FCS 3420 Housing Policy 3 credit class
Class meets 3 hours per week
Pauline Zvonkovic
Phone: 801-928-8877 cell
Email: BookReader54@comcast.net
(office hours by appointment, M-Th, Anytime Friday or on weekends)
Course description. 3420 Housing Policy and Issues
This course examines the history of housing policy in the US and examines national and local programs that enhance affordability;
economic and demographic trends that predict the future of housing; social and psychological aspects of housing that promote wellbeing, and design ideas that make housing and neighborhoods safe, attractive, healthy and convenient. Students will be expected to
read class materials to prepare for each class. Books, movies and presentations by local housing experts will be used to emphasize
how housing impacts everyone. Class discussions and other experiences enrich the understanding of housing challenges. The course
is relevant to renters and home owners, planners and advocates, government officials, and residential designers, builders, and
financiers.
Teaching and learning methods. This course includes presentations by experts in the field, hands on experiences with a housing
tour, media exercises and explorations, writing of varied lengths and forms, including writing that benefits from feedback and special
presentations; lecture, discussion, videos, writing reflection exercises are designed to build an understanding of housing policy through
the course. By the third week all readings for the class are expected to be completed prior to discussion. See me if you have
difficulty with this requirement.
Course Materials
Books:
From Tenements to the Taylor Homes; In Search of an Urban Housing Policy in Twentieth Century America, edited by John F.
Bauman, Roger Biles and Kristin M. Szylvian, ISBN 978-0-271-02013-6, Published 2000 The Pennsylvania State University Press
Housing Policy in the United States by Alex F. Schwartz ISBN 13:978-0415-80234-5, also available as an e book,
Week Date Topics and readings
1
Housing Policy – why does housing matter?
discussion
Why Housing Matters” Millennial Housing Commission (2002)
http://govinfo.library.unt.edu/mhc/MHCReport.pdf
pp 10-13,84-86
Home and Housing the History of US Housing Policy
Bauman, et.al From Tenements to Taylor Homes
Part 1: The Roots of Federal Housing Policy
Chapter 1. From Better Dwellings to Better Neighborhoods: The Rise and Fall of the First National
Housing Movement by Robert B. Fairbanks
Chapter 2. The Garden City and Planned Industrial Suburbs: Housing and Planning on the Eve of
World War 1 by John S. Garner
Chapter 3 No Idea of Doing Anything Wonderful” The Labor-Crisis Origins of National Housing Policy
and the Reconstruction of the Working Class Community, 1917-1919 by Eric J Karolak
1
2
Housing Policy and the Beginnings of Suburbia
Bauman, et.al
Chapter 4. Shaping Housing and Enhancing Consumption: Hoover’s Interwar Housing Policy by
Janet Hutchison
Chapter 5. The Federal Government and Housing During the Great Depression by Gail Radford
Chapter 6. The Federal Housing Program During World War II by Kristin M. Szylvian
Paper 1. Ideal home reflection paper, due Class 4 . Class discussion. Prepare a five (5) page paper
on your ideal house/home. Where would it be, what size, design, and neighborhood. Provide what it
would costs in relationship with your earnings; include an estimate on taxes, insurance, and other
maintenance costs. How far will it be from where you work? How long would you expect to live in the
house? Provide any specific elements or design features you think are important for your well being.
3
Cities and Suburbs
Bauman et. al
Federal Housing Policy in Postwar America
Film
Chapter 7. Public Housing and the Postwar Urban Renaissance 1949-1973 by Roger Biles
Chapter 8. The Other “Subsidized Housing” Federal Aid to Suburbanization, 1940
Chapter 11. Planned Destruction: The Interstates and Central City Housing by Raymond A Mohl
National Low Income Housing Coalition 2011 Advocates Guide:
http://www.nlihc.org/template/page.cfm?id=274,
read the following program descriptions
• Federal Housing Administration pp 85-86
4
Public Housing
Paper 1 DUE
Bauman et. al
Chapter 9. Why They Built Pruitt-Igoe by Alexander von Hoffman
Chapter 10 Choosing Segregation: Federal Housing Policy Between Shelly and Brown by Arnold R.
