SAN JOSÉ STATE UNIVERSITY
URBAN AND REGIONAL PLANNING DEPARTMENT
URBP 280: CLEAN CREEKS, HEALTHY COMMUNITIES
FALL 2011
Instructors:
Office location:
Telephone:
Email:
Office hours:
Hilary Nixon & Justin Meek
WSQ 218A (Hilary); WSQ 218B (Justin)
408 924-5852 (Hilary)
hilary.nixon@sjsu.edu; justin.meek@gmail.com
Wednesdays & Thursdays, 9-11:30 a.m. (Hilary);
Class days/time:
Fridays, 2-5 p.m.
Classroom:
Prerequisites:
TBA
None
Course Catalog Description:
In-depth examination of selected planning research topics introduced in core seminars for the Master
of Urban Planning degree, such as the social and environmental impacts of planning policies.
Course Description and Student Learning Objectives:
The City of San Jose’s Environmental Services Department recently received a grant from the
Environmental Protection Agency to address environmental concerns along a segment of Coyote Creek
in San Jose. Despite being a beautiful waterway, Coyote Creek is trash-impaired (meaning trash is
significantly damaging the creek as a healthy habitat for fish and wildlife). The creek project area is
notably polluted by homeless encampments and illegal dumping. As part of the larger grant project,
students from SJSU’s Master of Urban Planning program will conduct surveys of residents living
approximately ½ mile from the creek regarding current knowledge and involvement with the creek
(e.g., recreation), as well as environmental attitudes and behaviors relevant to the project (e.g.,
awareness of how behaviors such as littering impacts the creek).
Upon successful completion of the course, students will be able to:
1. Conduct a door-to-door survey of residents in a diverse community.
2. Identify how specific behaviors influence environmental quality related to a waterway.
3. Perform summary statistical analysis of survey data.
4. Use GIS to map and analyze survey and Census data.
5. Communicate findings of research to stakeholders (both orally and in written form).
6. Understand the relationship between land use and environmental impacts.
San José State University
Urban and Regional Planning Department
page 1 of 6
Planning Accreditation Board (PAB) Knowledge Components
This course partially covers the following PAB Knowledge Components: 4.2.3.(a, b, c, d, e, f, i). A
complete list of the PAB Knowledge Components can be found at
http://www.sjsu.edu/urbanplanning/courses/pabknowledge.htm.
Required Course Readings:
TBD.
Course Assignments and Grading Policy:
Your grade for the course will be based primarily on the following assignments:
Assignment Title
Demographic description (Census data)
Summary survey findings (e.g., tables, charts)
Draft survey report and presentation
Final survey report and presentation
Percent of Total Grade
25%
25%
25%
25%
Other grading/assignment issues
The instructors understand that grades are important to students on both a personal and professional
level. They are a measure of your achievements in class and your progress towards meeting the course
learning objectives. We also understand that there tends to be a great deal of “grade anxiety” in a
university setting. The best way that we can help students with these matters is to be as clear as
possible about grading criteria and weightings in this syllabus, so that you can plan accordingly. Please
understand that we are very thoughtful, careful, thorough and fair grader of student assignments and it
is a responsibility that we do not take lightly. You are encouraged to review your graded assignments
with us at any time to discuss my comments and suggestions for improvement.
High grades must be earned and all grades reflect our estimation of a student’s effort—just as our
efforts in a professional work environment are judged accordingly and considered by supervisors for
promotions and pay raises. For example, we reserve a grade of “A” only for exceptional work, as a way
of honoring students who go “above and beyond” when completing course assignments. After all, the
strict definition of an “A” grade is “exceptional” - not “average” or even “above average”.
Below are the grading criteria for this course.
Grades
A-, A and A+
Criteria and Interpretation
For assignments that clearly demonstrate excellence, workplace-quality
professional presentation and obvious dedication to meeting course learning
objectives, we reserve grades of A- and A. We very rarely issue an A+ grade
unless student work exceeds our expectations on any and all levels. Put
another way, you should not expect to receive an “automatic A” simply by
completing assignments; these grades are set aside for students who go the
extra mile. If you receive a grade in the A’s, it is our way of indicating that we
are aware and proud of your extra effort. In instances where the work
product is not of exceptional quality but the student has clearly demonstrated
commitment in terms of extra time spent and/or seeking help with the
assignment, earning a grade of A- is a strong possibility.
