People, Places, and Environment
School of Environmental Design
Department of Community and Regional Planning
Temple University
Spring 2013
Course Sequence and Title: CRP 807 People, Places, and Environment
Meeting Place: 13 Gladfelter Hall
Date and Time: January 22nd to May 2nd
Tuesday and Thursday 9:30 am to 10:50 am
Professor: William J. Cohen, Ph.D., FAICP
e-mail: wjcohen@temple.edu
Course Coordinator: Jonathan de Jonge, Senior Scholar
e-mail: jhr.de.jonge@temple.edu
Discussion Facilitators: David R. Guinnup, AICP
e-mail: DRGuinnuo@aol.com
Kathleen A. Lambert, MS., NCIDQ, IDSA
e-mail: lambertkplanner@gmail.com
Matt Popek, MS.
e-mail: mattpopek@gmail.com
_______________________________________________
Overview of Course
People, Places, and Environment is a US Society Gen/Ed course and as such is geared
to develop your understanding of American history, society, culture and political
systems. Additionally, this Gen/Ed course will enhance your critical thinking skills;
information literacy; ability to examine historical events through a variety of
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interdisciplinary disciplines; understanding of historical and contemporary issues in
context; and engagement, both locally and globally, in the issues of our day
Specifically, this course is designed to make connections—to focus on how people
have adapted to their place, have modified their natural environment and created
settlement patterns that form our cities, suburbs, and regions. We will review past as
well as current trends and seek an understanding of future possibilities.
There are two dominant perspectives or themes that will be studied throughout the
semester.
First, we will examine how communities have evolved through cultural
perspectives—principally the American experience—and what that means in how people
have adapted to their place, and in the process impacted the natural environment. This
perspective has relevance to how we will plan, design, and build our future
communities.
Second, we will expand the first perspective to explore the concept of ecology as it
originated in the biological sciences and how it has profound application to the
planning and designing of present and future communities. The approach known as
ecological planning holds the key to creating sustainable and enduring communities of
the future. So, we will push our examination to seek out new approaches, tools, and
techniques that can integrate nature, technology, and humanity to better plan and build
communities in the 21st Century.
The course is divided into four parts to bring these two perspectives into focus and
include:
Part I Towns, Cities, and Suburbia: America’s Man-Made Landscape
This will provide a critical assessment of America’s man-made landscape—our
cities, towns, and suburban settlements. We want to know, how did things become
the way they are? And, is the American suburb really the ideal that we are told it is
supposed to be? What we will review will be hard hitting—and perhaps a little
disturbing.
Part II Exploring Connections of People, Places, and Environment
In the second part of the course we will travel beyond America and look into other
cultures. Through a series of videos, we will make many journeys throughout the
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world, searching for similarities and understanding differences. Some of the
international revelations and discoveries about people, places, and environment
may surprise you.
Part III Reshaping the Ethos of the 21st Century City
Here we will explore some basic ethical premises, as well as attitudes, that have
influenced how people relate to their environment. We will see how some of the
basic “laws of ecology” can be incorporated into planning and designing cities of
tomorrow. And, we will pursue a search for a Second Enlightenment highlighted by
real examples of seeking “new rules” to create enduring (or sustainable) cities in the
21st Century. One of the issues we are continually facing is how American society
will address an aging population. We will look at this situation from a sustainable
community perspective keeping in mind that if a community is sustainable for
seniors and the elderly, it will be sustainable for everyone else.
Part IV Collaborative Thinking and Research on Relevant Issues
Finally, the course will allow each student to examine and research specific relevant
issues that affect the lives of how people live in places and impact their environment.
Required Readings
The following text and readings will be used in the course:
1. James Howard Kunstler, The Geography of Nowhere: The Rise and
Decline of America’s Man-Made Landscape (New York: Simon &
Schuster; Touchstone, 1994).
2. People, Places, and Environment Course Pack (accessed through Blackboard).
Format, Organization, and Course Requirements
The course will be conducted in a lively and engaging manner. I will complement the
reading material with a number of visual presentations. This will include PowerPoint
and videos. We will also have a guest lecturer. The information presented in these
formats should inspire each person to master the content of the course and come to a
new threshold of understanding about people, places, and environment.
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The readings are organized in a way that will fuse perspectives from the past,
present, and future. This will allow for an intermingling of ideas, concepts, and
alternatives to give us a better understanding of the relationship of people to places and
their environment.
The course requirements are the following: Attendance is required. There will be
Two Examinations, the preparation of a People, Places, and Environment Portfolio, and a
Short Essay on a selected, relevant issue. There will be no quizzes or final examination.
The formula for success in this course is quite simple: first, attend class; second, keep
up with the reading material; third, think about what you are learning; and finally,
enjoy the experience.
1. Attendance
Your presence at every class is necessary in order to follow the continuity of the
course and the material that we will cover.
Attendance is also important to capture the notes from my lectures. If for any
reason you miss a lecture do not ask me, “What did I miss?” I do not give
personal tutorials. Moreover, my lectures are not posted on Blackboard, so you
will have to ask a fellow student to fill you in on what you missed.
2. Examinations
The two examinations will be short answer and multiple choices, and possibly a
drawing example. You will be allowed to bring your textbooks and lecture notes
for reference. This is generally referred to as an “open book exam.” So, while you
don’t have to memorize specifics in a traditional sense, your success in the
examinations will be predicated on your understanding of concepts and
relationships. If you do not keep up with the reading assignments or attend class
on a regular basis you will be at a disadvantage when exam time comes.
Cramming for the exams will also place you at a disadvantage.
Each examination will consist of twenty questions.
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3. People, Places, and Environment Portfolio
Each person will prepare a People, Places, and Environment Portfolio, which will be
your individual creation and contain a collection of clippings or copies of visual
material that illustrates or describes people, places, and environment. Sources
could be newspapers, magazines, your own photography, or anything else you
discover. Most students access images from the Internet and incorporate them
into the content of the Portfolio.
You can select any subject that you feel illustrates the relationship of people,
places, and environment.
We will discuss the preparation of the Portfolio in class on February 19th .
Organization of the Portfolio
Follow these organizational guidelines to prepare the portfolio.

