EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
TYPE OF REVISION:
Course Number/Subject Code
X Course Title
REQUEST FOR COURSE REVISIONS
X
X
Credit Hours
Course Description
Prerequisite/Corequisite
_____Restriction
DEPARTMENT/SCHOOL: ___POLITICAL SCIENCE_________COLLEGE:
ARTS & SCIENCES
CONTACT PERSON: ___GREGORY PLAGENS______________________________________________________
CONTACT PHONE:
7-3113
CONTACT EMAIL:
GPLAGEN1@EMICH.EDU
REQUESTED START DATE: TERM__FALL__________YEAR__2015_________
DIRECTIONS: COMPLETE SECTION A AND SECTIONS B1a, B2a, B3a B4a, B11, B12 AND B13. COMPLETE ONLY
THE REMAINING PARTS OF SECTION B THAT CONCERN THE REVISIONS CHECKED ABOVE. FOR ASSISTANCE
CONTACT THE COURSE AND PROGRAM DEVELOPMENT OFFICE.
A. Rationale for Revision:
Credit-Hour Change: Some of the MPA program’s graduate classes were created years ago so that
students could take a 2-credit and 3-credit class back to back on the same night. There has been virtually
no difference in workload outside the classroom. The back-to-back scheduling model is being
abandoned, and all graduate courses will be 3 credits. A 2-credit class poses additional sorts of logistical
problems. One is the definition of “full time” for graduate students, with 6 hours required for most forms
of financial aid and for veterans benefits. In addition, the ability to hire part-time lecturers is hampered
when asking professionals (e.g., assistant city manager, fundraising consultant) to give up one night of
their week to teach when compensation depends on whether a class has 2 or 3 contact hours.
Name Change: The current title makes this course rather general in nature. The revised title and
description highlight the growing role that planners and local government managers are asked to take in
shaping how a community develops. This includes policies to promote economic development,
sustainable use of resources, and a community’s quality of life. Cross-listing allows the two departments
to teach the course in alternate years.
Number Change: Changing this to a 500-level course is compatible with the existing numbering system in
URP, where almost all courses besides the internship are numbered below 600. The number is also
higher than the required core class (PLSC 565) in the local government concentration of the MPA
program. A 500-level class also might attract superior undergraduates.
B. Course Information
1. a) Current Subject Code and Course Number:
Miller, Course Revision,
Sept. 09
PLSC 650
b) (If new) Proposed Subject Code and Course Number:
2. a) Current Course Title:
Urban Problems and Policy
b) (If new) Proposed Course Title:
3. a) Current Credit Hours:
PLSC/URP 580
Local Development Policy
2
b) (If new) Proposed Credit Hours
3
c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content.
The additional contact hour will allow better classroom coverage of more material.
4. a) Current Catalog Description:
This course provides an overview of the historical development, extent and causes of selected urban
problems and examines proposed policy solutions.
b) (If new) Proposed Catalog Description (Limit to approximately 50 words):
This course covers methods for assessing a community’s social and economic characteristics, along with
strategies for promoting local business development, sustainable use of resources, and quality of life.
5. Method of Delivery (Check all that apply.)
Current
Proposed
a. Standard (lecture/lab)
a. Standard (lecture/lab)
On Campus
Off Campus
On Campus
Off
Campus
b. Fully Online
b. Fully Online
c. Hybrid
c. Hybrid
6. Grading Mode
Current
Proposed
Normal (A-E)
Normal (A-E)
Credit/No Credit
Credit/No Credit________
7. (Complete only if prerequisites are to be changed.) List Current and Proposed Prerequisite Courses by subject
code, number and title.
Students must complete prerequisites before they can take this course.
Current:
Proposed:
PLSC 565 or department permission
Miller, Course Revision
Sept, ‘09
Page 2 of 11
8. (Complete only if corequisites are to be changed) List Current and Proposed Corequisite Courses by subject
code, number and title.
Students must take corequisite courses at the same time as they are taking this course.