San José State University
Urban and Regional Planning Department
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B-, B and B+
C-, C and C+
D and F
Zero
If work is above average in quality, thoroughness and presentation, the
instructors tend to issue a grade of B-, B or B+. We interpret these grades to
mean “much better than ‘just good’”; in such instances the student has
demonstrated more of a commitment to quality work than an assignment
graded with a C. If you receive a grade in the B’s, you can be assured that
your work was of very good quality and that we are pleased with your
progress.
If student work is sufficient and acceptable, the instructors will issue a
grade of C or C+ because these grades are reserved for work of average
quality. The instructors do not view a C or C+ as a terrible grade; it is an
acknowledgment of average and acceptable effort, but that you could have
done better.
The instructors certainly hope not to issue any such grades this semester, but
will do so for student work that is sub-par on all levels (D’s) or
demonstrates the barest of minimal effort (F).
For assignments that are not submitted on the due dates listed in this syllabus
and/or assignments which do not adhere to the late-submission policy
described herein.
Grades on student work will be assigned as follows:
A+
98-100
A
94-97
A90-93
B+
88-89
B
84-87
B80-83
C+
78-79
C
74-77
C70-73
D+
68-69
D
64-67
D60-63
F
below 60
Grading Criteria - Oral Presentations
The criteria below describe the main attributes of A, B and C presentations and will be applied to your
individual presentation for your final project. It is not anticipated that grades of D or F will be given.
A: Cohesive, avoids jargon, accurate, professionally presented, entertaining, demonstrates
exceptional organization
B: Cohesive, some jargon, accurate, reasonably professional presentation, demonstrates
reasonable organization
C: Not cohesive, jargon in speech, accuracy questionable, boring, disorganized
(The preceding two sections of this syllabus were adapted in part from Dr. Julia Rodriguez-Curry’s
handout on “Grading Criteria,” San José State University, Mexican-American Studies Department,
2003.)
Academic integrity statement, plagiarism, and citing sources properly
SJSU’s Policy on Academic Integrity states: "Your own commitment to learning, as evidenced by your
enrollment at San Jose State University, and the University's Academic Integrity Policy requires you to
be honest in all your academic course work. Faculty members are required to report all infractions to
the Office of Student Conduct and Ethical Development" (Academic Senate Policy S07-2). The policy
on academic integrity can be found at http://www.sjsu.edu/senate/S07-2.htm.
San José State University
Urban and Regional Planning Department
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Plagiarism is the use of someone else's language, images, data, or ideas without proper attribution. It is a
very serious offense both in the university and in your professional work. In essence, plagiarism is both
theft and lying: you have stolen someone else's ideas, and then lied by implying that they are your own.
Plagiarism will lead to grade penalties and a record filed with the
Office of Student Conduct and Ethical Development. In severe
cases, students may also fail the course or even be expelled from
the university.
If you are unsure what constitutes plagiarism, it is your
responsibility to make sure you clarify the issues before you hand
in draft or final work.
Learning when to cite a source and when not to is an art, not a science. However, here are some
examples of plagiarism that you should be careful to avoid:




If you use a sentence (or even part of a sentence) that someone else wrote and don't reference
the source, you have committed plagiarism.
If you paraphrase somebody else's theory or idea and don't reference the source, you have
committed plagiarism.
If you use a picture or table from a webpage or book and don't reference the source, you have
committed plagiarism.
If your work incorporates data someone else has collected and you don't reference the source,
you have committed plagiarism.
The University of Indiana has developed a very helpful website with concrete examples about proper
paraphrasing and quotation. See in particular the following pages:

Overview of plagiarism at http://www.indiana.edu/~istd/overview.html

Examples of plagiarism at http://www.indiana.edu/~istd/examples.html

Plagiarism quiz at http://www.indiana.edu/~istd/test.html
If you still have questions, feel free to talk to me personally. There is nothing wrong with asking for
help, whereas even unintentional plagiarism is a serious offense.
Citation style
It is important to properly cite any references you use in your assignments. The Department of Urban
and Regional Planning uses Kate Turabian's "A Manual for Writers of Research Papers, Theses, and
Dissertations, 7th edition" (University of Chicago Press, 2007, ISBN-10: 0-226-82336-9). Copies are
available in the SJSU King Library. Additionally, the book is relatively inexpensive, and you may wish to
purchase a copy. Please note that Turabian's book describes two systems for referencing materials: (1)
“notes” (footnotes or endnotes), plus a corresponding bibliography, and (2) in-text parenthetical
references, plus a corresponding reference list.
Accommodation for Disabilities
If you need course adaptations or accommodations because of a disability, or if you need to make
special arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with
San José State University
Urban and Regional Planning Department
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disabilities requesting accommodations must register with the DRC (Disability Resource Center) to
establish a record of their disability.
