575.734.81 - Smart Growth Strategies for Sustainable Cities

Expanded Course Description

OVERVIEW

The material covered in the course will address a comprehensive review and analysis of the major elements of smart growth strategies that Environmentalist, Engineers, Government Officials, Real Estate Developers, Building Managers and Construction Organizations need for implementing sustainable smart growth strategies in their policies and practices. Example application experiences in a variety of urban and community areas will be presented and discussed throughout the course.

COMING SOON: A web site link with more information, graphics, and discussion on this course.

THIS COURSE HAS BEEN FULLY REDEVELOPED AND UPDATED FOR THE FALL 2024 SEMESTER

Module 1

The first three modules will have a focus on regional considerations on smart growth. This module will explore and assess regional principles important for smart growth. The module will construct the relationships between smart growth and regional principles. There will be an assessment of growth priorities, community involvement, affordable housing, food security and legalizing smart growth. Other areas such as shared wealth, coordinating policies and limits on for sustainable communities will be critically considered.  Selected case studies will also be critiqued.

Module 2

In this module students will evaluate regional planning and the mapping of neighborhoods and districts. This will include the assessment of planning and mapping major corridors and regional centers.  An examination of the dynamics of incentivized smart growth will be conducted. Implications of developing a green print map for a region and the adoption of a smart growth code as well as the paradigms of rebuilding will be evaluated.  

Module 3

This module will introduce concepts in regional transportation planning as important smart sustainable growth tools. This will include an analysis of regional transportation and land-use connections. The concepts of multimodal balance, providing transportation choice and building public transit will be assessed in the context of smart regional planning. A case study of leveraging proximity and transit opportunities in a downtown district will be evaluated. The potential effectiveness of railway systems, highway-less towns and networks will be explored and evaluated. Case studies of congestion pricing and shared vehicle programs will be examined.  

Module 4

The next three modules will explore neighborhood issues related to smart growth planning. During this week we will be evaluating the natural context of neighborhoods and the important role this plays in quality of life and vitality in neighborhoods. This will include assessment of ways to preserve and celebrate nature in communities.  The contributions of preserving trees, maintaining the soil, and managing storm water will be investigated. Finally, the critical areas of urban parks, wetland preservation and natural corridors will be analyzed. A case study of leveraging underutilized land and infrastructure to expand the urban system will be presented and evaluated.

Module 5

This week’s module will examine Neighborhood components that support smart sustainable growth. We will be evaluating components such as housing diversity, retail distribution and workplace distribution as variables to achieve livable and sustainable neighborhoods. Other community elements that will be assessed for their importance to the community are neighborhood schools, support services and civic sites.  A case study that leverages community content to enhance the existing urban fabric will be presented and evaluated. We will also evaluate the impacts of open space, housing density and mixed-use concepts.

Module 6

This week’s module will evaluate the components of neighborhood structure.  We will explore the use of neighborhood size and organization as planning strategies for sustainable smart growth. Other aspects of neighborhood structure that will be assessed include packet parks, open-space configurations and transit orientation in communities. A case study on leveraging urban rivers as a natural resource and environmental asset in the community will be presented and assessed. The design rating system for leadership in Energy and Environmental Design (LEED) will be introduced and evaluated.

Module 7

The next five modules will evaluate aspects of planning and design for application in sustainable communities. Module 7 will investigate thoroughfares from a network perspective and from a design perspective.  This will include the network design and how thoroughfares will be connected within and outside the community.  Other elements that will be considered and evaluated will be block size and sidewalk locations and substitutes.  Alternative considerations will be critiqued to include curvilinear streets and designed vistas. The concept of complete streets will be introduced and evaluated. Design considerations will include one-way and multilane streets, avenues and boulevards, free flow streets and slow flow streets.