Current:
Proposed:
9. (Complete only if concurrent prerequisites are to be changed.) List Current and Proposed Concurrent
Prerequisite Courses by subject code, number and title. Students must take concurrent prerequisites either before or
at the same time as they are taking this course.
Current:
Proposed:
10. (Complete only if course restrictions are to be changed. Complete only those sections that pertain to the
restrictions that are to be changed.) List Current and Proposed Course Restrictions. Course Restrictions limit the
type of students who will be allowed to take the course.
a. Restriction by College: Check if course is restricted to those admitted to specific college.
Current
Proposed
College of Business:
College of Business:
College of Education:
College of Education:
b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs.
Current
Proposed
Yes
Yes
No
No
If “Yes”, list the majors/programs
c. Restriction by Academic/Class Level: Check all those who will be allowed to take the course as part of
their academic program.
Undergraduate
Current
All Undergraduates
Freshperson
Sophomore
Junior
Senior
Proposed
All Undergraduates
Freshperson
Sophomore
Junior
Senior
Miller, Course Revision
Sept, ‘09
Page 3 of 11
Second Bachelor
Post. Bac. Tchr. Cert.
Second Bachelor
Post. Bac. Tchr. Cert.
Graduate
Current
All Graduates
Certificate
Master’s
Specialist
Doctoral
UG Degree Pending
Low GPA Admit
Proposed
All Graduates
Certificate
Master’s
Specialist
Doctoral
UG Degree Pending
Low GPA Admit
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on
graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate
students may not register for
600-level courses
d. Departmental Permission: (Note: Department permission requires the department to enter authorization
for every student registering.)
Current
Proposed
Yes
No
Yes
No
11. List all departmental programs in which this course is Required or a Restricted Elective.
Program
Master of Public Administration (MPA)
Required
Restricted Elective __X____
Program
M.S. in Urban and Regional Planning
Required
Restricted Elective ___X___
12. Is this course required by programs in other departments?
Yes
No
X
13. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of
support, if available.
14. Will the proposed revision increase/decrease credit hours in any program?
Yes
No
If “Yes”, list the programs and provide an explanation for the increase/decrease, along with a copy of the revised
program that includes the new credit hour total.
Miller, Course Revision
Sept, ‘09
Page 4 of 11
C. Action of the Department/School and College
1. Department/School
Vote of faculty:
For ___12_______
Against ____0______
Abstentions ____0______
(Enter the number of votes cast in each category.)
Department Head Signature, Political Science
Vote of faculty:
Date
For ____16____ Against __0
Abstentions ____0
(Enter the number of votes cast in each category.)
Dr. Rick Sambrook
Department Head Signature, Geography and Geology
02/13/15
Date
2. College
College Dean Signature
Date
3. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
D. Approval
Associate Vice-President for Academic Programming Signature
Miller, Course Revision
Sept, ‘09
Page 5 of 11
Date
PLSC/URP 580: Local Development Policy
Focus and Organization
This course is geared to MPA and URP students who have completed most of their core courses
and are planning on a career in local government. Its general objective is to equip you as a leader to
analyze conditions and strategies in promoting community development, which has become a critical task
for local governments and nonprofits.
A single seminar cannot address every concern of those involved in community development. You
have other courses covering the finance, personnel, and management questions facing government and
nonprofit leaders. Thus, our aim is to analyze significant trends in the development of American
communities along with public policies that might affect them.
The seminar is divided into four parts. The first examines the broader context within which local
development takes place. Part two concentrates on approaches to identifying and analyzing community
assets (both positive and negative). The third section covers alternative development strategies and the
processes of formulating and implementing development plans. The fourth part examines sustainability,
which has taken on a significant role in communities’ long-term planning.