URBP 280: CLEAN CREEKS, HEALTHY COMMUNITIES
FALL 2011
TENTATIVE COURSE SCHEDULE
Date
Aug.
26
Sept.
2
Sept.
9
Sept.
16
Sept.
23
Topic
No class
Reading
Class
introduction,
Guests from
ESD
U.S. Environmental Protection Agency (2011). “Clean Creeks, Healthy Communities Project.
from: http://www.epa.gov/region9/mediacenter/cleancreeks/SFBWQIF_SanJose.pdf
U.S. Environmental Protection Agency (2011). “Clean Creeks, Healthy Communities Program
Available from: http://www.epa.gov/region9/mediacenter/cleancreeks/program-snapshot.p
Walking tour
Arnstein, S.R. (1969). “A Ladder of Citizen Participation.” Journal of the American Institute of Pla
of project site 216-224.
Neighborhood Rea, Louis M. Designing and Conducting Survey Research: A Comprehensive Guide. San Francisco: Jos
demographics 2005. Part One: Developing and Administering Questionnaires.
Survey
administration
Sept.
30
Conduct
surveys *
Oct.
7
Oct.
14
Oct.
21
Oct.
28
Conduct
surveys *
Conduct
surveys *
Conduct
surveys *
Survey
analysis *
Nov. Survey
4
analysis
New York Times (2011). “Connecting the Dots: Interpreting U.S. Census Data” (Activity and
available at: http://learning.blogs.nytimes.com/2011/01/03/connecting-the-dots-interpreting
data/)
Fink, Arlene (2009). How to Conduct Surveys: A Step-By-Step Guide. (Los Angeles: SAGE). Chapt
Survey Forms: Questions, Scales, and Appearance) and Chapter 3 (Getting It Together: Some
Concerns).
NOAA (2007). Introduction to Survey Design & Delivery. Electronic access available through SJSU
(http://library.sjsu.edu/sjsu/stat_govpub.htm?id=40529149&path=http://purl.fdlp.gov/GP
No assigned readings – field research
No assigned readings – field research
No assigned readings – field research
No assigned readings – field research
Fink, Arlene (2009). How to Conduct Surveys: A Step-By-Step Guide. (Los Angeles: SAGE). Chapt
(Analyzing and Organizing Data from Surveys) and Chapter 7 (Presenting the Survey Results)
Rea, Louis M. Designing and Conducting Survey Research: A Comprehensive Guide. San Francisco: Jos
2005. Part Three: Presenting and Analyzing Survey Results.
(cont. from Oct. 28)
Fink, Arlene (2009). How to Conduct Surveys: A Step-By-Step Guide. (Los Angeles: SAGE). Chapt
(Analyzing and Organizing Data from Surveys) and Chapter 7 (Presenting the Survey Results)
San José State University
Urban and Regional Planning Department
page 5 of 6
Nov. Report
11
production &
presentation
preparation
Nov. Report
18
production &
presentation
preparation *
Nov.
25
Dec.
2
Dec.
9
Dec.
16
Thanksgiving
– no class
Report
production &
presentation
preparation
Rea, Louis M. Designing and Conducting Survey Research: A Comprehensive Guide. San Francisco: Jos
2005. Part Three: Presenting and Analyzing Survey Results.
Fink, Arlene (2009). How to Conduct Surveys: A Step-By-Step Guide. (Los Angeles: SAGE). Chapt
7 (Presenting the Survey Results).
Hairston, Maxine et al. "Chapter 19: What Is Document Design?" In The Scott, Foresman H
Writers, 6th ed. New York: Longman, 2002 (pp. 330-345).
Tufte, Edward R. “Chapter 2: Graphical Integrity” & “Chapter 4: Data-Ink and Graphical Re
The Visual Display of Quantitative Information, 2nd ed. Cheshire, CT: Graphics Press, 2001
91-105).
Zelazny, Gene. Excerpts. In Say It With Charts: The Executive's Guide to Visual Communic
ed. New York: McGraw-Hill, 2001 (pp. 9-27).
Zelazny, Gene. Excerpts from Say It with Presentations: How to Design and Deliver Successful Business
New York: McGraw-Hill, 2006 (pp. 1-23).
Tierney, Elizabeth. “Practicing and Planning.” In How to Make Effective Presentations. Thousand
Sage Publications, 1996 (pp. 96-101).
No assigned readings
Draft
Presentation
Final
No assigned readings
Presentation,
City Hall
* No class meeting is scheduled for this week. Class work will involve administering the survey
questionnaire in the field or working independently.
San José State University
Urban and Regional Planning Department
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