Title page – consists of the title, your name, the course name, and
the date of submission (nothing else).

Statement of focus – the subject or issue that the Portfolio
represents (no longer that 1 page).

Content – the actual clippings, copies, or photographs (minimum of
6; maximum of 12).

Statement of relationship – of the content to people, places, and
environment (no longer than 1 page).
Guidelines for Preparing the Portfolio
The Portfolio is intended to be both a creative and substantive project.
Think about it as a professional presentation.
That means no “cutesy” embellishments such as fancy binders, ribbons,
colored paper, or anything that would detract the reader from the content
and form of the Portfolio. A single staple in the upper left hand corner is
all the binding you need. Keep it straightforward, clean, and simple in
appearance.
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Also, some students think by “padding” the portfolio with additional
information or content will result in a better presentation. Actually, it will
detract from your presentation, and frankly, not be read. So, follow these
guidelines and do not try to do more than the requirements call for.
Captions under the content images are not required, but are helpful. If you
use captions remember—just a few key words to identify the image, not a
mini essay. A caption that exceeds one line will not impress the reader.
Sources that you may have utilized for the content (for example, images
downloaded from the World Wide Web) do not need to be cited. Most
often you will use generic or universally circulated images or pictures.
Evaluating the Portfolio
The Portfolio will be evaluated using the following criteria:



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Clarity of the statement of focus.
Variety or visual interest of assembled content sources.
Relevance of statement of relationship to people, places, and
environment.
Neatness and general appearance of presentation.
4. Collaborative Think Tank Participation and Essay
Every student will be a member of one of five Collaborative Think
Tanks. Each Think Tank represents a specific relevant issue relative to how
people live in places and impact their environment, in conjunction with Part
IV of the course. Your participation will rely on accumulated information
and knowledge acquired from the preceding three parts of the course. You
should start by reviewing previous readings and lectures that are relevant
to your topic. A modest amount of additional research will follow. In
this sense it will offer to each student a cumulative learning experience to
bring together a full comprehension of people, places, and environment.
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Organization of the Collaborative Think Tank
The purpose of the Think Tanks will be for each person to meet, discuss, and
review previously assigned reading material. A facilitator will be assigned to
each Think Tank to guide you. You should also investigate (research) outside
sources, conduct interviews, or both to incorporate new information. The
end result will be an essay (3 to 5 pages) that summarizes your findings,
analysis, and conclusions on one of the following topics to be more fully
discussed on April 16th .