Module 8

Module 8 will assess public and private streetscape design and planning. For public streetscapes there are often local design regulations or guidelines that address specific requirements.  This will include guidelines for sidewalks, trees, curbs and swales, lights and pavement materials. For private streetscapes other considerations will be evaluated such as use of walls, short setbacks and building attachments. The shared use of sidewalks by pedestrians and shops can conflict. These challenges can be addressed through design and management options for retail operations. 

Module 9

This week we will be examining parking strategies that accommodate and support sustainable smart growth. Downtown parking policy will be evaluated from an availability and cost perspective. The high cost to the community of free parking will be examined. Other parts of the parking challenge include the use of neighborhood parking, parking lot quality and location, parking lot access, hiding parking lots, garage setbacks and rear access parking. Because parking is directly linked to automobile use and density it is an important component of sustainable urban planning.

Module 10

The next three modules will be addressing issues related to buildings and smart sustainable growth. This module will identify and assess the different building types that are found in many communities. The concept of form-based codes will be introduced, and illustrations of planning applications will be presented and evaluated. The major building types reviewed include: mid-rise and high-rise, commercial lofts, , live/work buildings, row-houses, cottages, large houses and courtyard and sideward houses. Also, during this module, the formulation of student semester research projects will be shared with the class and any suggestions and/or other feedback provided to assist in preparation of the reports.

Module 11

This module will introduce and evaluate green construction methods and materials. One aspect of green construction is energy use reduction.  Buildings will be evaluated that use natural light and ventilation as well as energy-efficient design and on-site energy generation that can greatly reduce energy use.  Other building attributes will be assessed that use sustainable building materials and have learning systems that operate the building at maximum efficiency. The LEED rating system for green building will also be used to evaluate differences between buildings. Different green technologies using landscaping, recycled materials and waste management practices will be compared. Also during this module the formulation of student semester research projects will be shared with the class and any suggestions and/or other feedback provided to assist in preparation of the reports.

Module 12

This module will look at architectural design to create a desirable and functional community appearance. This can be achieved through regional design guidelines to produce consistency of appearance in community buildings. Considerations in building design include residential privacy. Other types of buildings may have special requirements such as historic buildings, historic schools, and civic buildings. A case study using an anchor institution as a method for leveraging stability in a community will be introduced and evaluated. Subsidized housing considerations to architecturally fit into the neighborhood are also evaluated in this module. Also during this module, the formulation of student semester research projects will be shared with the class and any suggestions and/or other feedback provided to assist in preparation of the reports.

Module 13 and 14

This week we will be reviewing and providing feedback on the student semester project presentations. The semester research project reports are to be submitted no later than the last day of the semester. The project presentations are to be completed and presented during week 13 and 14. Half the class will be presenting this week and remainder of the class next week. These research project presentations will be made live with PowerPoint slides during office hour meetings. The semester project provides individuals the research opportunity to delve in depth into a smart sustainable growth area of interest and share the results with the class.

Prerequisites

575.723 Sustainable Development & Next Generation Buildings is recommended but not required.

Course Structure

[ Course Structure

Details on the course structure can be found in the Course Outline, the Student Requirements Section of this Syllabus, and in the Calendar/Schedule Tool. Each course module runs for a period of seven (7) days, i.e., one week. Due dates for readings and other assignments are referred to by the day of the module week in which they are due. For example, if a reading assignment is to be completed by Day 3 and the module started on Monday, then the reading assignment should be completed by Wednesday or the 3rd day of the module. Please refer to the Calendar/Schedule Tool for the specific start and end dates for each module in this course. 

The course materials are divided into modules which can be accessed by clicking Course Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Balanced land use planning principals
• Importance of an overall transportation strategy
• Leveraging public transportation accessibility
• Broad spectrum housing availability
• Integration of office, retail, and housing units
• Reduction of urban area environmental footprint
• Use of recycled, reused, reusable, green and sustainable products
• Integration of solar and wind power into buildings and government systems
• Transit oriented transportation development
• Urban water resource management
• Importance of community green spaces
• Environmental Protection
• Storm Water Management
• Heat Island reduction

Course Goals

Course Goals

To examine a broad range of considerations for smart growth strategies applicable to urban development and revitalization: what they are, how they work and how they can improve the livability and resilience of urban communities. We will evaluate the use of mixed-use design, pedestrian and bike oriented transportation, public transportation-friendly systems, energy-efficiency and environmentally sensitive planning for the urban community. This will include assessments and comparisons of renewable resources, design of complete streets, form-based building codes, sustainable energy, parking policies and other strategies for smart growth. As a result of these evaluations, discussions and assessments improved insight and understanding of smart growth strategies will be achieved.