Assignments & Grading
All grading is on a 100-point scale. Late work will be penalized ten points per 24-hour period or
fraction thereof. Poorly written work may also be penalized up to ten points. Poor attendance will result
in a lower final grade in borderline cases. Your grade will be based on the following:
community profiles (2 @ 15%)
final planning report
reaction essays (2 @ 5 %)
presentation of final report
class discussion
30%
40%
10%
10%
10%
Planning Report. This assignment, along with two community profiles, will deal with a specific
place in Southeastern Michigan (preferably in Washtenaw County), which must be approved by the end
of the third week of the semester. Your report should use our reading, your profiles, and other research to
analyze development options for the community you choose. Write it as if you were a staff member or
consultant. A draft must be submitted to the seminar electronically by 5:00 p.m. on the Friday before
your presentation. You will then present your draft in class during Week 14. The final version should be
roughly 15 double-spaced pages and is due at the start of the scheduled final examination period
(electronic and paper copies).
Community Profiles. You are required to write and present two profiles of the community you
choose. Both profiles should analyze your community and compare it to the state, nation, and other
relevant geographies (e.g., MSA). Most of your data will come from the U.S. Census Bureau, including
the “American Community Survey.” A good starting point for local data is the Southeast Michigan
Council of Governments: http://www.semcog.org/.
Each profile should be roughly six double-spaced pages, plus references and figures. You will also
do a 15-minute presentation of your profile. Your grade on the written profile can be adjusted up or down
as much as a letter based on the quality of the presentation. (Reading a PowerPoint to the seminar is a
sure loser.) The first profile is due electronically by 5:00 p.m. on the Friday before you present it in class
during Week 5. In it, you will draw on our reading and use census (and related) data to analyze your
Miller, Course Revision
Sept, ‘09
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community’s population characteristics and trends. The second profile is due electronically in hard copy
at the start of class during Week 8. Together, the two profiles make up the foundation of your planning
report.
Reaction Essays. You must complete two reactions essays, which should be no more than four
double-spaced pages, plus references. Your essays should consider the strengths, weaknesses, or
implications of the material. A good essay will move beyond description to analysis. In these essays, you
can use shorthand notation (author, page) for references in the syllabus.
The first essay should cover the reading for week 3. For the second essay, you should choose the
reading for weeks 10, 11, or 12. Concentrate on the articles and use Leigh and Blakely as background.
Your essays are due at the start of the class for which the reading is assigned.
Class Discussion. Your participation grade covers analysis of assigned reading during the
semester. Merely describing or summarizing what you read is “B-/C+” work. The emphasis here is on
the quality, not quantity, of your comments. I will try to provide guidance and questions each week for
the following week’s seminar.
Professionalism. You should conduct yourself in a professional manner throughout this seminar,
including basic civility during class. You also must meet EMU standards regarding academic honesty.
Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular
assignment to receiving a failing grade for the entire course. In addition, you may be referred to the
Office of Student Conduct and Community Standards for discipline that can result in either a suspension
or permanent dismissal. For information, see http://www.emich.edu/policies/chapter8/8-1.html.
Reading
In addition to assigned reading each week, you are responsible for handouts, presentations, and
changes to the syllabus. The following books are required:
• Leigh, Nancey Green, and Edward J. Blakely. 2013. Planning Local Economic Development:
Theory and Practice 5th edition. Thousand Oaks, CA: Sage.
• Florida, Richard. 2005. Cities and the Creative Class. New York: Routledge.
Articles and documents are available electronically. Supplementary reading is not required, but it can be
helpful for background, your report, other courses, or your job. With rare exceptions, citations below
follow The Chicago Manual of Style.
Miller, Course Revision
Sept, ‘09
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Seminar Schedule
Week 1
Introductions and Preview of the Course
Part 1: The Local Setting
An Overview of American Urban Development
• Instructor presentation based on data and maps from the U.S. Bureau of the Census.
• Glaser, Edward L. 2009. “The Death and Life of Cities.” In Making Cities Work:
Prospects and Policies for Urban America, edited by Robert P. Inman, 22-62.
Princeton: Princeton University Press.
Supplementary Reading:
• Ehrenhalt, Alan. 2012. The Great Inversion and the Future of the American City.
New York: Knopf. [He argues that several trends point to the rebirth of central cities.
Includes chapters on Atlanta, Cleveland, DC, Philadelphia, Houston, Phoenix, and
Denver.]
