125: *e w g c globalissues** - home | umass amherst · *this syllabus has been developed by dr....

UNIVERSITY OF MASSACHUSETTS DEPARTMENT OF LANDSCAPE ARCHITECTURE AND REGIONAL PLANNING

SCD 125: ENGAGING WITH GLOBAL CITIES AND GLOBAL ISSUES*

Term:

Room:

Days:

Credits:

Spring, 2016

Hills House room 367

Tu/Th, 2:30 pm to 3:45 pm

4 units

Lara Sucupira Furtado

211 Hills North

[email protected]

Office Hours: Hills North, room 211 | Wed 11:30am-12:30pm

*This syllabus has been developed by Dr. Darrel Ramsey-Musolf in the Spring 2015 for the Engaging with Global Cities and Global Issues

class and adapted by Lara Furtado in 2016.

COURSE BOOKS: Required:

LeGates, R. T., & Stout, F. (Eds.). (2011). The City reader. Routledge*

Brenner, K., & Kell, R., (Eds). (2006). The Global Cities reader. Routledge.

Other course material will be available via Moodle (e.g., articles, websites, streaming video)

*available as a “free” e-reader via UMass Library

*one copy of each book has been put in the reserved section in DuBois Library

COURSE DESCRIPTION: Cities are dynamic organisms whose residents require food, water, shelter, safety, commerce, leadership, and

equity. For most people, the city can be a wonderful place to live in. For persons without economic or social

privilege, necessary goods as well as quality services may be lacking. In this course, we will discuss theoretical

positions, case studies, and personal reflections in order to recognize two things. Every village, town, city, or

global city has some type of challenge. Second, as individuals, we can begin the process of mitigating global issues

SCD 125 Spring 2016

with local action. More importantly, we will examine global cities and global issues in order to ask a central

question: what does it mean to be an active and engaged citizen living in any city, town, or village?

This course maintains General Education (GenEd), Social Behavior (SB), and Social and Cultural Diversity

(G), and Civic Engagement (CE) designations. As a General Education course, we will ask fundamental questions

regarding the evolution of global cities in order to develop and practice your skills of critical thinking, reasoning,

and communication. Specifically, as a student, you will be required to integrate and expand your local knowledge

with the values of other cultural perspectives. For example, you will determine if one can apply the best practices

of global cities to local environments. Alternatively, can the best practices of local environments influence global

cities? As a Social Behavioral course, we will examine the complex mores of global citizens and determine if global

citizens adhere to universal or shared values, or are citizens and their societal values specific to their cultural

context. As a Social and Cultural Diversity course, the aim is critically analyze our own culture as we examine

other cultures in a comparative perspective. This means that the review of global cities and issues will endeavor to

include cities from each continent (perhaps, Antarctica, which might host the city of the future…).

Lastly, the Civic Engagement designation requires that students complete work outside of the classroom (e.g.,

at least eight- hours per student) that contributes to the public good. As a team of three, you will create,

implement, and then evaluate their Civic Engagement Project that meets the following criteria. The project

connects to course materials, reflects the non-profit partner’s mission statement, and reduces a global and/or

local issue of inequity. Finally, your Civic Engagement Project culminates with a project report and presentation

of your experience. This course has been designed so that the course materials will provide a global context. The

non-profit partnerships will provide an opportunity to connect global issues with local action. And finally, the

Civic Engagement Project will provide an opportunity for you to critically link and exercise your academic, civic,

and personal values.

COURSE GOALS AND OBJECTIVES: The course goals are as follows:

§ Engage in personal and academic growth.

o Objective: This course should allow students to engage in thoughtful discussion and written

reflection about one’s personal values

o Objective: This course presents an opportunity to synthesize, utilize, and reflect on a variety

course materials (i.e., peer-reviewed articles, course books, newspapers, videos)

in the form of written assignments

§ Embrace the challenges of the global society.

o Objective: The student will determine if the best practices of global cities (e.g., housing,

citizen participation, transportation, recycling, etc.,) can be implemented at the

SCD 125 Spring 2016

local level (i.e., town, village). Alternatively, students will also determine if the

reverse is true, can local environments influence global cities.

