiter as to whether the student's professional project activities and report have achieved the necessary standard. This stipulation is an essential underpinning to all project-related problem statement or terms of reference.

6. A professional project is limited in scope. Original data collection is not necessary, but is possible. In general, participating students will apply known concepts, data, methods and procedures to a specified situation or problem context and generate a report (variable format) of restricted scope and scale. However, in designing his/her study and writing the professional reports, students are expected to demonstrate familiarity with at least the limited body of literature of direct relevance to the project.

7. Individual professional projects should be designed to ensure adequate reporting in roughly 30-50 pages, 1.5 spaces (or the agreed equivalent in other acceptable media). Project reports should be logically organized, structured to have effective communication value (use of sub-headings, tables, charts and other figures, etc., is encouraged) and be fully referenced. NOTE: Students who do a film for their project are also required to write an accompanying paper, the terms of which are established in consultation with their supervisor, and depend on the context: the length of the film, and the length and nature of the film making process. All papers will have a critical and reflexive content.

8. As noted above, the supervising faculty member is responsible for assessment of the final product with input from any external client if relevant. If there is no external client to review the final product a second reader will review the report (as detailed below). A final oral examination

is normally not required though should be regarded as an option at the discretion of the supervisor(s) in special circumstances.

9. In all cases the student will be required to make a formal presentation of his/her findings to a SCARP project symposium as part of the normal reporting procedure. This is particularly important where the professional project is substantially documented in video, PowerPoint, or other presentation media. To enhance the professional value of this experience, other students and faculty will be invited to attend and comment on the presentation.

10. On-time completion of projects is an important element of professional practice. Students should regard the professional project as an opportunity to demonstrate competence in overall project management within the conceptual, time, and space constraints set out in the project terms of reference. Faculty supervisors will normally take on-time completion into account in assigning final grades for professional projects.

Course Organization:

Masters Research Supervisor Selection Form - PROJECT

Thesis/Project Advising Groups

Each faculty member can run a thesis/project advising group for second year students whom they are supervising. Students are expected to participate in the sessions offered by the supervisor of their project or thesis. This makes the supervisory process more productive for students and faculty. It tends to cluster students and faculty around common topics and themes. A significant benefit of the group sessions is the opportunity thus created for students to support each other in developing and completing their research. Separate credit is not given for these group sessions, they are considered to be part of the 12 credits for the thesis and 6 credits for the project.

The group sessions are designed to lead students through the development and implementation of a proposal for their project or thesis and, if necessary, make a choice between the two options. Key components are discussed in relation to the student's areas of interest including problem statements, goals, objectives, research questions, conceptual and analytical frameworks, methods, case studies, and write-ups of results, conclusions and recommendations. Advice is provided on strategies for selecting manageable topics, conducting literature reviews, choosing case studies, undertaking field work and interviews, drafting text, and presenting the final results. Previous projects and theses are reviewed.

The specific meeting time and place is agreed to by each faculty member with their group of students in light of their schedules.

The advising group approach means that students must have identified the faculty member whom they wish to supervise their project or thesis by the beginning of their second year. If during the course of the term it should become evident that another supervisor would be more appropriate, a change can be made if both parties are agreeable but it is obviously preferable that this potential disruption not occur. In considering potential supervisors, students should discuss with them not only the topics in which they are

interested but also the specific approach they take to supervising and how this influences the design of their group advising sessions.

Course Requirements and Grading:

Submission of Completed Draft Professional Project Report

While there is much room for latitude depending on the project focus and reporting medium, the typical professional report prepared by students electing the professional project option should contain the following elements:

1. Project Title Page (must be included in final bound project after cover page) 2. Executive summary 3. Table of contents 4. List of tables and figures 5. Introduction (including the problem statement) 6. Detailed project description (including essential history and context; relevant literature; methods

of investigation) 7. Findings and implications 8. Conclusions

Review by Second Reader

A second reader is required for a professional project, who can be a faculty member or someone from outside of the School who is an experienced professional with an interest in the topic. When students choose to involve an actual external client to provide context and otherwise enhance the realism of the professional project experience, this individual can serve as the second reader.

Expectations of an Outside Second Reader

The outside second reader is asked to provide, at a minimum, a "second set of eyes" to review a professional project, on the basis of criteria outlined below. If the draft is acceptable to the outside reader on the basis of these criteria, the outside reader signs the draft as "meeting the required standard." The outside reader is invited, but not required, to attend the student presentation at the symposium.

Procedures

The primary faculty advisor has the responsibility for working with the student to ensure the professional project has an appropriate design and approach. The student may ask the outside second reader for advice during the research and preparation of the project. The student will normally complete a project and submit a draft report to the faculty advisor. The faculty advisor will review it and may ask for revisions if needed. The faculty advisor has responsibility for determining when a draft is ready for review by the outside reader. When the project is judged by the first reader to be ready to distribute, a cover letter should be prepared to send to the second reader, with a set of explanatory notes attached. The letter should indicate that the first reviewer is ready to sign the report as meeting the standard, subject to the approval from the outside reader.If the outside reader judges that the draft "meets the required

standard" in terms of the criteria below, the outside second reader signs the project. If the project does not meet the criteria, the outside reader should communicate the reasons to the student and the faculty member, who will ask for appropriate revisions.

Criteria

The outside reader is asked to review the draft on the basis of the following criteria:

• Is the draft well written in that it is generally free of grammatical mistakes, easy to follow and well presented?

• Does the project have a clearly stated question that it tries to answer, or goal that it addresses? • Does the project report place the question or goal in the context of literature relevant to the topic

and methods, given the more limited expectations regarding the literature review in a professional project compared to a thesis, as discussed in the appendix to these notes?

• Is the approach used to address the question or goal appropriate and adequately applied, given the expectations of a professional project, as discussed in the appendix to these notes?

• Overall, does the project seem to be an acceptable professional product?

Course Assignments:

Scheduling Presentation of Final Approved Report

Once the final report is approved by the Supervisor and the Second Reader, the student may schedule a presentation by submitting a Professional Project Presentation Form to the SCARP office seven (7) days before the presentation. See "Important dates & Deadlines" on the SCARP website for project presentation schedule. Final reports are to be approved for presentation seven (7) days before the scheduled presentation date.

Presentations

A time is scheduled for a group of completing students to present their final reports to the School and other invited guests. The objectives of the presentations are to inform the School of the results of your work and to demonstrate your presentation skills in a context that simulates common characteristics of professional practice.

The proceedings are chaired by the Chair of the Masters program. Each student is required to make a 15-20 minute presentation designed to summarize the content of their report in ways appropriate to the School audience and the specific characteristics of the context within which the Professional Project was undertaken. Following the presentation there is a discussion period during which the student responds to questions and comments from the audience for up to 15 minutes. The presenter is responsible for managing the discussion period, which is intended to replicate the kind of situation that is likely to exist in practice contexts following presentation of a report. It is the responsibility of the Chair to ensure discussion is kept within these bounds.

Submission

It is the responsibility of the student to obtain the signature of the Supervisor on the project title page and deliver two copies (one spiral bound) of the final signed report to the Masters Secretary seven days before the presentation. Two copies of the final report (one paper version and one electronic copy on a disc) will be put in:

1. SCARP's main office (the electronic copy) 2. The Craig Davis Reading Room (the paper copy)

Additional copies of the professional project should be given directly to the Research committee.

The program completion date will be considered the presentation date if all course credits are complete.