• Brookings Metropolitan Policy Program. This project by the Brookings Institution, a
major think tank, examines a wide range of urban issues.
Week 2
Traditional Theories of Urban Growth and Decline
• Leigh and Blakely: chaps. 1-3.
Supplementary Reading:
• Thompson, Wilbur R. 1965. A Preface to Urban Economics. Baltimore: Johns
Hopkins University Press. [This is a classic in the field of urban economics.]
Preparation for Profile #1
Week 3
The “Creative Class” Controversy
• Florida: Cities and the Creative Class.
• Macgillis, Alec. 2010. “The Ruse of the Creative Class.” The American Prospect.
January 4: 12-16. Available:
http://prospect.org/cs/articles?article=the_ruse_of_the_creative_class
Supplementary Reading:
• Florida, Richard. 2014. “The Creative Class and Economic Development.” Economic
Development Quarterly 28:3 (August): 196-205.
• Katz, Bruce, and Jennifer Bradley. 2013. The Metropolitan Revolution: How Cities
and Metros Are Fixing Our Broken Politics and Fragile Economy. Washington, DC:
Brookings Institution Press.
• Hoyman, Michele, and Christopher Farley. 2009. “It Takes a Village: A Test of the
Creative Class, Social Capital, and Human Capital Theories.” Urban Affairs Review
44:3 (January): 311-333.
Week 4
Clusters, Occupations, and Urban Development
Miller, Course Revision
Sept, ‘09
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• Porter, Michael E. 2000. “Location, Competition, and Economic Development: Local
Clusters in a Global Economy.” Economic Development Quarterly 14:1 (February):
15-34.
• Markusen, Ann, Gregory H. Wassall, Douglas DeNatala, and Randy Cohen. 2008.
“Defining the Creative Economy: Industry and Occupational Approaches.” Economic
Development Quarterly 22:1 (February): 24-45.
Supplementary Reading:
• Motoyama, Yasuyuki. 2008. “What Was New About the Cluster Theory? What
Could It Answer and What Could It Not Answer?” Economic Development Quarterly
22:4 (November): 353-363.
Week 5
Presentations: community demography (Profile #1)
Preparation for Profile #2
Part 2: Assessing a Community
Week 6
The Development Process
• Leigh and Blakely: chaps. 5, 13.
Supplementary Reading:
• Sands, Gary, and Laura A. Reese. 2008. “Cultivating the Creative Class: And What
About Nanaimo?” Economic Development Quarterly 22:1 (February): 8-23. [Tests
Richard Florida’s theory, with mixed results, using data on Canadian urban areas.]
Week 7
Analytical Techniques
• Leigh and Blakely: chap. 6.
• Montana, Jennifer Paige, and Boris Nenide. 2008. “The Evolution of Regional
Industry Clusters and Their Implications for Sustainable Economic Development: Two
Case Illustrations.” Economic Development Quarterly 22:4 (November): 290-302.
Supplementary Reading:
• Colgan, Charles S., and Colin Baker. 2003. “A Framework for Assessing Cluster
Development.” Economic Development Quarterly 17:4 (November): 352-366.
[Examines clusters using data for the state of Maine.]
• Allen, Jennifer H., and Thomas Potiowsky. 2008. “Portland’s Green Building Cluster:
Economic Trends and Impacts.” Economic Development Quarterly 22:4 (November):
303-315.
Week 8
GUESTS: Washtenaw County economic development professionals
Profile #2 (community economic characteristics) due the day before class
Miller, Course Revision
Sept, ‘09
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Part 3: Strategies and Plans
Week 9
Strategic Planning for Development
• Leigh and Blakely: chap. 7.
Physical Development Strategies
• Leigh and Blakely: chap. 8.