§ Inclusion of non-profit partner goals, vision, and concerns.

o Objective: This course will allow participation of community non-profits in which the

organizations will share their vision and inform student’s projects as these

projects reflect with Civic Engagement and dialogue between the student, the

non-profit, UMass Amherst, and the global world.

§ Realize that small acts can make a huge difference, while also understanding that people should have

ownership of their future.

o Objective: The student will recognize that individual actions can collectively influence global

changes in civic life.

§ Appreciate that issues of equity that affect distant global areas, also affect nearby local cities.

o Objective: The student will discuss and acknowledge that inequality found in global cities in

other countries, may also be found locally within the United States.

o Objective: The student will address inequality by incorporating equity into the Team

Project.

COURSE ORGANIZATION: This 15-week course has been divided into four major phases.

§ Weeks 1 - 4 are designated as the orientation phase, in which the instructor introduces the course

materials and objectives, theoretical positions, personal reflections, and case studies on global

cities/issues, and also emphasize the core areas of the non-profit partners.

§ Weeks 5 - 8 are designated as the project development phase, in which the students form three-

member teams and design/refine their Civic Engagement project and the coursework will continue to

examine global cities and global issues.

§ Weeks 9 - 13 are designated for project implementation and the coursework shifts into examining the

practices of three global cities/issues.

§ Weeks 14 - 15 are designated for project presentations.

COURSE GRADING: As a lecture course, students will be graded on the following items:

1. Attendance

2. Reflections (9-10 pages)

SCD 125 Spring 2016

3. Course Discussions and analysis of course materials

4. Midterm exam (6-8 pages)

5. Civic Engagement Project (8-12 pages)

GRADING Activity: Percent % Attendance 10 Participation 10 Reflections 25 Midterm exam 25 Civic Engagement (project, presentation, report) 30 Total 100%

Bonus: Formal Contribution up to 5%

Highest Lowest Letter 100.00 % 93.00 % A 92.99 % 90.00 % A- 89.99 % 87.00 % B+ 86.99 % 83.00 % B 82.99 % 80.00 % B- 79.99 % 77.00 % C+ 76.99 % 73.00 % C 72.99 % 70.00 % C- 69.99 % 67.00 % D+ 66.99 % 60.00 % D 59.99 % 0.00 % F

EXPECTATIONS FOR WORK Grading will be based on the following criteria:

LATE WORK For all assignments, no late work will be accepted—barring a medical emergency with supporting and

appropriate documentation. If you desire comments on any draft assignment, then the “draft” materials must

be printed and delivered to the instructor at least 14 days prior to the assignment’s due date.

ATTENDANCE As with any university course, an active learning environment cannot occur with absences; therefore,

student attendance is mandatory. Absences from class will be excused due to medical, religious, or conference

attendance with appropriate documentation.

PARTIC IPATION

SCD 125 Spring 2016

Student participation during class is integral to the success of this course. All students are encouraged to

fully participate, since participation is part of your grade. Participation includes discussion of readings,

assignments, and questions for guest lectures. This means that all materials must be read or viewed prior to

class. As with any public forum, students are encouraged to speak their opinions openly, freely, and with

respect. However, discrimination or harassment in any form will not be tolerated.

REFLECTIONS Unlike most classes, Civic Engagement courses require that students reflect on their values, academic

challenges, and public project experiences as an ongoing personal dialogue. In the reflection, there is no right

or wrong answer or opinion, but an opportunity to begin a discourse that is influenced by this course and your

thoughtful intent and thoughtful action. In this course, the reflections will occur online and will viewable only

by the student and the instructor. Within the course (10 occurrences), a question will be posted on Moodle

and after Thursday’s class. You will have until Sunday @ 10pm to post your response. Reflections will be

graded in the following manner: √+, √, √-. Prior to the first reflection, examples will be discussed in class.

MIDTERM

The midterm is an in-class hand-written essay. I shall provide two questions that are based on everything

that has been viewed, read, or discussed in the class, up to the week of the Midterm. As a student, you will be

allowed to bring one 3x5 note card to class as a reference tool.