Course Policies:

Professional Project Supervision

Each student is required to have a Professional Project Supervisor who is a faculty member in the School. The Supervisor is to be selected and approved by the end of September of the first year in the program. This procedure is formalized by completing a Project Supervisor Selection Form. The student determines his or her own supervisor in consultation with faculty, subject only to a reasonable distribution of students among faculty. The Supervisor must indicate his or her agreement to oversee the project by signing the student's project proposal. This document (one page is adequate) must be placed in the student's file before he or she begins detailed research on the project. Students are responsible for submitting their completed Project Supervisor Selection form and project proposal to the SCARP office by the September deadline.

Internship – Plan 548X

Schedule: 2013 Summer Credit Hours: 3.0

Sec 941, Term 1 & 2 May- Aug 2013) Sec 942, Term 1 (complete by June 30, 2013) Sec 971, Term 2 (on official leave)

Course Description:

An Internship Program provides the mechanism for students to earn academic credit for relevant work experience outside the University. An Internship is essentially a three-way partnership among the student, the agency and the School. The Internship may relate to the student’s thesis research and have the same Faculty Supervisor but it should be a separate "stand alone" project. The primary goal of the Internship Program is to assist students to develop professional skills and capabilities through guided "hands on" experience in a workplace environment while gaining academic credit. Typically an Internship involves the equivalent of one day per week during one term; other agreed upon arrangements are possible. Students have worked with local government planning offices and development firms.

1. If appropriate, students are encouraged to do one internship during their time at SCARP. A student should have completed one term (4 months) in the Masters program before starting an internship.

2. In exceptional circumstances at the Masters Chair's Program discretion, students can do a maximum of two internships during their time at SCARP. Memos by the student outlining why the second internship is important to their education and from their faculty advisor recommending the second internship need to be submitted to the Masters SCARP Office for her approval. The second internship must be taken at a different agency than the first.

3. Each internship course is worth a maximum of three-credits. Two internships courses are worth a maximum of 2 courses X three-credits = six-credits.

4. Students doing MITACS internships can get credit for one internship course credit of three-credits. This is included in the maximum number of credits allowed for internships.

Learning Objectives:

To help students to develop professional capabilities and planning expertise through orientation within a planning agency; to strengthen the connection between the academic and professional communities; and to enable professionals to keep informed about contemporary planning literature.

Course Organization:

The student, in consultation with his or her Faculty Supervisor identifies the kinds of work experiences appropriate to undertake;

1. it is recommended that the student contacts the agency to schedule time for an interview at least six weeks prior to the beginning of the term in which the Internship will take place;

2. the student meets with the Agency Supervisor and develops preliminary objectives for the project; and

3. the Faculty Supervisor, student and Agency Supervisor complete placement by ratifying the Internship Agreement form.

The student and Faculty Supervisor should work together in creating the Internship Agreement. The student is expected to outline goals for the Internship that are relevant to his or her academic objectives.

The student, with the assistance of the Agency Supervisor, then describes the work required to fulfill his or her objectives. This outline will form a work program for the Internship. The Internship Agreement should describe:

1. the project (a planning report or as otherwise stated in the Internship Agreement); 2. the Internship objectives; 3. the outline of the anticipated job description including specific projects or assignments; 4. the educational opportunities that are provided by the agency; 5. Internship schedule including timelines for the project with relevant deadlines and expected

completion dates.

The Internship Agreement represents an informal understanding on the part of the participants to take part in a teaching and/or learning exercise of mutual benefit to all parties. The School of Community and Regional Planning can assume neither responsibility nor liability for any work (complete or incomplete) undertaken by the student in the course of his or her Internship studies.

Course Requirements and Grading:

Forms:

Internship Agreement Form Internship Mid-Term Evaluation Form Internship Final Evaluation Form Post-Internship Assessment Form

The following is an overview of each of the three signatory parties responsibilities.

Faculty Supervisor:

1. Consults with the agency to determine educational objectives, appropriate experiences, and the expectations for the student during the project;

2. facilitates communication between the agency and student; 3. discusses with the student his or her academic objectives; 4. approves the student’s choice of agency placement; helps the student to develop an Internship

Agreement that integrates his or her goals with those of the Internship project; 5. reviews the following project status reports:

• a Mid-term Evaluation from the agency that evaluates the student’s performance thus far; • a final planning report (or as otherwise described in the Internship Agreement) from the student at

the end of the Internship that satisfies the academic standards of the University; • an Internship Final Evaluation from the agency that evaluates the student’s performance; and • a Post-Internship Assessment from the student that evaluates the experience.

1. the Faculty Supervisor assigns the student a grade for the Internship in consultation with the agency and submits it to the Administrator.

Student:

1. Consults with a Faculty Supervisor to formulate academic goals that can be discussed with the agency during the interview;

2. develops, with the assistance of the Faculty Supervisor and the Agency Supervisor, an Internship Agreement outlining objectives and a work schedule (including timelines and expected completion dates) and has it endorsed by all parties; the completed Internship Agreement form along with a Registration/Change of Registration form are to be submitted to the School Administrator;

3. learns about and acts in a manner consistent with the agency "culture" and its commitment to a high level of service to the public;

4. learns about and adheres to agency regulations regarding confidentiality and public access to information;

5. submits a final planning report (or as otherwise stated on the Internship Agreement) to the Faculty and Agency Supervisors by the term’s designated due date for final papers; and

6. submits a Post-Internship Assessment to the Faculty Supervisor at the conclusion of the course.

Agency Supervisor:

1. Provides the student with realistic, challenging assignments that facilitate learning (students should not be conducting work of a clerical nature);

2. helps the student learn about the agency "culture" and adjust to the workplace; 3. informs the student about the agency regulations regarding confidentiality and public access to

information; 4. provides compensation for any pre-approved costs (i.e., printing, materials, postage) incurred by

the student while conducting the project; 5. provides the student with ongoing feedback about his or her progress; 6. submits both an Internship Mid-term Evaluation and Internship Final Evaluation of the Internship

experience to the School, describing achievements and providing suggestions for improvement; and

7. participates in assigning the student a grade for the Internship.

Course Policies:

Ownership of Research

The student and agency both retain ownership over the product produced during the Internship. Publication and other use of information are subject to the agency’s confidentiality policies. Acknowledgment is subject to the agency’s standard practices with respect to staff and consultant reports. Neither the student, the agency nor the School will attribute the report to any of the other parties without prior agreement.

Termination of Agreement

All parties have the right to terminate the Internship Agreement for any cause, subject to discussion between the student, Faculty Supervisor, Agency Supervisor and agency management.

Registration

Students wishing to register for an Internship course are required to complete and submit to Patti Toporowski an "Internship Agreement" form (available on SCARP website). Students must complete and submit this form to receive credit for an Internship course. It is also possible to register for an Internship course during the Summer Session. Note: Catalogue numbers differ in

Plan 548Z- Food Systems Policy and Planning

Schedule: 2013 Summer Credit Hours: 1.0 Location: WMAX 150 Instructor: Wendy Mendes Email: mendesw@mail.ubc.ca

“Food is a tool for re-thinking cities and the way we live in them” (Carolyn Steel, 2008) “The question is not ‘what can my city do for [a sustainable food system?],’ but rather ‘what can [a sustainable food system] do for my city?’” (Luc Mougeot) INSTRUCTOR Wendy Mendes, PhD Contact: mendesw@mail.ubc.ca DATE

TIME

Friday, June 14 8:30 AM – 4:30 PM Saturday, June 15 8:30 AM – 4:30 PM Friday, June 21 8:30 AM – 4:30 PM Saturday, June 22 8:30 AM – 4:30 PM Saturday, June 29 8:30 AM – 4:30 PM