Hirsh
Chapter 12. Jimmy Carter, Patricia Roberts Harris and Housing Policy in the Age of Limits by John F.
Bauman
Film
2
5
Beginnings of Today - Understanding Where We Are
Schwartz, Housing Policy in the United States
1. Introduction
2. Trends, Patterns, Problems
3. Housing Finance
Guest Speaker
6
Paper 1 Return
Affordability in Housing
Schwartz,
4. Taxes and Housing
5. The Low-Income Housing Tax Credit
Guest Speaker
Paper 2 due Class 8
“The most interesting research on housing policy I could find. “
Find a topic you are interested in and dig deeper by finding some respectable academic research on
the issue (a journal article, such as one from Housing Policy Debate or Cityscape (www.HUD.GOV)
both available on line). Expect to do some searching. Write a five (5) page paper summarizing what
you learned but also arguing for why you believe the information should be included in a class
discussion on Housing. Plus, provide a one page memo or power point slide presentation (no less
than 6 slides) to show how you would share this information with a class (but a presentation is not
required). If you need further information on this requirement see me.
7
More on Affordability
Schwartz,
6. Public Housing
7. Privately Owned Rental Housing Built with Federal Subsidy
8. Vouchers
TEST 1
8
Building Affordable Housing
Guest Speakers
9. State and Local Housing Policy and the Nonprofit Sector
10. Housing for People with Special Needs
3
Return Test, Q and A, Return Paper 2
Discussion of Final Paper:
Paper/presentation 3: From knowledge to application in housing policy (10 pages written for
an academic audience, if solo; longer–but not necessarily double-- if by a team.)
“Housing Policy of your choice”
9
See rest of the syllabus for additional information
Housing for Special Populations - Homelessness
The State of Utah’s 10 Year Plan to End Homelessness
http://housingworks.utah.gov/publication_research/documents/2011HomelessReportFinal.pdf
www.endhomelessness.org/files/599_file_StateOfUtah.pdf - only scan
Million Dollard Murray – Malcolm Gladwell (reading for 2/29)
http://www.gladwell.com/2006/2006_02_13_a_murray.html
Special Needs Populations
Tour the website for National Public Radio’s Housing Series.
http://www.npr.org/news/specials/housingfirst/whoneeds/index.html
NPR Housing First Series
http://www.npr.org/news/specials/housingfirst/narratives/index.html
Read the pages on the topics covered in the series. These are:
• Women and Children Fleeing Abuse
• Recovering Substance Abusers
• Ex-Offenders
• Youth Leaving Foster care
• Homeless People
• People with Mental Illness
• People with Mental Retardation
• People with Physical Disabilities
Guest Speaker (possible)
10
Spring break
11
Fair Housing
Schwartz
11. Fair Housing and Community Reinvestment
12. Homeownership and Income Integration
These are very short articles, approximately 2 pages each..
http://portal.hud.gov/hudportal/HUD?src=/program_offices/fair_housing_equal_opp/FHLaws/yourrights
http://portal.hud.gov/hudportal/documents/huddoc?id=DOC_12146.pdf
Supportive Housing: the Most Effective and Integrated Housing for People with Mental Disabilities –
Judge David L. Center for mental health Law
4
http://www.policyarchive.org/handle/10207/bitstreams/17631.pdf
The State of Housing in American in the 21st Century: A Disability perspective, National Council on
Disability, January 19, 2010
http://www.ncd.gov/publications/2010/Jan192010
pp 27-34, 89-123
12
Guest Speaker
Foreclosure Crisis
Episode 418:
TOXIE TRANSCRIPT
http://www.thisamericanlife.org/radio-archives/episode/418/transcript
This American Life:
Episode: 355: THE GIANT POOL OF MONEY (acts 1 – 2)
Originally aired 05.09.2008
http://www.thisamericanlife.org/radio-archives/episode/355/the-giant-pool-of-money
http://www.thisamericanlife.org/radio-archives/episode/355/the-giant-pool-of-money?act=2
Film
Students MAY provide a draft or outline of their Final Paper for review, feedback provided by
Class 13
13
Sustainability and Housing, the connection.