DEVELOPE NEW SKILLS USING GREEN DESIGN CONCEPTS WITH SMART SUSTAINABE GROWTH STRATEGIES.

Course Learning Outcomes (CLOs)

• Learn and understand the importance of applying smart sustainable growth strategies to develop and revitalize cities in the context of today’s global population growth challenges.
• Learn the tools and practices that are available to assist in the planning and development process for achieving smart sustainable communities.
• Gain a strong understanding through case studies of smart growth stratigies applied to specific community projects. Learn from the successes and failures of these projects in achieving smart sustainable cities.
• Develop the ability to apply smart growth planning tools to improve community functional relationships and sustainability.
• Evaluate the role of transportation and its related infrastructure on smart growth strategies.
• Assess and demonstrate the application of environmentally responsible building design and a range of public and private services to achieve sustainable resilient communities.

Textbooks

Rebuilding The American City: Design and Strategy For The 21st Century Urban Core, David Gamble and Patty Heyda, Rutledge Publishing, copyright 2016, ISBN: 978 – 1 – 138 – 79814 – 4 (pbk)

Creating Equitable, Healthy, and Sustainable Communities: Strategies for Advancing Smart Growth, Environmental Justice, And Equitable Development, EPA 231 – K – 10 – 005, www.EPA.gov/smartgrowth, or www.EPA.gov/environmental justice,  copyright 2013, ISBN 9781507684948     (to be provided by the instructor)

COMING SOON: A web site link with more information, graphics, and discussion on this course 

Required Software

Students should have a good working knowledge of word, power-point, and excel sofeware for the course. All of these are available for download from the university web site as part of 365.

Student Coursework Requirements

Student Coursework Requirements

It is expected that the class will take approximately 5–8 hours per week: reading the assigned sections of the texts and assigned outside reading (approximately 3–4 hours per week), listening to the audio annotated slide presentations (approximately 1–2 hours per week), and writing homework assignments (approximately 1–2 hours per week).

This course will consist of five basic student requirements:

1. Preparation and class Participation                (10% of Final Grade Calculation)

Each student is responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from assigned readings from professional papers, reports and research publications. The course text will be used as an overall outline of important smart growth principles and strategies that will be reinforced by the additional required reading sighted earlier.

Post your response to the questions by Wednesday evening of that module week. Posting a response to the discussion question is one part of your grade for class discussions (i.e., Timeliness).

Part two of your grade for class discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

The references listed in the annotated bibliography in the course text present supporting or contrasting views of concepts discussed in the text. In some cases, these references present a detailed discussion of topics not treated in depth or only touched upon in the course text.

The annotated bibliography also provides web sites that can provide additional information on topics covered in the course.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].

89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].

2. Technical Paper Summaries (20%) and Paper Presentation (10%) Total (30% of Final Grade Calculation)—(Note: These are requirement items 2 and 3)

Reading assignments as well as readings from the texts and other outside sources will be important sources of material and learning in the class. In preparing your written homework assignments, please put the class assignment number and your name on each assignment, even though it will also be submitted electronically. The purpose of the homework is to give the students the opportunity to demonstrate their understanding of the course concepts.

All homework assignments are to be competed in WORD or POWER-POINT format. Assignments are due according to the dates in the Calendar and Assignment tools. Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

If, after submitting a written assignment a student is not satisfied with the grade received, the student is encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

There will be at least two technical papers provided to the class each week for review and preparation of a summary report. The reports will be single spaced in times roman 12 font with a one-inch border and between one to two pages in length.