Full attendance is mandatory. This course includes a number of site visits. Most of our time will be spent off campus. Students will be given detailed instructions about places and times to meet. KEYWORDS Food systems; food systems planning; urban agriculture; public involvement; public realm; social inclusion; participatory planning; environmental, economic and social sustainability; local governance; policymaking. COURSE DESCRIPTION Food policies involve a host of issues and jurisdictions ranging from the regional and provincial (e.g. public health, nutrition, anti-poverty), to the national (e.g. agriculture, food safety, food labelling), to the global (e.g. international trade agreements, food aid). Although typically

associated with “higher” jurisdictions and scales, the past decades have seen a growing recognition of food policy as an issue that is central to municipal governance and planning. Urban food policies can be understood as decisions that affect the ways that people in cities produce, obtain, consume and dispose of their food. Food decisions affect whether opportunities to grow food in the city are supported; whether a city’s most vulnerable populations have access to

nutritious and affordable food; whether neighbourhoods have grocery stores or farmers’ markets within walking distance; and whether strategies exist to divert food waste from landfills. Although local governments have little direct authority to govern food, it is in cities where the most mouths to feed are found, and where many of the most far reaching policy innovations in urban food systems are being developed. This 3 credit course will introduce key issues related to the current practice of municipal food systems planning, and policy innovations including comprehensive municipal food strategies. Attention will be paid to the broader governance context within with urban food system decisions are taken, including the role of politicians, community members, funders, governing institutions, and other actors in shaping agendas and processes. At the same time, the course combines understandings of urban food systems with broader questions about how we plan and build cities; how we live in them; who is involved in their creation; and how more inclusive and imaginative processes for city building can be achieved. OBJECTIVES By the end of the course students should be able to: o Identify and critique major issues, debates and practices in contemporary urban food policy and planning (approaches, innovations, opportunities, barriers); o Connect these issues to broader trends in urbanization and planning innovations, including in particular, multi-function planning for sustainable, inclusive cities; o Understand the legislative, political and institutional context of local governments in Canada, and the tools and techniques relevant to food system planning activities. CONTENT Course material is organized around topics and case examples drawn from Metro Vancouver and cities worldwide. The course is taught in seminar format with a number of site visits. Students are expected to read the required readings thoroughly and be prepared to participate fully in discussions and exercises. PREREQUISITES None. Non-SCARP students who wish to take the course must obtain permission from the instructor. However, please note that this class normally fills to capacity, and preference is given to SCARP students. READINGS

Where possible, readings will be available through on-line sources. Readings include a combination of academic peer-reviewed journal articles; technical and policy reports; and case studies. Students will be expected to complete some readings prior to the beginning of class. A full detailed list of readings will be made available to students one month prior to the beginning of class. Note that the required reading load for this course is heavy.

ETHICS OF SITE VISITS When participating in site visits, it is important that students conduct themselves in a respectful manner at all times. Our guest presenters are contributing valuable time to share their knowledge and expertise. Please remember to express your appreciation to our guests. This is good professional practice. This includes being punctual (more on this below). Even more importantly, some of the sites we will visit, and programs we learn about, involve the life experiences of vulnerable populations. Please reflect on how you would feel if a group of outsiders arrived in your community, place of work or home to ‘observe’ you. Use your judgement. Be sensitive to your environment and the people in it. Disrespectful, disruptive or inattentive behaviour will not be tolerated. Photography will not be permitted without the permission of guest presenters or others who may be present at our site visits. PUNCTUALITY Prior to each site visit, students will receive detailed information on times and places to meet. Out of respect for our guest speakers and your fellow students, it is very important that students arrive on time for each site visit. MUTUAL EXPECTATIONS This class is intended as a forum to explore issues from a range of perspectives. Everyone's voice and interpretations are welcome. I will provide you with theoretical concepts, models and various interpretations of the issues we will study. Using these models and concepts, you will be encouraged and challenged to develop your own analysis of the course topics and themes. In other words, your perspectives do not need to match mine in order to succeed in this course. Critical thinking is encouraged. You can expect me to come prepared for each class. I expect the same from you. This includes regular attendance and punctuality. I welcome your questions and constructive suggestions to make the class better! ASSIGNMENTS Assignments will include a combination of group and individual assignments. Details will be provided one month prior to the beginning of class.

Plan 549C – Master’s Thesis

Schedule: 2013 Summer Credit Hours: 12.0

Sec 941, Term 1 & 2 (May - Aug, 2013) Sec 942, Term 1 (complete by June 30, 2013) Sec 971, Term 2 (on official leave Term 1)

Course Description:

A student may complete his or her masters program by undertaking either an academically oriented thesis of 12 credits (549C) or a professionally oriented project of 6 credits (547C) together with 6 credits of additional coursework. Students are required to make a choice by the end of September (which is the beginning of a student's second academic year) of the Master's program. But it is highly recommended that the student complete this before the suggested time.

Registration in PLAN 549C or 547C is mandatory in both Summer and Winter Sessions beginning in the summer of the first year and continuing until completion of the thesis or project.

Distinction Between Masters Project (Plan 547C) and Masters Thesis (Plan 549C)

Project Thesis Number of Credits 6 12 Number of other 3 credit courses needed for Masters Degree

18 16

Length Shorter (usually 30-50 pages 1.5 line spacing)

Longer (usually 80-100 pages)

Concepts Less reliance on or building from existing conceptual literature

More reliance on or building from existing/conceptual literature

Orientation More professional orientation with an assumed or real client

More academic orientation

Motivation Requires a clear problem statement or terms of reference

Requires a clear problem statement, cast as a research question

Supervision Supervisor and second reader (often professional client)

Supervisor, secondary supervisor and examiner for defense

Literature review and research design

Concise but adequate for the problem

Thorough and adequate for the research question

Methods Appropriate to the problem statement

Appropriate to the research question

Information Sources Primary or secondary information sources

Primary or secondary information sources

Format Clear, professional writing, fully referenced

Clear, scholarly writing, fully referenced

Presentation Symposium presentation required

Thesis defense required

Learning Objectives:

The thesis has two objectives:

1. to satisfy the student's curiosity and advance his or her knowledge about some aspect of the planning field; and

2. to help the student learn how to think through and investigate a planning related problem of his or her own choice and to communicate his or her findings convincingly.

The major elements of a standard written planning thesis are:

1. the definition of a planning-related problem in its context; 2. the identification of specific research objective(s), research questions, or design issues to be

addressed in the thesis; 3. the identification and collection of the data or information required to understand the problem and

address the thesis objectives (questions); 4. the analysis of the data or information in order to draw authoritative conclusions; 5. a discussion of the theoretical and public policy implications of the work; and 6. recommendations and ideas for further research.

Course Organization:

The scope of the work should be limited to allow the student to complete the thesis and graduate by the end of the second academic year. Continuation after that date is subject to evidence of substantial progress and approval of the student's Research Committee.

Each faculty member runs a thesis/project advising group for second year students whom they are supervising. Students are expected to participate in the sessions offered by the supervisor of their project or thesis. This makes the supervisory process more productive for students and faculty. It tends to cluster students and faculty around common topics and themes. A significant benefit of the group sessions is the opportunity thus created for students to support each other in developing and completing their research. Separate credit is not given for these group sessions, they are considered to be part of the 12 credits for the thesis and 6 credits for the project.

The group sessions are designed to lead students through the development and implementation of a proposal for their project or thesis and, if necessary, make a choice between the two options. Key components are discussed in relation to the student's areas of interest including problem statements, goals, objectives, research questions, conceptual and analytical frameworks, methods, case studies, and write-ups of results, conclusions and recommendations. Advice is provided on strategies for selecting manageable topics, conducting literature reviews, choosing case studies, undertaking field work and interviews, drafting text, and presenting the final results. Previous projects and theses are reviewed.

The specific meeting time and place is agreed to by each faculty member with their group of students in light of their schedules.