Land and Food: Utilizing Resources for Optimal Human Use
(Land and Food Think Tank)

Harnessing the Energy of Nature: Themes for Future Use
(Energy Think Tank)

The Limits of Resources: The Next Phase in Water Use
(Water Use Think Tank)

Why Recycling Matters: From Temple University and Beyond
(Recycling Think Tank)

Moving People and Goods from Place to Place
(Transportation Think Tank)
Outline for the Think Tank Essay
The essay must be between 3 and 5 pages of text and double-spaced. Use
the following outline to guide you in preparing your essay.

Title Page – Same as Portfolio.

Focus of Essay – A brief statement.

Research and Analysis – The main discussion that incorporates materials used,
interviews conducted, and your perspective on the topic.

Conclusion – A brief statement to answer the question, “what have I learned
about my topic that relates to people, places, and environment?”
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
References –All references consulted should be appropriately cited and listed.
Shorten your citations for electronic sources (i.e., Web sites or other information
retrieved from the Internet) and give the date you accessed the information.
Attendance Requirements
Participation is the key to your gaining the most from the learning experience, since
the format is based on collaboration and exploration. Your facilitator will offer
guidelines and provide perspectives on the Think Tank topic—you will be expected to
respond.
Therefore, attendance is mandatory and will be recorded. That means you need to
attend all three sessions. A single unexcused absence will result in your essay grade
being reduced by ½. That means if your essay is assessed as a B, your actual grade will
be B-. Two unexcused absences will result in a full grade deduction. Missing all three
sessions—unexcused—will result in an F grade for the essay.
Course Competencies
Upon successful completion of this course participants will:




Have an understanding and a critical awareness of the growth and development
of American cities, towns, and suburbia.
Be aware of the multiple and inevitable connections of people, places, and their
environment.
Understand the relevance of ecology as it provides a basis to plan, design, and
build cities of the future.
Be cognizant of the challenges in building and maintaining communities in the
21st Century that will be predicated on understanding and respecting the limits
of our natural resources.
Each person fulfilling the course requirements as described in this syllabus will achieve
the above competencies.
University and Course Policies
1. Statement on Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic
freedom. The University has adopted a policy on Student and Faculty
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Academic Rights and Responsibilities (Policy #03.70.02) which can be
accessed through the following link:
http://policies.temple.edu/getdoc.asp?policy no=03.70.02
2. Accessibility / Disability / Religious Observance/ Other
Any student who has a need for an accommodation based on the impact
of a disability should contact me privately to discuss the specific situation
as soon as possible, and I will make all reasonable accommodations. The
University’s Disability Resource and Services Office is reachable at
(215) 204-1280.
Further, students who anticipate an absence due to a scheduled religious
observance should either see me in class or contact me by e-mail if there
will be conflicts with meeting course requirements, especially
examinations. Arrangements can be made to accommodate your needs,
but only if you let me know in advance.
The same holds true if you have an unavoidable personal or family
commitment or situation that arises during the semester, including
participation in athletic competition.
3. Plagiarism
In academia plagiarism is the worst sin anyone can commit. Plagiarism is
nothing less than cheating and taking someone else’s work and calling it
your own without citation or attribution. If there is any detection or
evidence of plagiarism during the semester I will make a judgment of the
nature of the infraction and the student will receive a failing grade in the
assignment and be subject to a failing grade in the course.
Using Electronic Devices and Equipment is Prohibited
I want to make it perfectly clear from the start that during class all electronic
devices and equipment are not to be used. That means all cell phones, iPods,
and lap top computers shut off and put away.
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Part 1
Towns, Cities, and Suburbia: America’s Man-Made Landscape
January 22nd
Introduction to Course
January 24th
A Cultural Perspective of People, Places, and Environment