In addition, during the semester each student will prepare one or two detailed review papers and present one or two PowerPoint reviews to the class on one or two assigned technical papers. The detailed review papers will be at least four pages in length and conform to the same format as the semester project paper. The PowerPoint presentations are live during Office Hour Meetings (In some cases presentations can be annotated with audio) and approximately fifteen minutes in length. Power point presentation should be posted in the weekly forum for review and discussion.

Summary reports on assigned technical papers will be evaluated on the following grading elements: (represents one third of grade for this section)

1. Timeliness (20%)
2. Accuracy of summary (50%)
3. Critical thinking (30%)

Detailed summary reports and related power point presentations will be evaluated on the following grading elements:

1. Accuracy of detailed summary (35%)
2. Conformance to format (10%)
3. Quality of power point presentation (35%)
4. Critical thinking (20%)

Technical Paper Summaries and Class Presentation are graded as follows:

100–90 = A—Title, author and reviewer is provided in full; Report is rich in content and full of thought, insight, and analysis (Writing Quality/ Rationale/ Examples/ Outside References).

89–80 = B—Title, author and reviewer is provided in full; Report provides substantial information showing thought, insight, and analysis has taken place(Writing Quality/ Rationale/ Examples/ Outside References).

79–70 = C—Title, author and reviewer is partially provided; Report is generally competent but information is thin and commonplace (Writing Quality/ Rationale/ Examples/ Outside References).

3. Semester Project (35% of Final Grade Calculation)

A semester project will be selected by each student by the fourth week into the course. The next-to-the-last week will be devoted to the semester project.

The semester project is evaluated by the following grading elements:

1. Student preparation and presentation of semester project to class (20%)
2. Semester paper conforms to specified format including referencing (20%)
3. Quality and technical accuracy of the semester project paper (40%)
4. Student technical understanding of the semester project topic as demonstrated in the content of the paper and response to questions during the presentation to the class (20%)

Semester Project is graded as follows:

100–90 = A—Semester Project paper is of a high quality and is prepared in full compliance with the semester project paper format guide. Semester project presentation is well prepared and available to all team members/ instructor two days before the presentation and discussion; Student Understanding of the Semester Project that is rich in content; full of thought, insight, and analysis.

89–80 = B—Semester Project paper is of a good quality and is prepared in full compliance with the semester project paper format guide. Semester project presentation is well prepared and available to all team members/ instructor on the one day before the presentation and discussion; Student understanding of the substantial showing thought, insight, and analysis has taken place.

79–70 = C—Student Project paper is of a acceptable quality and is prepared in compliance with the semester project paper format guide. Semester project presentation is well prepared and available to all team members/ instructor the day of the presentation and discussion; Student understanding is generally competent; information is thin and commonplace.

4. Course Exam (25% of Final Grade Calculation)

Students will have one week to complete the exam. The exam will be due by 11:59 PM one week after posting on the web site. Students may use the course text and any assigned homework readings to complete the exam. The exam is expected to be completed in WORD format.

The Course Exam is evaluated by the following grading elements:

1. Question is repeated in full (5%)
2. Each part of question is answered (20%)
3. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all homework assignments will be graded on grammar and style as well as content.)
4. Rationale for answer is provided (15%)
5. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.)
6. Outside references are included (15%)

Course Exam is graded as follows:

100–90 = A—Question is repeated in full; All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—Question is repeated in full; All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Question is repeated in full; Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

Grading

Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I/We will post grades one week after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Grading Policy

EP uses a +/- grading system as shown below (also see “Grading System”, Graduate Programs catalog, p. 10).
100-98 = A+ 97-94 = A 93-90 = A− 89-87 = B+ 86-83 = B 82-80 = B− 79-77 = C+ 76-73 = C 72-70 = C− 69-67 = D+ 66-63 = D <63 = F

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.