The advising group approach means that students must have identified the faculty member whom they wish to supervise their project or thesis by the beginning of their second year. If during the course of the term it should become evident that another supervisor would be more appropriate, a change can be made if both parties are agreeable but it is obviously preferable that this potential disruption not occur. In considering potential supervisors, students should discuss with them not only the topics in which they are interested but also the specific approach they take to supervising and how this influences the design of their group advising sessions.

Course Requirements and Grading:

The length of the thesis is not fixed. In some cases it may be possible to communicate an excellent thesis in as few as 50 pages. Most theses should be in the 80-100 page range. Wherever appropriate, illustrations should be used to facilitate communication, and lengthy data sets, if any, should be presented in an Appendix. An urban design oriented thesis may have more illustrations than text and the illustrations may be submitted on large sheets if they can be duplicated.

Theses may also include video or other media presentations, but must be structured to meet high standards of professional or academic rigour as well as basic Faculty of Graduate Studies (FoGS) requirements.

Course Assignments:

Students should begin to think about possible thesis subjects on entering the School, but most will not wish to close their options until the end of September of the first year of study.

Students are advised to examine theses previously completed by Planning students to obtain a better idea of what is expected (available in the Fine Arts Library). The theses will show that a very wide range of subjects and approaches are acceptable.

Course Policies:

Masters Research Supervisor Selection Form - THESIS

Thesis Regulations

The Master's thesis and thesis defense are integral parts of the Master's program. The Faculty of Graduate Studies has produced two important reference documents that are intended to assist students through their Master's programs. They include Guidelines for the Various Parties Involved in Graduate Student Thesis Research; and Instructions for the Preparation of Graduate Theses. Up-to-date copies of (1) and (2) above are available from the Faculty of Graduate Studies reception desk. The Graduate Studies web site has information at: http://www.grad.ubc.ca

Research Committee

Each student is required to have a Research Committee comprised of not less than two persons, one of whom shall be a faculty member in the School. The Chairperson of the Research Committee is the student's Research Supervisor and one other member is the Research Committee Member. Research Committee Members, who may include a practicing professional, provide advice and guidance to the student. Each student is required to have a Research Supervisor selected and approved by the end of September of their first year in the program. This procedure is formalized by completing a Research Supervisor Selection form. The student determines his or her own committee in consultation with faculty, subject only to a reasonable distribution of faculty to research committees. Both the Research Supervisor and Research Committee Member(s) must indicate their agreement to oversee the thesis by signing the student's thesis proposal. This document (one page is adequate) must be placed in the student's file before he or she begins detailed research on his or her thesis. Students are responsible for submitting their completed Masters Research Supervisor Selection form and thesis proposal to the SCARP office by the September deadline.

Submission Of Complete Thesis Draft

The student is required to submit a complete final draft of his or her entire thesis to their Research Supervisor and Research Committee Members by an agreed date no later than five weeks prior to the anticipated defense. It is the student's responsibility to keep his or her Research Committee informed of changes in the expected completion date. The draft of the entire thesis includes: abstract (about 300 words); table of contents; list of figures and tables; text; list of references; and appendices. Students should keep in mind that their thesis defenses may not be scheduled sooner than three weeks following the date in which the Research Supervisor and Research Committee Member confirm that the thesis is ready to be defended.

Scheduling the Defense

1) A minimum of five weeks prior to the proposed date of the defense the student is required to deliver the final draft of his or her thesis to both the Research Supervisor and the Research Committee Member(s). Defenses can be scheduled whenever the committee is available, except during the First-year orientation in September. Refer to the "Important Dates and Deadlines" section of this Handbook for graduation deadlines.

2) A minimum of three weeks prior to the proposed defense date:

a) The Research Supervisor and the Research Committee Member(s) select the External Examiner and determine whether that person is willing to serve on the Thesis Examining Committee. It is the Research Supervisor's full responsibility to ensure that the External Examiner is given ample time to prepare for the defense. The student is not to have any contact with the External Examiner.

b) The student must submit one copy of the thesis to the Master's Secretary for transmittal to the External Examiner. The student distributes copies of the complete thesis to the Research Supervisor and the Research Committee Member(s) of the Examining Committee.

c) The student, in consultation with the Research Committee, schedules the defense including date and time and confirms that all Research Committee members are available.

d) The student completes a Booking Master's Thesis Defense form (available on the SCARP web site), including the Research Supervisor's and Research Committee Member's signatures, and submits the form to the Master's Secretary, along with a copy of the thesis abstract and a request for A/V equipment, if required.

e) Only in extraordinary circumstances will an exception be made to the minimum time requirements for scheduling a thesis defense. In such circumstances it is the responsibility of the student to provide a written request for the exception using the Booking Master's Thesis form. An exception will only be authorized when it is acceptable to all members of the Thesis Examining Committee and is confirmed by the signature of the Research Supervisor. The student must also sign the "exception" portion of the form.

3) The Master's Secretary books the room for the thesis defense and writes to all participants to confirm the details.

Oral Examination

The student is required to pass an oral examination, also known as the thesis defense. The thesis defense is an important milestone in a student's graduate career and should be approached with a sense of occasion. The examination has several purposes: to give the student practice in making an oral presentation of his or her work; to demonstrate that the student is able to enter into a meaningful dialogue on the thesis and its significance; and to satisfy the Thesis Examining Committee that the work meets a reasonable standard for a Master's thesis. There are at least three members of each Thesis Examining Committee, two of whom must be from the School: the Research Supervisor; the Research Committee Member(s); and the External Examiner, who may be an academic or a professional, and who is selected by the Research Committee. The External Examiner is contacted by the Research Supervisor when the thesis is ready to be defended.

During a typical oral examination: The candidate will give a 15-20 minute presentation of highlights of the thesis research. This will normally include a concise statement of the problem, a brief description of the research methods employed, and a summary of the results, including

discussion of the theoretical or policy context. The candidate may take notes into the oral examination for reference but is expected to address the examiners directly and may not read from a written text. Members of the Thesis Examining Committee will question the candidate about the thesis research. Visitors will also be invited to pose questions. When all questioning is complete, the Research Supervisor will ask the candidate and visitors to leave the room while the Thesis Examining Committee deliberates over the results. Once the results have been decided, the candidate will be invited to return and will be informed of the Thesis Examining Committee's decision by the Research Supervisor.

Generally the thesis will be passed, either with or without minor revisions. However, if extensive revisions are required the Examining Committee may require a re-examination. In cases where the thesis is considered seriously deficient or the student is unable to present an adequate oral defense, a second oral examination is required. The Thesis Examining Committee determines the parameters for grading the thesis and assessing the final grade. The Research Supervisor submits to the Master's secretary the thesis grade that will become part of the student's permanent record.

Submission Of The Thesis

The student should allow a minimum of one week following his or her thesis defense for final editing of his or her thesis. The thesis must be submitted to the Faculty of Graduate Studies (FoGS) by established deadlines for graduation. For specific dates please refer to FoGS Dates and Deadlines page. FoGS is the final arbiter for determining whether a thesis meets the University's formatting requirements. If a thesis is not presented in the form required, FoGS has the right to reject it until further revisions are made. A final thesis must be accepted by FoGS before a degree will be conferred. UBC students are encouraged to submit their theses electronically. To submit a thesis electronically you must first complete all submission requirements, and have it approved by the Faculty of Graduate Studies. After it has been approved for submission you may submit your thesis electronically to the Library through the cIRcle system. All thesis requirements are described on the Faculty of Graduate Studies website.

A minimum of one copy of the final thesis is required: one copy is for FoGS. Research Committee Members may also request copies of the student's thesis. It is the student's responsibility to check and provide copies for Research Committee Members as required. *Thesis submission dates to FoGS are subject to change. It is the student's responsibility to check with FoGS for correct deadlines.