CIVIC ENGAGEMENT PROJECT, PRESENTATION, REPORT

COLLABORAT ION, NOT COOPERAT ION

In this course, student effort for the Civic Engagement project will be graded as a collaborative effort.

Collaboration means that each team member has taken an active role in all aspects of the project. For

example, if a three-member team was assigned a presentation, and two members were late or unavailable,

then the sole remaining team member can answer all questions regarding the decisions and

implementation of the project. Whereas under a cooperative effort, each person is responsible for only a

single aspect of the Civic Engagement project.

You might think of your Civic Engagement Project as a pizza containing three ingredients: pepperoni,

olives, and mushrooms. If I was to take a slice, I would want a slice that has all three ingredients evenly

distributed, rather a slice of “just” pepperoni, then a slice of “just” olives, and finally a slice of “just”

mushrooms. Likewise, the design, implementation, evaluation, and presentation of your Team Project

should represent the blended efforts of all team members.

THE PROJECT

SCD 125 Spring 2016

Global Cities and Global Issues are large and diverse. As such, this course uses three non-profits as an

anchor for the direction of your project. Using a non-profit’s mission statement, the talk given by the

guest lecturer, and the course materials, each team will design and implement a Civic Engagement Project

that provides a public good to either the local or global community. A public good could be raising

awareness of an issue or providing the community an avenue for some type of engaged action (e.g.,

cleaning a stream, signing-up people for a race/walk, etc.,). Please note that your Civic Engagement

Project will require that each student completes at least 8-hours of work outside the classroom

implementing your project. Use this opportunity to exercise your academic, civic and personal values.

You will be given great latitude in designing your project, but also realize all Civic Engagement

Projects will be reviewed and approved by the instructor, prior to implementation. In addition, the UMass

Civic Engagement & Service Learning staff and the guest lecturer may also review and comment on your

Civic Engagement Project, prior to implementation. Lastly, everyone in the team receives the same grade.

More details regarding this assignment will be discussed in class and posted on Moodle.

THE PRESENTAT ION

For the presentation, everyone will receive the same grade, and you will be graded on the following:

§ Visual contact,§ Speaking style,§ Ability to handle questions,§ Presented medium (e.g., PowerPoint, poster, skit, etc) and§ Knowledge of materials. For this last point that means no written scripts. Thus, you must

rehearse your presentation.

Please Note: Chewing gum, in any presentation, is not allowed and will result in a zero points.

THE REPORT

The report should document the genesis, the implementation, and the evaluation of your Civic

Engagement Project. The genesis documents your team’s process for creating your project (e.g., ideas,

debates, etc.). The implementation documents what went well and what went badly with your project. The

evaluation documents the lessons learned and what your team would do differently, in hindsight. This

report should provide enough detail so that your Civic Engagement Project may be replicated at a later

date and with different team members. Photos are helpful and should be placed in appendix at the end.

FORMAL CONTRIBUTION (VOLUNTARY & BONUS)

In this course, I have assigned book excerpts, peer-reviewed and newspaper articles, and videos. As a

voluntary formal contributor, a student will act as a “discussant” of the assigned material. In a five-minute

talk, the student will have identified the material’s topic, the author’s focus, the main analysis, and the

material’s conclusions and their opinion of the material. On Moodle, the student will post a summation of

SCD 125 Spring 2016

their talk. A summation is a 200-300 word summary of their presentation. In addition, summations must be

posted on Moodle prior to class in order to receive bonus credit. A sign-up sheet will be distributed in class.

COURSE POLICIES: § Please mute the sound on all cell phones and all other electronic devices during class.

§ Please be respectful to other class members by monitoring what is viewable on your computer screens. I

encourage class members to discuss any distractions with their neighbors, or bring it to my attention. I may

alter this policy if conditions warrant.

§ Classes start promptly at the assigned time, please show up on time.

§ Courtesy and respect for the instructor and other students is expected during this course.

§ During the week, the Instructor may take up to 48-hours to answer an email. During the weekend, the

Instructor may not be available.

§ The Instructor reserves the right to modify this syllabus, the assignments, and course proceedings as

necessary.

ACADEMIC HONESTY The University’s policies and procedures for Academic Honesty for students can be found here:

http://www.umass.edu/ombuds/honesty.php/ I recommend that you review it if you have not seen it before.

