Fall 2017 | PA 5290 Section 001: Topics in Planning -- American Cities on Rails (34422)
- Instructor(s)
- Class Component:
- Lecture
- Credits:
- 3 Credits
- Repeat Credit Limit:
- 4 Credits
- Grading Basis:
- Student Option
- Instructor Consent:
- No Special Consent Required
- Instruction Mode:
- In Person Term Based
- Class Attributes:
- Topics Course
- Times and Locations:
- Regular Academic Session09/05/2017 - 12/13/2017Mon, Wed 01:00PM - 02:15PMUMTC, West BankHubert H Humphrey Center 15
- Also Offered:
- Course Catalog Description:
- Selected topics.
- Class Notes:
- http://classinfo.umn.edu/?yingling+PA5290+Fall2017 http://classinfo.umn.edu/?guth0064+PA5290+Fall2017
- Class Description:
- There is momentum for developing rail transit corridors across U.S. metropolitan regions, but little data on how these corridor projects succeed despite long-standing fiscal, political, and sociocultural barriers for transit development in the car-centric U.S. As part of her ongoing book project on rail transit revival in the U.S., Professor Yingling Fan has traveled to major cities and met with rail transit development leaders throughout the country. This course will share lessons learned from her field trips and expert interviews. Course lectures will tell the story of how rail infrastructure projects have been built in contemporary U.S. cities and how the existing and proposed corridors have shaped the physical landscape and social fabric of neighborhoods, cities, and regions.
Students will be introduced to unique case studies of rail transit development. They will learn about the large unmet demand for cross-town transit in the San Francisco Bay Area and how transit fragmentation in the region hurts ridership. They will learn how Dallas pioneered the use of abandoned railways for transit development and urban regeneration. And they will learn how Detroit and New York City initiated rail transit corridor projects largely on land development promises and without transit agencies playing a primary role - in essence, "development-oriented transit."
Throughout the course,students will be challenged to think critically about the opportunities and challenges associated with rail transit development in U.S. cities. Students will be asked to identify practical solutions on how to capitalize on emerging rail transit investments and maximize the positive impacts of the investments - i.e.,get more bang for the buck.
- Textbooks:
- https://bookstores.umn.edu/course-lookup/34422/1179
- Syllabus:
- http://classinfo.umn.edu/syllabi/yingling_PA5290_Fall2017.pdf
- Past Syllabi:
- http://classinfo.umn.edu/syllabi/yingling_PA5290_Spring2018.pdf (Spring 2018)
- Instructor Supplied Information Last Updated:
- 21 April 2017
Fall 2017 | PA 5290 Section 003: Topics in Planning -- Environmental Equity (35092)
- Instructor(s)
- Class Component:
- Lecture
- Credits:
- 3 Credits
- Repeat Credit Limit:
- 4 Credits
- Grading Basis:
- A-F or Audit
- Instructor Consent:
- No Special Consent Required
- Instruction Mode:
- In Person Term Based
- Class Attributes:
- Topics Course
- Times and Locations:
- Regular Academic Session09/05/2017 - 12/13/2017Tue, Thu 01:00PM - 02:15PMUMTC, West BankHubert H Humphrey Center 35
- Also Offered:
- Course Catalog Description:
- Selected topics.
- Class Notes:
- http://classinfo.umn.edu/?dmilz+PA5290+Fall2017
- Class Description:
- What do Flint and Standing Rock have in common? While different in many ways, they ultimately represent the most recent examples of how social, cultural, and economic inequalities collide with environmental issues. In such cases, it is often the marginalized and disempowered who bear the greatest environmental costs. The public outcry about Flint and Standing Rock have reinvigorated the global conversation on environmental equity, and this course will be a deep dive into this conversation. Why are patterns of environmental inequity so stubborn? How are environmental costs and benefits distributed across different places and peoples? What can be done to correct current imbalances and to prevent the next Flint, the next Standing Rock? Students will walk away from this course prepared to thoughtfully answer these and other questions about environmental equity.
- Learning Objectives:
Students can expect to complete the following learning outcomes in this course:
Outline and describe social science theories relevant to equity
Outline and describe natural theories relevant to environmental quality
Explain environmental inequities using social and natural theories in combination
Describe analytical tools planners can use to assess environmental equity
Analyze available data to measure and assess environmental equity
Name and define opportunities to redress environmental injustices and equities
Discuss the relative benefits of different strategies for action
Describe the historical evolution of environmental justice and equity
- Class Format:
- This course will use a seminar format. It is built to foster intense engagement with the course material.
- Textbooks:
- https://bookstores.umn.edu/course-lookup/35092/1179
- Instructor Supplied Information Last Updated:
- 4 September 2017
ClassInfo Links - Fall 2017 Public Affairs Classes
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