PLAN 550- Directed Studies

Schedule: 2013 Summer Credit Hours: 3.0

Plan 550A, Sec 941, Term 1 & 2 (May - Aug, 2013) Plan 550B, Sec 942, Term 1 (May - June , 2013) Plan 550C, Sec 971, Term 2 (July-Aug, 2013)

Course Description:

Approval for Registration in A Directed Studies Course (PDF)

Content

With permission of the Director, students may individually or in small groups engage in independent studies under the supervision of a member of faculty who is capable of guiding their work in an area of special interest not otherwise covered in the curriculum. Most Directed Studies courses are extensions into greater depth of a topic covered in one or more regular courses, and thus are generally of interest only to second year students.

Registration

Students wishing to register for a Directed Studies course are required to complete and submit to Patti Toporowski an "Approval for Registration in a Directed Studies Course" form (download PDF here). Students must complete and submit this form to register and receive credit for a Directed Studies course.

A maximum of six credits of Directed Studies courses may be used for credit toward a student's graduate degree.

Learning Objectives:

If a faculty member in the Planning School agrees to supervise a student in the proposed work, a copy of the outline, signed by the supervisor, will become part of the "Approval for Registration in a Directed Studies Course" form (refer to the Registration section below for further details).

Course Organization:

Students seeking to initiate a Directed Studies course should begin by preparing a brief outline (approximately one page) describing the proposed project. The outline should primarily deal with the scope and subject matter to be covered over the duration of the course. It should be in

sufficient detail to indicate that the content does not substantially overlap with other courses at UBC and is within an area of academic competence of a member of the Planning faculty. In addition, the outline should indicate the method of study (e.g. library research) and the results to be offered for evaluation.

Course Requirements and Grading:

To be determined by directed studies supervisor

Course Assignments:

To be determined by directed studies supervisor

Course Policies:

To be determined by directed studies supervisor.

Course Materials:

To be determined by directed studies supervisor.

Plan 583- Housing Policy Schedule: 2013Summer Please see Outline Credit Hours: 3.0 Instructor: Michael Gordon Email: Michael.gordon@vancouver.ca or gordon5530@shaw.ca Telephone: 604-873-7665 or 604-738-5530 Office: 406-515 West 10th Avenue Michael Gordon is a Senior Planner with the City of Vancouver, responsible for the planning of the downtown peninsula and the False Creek area. As of July 2013, he will be President of the Canadian Institute of Planners

2013 Summer Schedule:

- Thursday, August 8th, 3 – 9:30, Penthouse One (buzzer 401), 2057 West Third Avenue

- Tuesday, August 13th, 4 – 6, Central Area Planning, 406 – 515 West 10th Avenue

- Thursday, August 15th, 4 – 8, Central Area Planning, 406 - 515 West 10th Avenue

- Saturday, August 17th, 10 – 5, Penthouse One (buzzer 401) 2057 West Third Avenue

- Tuesday, August 20th, 4 – 8, Central Area Planning, 406 - 515 West 10th Avenue

- Thursday, August 22nd, 4 – 8, Central Area Planning, 406 - 515 West 10th Avenue

- Saturday, August 24th, 10 – 6, Penthouse One (buzzer 401) 2057 West Third Avenue

- Thursday, August 29th, 12 – 5, Central Area Planning, 406 - 515 West 10th Avenue

Some modest changes in the times above may be made to accommodate guest speakers. Walking Tours will proceed ‘rain or shine,’ so do bring an umbrella if it looks like rain.

• Please bring something to eat for classes that are occurring over meal periods. You will likely find that you are hungry during class as we meet over the meal hours so you are welcome to enjoy your meal in the class.

• Bring your U-Pass and always have some cash, otherwise when having to pay for the ferry ($3.50 to $9.00) you will have to borrow money from your classmates.

• Notice that many classes will end quite a distance from where we start so the best mode will likely be transit when travelling to and from the course. It will likely be more convenient for you to be on transit that day than having to travel back to your bike or car.

Objectives

1. To explore the meaning that you ascribe to the following: home, house, housing and neighbourhood.

2. To learn about housing and housing policy through ‘walkabouts’ and thereby develop one’s ability to observe and analyze elements in an urban area.

3. To become familiar with housing policy and the preparation of housing policy documents.

4. To explore the meaning of affordable housing as well as redefining it within the current thinking associated with sustainability and the challenges posed by climate change.

5. To provide students with an understanding of the history of local, provincial and federal policies and initiatives addressing housing issues since 1900, including the introduction of zoning and general or master plans and community planning initiatives at the local level and senior and local government policies addressing housing issues.

6. To understand the importance of community and neighbourhood planning, urban design and community amenities and their role in achieving liveable and sustainable neighbourhoods and housing.

7. To explore current housing issues and emerging trends and identify policy options for:

• Sustainable housing and neighbourhoods; • Alternative forms of housing (including medium and higher density housing,

“live/work” housing); • Strategies for the provision of modest market and affordable market rental and owner-

occupied housing as well as housing for special needs populations such as those with substance abuse, mental health and other health issues;

• The role the public realm in the design and provision of housing; and • To consider design issues related to housing families at high densities, mixed-use

developments and supportive housing.

8. To increase understanding of housing and neighbourhood issues, policy options and design solutions through walking tours and thereby, understand the three dimensional and experiential implications of neighbourhood planning and housing policies.

Course Requirements

1. Classroom and Walkabout Participation (20%): Your contribution to class discussions and the observations you make during the walkabouts will be the basis of this evaluation. No shows and late arrivals are also noticed and will result in the reduction of a student’s final grade. The

student’s final grade will be reduced by 2% (up to 15%) for every three hours of class time they are absent.

2. Project #1, What meaning do you associate with the words: home, house, housing and neighbourhood (30%). Prepare a short thought paper no more than 1200 words plus visual materials (minimum of 10 pages). You can also use other media such as a video, mixed CD with commentary, painting, or drawings or prepare a website. You could also write and sing a song for us. This is due August 17th.

3. Project #2, Group Project (50%): Students will work in a group focusing on emerging or current housing or housing-related neighbourhood planning issues and provide viable policy options and other solutions. After consultation with me on the housing policy area chosen by the group, you will collect background information, identify policy options and explain the rationale for the recommended policies.

Students will organize themselves into groups of three or four students and will chose from the following topics for your group project:

• Affordable Housing: What is affordable housing in a market economy? What local or senior government policies are appropriate for addressing affordable housing issues? (You will assume that at most, a very modest amount of money will be forthcoming from senior governments to address affordable housing issues)

• Affordable Housing and Climate Change: How does the definition of affordable housing and the policies for addressing this issue shift when one considers the challenges of also addressing climate change? Propose a set of local or senior government housing policies that address affordable housing issues, but also consider the need to address the challenges posed by climate change.

• A Neighbourhood Rental Housing Strategy: Choose one of the following neighbourhoods – the West End, the Downtown-Eastside, Marpole or Grandview-Woodland, assess the rental housing stock and related issues and propose a set of policies addressing rental housing issues for that neighbourhood.

• Housing families with children at higher densities: Assess the housing choices for families with children for those choosing to not live in a single family dwelling. Prepare a set of policies that address the need to ensure families with children have a range of viable and appropriate choices for living in higher density housing with their child or children.

• The Design of Housing: Chose a type of housing (e.g. multiple conversion dwellings, courtyard apartments, townhouses, low rise, mid-rise or high rise housing, work-live housing), assess one of its elements (e.g. the courtyard, the deck spaces, the balcony, the front porch or stoop, the layout of the dwelling or...) and propose policies and/or design guidelines to address its design.

• Homelessness: Review best practices in local and senior government policies addressing homelessness in Canadian cities and identify the most effective policies.