These rules relate to your rights and responsibilities.

Students should be aware that suspect assignments (e.g., those without drafts, without works cited pages, or

with large departures in style) may be submitted to Turnitin by the instructor for the purpose of checking for

possible plagiarism. Submitted assignments will be included in the UMass Amherst dedicated database of

assignments at Turnitin and will be used solely for the purpose of checking for possible plagiarism during the

grading process during this term and in the future. Students must provide an electronic copy of their assignment

to the instructor for submission to the service when plagiarism is suspected, in order to receive a grade on the

assignment and to avoid possible sanctions.

ADA ACCOMMODATIONS Please let me know if you authorized for ADA accommodations as managed by Disability Services at UMASS.

Please see the following link for more information: http://www.umass.edu/disability/index.html

WRITING CENTER Writing well takes practice and effort. The UMass Writing Center has tutors that work with students on any

academic genre at any point in the writing process. I advise any student to use this resource as your papers will be

graded on your writing ability. Please, do not wait until the last minute to see someone at the Writing Center.

http://www.umass.edu/writingcenter/fshome.html

SCD 125 Spring 2016

ACADEMIC LIBRARIAN In this course, you will need to use the library in order to locate material to support the pros and cons of any

position you take in your writing, as well as for supporting the benefits of your Civic Engagement project.

Madeleine Charney is the academic librarian assigned to the Department of Landscape Architecture and Regional

Planning. It is in your best interests to contact her, make an appointment, and discuss your research/academic

pursuits with her in order to develop proactive library skills.

Her profile: http://libanswers.library.umass.edu/profile.php?uid=10914

Email: [email protected]

LARP Library Guide: http://guides.library.umass.edu/landscape

Drop-in hours: Thursdays 11:30am-1:00pm in Hills North Lounge

Instructional Video Information Literacy: Making the Most of Your Research

http://guides.library.umass.edu/cpe

TIPS FOR SUCCESS § If you have purchased the book, then use two different colors to highlight different ideas. For

example, you may use green for ideas that you agree with, and use orange for ideas that you disagree

with.

§ If you have purchased the book, then also write in the margins. Therefore, when you review the

material later, you will remember your first impressions.

§ In all cases, as soon as you have finished reading a chapter, or viewing a film, please ask yourself the

following questions and write down the answers. Two or three sentences should be sufficient.

1. What was the main argument of this material?

2. Does this argument contrast-with or support other materials? If so, which ones?

3. Lastly, how does this argument change my understanding?

§ For your group project, meet with your team as soon as possible to not only familiarize yourself with

the assignment, but also to identify any potential conflicts.

§ As a team or individually, meet with the professor during office hours not only to discuss your

assignments and course materials, but also to just check-in regarding your progress and

understanding of the course aims.

§ The library and academic librarian is your friend and asset.

SCD 125 Spring 2016

COURSE TIMELINE:

WEEK 1 (JAN 19-‐21) – ORIENTATION

Focus: Course Welcome

Activities: Discussion of Syllabus, Course Objectives, Civic Engagement process

Required Materials:

Film: Chimamanda Ngozi Adichie: The Danger of a Single Story (17 minutes)

http://video.ted.com/talk/podcast/2009G/None/ChimamandaAdichie_2009G-480p.mp4

Eduardo Paes: The 4 Commandments of City (13 minutes)

http://video.ted.com/talk/podcast/2012/None/EduardoPaes_2012-480p.mp4

Reading: City Reader, The Urbanization of the Human Population

Global Cities Reader, Cities and Communities in the Global Economy

NY Times: Shepherd of the City’s Rebirth, Rio’s Mayor Feels the Strains, Too

http://www.nytimes.com/2014/03/01/world/americas/shepherd-of-the-citys-rebirth-rios-

mayor-feels-the-strains-too.html?