• Hollander, Justin B. 2010. “Moving Toward a Shrinking Cities Metric: Analyzing
Land Use Changes Associated with Depopulation in Flint, Michigan.” Cityscape: A
Journal of Policy Development and Research 12: 133-151. Available:
http://www.huduser.org/portal/periodicals/cityscpe/vol12num1/ch5.pdf
Supplementary Reading:
• Altshuler, Alan, and David Luberoff. 2003. Mega-projects: The Changing Politics of
Urban Public Investment. Washington: Brookings Institution Press.
• Bowman, Ann O’M., and Michael A. Pagano. 2004. Terra Incognita: Vacant Land
and Urban Strategies. Washington: Georgetown University Press.
Week 10
Business Development
• Leigh and Blakely: chap. 9.
• McFarland, Christina, and J. Katie McConnell. 2013. “Small Business Growth During
a Recession: Local Policy Implications.” Economic Development Quarterly 27:2
(May): 102-113.
• Reese, Laura A. 2014. “The Alchemy of Local Economic Development.” Economic
Development Quarterly 28:3 (August): 206-219.
Supplementary Reading:
• Hall, Jeremy L., and Christopher E. Bartels. 2014. “Management Practice Variation in
Tax Increment Financing Districts: An Empirical Examination of the Administrative
Theory of Performance.” Economic Development Quarterly 28:3 (August): 270-282.
• Sands, Gary, Laura A. Reese, and Heather L. Khan. 2006. “Implementing Tax
Abatements in Michigan: A Study of Best Practices.” Economic Development
Quarterly 20:1 (February): 44-58.
• Sanders, Heywood T. 2002. “Convention Myths and Markets: A Critical Review of
Convention Center Feasibility Studies.” Economic Development Quarterly 16:3
(August): 195-210.
• Hearn, James C., T. Austin Lacy, and Jarrett B. Warshaw. 2014. “State Research and
Development Tax Credits: The Historical Emergence of a Distinctive Policy
Instrument.” Economic Development Quarterly 28:2 (May): 166-181.
Week 11
Community Amenities and Quality of Life
• Leigh and Blakely: chap. 11.
• Wolf-Powers, Laura. 2010. “Community Benefits Agreements and Local
Government: A Review of Recent Evidence.” Journal of the American Planning
Association 76:2 (Spring): 141-159.
• Oh, Youngmin, In Won Lee, and Carrie Blanchard Bush. 2014. “The Role of
Dynamic social Capital on Economic Development Partnerships Within and Across
Communities.” Economic Development Quarterly 28:3: 230-243.
Miller, Course Revision
Sept, ‘09
Page 10 of 11
Supplementary Reading:
• Bruegmann, Robert. 2005. Sprawl: A Compact History. Chicago: University of
Chicago Press.
• von Hoffman, Alexander. 2003. House by House, Block by Block: The Rebirth of
America’s Urban Neighborhoods. New York: Oxford University Press.
• Graddy, Elizabeth, and Lili Wang. 2009. “Community Foundation Development and
Social Capital.” Nonprofit and Voluntary Sector Quarterly 38:3 (June): 392-412.
Week 12
Sustainability
• Folz, David H., and Jacqueline N. Giles. 2002. "Municipal Experience with ‘Pay-asYou-Throw’ Policies: Findings from a National Survey.” State and Local Government
Review 34:2 (Spring): 105-115.
• Hanna, Kevin S. 2005. "Planning for Sustainability: Experiences in Two Contrasting
Communities." Journal of the American Planning Association, 71:1 (Winter): 27-40.
• Lubell, Mark, Richard Feiock, and Susan Handy. 2009. "City Adoption of
Environmentally Sustainable Policies in California's Central Valley." Journal of the
American Planning Association 75:3 (Summer): 293-308.
Supplementary Reading:
• Portney, Kent. 2003. Taking Sustainable Cities Seriously: Economic Development, the
Environment, and Quality of Life in American Cities. Cambridge, MA: MIT Press.
• U.S. Green Building Council. This site has information about LEED certification and
similar development initiatives.
Week 13
Presenting and Implementing a Plan
• Leigh and Blakely: chap. 12.
Week 14
Presentations: draft reports
Week 15
Final planning report due at the start of the final examination period
Miller, Course Revision
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