The evaluation of each group project will be based upon:

• the grasp of the housing issue; • the quality, innovativeness and relevance of the recommended policy approaches for

addressing the issues, and • the quality of the presentation to the class and the visual and text material produced; • and lastly, presenters who know their material well, are not dependant on reading a

prepared text and make good use of visual materials to illustrate their points will receive significantly higher grades as compared to those who do not do this.

Presentation materials should be easily understood and the use of drawings, photographs and video is encouraged. Each group should produce a PowerPoint presentation. Your group must submit your policy report on Thursday, August 30th by 5 pm. The group report can be modelled on such policy documents as the False Creek Policy Broadsheets, Coal Harbour Policy Broadsheets, the Housing Plan for the Downtown-Eastside other Neighbourhood Plans, the Cambie Corridor Plan or City of Vancouver Policy Reports.

In the event of the late submission of material, grades will be deducted. Your final grade will be submitted to the school on August 30th.

The Course Approach - Lectures, Walkabouts and Group Work

Although there will be lectures and suggested readings, much of the learning in this course will be experiential i.e. in the walkabouts. There will also be a lecture each time we gather (with the exception of August 29th). You will also learn from the preparation of your ‘thought piece’ and the policy group project.

Many of the lectures will be given in the field during walkabouts, i.e. guided walking tours of several neighbourhoods which illustrate housing issues and public and private housing initiatives.

Noting the compressed nature of the course, there will be time set-aside during classroom time for a student to work in their group.

Readings: There is an extensive list of readings I have compiled to introduce you to and deepen your understanding of housing issues and policies. You are not expected to read all the readings on the list. However, I have assembled many that are on-line that you can easily access. Each time we meet, I will highlight certain readings that are particularly helpful in grasping the content of the course.

Also, for those biking or arriving by car, please note that we will not be ending the tours where we began and you will have to travel back to pick up your bike or car. (Always bring your U-Pass)

The Lectures and Walkabouts

1. Thursday, August 8th - Introduction to the Course, the first Housing Policy assignment, and a Walkabout (the Downtown-Eastside)

-the meaning of home, house, housing and neighbourhood

-affordable, appropriate and accessible housing

-housing – social norms and ideological assumptions

-considering affordable and appropriate housing and also considering the need to address climate change

-the connection between housing costs and the costs of energy and driving

-the importance of the neighbourhood, when considering housing issues and policies

-the dimensions of the affordable housing challenges in Vancouver and other Canadian centres

-an introduction to the Downtown-Eastside

-an introduction to the walking and ferry tours

Then, we will take transit (Route 44) to the downtown (Seymour and Hastings) and then have a walkabout in the Downtown-Eastside

Guest Tour Guide – TBA

Following the walkabout, we shall gather at the Charles Bar (136 West Cordova Street - Woodwards). This will give you an opportunity to discuss with other students mutual interests in a group project for your Policy Group Project. You must be in a policy group by the end of the evening. I will assist in facilitating this.

Bring along your bus pass and a few dollars to have a beverage (i.e probably a good idea to go to the Bank Machine before class not during).

Suggested Reading:

2011 Canadian Housing Observer, Ottawa: CMHC http://www.cmhc-schl.gc.ca/odpub/pdf/67508.pdf?fr=1329781989019

Bhatti, M. and Church, A., (January 2004), “Home, the culture of nature and meanings of gardens in late modernity,” Housing Studies v. 19 (1), pp. 37 – 51

Bruegmann, Robert (2012) International Housing Affordability Survey http://www.demographia.com/dhi.pdf

Carter, Novia (1983) Making Man's Environment: Housing, Toronto: Nelson

Castells, Manuel (1983) The City and the Grassroots: A Cross-cultural Theory of Urban Social Movements, Berkeley: University of California Press

Drummond , Don, Burleton, Derek, Manning, Gillian (2003) Affordable Housing in Canada: Towards a New Paradigm, Toronto: TD Bank http://www.urbancenter.utoronto.ca/pdfs/home/debates/TDAffdHousing.pdf

City of Vancouver (2005) Housing Plan for the Downtown-Eastside http://vancouver.ca/commsvcs/housing/pdf/dteshousingplan.pdf

Engeland, J., Figueroa, R. (2006) The Dynamics of Housing Affordability Ottawa: Statistics Canada

Federation of Canadian Municipalities (2004) Our Diverse Cities, Ottawa

Harvey, David (2012) Rebel Cities, New York City: Verso Books

Housing New Canadians (see pdf below): http://www.library.utoronto.ca/hnc/publish/concept.pdf

Hulchanski, J. David (2001). A Tale of Two Canadas: Homeowners Getting Richer, Renters Getting Poorer. Toronto. Toronto: Centre for Urban and Community Studies, University of Toronto, Research Bulletin #2. http://www.urbancenter.utoronto.ca/pdfs/researchbulletins/02.pdf

Hulchanski, J. D. and Shapcott, M, (2004) Finding Room: Policy Options for a Canadian Rental Housing Strategy. Edited by J.D. Hulchanski and M. Shapcott. Toronto: CUCS Press, UofT. 472 pages

Hulchanski, J. D. (2005) Rethinking Canada’s Housing Affordability Challenge, Toronto: Centre for Urban and Community Studies 14 pp. http://www.urbancentre.utoronto.ca/pdfs/elibrary/Hulchanski-Housing-Affd-pap.pdf

Hulchanski, J. D. (2010) The Three Cities within Toronto http://www.urbancentre.utoronto.ca/pdfs/curp/tnrn/Three-Cities-Within-Toronto-2010-Final.pdf

Stella Burry Community Services (2011) Stella’s Circles: The Legacy of Stella Bury video: http://www.delts.mun.ca/portal/index.php?SAID=171&Cat=%22Discover_DELT%22

Urban Futures Institute (2011) In the Eye of the Beholder: Housing Affordability in British Columbia, Part 1: Evaluating Current Measures of Occupancy Affordability for Tenants http://www.urbanfutures.com/reports/Report%2079.pdf

Urban Futures Institute (2011) In the Eye of the Beholder: Housing Affordability in British Columbia, Part 2: Measuring Occupancy Affordability for Owners http://www.urbanfutures.com/reports/Report%2081.pdf

Urban Futures Institute (2011) Averages & Anecdotes: Deciphering Trends in Real Estate Prices, Part I http://www.urbanfutures.com/bythenumbers/BTN%20Foreign%20Investors.pdf

2. Tuesday, August 13th – Overview of Housing Policy and an Introduction to the Group Policy Project

An overview of current housing policy shall be provided including key concepts such the role of policy vs. regulations such as zoning and development control, and rent control, financing and interest rates, the housing continuum, financing and interest rates, and household incomes. The roles of the federal, provincial, metro and municipal government will be discussed. An overview of the fundamentals of drafting policy will be discussed. A case study of policies for housing families at medium and high densities will be discussed to better understand how policy is drafted and presented.

The group project (the preparation of a policy document and presentation) will be discussed.

A video documentary – ‘Through a Young Lens’ that interviews teenagers in live in the downtown peninsula will be shown.