Reflection #1 (due Sunday @ 12pm): Question will be posted on Moodle

WEEK 2 (JAN 26-‐28) – NON PROFIT PARTNER & PERSONAL CHOICE

Focus: Everyday, we make hundreds of choices

Activities: Lecture, MotherWoman

Required Materials:

Film: Hanna Rosin: New data on the rise of women (13 minutes)

http://video.ted.com/talk/podcast/2010W/None/HannaRosin_2010W-480p.mp4

Renata Salecl: Our unhealthy obsession with choice (16 minutes)

http://video.ted.com/talk/podcast/2013G/None/RenataSalecl_2013G-480p.mp4

Reading: Global Cities Reader, Towards Cosmopolis, p. 311

City Reader, The Urban Revolution

Profile of Non-Profit 1

Reflection # 2 (due Sunday @ 12pm): Question will be posted on Moodle

SCD 125 Spring 2016

WEEK 3 (FEB 2-‐4) – NON PROFIT PARTNER & FOOD/WATER

Focus: When the well goes dry...

Activities: Lecture, Guest Speaker #2

Required Materials:

Film: Fahad Al-Attiya: A Country with No Water (9 minutes)

http://video.ted.com/talk/podcast/2012S/None/FahadAlAttiya_2012S-480p.mp4

Ron Finley: A guerilla gardener in South Central LA (11 minutes)**

http://video.ted.com/talk/podcast/2013/None/RonFinley_2013-480p.mp4

**Please note that this video contains explicit language.

Reading: Global Cities Reader: Inequality in Global City-regions

The New Indian Express: Hyderabad Faces Water Shortage as Reservoir Levels Drop

http://www.newindianexpress.com/cities/hyderabad/Hyderabad-Faces-Water-Shortage-as-

Reservoir-Levels-Drop/2014/08/11/article2373935.ece

Majora Carter: Greening the ghetto

http://video.ted.com/talk/podcast/2006/None/MajoraCarter_2006-480p.mp4



Optional: The NY Times: Pantries Face Shuttering if Donations Keep Dropping,

http://www.nytimes.com/2011/11/25/us/pantries-face-shuttering-if-donations-keep-

dropping.html?_r=0

WEEK 4 (FEB 9-‐11) – NON PROFIT PARTNER & RECYCLING/WASTE

Focus: The Land of Away…

Activities: Lecture, Massachusetts Chapter of the U.S. Green Building Council

Required Materials:

Film: Cities prior to modern sewage (30 minutes)

http://silk.library.umass.edu/login?url=http://digital.films.com.silk.library.umass.edu/Port

alPlaylists.aspx?aid=7562&xtid=5818&loid=222957

Robin Nagle: What I discovered in New York City trash (8 Minutes)

http://video.ted.com/talk/podcast/2013Z/None/RobinNagle_2013Z-480p.mp4

SCD 125 Spring 2016

Reading: City Reader, Planning for Sustainability in European Cities

Global Cities Reader, The Metropolitan Explosion, The 100 Mile City



WEEK 5 (FEB 16-‐18) – ENGAGEMENT & TEAM FORMATION

Focus: How involved in our community/world are we?

Activities: Lecture, Discussion Projects & Teams

Required Materials:

Film: Hubertus Knabe: The dark secrets of a surveillance state (20 minutes)

http://video.ted.com/talk/podcast/2014S/None/HubertusKnabe_2014S-480p.mp4

Jarreth Merz: Filming Democracy in Ghana (9 minutes)

http://video.ted.com/talk/podcast/2011G/None/JarrethMerz_2011G-480p.mp4

Reading: City Reader, A Ladder of Citizen Participation

City Reader, Broken Windows

City Reader, Bowling Alone


WEEK 6 (FEB 23-‐25)– HOUSING Focus: Is housing a right?

Activity: Lecture & Discussion

Required Materials

Film: Iwan Baan: Ingenious homes in unexpected places (17 minutes)

http://video.ted.com/talk/podcast/2013Z/None/IwanBaan_2013Z-480p.mp4

Paul Pholeros: How to reduce poverty? Fix homes (18 minutes)

http://video.ted.com/talk/podcast/2013X/None/PaulPholeros_2013X-480p.mp4

Reading: City Reader, The Causes of Sprawl

City Reader, The Neighborhood Unit

Global Cities Reader, The Neglected Builder of Global Cities

SCD 125 Spring 2016


WEEK 7 (MAR 1-‐3) -‐ TRANSPORTATION Focus: Is the car desirable?