Sustainable housing and communities
A Citizen’s Guide to LEED for Neighborhood Development
PP 4-16
http://www.nrdc.org/cities/smartgrowth/files/citizens_guide_LEED-ND.pdf
Envision Utah’s Wasatch Choice for 2040
http://www.envisionutah.org/Wasatch%20Choices%202040%20Report_Complete.pdf
Housing: Affordability Index discussion
Go to the Housing and Affordability Transit index
http://htaindex.cnt.org/
Place information on where you live/ or a place you wish to live/ into the index. Bring
information on what you discovered to class
14
Housing Site Visit (site to be determined)
15
Going Green – what does it mean for today and tomorrow
Penny Wise Pound Fuelish CNT March 2010
http://www.cnt.org/repository/pwpf.pdf
Recap of class discussions and review.
5
16
Class housing conference day. Presentations & Paper 3. due
TEST – Final
Course Objectives:
-develop an understanding of the importance of housing from psychological, cultural, community, and financial viewpoints
-develop critical thinking in the context of societal myths and facts about housing and housing policies
-connect individual housing choices to societal consequences
-appreciate the ways that housing policies differ across the income/wealth continuum.
-understand housing policy challenges across the lifespan
-build familiarity with housing policy issues through a series of critical reflections across the semester
-become familiar with the major housing policies for affordability, why they are needed, and how well they work
- become acquainted with some current housing needs and policies
-becoming familiar with web based research sites will enable you to make good consumer or job-related housing decisions for life.
Course Objectives specific to Communication/Writing:
-understand how housing advocates use research and writing to develop effective public messages about housing policy
-develop an ability to speak and/or write critically about housing issues, especially in controversial areas where there are multiple
“sides” of an issue (e.g., structural vs. personal causes of homelessness; affordable housing shortages as a function of too little or too
much government action).
-practice applying housing communication research in your own writing to enable specific audiences (e.g., lay persons, city council
members) to understand and/or apply specific housing policy
-communicate your understanding of housing policies in multiple formats (e.g., powerpoint, paper, video, oral presentation)
- revise your written work, based on feedback from both the professor and peers
- receive direct instruction on writing and communication.
Evaluation methods.
Tests are non-cumulative and cover readings, lecture and presentations. Test format may include short answers and essays. Class
attendance is highly recommended to do well on tests and papers.
Written assignments are to be typed, submitted in hard copy on time. They can be double sided, 1.5 spacing
15% = Test 1
15% = Test 2
(A take home test may be offered as one or more exam options.) I do not intend to offer make-up exams.
20% = Paper 1
20% = Paper 2.
25% = Final Paper and presentation- 10 pages to an academic audience plus your choice of a media project to a real world audience).
5% = class participation and field trip
Grading scale. Papers are graded on a 1-10 scale, proportional to 100 pts. Tests are on the 0-100 scale (Note: 93% = 9.3)
93% = A
90-92.9 = A87-89.9 = B+
83-86.9 = B
80-82.9 = B77-79.9 = C+
73-76.9 = C
70-72.9 = C67-69.9 = D+
63-66.9 = D
60-62.9 = D- < 60
6
Late/Missing policy for all papers & assignments: Late papers will be accepted but lose 10% each late day. Papers over 7
days late will not be accepted. Make-up tests are generally not given unless a written Doctor’s note is provided and
notification on the absence is given ahead of time.
Paper 1. “Your Ideal Home”
Paper 2. “The most interesting research on housing policy I could find. “
Find a topic you are interested in and dig deeper by finding some respectable academic research on the issue (a journal article, such
as one from Housing Policy Debate or Cityscape, both available on line). Expect to do some searching. I want a 3 page paper
summarizing what you learned but also arguing for why you believe the information should be included in a class discussion on
Housing. Plus, provide a one page memo or slides (no less than 6) to show how you would share this information with a class (but a
presentation is not required).