Suggested Readings:

BC Housing’s Annual Reports: http://www.bchousing.org/aboutus/Reports/AR

BC Housings Web Site: http://www.bchousing.org

City of Calgary (2011) Role of the City in Affordable Housing City of Calgary Website: http://www.calgary.ca/CS/OLSH/Pages/Affordable-housing/Role-of-The-City/Role-of-The-City-in-affordable-housing.aspx

City of Vancouver (1992) High Density Housing for Families with Children Guidelines http://vancouver.ca/commsvcs/guidelines/H004.pdf

City of Vancouver (2012) Housing Policy (website) http://vancouver.ca/commsvcs/housing/

Hulchanski, J. D. (2004) “What Factors Shape Canadian Housing Policy – the Intergovernmental Role,” In Robert Young and Christian Leuprecht (eds.). The State of the Federation: Municipal-Federal-Provincial Relations in Canada. Montreal and Kingston: Institute of Intergovernmental Relations. pp. 221-247. http://www.ppm-ppm.ca/SOTFS/Hulchanski.pdf

Pricetags (2008) False Creek North (Post Occupancy Study), Issue 1004, http://www.pricetags.ca/pricetags/pricetags104.pdf

Also as examples of Policy documents, please have a look at the following:

City of Vancouver (1988) False Creek Policy Broadsheets http://vancouver.ca/commsvcs/guidelines/fc/index.htm

City of Vancouver (1991) The Central Area Plan http://vancouver.ca/commsvcs/guidelines/C028.pdf

City of Vancouver (2011) Cambie Corridor Planning Programme http://vancouver.ca/ctyclerk/cclerk/20110505/documents/csbu2.pdf

SFU Trust (web site) UniverCity http://www.univercity.ca/about_us/planning.48.html

3. Thursday, August 15th – Local Government Housing Policies

There will be two guest speakers who will speak to the issues of housing policies through the lenses of a decision-maker and a policy-maker:

• Gordon Price, former City Councillor and Director of the SFU City Programme, will speak us about the perspective of a decision–maker who considers housing policies; and

• Cameron Gray, former Director of Housing for the City of Vancouver and the author of many Vancouver housing policies and as well as the Project Manager for development on the shores of south false creek.

Following the guest speakers, there will be a walking tour.

Suggested Readings:

Breen, A., Rigby, D. (2004) In Town Living, Washington: Island Press

Chang, S (2000) “A high-rise vernacular in Singapore’s housing development,” Berkeley Planning Journal, v. 15, pp. 97 – 116.

City of Toronto (2007) A Tale of Three Cities (Toronto, Vancouver and Ottawa) http://www.toronto.ca/affordablehousing/threecities.htm

MacDonald, Elizabeth (2005) “Street-facing Dwelling Units and Livability: The Impacts of Emerging Building Types in Vancouver’s New High-Density Residential Neighbourhoods,” Journal of Urban Design, v. 10, n. 1, 13-38, February.

Simon Fraser University (2006) Affordability by Design: Affordability for All http://www.sfu.ca/city/PDFs/Afford_by_Design_final_prf.pdf

3. Saturday, August 17th – Senior Government Housing Policies and Planning Policies addressing the Neighbourhood and Housing (Ferry Tour of False Creek Residential Neighbourhoods, Yaletown and the West End)

The following topics will be covered:

- the emergence of housing as a consideration in public policy

- The History of Planning and Housing Policy

- more discussion the role of local and senior governments in addressing home, house and housing issues

- the role of governments in addressing affordable housing issues

- the role of urban design and community planning in addressing housing issues

- the design of housing, including single family housing and laneway housing, townhouses and high rise and low rise apartments.

- Walking Tour – Old and New Yaletown, False Creek waterfront neighbourhoods and the West End)

Note: Please bring 8 dollars for the ferry tour.

Suggested Readings:

Bacher, J. C. (1993) Keeping to the Marketplace: the Evolution of Canadian Housing Policy, Montreal: McGill-Queen’s University Press

Canadian Social Research Links, Homelessness and Housing (an excellent web site): http://www.canadiansocialresearch.net/homeless.htm

City of Vancouver (1928), A Plan for the City of Vancouver (Bartholomew Plan) http://www.archive.org/stream/vancplanincgen00vanc#page/n5/mode/2up

City of Vancouver (2008) Laneway Housing in Single Family Areas – Issues and Options http://vancouver.ca/ctyclerk/cclerk/20081030/documents/pe3.pdf

City of Vancouver (1991), Downtown South Design Guidelines

http://www.vancouver.ca/commsvcs/guidelines/D007.pdf

City of Vancouver (1992), Kitsilano RM-4 Guidelines http://vancouver.ca/commsvcs/guidelines/K005.pdf

City of Vancouver (2011) Supportive Housing in Vancouver (website) http://vancouver.ca/commsvcs/housing/supportivehousingstrategy/index.htm

City of Vancouver (2012) West End Resident’s Hopes and Dreams http://www.youtube.com/watch?v=K_BMb1_aiug&feature=relmfu

Metro Vancouver 2011 Homelessness Count (2011) and other Links http://www.metrovancouver.org/planning/homelessness/Pages/Resources.aspx

National Film Board (1964) To Build a Better City Youtube (Parts I and II) http://www.youtube.com/watch?v=A2xdYUk4iAY http://www.youtube.com/watch?v=YcbDhWT5orE

Wade, Jill (1994) Houses for All: The Struggle for Social Housing in Vancouver, 1919-1950, UBC Press

Wolfe, Jeanne (1998) “Canadian Housing Policy in the Nineties,” Housing Studies, v. 13, Issue 1, 1998

4. Tuesday, August 20th - Sustainability and Housing

Each speaker will explain the implications of sustainability principles and the implications for Housing and Neighbourhood Planning policy. For example, the City’s Green Buildings Policy will be discussed, as well as City initiatives supporting sustainable development and neighbourhood planning initiatives (including an overview of the Southeast False Creek neighbourhood) and an introduction to the LEEDS and LEEDSND approach to assessing the environmental performance of buildings and neighbourhoods. The incorporation of other sustainability ‘legs’ such as economic, social and cultural sustainability in housing policy will also be discussed.

Guest speakers will include:

David Ramslie, Manager, Sustainable Development Programme, Sustainability Programme, City of Vancouver

Walking Tour of the Olympic Village led by:

Roger Bayley, Design Manager, Olympic Village

Suggested Readings:

Canada, Natural Resources (2012) Climate Change Planning: Case Studies from Canadian Communities http://www.planningforclimatechange.ca/wwwroot/Docs/Library/CIPReports/CASE%20STUDIES%20FROM%20CANADIAN%20COMMMUNITIES%20FINAL.PDF

City of Surrey, Search for ‘Sustainbility Charter’ and ‘East Clayton Community Plan’ http://surrey.ca/files/Sustainability_Charter.pdf http://surrey.ca/plans-strategies/6036.aspx

City of Vancouver (2004), Southeast False Creek Plan, http://vancouver.ca/ctyclerk/cclerk/20040726/sc1.pdf

City of Vancouver (2011) Greenest City 2020 http://vancouver.ca/greenestcity/index.htm

Federation of Canadian Municipalities (Sustainable Community Development Web Site): http://sustainablecommunities.fcm.ca/home/

Challenge Series (The) (2010) The Southeast False Creek Olympic Village http://www.thechallengeseries.ca/

City of Vancouver (Green Building Web Site): http://vancouver.ca/commsvcs/southeast/greenbuildings/strategy.htm

City of Vancouver (2005), Sustainability Indicators, Targets, Stewardship and Monitoring for South East False Creek, http://vancouver.ca/ctyclerk/cclerk/20050201/ph2.htm

City of Vancouver (2011), Green Building Strategy, http://vancouver.ca/sustainability/GreenBuildingStrategy.htm

City of Vancouver (2011), Southeast False Creek- Olympic and Paralympic Village (video)

Cook, Rick (2011) Achieving New Heights in Architectural Excellence (Video of lecture by architect Rick Cook from New York City, with a focus on sustainability and design) http://www.youtube.com/watch?v=a85W__eVyc0&feature=channel_video_title

Grdadolink, Helena, (2005) “Garden City: An exemplary Housing Co-operative takes heritage preservation and sustainability to meaningful new level,” Canadian Architect 50 (11), Nov, pp. 50 – 53.