Required Materials

Film: Enrique Penelosa: Why buses represent democracy in action in Bogotá (14 minutes)

http://video.ted.com/talk/podcast/2013Z/None/EnriquePenelosa_2013Z-480p.mp4

How Bogotá Succeeded in Reducing Traffic Congestion and Smog (22 minutes)

http://silk.library.umass.edu/login?url=http://digital.films.com/PortalPlaylists.aspx?aid=75

62&xtid=43706

Reading: NY Times: A Bus System Reopens Rifts in South Africa

http://www.nytimes.com/2010/02/22/world/africa/22bus.html?pagewanted=all&module=

Search&mabReward=relbias%3Ar%2C{%221%22%3A%22RI%3A10%22}

NY Times Slide show:

http://www.nytimes.com/slideshow/2010/02/22/world/africa/20100222bus-slideshow_index.html

Reflection #7 (due Friday @ 12pm): Question will be posted on Moodle

WEEK 8 (MAR 8-‐10). 3/10 – MIDTERM / PROJECT PROPOSALS

Focus: What have learned thus far?

Activity: Midterm Exam, Presentation of Project Proposals

WEEK 9 (MAR 15-‐17). 3/17 – SPRING BREAK Enjoy Spring Break!

SCD 125 Spring 2016

WEEK 10 (MAR 22-‐24). 3/24 – ETHICS AND EMPLOYMENT Focus: Who made your shirt or blouse?


Required Materials

Film: How Fair Is Fashion? Issues in Globalization (THE FIRST 10 MINUTES)


62&xtid=48271 (SEE CLIP)

Global Ethics (12 minutes)

http://umass.kanopystreaming.com.silk.library.umass.edu/node/49853

Reading: City Reader, From Institutional to Jobless Ghettos

City Reader, The Creative Class

Global Reader, Sao Paulo: Outsourcing and Downgrading of Labor in a Globalizing City

Reflection #8 (due Friday @ 12pm): Question will be posted on Moodle

WEEK 11(MAR 29-‐31). 3/31 – GLOBAL AND LOCAL STRATEGIES > CURIT IBA Focus: Learning from abroad.


Required Materials

Film: A Convenient Truth: Urban Solutions from Curitiba, Brazil (52 minutes)

http://umass.kanopystreaming.com.silk.library.umass.edu/node/100445&final=1

Reading: City Reader, The Uses of Sidewalks: Safety

Global Cities Reader, The Cultural Role of Cities

WEEK 12 (APR 5-‐7). 4/7 – GLOBAL AND LOCAL STRATEGIES > BANGKOK & SINGAPORE Focus: Learning from Asia


Required Materials

Film: Bangkok - Mega City in the Developing World (25 Minutes)

http://umass.kanopystreaming.com.silk.library.umass.edu/video/bangkok-mega-city-developing-world

SCD 125 Spring 2016

Cities of the Future: Singapore (40 Minutes) Film on Demand-embed

http://umass.kanopystreaming.com.silk.library.umass.edu/video/cities-future-episode-1

Reading: City Reader A Contemporary City

City Reader Broadacre City: A new community plan


WEEK 13 (APR 12-‐14). 4/14 – GLOBAL AND LOCAL STRATEGIES > DETROIT

Focus: Learning from within the United States


Required Materials

Film: Toni Griffin: A New Vision for Detroit

http://video.ted.com/talk/podcast/2013Z/None/ToniGriffin_2013Z-480p.mp4

Requiem for Detroit (60 minutes)


62&xtid=43353

Reading: City Reader, The Post-City Age

Global City Reader, Detroit and Houston: Two Cities in Global Perspective


WEEK 14 (APR 21). 4/23 – PRESENTATIONS (1 MEETING THURSDAY) Focus: Celebration of Civic Engagement Projects

Activity: Team Presentations

WEEK 15 (APR 28). 4/28 – PRESENTATIONS (1 MEETING TUESDAY) Focus: Celebration of Civic Engagement Projects

Activity: Team Presentations

125: *e w g c globalissues** - home | umass amherst · *this syllabus has been developed by dr....

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