Paper/presentation 3: From knowledge to application in housing policy (10 pages written for an academic audience, if solo;
longer–but not necessarily double-- if by a team.)
“Housing Policy of your choice”
Pick a housing policy of your choice and find at least three (3) good scholarly research sources on it (3 articles or chapters; if you are
not sure if they are good enough, check with me. Do NOT use Wikipedia. Good sources include: Joint Center for Housing Studies of
Harvard University; HUD PD&R Cityscape; Housing Research.Org; Policy Debate, Urban Studies, City and Community, Journal of the
American Planning Association, among other professional peer reviewed publications. (Ask me if you are in doubt about the quality of
resources). Describe the need for the policy and its pros and cons. Provide some original research on this (research can include
looking up census data on the web, or interviewing people living in this type of housing or asking people whether they would consider
this type of housing, or taking pictures to evaluate design issues, or providing a more extensive review of scholarly literature, or
conducting a newspaper article analysis of the topic, for example).
The format of the paper and presentation can take many forms, but should emphasize using research for some useful purpose. When
you decide upon the useful purpose, you can think about communicating to at least two audiences. One audience is the class and a
faculty member. You will want to demonstrate that you have achieved breadth and depth of knowledge about at least one housing
policy, that you have considered pros and cons, and that you have critically evaluated the quality of the research behind the policy.
The second audience is one that could use your research for decision making, but who might have different standards for
persuasiveness and evaluation.
For example your report could include an application section that
-is a television script of a debate between advocates of two different positions on a controversial policy.
-is a briefing memo to the Mayor, City Council, a Senator or Congressman or the Governor about a particular policy or housing
need (expiring affordable housing programs; housing trust fund appropriations; siting of controversial land uses such as multifamily
housing developments.)
-is an educational module for this class on a new subject or an old subject covered in a different way
-is an educational module for non-traditional students (immigrants, single head of households, senior citizens, home builders).
-a PowerPoint to show community councils how affordable housing, visitable housing, or more compact housing can become
acceptable to a community.
-an editorial or opinion paper written for the newspaper, backed up by a longer analysis.
-a letter to a senior citizen group about the pros and cons of aging in place and reverse mortgages.
-a study proposal of housing issues you hope to have funded by a research organization.
Working in teams – You may develop your final paper and presentation in a team. If you do so, a portion of the final
presentation must be made by all participants. The paper will need to reflect the work of all participants as well.
Course Policies
7
1. ADA. The University of Utah seeks to provide equal access to its programs, services and activities for people with
disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for
Disability Services, 162 Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make
arrangements for accommodations. Please contact me within the first two weeks of the semester to alert me to ADA
needs.
2. Missing classes. If you miss a class, it is your responsibility to find out what material was covered. I will not be posting my lecture
notes on a web site nor will I make copies of my notes for students. You are welcome to meet with me during my office hours or at
another pre-arranged time to talk about what was covered in class on a day you missed. Alternatively, if you know that you will miss a
class, you might make arrangements to get a copy of another student’s notes.
3. Personal beliefs. It is the student’s obligation, before the last day to drop courses without penalty, when course requirements
conflict with the student’s sincerely-held core beliefs. If there is such a conflict, the student should consider dropping the class. A
student who finds this solution impractical may request a context accommodation from the instructor. This request must be made to
the instructor in writing, and the student must deliver a copy of the request to the office of the department chair. The student’s request
must articulate the burden the requirement would place on the student’s beliefs. The instructor will respond to the request in writing
within two school days of receiving it. Please see: http://www.admin.utah.edu/facdev/accommodations-policy.pdf for further details.
4. Plagiarism. The University of Utah Student Handbook provides the following definition of plagiarism:
“Plagiarism” means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own
work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as
one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or
content of expression.
Any plagiarized assignment in class will automatically receive a score of zero.
5. Final papers & tests. Students’ tests and papers will be kept for two months after the end of the semester in the instructor’s office.
After that time, they will be destroyed.
8