SES # | TOPICS | ASSIGNMENTS |
---|---|---|
Part I: Courses and Project Introduction; Sustainable Development Concepts and Theory | ||
1 | Introduction to Course | |
2 | Introduction to Sustainable Developments Concepts and Theory | |
3 | Concepts and Theory: Brownfields and Neighborhood Development | |
4 | Concepts and Theory: Industrial Ecology and Green Development | |
Part II: Existing Conditions Analysis and Formulating Plan Agenda | ||
5 | Brownfields, Economic Base Analysis, and Indicators | |
FT | Field Trip to Sites | |
6 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss the following questions prior to class, prepare a brief (2 page) synopsis of your research plan, and be prepared to discuss your research approach in class. Questions to consider in preparing the plan: 1. Which environmental and economic conditions are most important to evaluate for the neighborhood, project and related sustainability goals? What are appropriate indicators or measures to use to report and track these conditions? 2. What information is already available in the project background materials? 3. What additional information is needed? 4. What data sources exist for this information? Which are most relevant and feasible given the project geography and time frame? 5. What is the research plan to compile and analyze this data in the next 2 to 3 weeks? |
7 | Research Methods: Waste Streams/Emissions and Industry and Cluster Analysis | |
8 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss and prepare a brief (2 to 3 page) outline or summary of how they plan to apply the tools presented in Session 7. The following questions are designed to guide each team's deliberations on this work: 1. What appear to be the primary waste/emission sources for the neighborhood? 2. Which ones are most significant given neighborhoods and project goals? Which ones present the best opportunities to address within the project? 3. What are the primary industries and economic clusters in the neighborhood and project area? What appear to be their primary inter-relationships or common "factor" needs? 4. Which industries or clusters are significant sources of emissions or other environment risks? 5. Which ones are most important to the neighborhood and the project goals? 6. What additional information do we need to evaluate and propose an agenda around waste stream and industry/cluster issues? 7. What is the plan to collect and analyze this information? |
9 | Environmental Justice Issues and Market Analysis | |
10 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss and prepare a brief (2 to 3 page) outline or summary of how they plan to apply the tools presented in Session 9. The following questions are designed to guide each team's deliberations on this work: 1. What are important environmental justice issues for the neighborhood? 2. What markets are now served by local businesses and what are good market expansion opportunities? 3. Which ones are most significant given neighborhoods and project goals? Which ones present the best opportunities to address within the project? 4. What additional information do we need to evaluate and propose an agenda around waste stream and industry/cluster issues? 5. What is the plan to collect and analyze this information? |
11 | Presentation on Preliminary Findings (Team 1) | Each project team will have 30 to 40 minutes to present their existing conditions findings, implications for the project and the initial proposals for the plan focus and agenda. Sample presentations from the course are included below. All work is courtesy of the students named and used with permission. Outside Class Class representatives should meet with the client during this week to discuss and get feedback on initial findings and proposed plan agenda. Jackson Square / Hyde Square Existing Conditions Presentation (PDF - 1.4 MB) - Peter Brandenburg, Shoma Haque, Anne Herbst, Jumana Nabti, and Dhakshike Wickrema. Planning for Sustainable Development in Fields Corner (PDF - 1.2 MB) - Brian Cheigh, Pankaj Kuman, David Perkes, Heather Seyfang, and Jeanne Zhijun Tan. |
12 | Presentation on Preliminary Findings (Team 2) | |
13 | Feedback, Synthesize, and Reflect | |
Part III: Plan Building Blocks: Environmental and Economic Development Polices and Interventions | ||
14 | Technology Transfer, Green Design, and Industrial Ecology | Each group should write-up the first section of the report, which includes assessment and existing conditions analysis. Sample reports from the course are included below. All work is courtesy of the students named and used with permission. Jackson Square / Hyde Square Existing Conditions Report (PDF - 1.5 MB) - Peter Brandenburg, Shoma Haque, Anne Herbst, Jumana Nabti, and Dhakshike Wickrema. Planning for Sustainable Development in Fields Corner Phase I: Existing Conditions Report (PDF - 2.3 MB) - Brian Cheigh, Pankaj Kumar, David Perkes, Heather Seyfang, and Jeanne Zhijun Tan. |
15 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss the following questions and write a brief (2 or 3 pages) outline or summary of their initial thoughts on how to apply the technology-based policies and practices presented in Session 14 to their project. 1. What opportunities exist to apply these approaches within their project and what are the desired outcomes that would result? 2. What are the critical barriers faced in utilizing these approaches? 3. What are your initial ideas about how to apply them to the project? 4. What capacities, resources and relationships are needed to apply your ideas for these technologies and technology transfer tools? 5. What additional information, research, or analysis is needed to develop and test these components of the plan? |
16 | Brownfields and Real Estate Development | |
17 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss the following questions and write a brief (2 or 3 pages) outline or summary of their initial thoughts on how to apply the brownfields and/or real estate development policies and practices presented in Session 16 to their project. 1. What opportunities exist to apply these approaches within your project and the desired outcomes that will result? 2. What are the critical barriers faced in utilizing these approaches? 3. What are your initial ideas about how to apply them to the project? 4. What capacities, resources and relationships are needed to apply your ideas for these technologies and tech transfer tools? 5. What additional information, research, or analysis is needed to develop and test these components of the plan? |
18 | Small Business Development and Land Use Planning | |
19 | Apply Previous Class Content to Projects | Each team (or a designated sub-group) should discuss the following questions and write a brief (2 or 3 pages) outline or summary of their initial thoughts on how to apply the policies and practices presented in Session 18 to their project. 1. What opportunities exist to apply these approaches within the project and what are the desired outcomes that will result? 2. What are the client's and other organization's existing activities in these areas and are there important gaps or areas for improvement or extension of this work? 3. What are your initial ideas about how to apply/extend these approaches to advance the client's and community's goals? 4. What capacities, resources and relationships are needed to implement these ideas? 5. What additional information, research, or analysis is needed to develop and test these components of the plan? Outside Class Students should meet with the client to review their proposals and plan elements and gain feedback on them. |
Part IV: Plan Formulation | ||
20 | Initial Ideas | |
21 | Elements of a Plan | |
22 | Synthesize | |
23 | Refine and Practice | |
24 | Refine and Practice | |
25 | Reflection | |
26 | Final Projects Due | Final reports are included in the projects section. |