Student Think Tank selection
Reading: Kunstler, Chapter 1.
January 29th
An Interpretation of Ordinary Landscapes
Reading: Kunstler, Chapters 2, 3 and 4.
January 31st
“Subdivide and Conquer” – How the onslaught of suburban
sprawl is impacting community and the natural environment
video.
Reading: Kunstler, Chapters 5 and 6.
February 5th
The Geometry of Urban Form: The Grid and the Circle
Reading: Kunstler, Chapters 7, 8, and 9.
February 7th
Shaping Community and Region: Sprawl, Smart Growth, and
New Urbanism
Reading: Kunstler, Chapters 10, 11, and 12.
February 12th
“Suburbs: Arcadia for Everyone”—shaping the dream, creating
the ideal video.
Reading: Kunstler, Chapter 13.
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February 14th

First Examination
To cover Kunstler, Chapters 1 through 13, videos, and class lectures
Part II
Exploring Connections of People, Places, and Environment
February 19th

How to do the People, Places, and Environment Portfolio
Review of the First Examination
February 21st
“The Sacred Balance: Journey Into New Worlds”
Video Presentation
February 26th
“The Sacred Balance: The Matrix of Life”
Video presentation
February 28th
“The Sacred Balance: The Fire of Creation”
Video Presentation
March 5th
“The Sacred Balance: Coming Home”
Video Presentation
Part III
Reshaping the Ethos of the 21st Century City
March 7th

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
Environmental Ethics and Attitudes: The Essential Trilogy
The Land Ethic
The Tragedy of the Commons
The Tyranny of Small Decisions
Reading: Aldo Leopold, “The Land Ethic,” in A Sand Count Almanac (1949),
Course Pack.
Due Date for People, Places, and Environment Portfolio
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March 12th and 14th
March 19th

Spring Recess
Ecology 101: The Four Laws of Ecology
“The Ecological Footprint: Accounting for a Small Planet” video
Reading: Barry Commoner, “The Ecosphere,” in The Closing Circle (1971),
Course Pack.
March 21st

Fusing Ecology in Planning and Designing Cities, and Regions
Doing a Land Suitability Analysis
Reading: Ian L. McHarg, “Man and Environment,” in McHarg and
Steiner, eds., To Heal the Earth: Selected Writings of Ian L. McHarg
(1998), Course Pack.
March 26th
The Search for the Second Enlightenment
Reading: William J. Cohen, “Envisioning a Second Enlightenment: Advancing
Ecology in Planning, Designing, and Building City21” in Cousineau
and Zelov, eds., City21: The Search for the Second Enlightenment,
Course Pack.
March 28th
Timeless Cities and Eco-Villages
Reading: Chapter 1“Timeless Cities with David Mayernik,” in Cousineau and
Zelov, eds. City21, Course Pack.
April 2nd
Sustainable Cities and Healthy Cities
Reading: 1. Jan Gehl, “The Sustainable City” and “The Healthy City,” Cities for
People, excerpts from Chapter 3, Course Pack.
2. Deborah Howe, “Aging and Smart Growth,” Course Pack.
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April 4th

Finding Place in America: The Third Great Place
Review and Return of Portfolio
Reading: Ray Oldenburg, “The Problem of Place in America,” The Great Good
Place, Course Pack.
April 9th
April 11th

“Ecological Design: Inventing the Future” – Integrating
Nature, Technology, and Humanity video.
Second Examination
To cover Parts II and III of the course including lectures, readings, and videos.
Part IV
Collaborative Thinking and Research
on
Relevant People, Places, and Environment Issues
April 16th


Collaborative Think Tank assignments based on student choice
Review of Second Examination
April 18th

Organization of the Collaborative Think Tank
Collaborative Think Tanks Meet
Review appropriate reading material covered during the course for
your selected Think Tank focus. Other resource material (not covered in
class) should also be used and cited.
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April 23rd

Collaborative Think Tanks Meet
Be prepared to discuss an annotated outline of your essay that includes source
material and people to be interviewed (if appropriate).
April 25th

April 30th
May 2nd

Collaborative Think Tanks Meet
Be prepared to discuss and have completed a first draft of your essay.
Guest Lecture - Maya van Rossum
The Delaware Riverkeeper
Conclusion and Final Wrap-up
Collaborative Think Tank Essay Due
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