5. Thursday, August 22nd – The City of Vancouver’s Current Housing Policies and Initiatives including Rental Housing, Affordable Housing and Supportive Housing (and a Walkabout of Mole Hill and Affordable Housing Projects)

The City of Vancouver’s Housing initiatives, the economics of rental housing, development strategies for the development of affordable housing and design and other emerging issues associated with social housing shall be discussed. Also, the City’s Supportive Housing Strategy will be explained. The guest speaker will be a Housing Planner.

After their talk, we will take the Canada Line to the Roundhouse and have a tour where we will look at several rental and social housing projects and conclude with a tour of the Mole Hill Housing Co-operative in the West End.

After hearing from our speakers, we will take the Canada Line to the Roundhouse Station and walk to Mole Hill for a tour of the Dr. Peter Centre by Andy Hiscox, Board Member for the Dr. Peter Centre (Comox and Thurlow Streets).

Donald Luxton, Architect for the Mole Hill Development and President of Heritage Vancouver will give us a tour of the Mole Hill block.

Suggested Readings:

City of Vancouver, (2005) Homelessness Action Plan., http://vancouver.ca/ctyclerk/cclerk/20041102/rr1-HAP.pdf Appendices: http://vancouver.ca/ctyclerk/cclerk/20041102/rr1-HAPappendices.pdf

City of Vancouver’s Housing Centre Website: http://vancouver.ca/commsvcs/housing/

City of Vancouver (2009) 2009 Survey of Low-Income Housing in the Downtown Core http://vancouver.ca/commsvcs/housing/pdf/2009survey.pdf

City of Vancouver (2008) Rental Housing Strategy: Process and Consultancies http://vancouver.ca/ctyclerk/cclerk/documents/a9.pdf

City of Vancouver (2007) Supportive Housing Strategy (two reports) http://vancouver.ca/ctyclerk/cclerk/20070130/documents/p1.pdf http://vancouver.ca/ctyclerk/cclerk/20070606/documents/sc1.pdf

City of Vancouver (2011) Housing and Homelessness Strategy http://vancouver.ca/commsvcs/housing/pdf/HousingHomelessnessStrategy.pdf

City of Vancouver (2011) Talk Housing with Us http://talkvancouver.com/housing

Hulchanski, J. D. and Shapcott, M, (2004) Finding Room: Policy Options for a Canadian Rental Housing Strategy. Edited by J.D. Hulchanski and M. Shapcott. Toronto: CUCS Press, UofT. 27 chapters. 472 pages

6. Saturday, August 24th – Suburban Housing Issues (bus and walking tours)

Topics for discussion will include:

- planning low, medium and high density communities in a suburban context

-the implications of smart growth and transit-oriented strategies and new urbanism for suburban communities

-increasing housing choice and densification strategies

- Greenfield Development Tour - we will look at two Greenfield Developments - SFU UniverCity and in Port Moody.

The bus tour is generously supported by the SFU Community Trust.

The bus tour will conclude at 2057 West 3rd at around 5 p.m. Due to time constraints we cannot do ‘drop offs’ en route.

Suggested Reading:

City of Vancouver (1998) Arbutus Neighbourhood Policy Plan http://vancouver.ca/commsvcs/guidelines/A005.pdf

City of Vancouver (2000) Arbutus Neighbourhood http://vancouver.ca/commsvcs/currentplanning/urbandesign/br2pdf/arbutus.pdf

City of Vancouver (2000) Collingwood Village (Joyce Station Area) http://vancouver.ca/commsvcs/currentplanning/urbandesign/br2pdf/collingwood.pdf

City of Vancouver (2004) Kingsway and Knight Housing Area Plan, http://vancouver.ca/ctyclerk/cclerk/20040708/pe3.htm

City of Vancouver (2008) Website Urban Design in Vancouver http://vancouver.ca/commsvcs/currentplanning/urbandesign/index.htm

City of Vancouver (2011) Cambie Corridor Plan http://vancouver.ca/commsvcs/planning/cambiecorridor/resources/pdf/CambieCorridorPlan.pdf

CMHC (2003) Integrated Design Charrette for a Sustainable UniverCity Community http://www.cmhc-schl.gc.ca/odpub/pdf/63214.pdf?fr=1337215977138

CMHC (2009) Transit-oriented Development (TOD): Canadian Case Studies http://www.cmhc-schl.gc.ca/en/inpr/su/sucopl/sucopl_007.cfm

East Clayton Neighbourhood http://www.jtc.sala.ubc.ca/projects/Headwaters.html

Port Moody Official Community Plan (2011) http://www.portmoody.ca/index.aspx?page=313

Surrey’s Land Use Plan and Strategies: http://www.surrey.ca/plans-strategies/4699.aspx

Metrotown: Regional Town Centre Profile: http://www.metrovancouver.org/planning/development/livablecentres/Pages/burnaby.aspx

Metro Vancouver (2011) Municipal Town Centres http://www.metrovancouver.org/PLANNING/DEVELOPMENT/LIVABLECENTRES/Pages/municpalcentres.aspx

Stella Burry Community Services (2011) Stella’s Circles: The Legacy of Stella Bury video: http://www.delts.mun.ca/portal/index.php?SAID=171&Cat=%22Discover_DELT%22

Price, Gordon (2008) Vaughn http://www.pricetags.ca/pricetags/pricetags106.pdf

“Univercity” web site: http://univercity.ca/

7. Thursday, August 29th - Group Presentations (noon – 1 pm – setup; presentations: 1 pm – 5 pm)

The group projects will be presented to Vancouver City Hall, Central Area Planning, Suite 406 – 515 West 10th. City staff will be present to provide advice and feedback on your project presentations.

Plan 590B- Planning Creation, Implementation and Evaluation Schedule: 2013 Summer Credit Hours: 3.0 Tuesdays and Thursdays 9:30-12:30pm Instructor: Mark Stevens Email: xstevens@mail.ubc.ca Telephone: 604-822-0657 Office: WMAX 223 Office Hours: By Appointment Description

PLAN 590B examines and evaluates (1) the process of creating community plans (e.g. who is involved in creating plans, what kind of content is included in the plans); (2) the process of implementing community plans (e.g. whether and how plans are used, linkages between plans and bylaws); and (3) the process of evaluating community plans (e.g. evaluating the content and quality of plans, evaluating plan implementation and outcomes). PLAN 590B is an elective course for SCARP students and is also open to graduate students outside of SCARP.

Prerequisites

Registration is limited to graduate students. Objectives

After completing this course, students will be able to critically evaluate the content of community plans and the extent to which they are written in such a way as to promote their implementation and impact.

Evaluation

Grading for the course will be based on a combination of quizzes, exercises, and class attendance and attentiveness. Grade weights will be determined during the first class session.

Readings

There is no assigned textbook for this class. Readings will be drawn from several books, journal articles, and professional reports. Readings will be accessible through the course website.

PLAN 649 – Doctoral Thesis Schedule: 2013 Summer Credit Hours: 0.0

Sec 941, Term 1 & 2 (May- Aug, 2013) Sec 942, Term 1 (May - Jun, 2013) Sec 971, Term 2 (Jul - Aug, 2013)

Format

There are no meeting times for PLAN 649, however all PhD students are required to register in PLAN 649 during both the Winter and Summer sessions to maintain their status as graduate students in the Doctoral Program.

Registration

Registration in PLAN 649 is mandatory in both Winter and Summer Sessions. Students must register each session in every year that they are enrolled in the PhD Program. Most students register for section 001 (full session course). Students would register for section 002 (Term 1) if they expected to graduate during Term 1; students would register for section 003 ( Term 2) if they were on-leave during Term 1.