Lecture Section: 2:30 - 4:25 PM Tue, Thur (01/22 - 05/10/2013), HHH 25
We will meet at HHH 85 for three lab sessions.
Instructor:
Office Hour:
Jason Cao, cao@umn.edu
, 5-5671, 295G (the best way to reach me is by email)
4:30 – 5:30 PM Tue and by appointment
Please see me if you have a problem with some aspects of the course. Keep in mind that office hours are not only a time to address problems. I’d happy to talk with you about your areas of interest, help brainstorm your final project, etc.
Assistants: Jessica Schoner,
Joe Chen, schon082@umn.edu
chenx940@umn.edu
Refer to Moodle site for their office hours.
Pick up a newspaper or watch the news and you're likely to find a story about transportation problems, most notably sprawl and congestion, and the multitude of problems that come with them – economic inefficiency, climate change, air pollution, oil dependency, social inequity, safety concerns, etc.
Although most people agree on the problems, few agree on the solutions.
Policy makers and planners have proposed and implemented various land use and transportation policies, such as freeway expansion, urban growth management, rail investments, and value pricing.
These policies would impact both transportation and land use because the latter two are inextricably linked. The construction of a new facility, such as a freeway or a light rail line, is likely to influence the nature and location of new development in the corridor. The new development is likely to affect travel patterns of residents in the area, which may in turn demand new transportation investments over time. Therefore, an understanding of land use-transportation interactions is critical to the solution of transportation and its related problems confronting large metropolitan areas.
This course will cover key theories and practices, traditional and emerging policy instruments, and techniques for planning. My goal is to introduce students to the essential concepts, influential thinkers, and important debates associated with the land use-transportation connection as a foundation for both professional and academic work in the field of urban and transportation planning. By the end of the course, students will be able to learn

Urban transportation planning process;

The theories and empirical evidence on land use and transportation interactions;

Land use and transportation policy instruments and their integration.
Further, this course aims to promote team work through group assignments. This course also trains students to deliver their ideas through written and oral communication. The discussion will encourage students to become an independent and deliberate thinker. All are essential for successful planners.
The course involves a variety of learning activities. The Tuesday meeting will primarily be in an overall lecture . During this time, there will be some guest speakers and labs.
Thursday’s meeting
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consists of discussions and guest lectures . The class will be split into two discussion groups. Each group will be supervised by either the instructor or a teaching assistant. Each of the group discussions will be led by a student assigned to that role for that given day. The student leader will conduct a literature search, prepare materials in advance for the discussion, and report on the materials in an introductory presentation. The presentation should conclude with a list of questions and issues for discussion. The student leader will then lead the discussion in a manner that maximizes participation by all members of the discussion group. Guest lectures are given mostly by planners in practice. The lectures are practical extensions of Tuesday meetings.
Research shows that students learn more and remember what they learn much longer when they are active participants in the learning process. Be ready to participate in group discussions, think-pairshare, jigsaw, and so on. The goal of these strategies is to facilitate your learning through engagement.
Many students find speaking in front of a group quite stressful, especially as a non-volunteer. The best way to overcome the anxiety of public speaking is to come prepared and to participate regularly. You should participate in classroom discussions. If you tend to be quiet during class, you should push yourself to raise your hand and join the discussion. If you are a regular participant , you should limit the frequency of your comments to allow others to participate. Some of you may be more likely to volunteer a comment when there are fewer hands raised or when there is a gap in the discussion. Some of you will have an answer ready almost immediately; some of you will take more time to formulate your thinking and get ready to speak. I will try to provide an opportunity for everyone to participate. In calling on students who raise their hands, I will usually call first on students who participate less often.
When the only raised hands I see are from frequent participants, I will often wait for others to be ready to join the discussion, or call on a non-volunteer.
In class, I will call upon both non-volunteers and volunteers each day, so come prepared. If I call on you, I expect you to make a good effort to answer them. If you do not know, you may simply say so and I will either rephrase my question, or invite another student to assist us. And you don't have to be absolutely certain about an answer to contribute to the discussion. Often the best learning in class will occur from discovering how to think through a question to get to an answer or walking through the steps that led to a wrong answer.
I strongly encourage you to ask questions. Framing questions is part of the learning process. Some questions I will answer right away, because it is important to clear up a confusing point that is critical to our topic. Some questions are ones to which I will be unable to give a clear answer immediately, without creating more confusion. I will think about them and answer in the next class or by email.
The textbooks for the class are
Levinson, D. and Krizek, K. (2008). Planning for Place and Plexus: Metropolitan Land Use and
Transport . Routledge. [Required]
Hanson, S. and Giuliano, G. (2004). The Geography of Urban Transportation , Third Edition. New
York: the Guilford Press. [Optional]
Shoup, D (2005).The High Cost of Free Parking. Chicago: Planners Press. [Optional]
Calthorpe, P. and Fulton, W. (2001). The Regional City: Planning for the End of Sprawl. Washington,
DC: Island Press. [Optional]
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All books are available at Wilson Library Reserve. Other readings will be available on course Moodle site. Background information for discussion will be provided by your fellow classmates.
Readings are critical to success in this course and it will be important to keep up to date. Assigned readings for classes are expected to be done in advance of the class. Students are welcome to participate in the discussion. To do this intelligently requires familiarity with the readings.
Students will lead an individual discussion, complete three individual assignments and three group assignments. Go to Humphrey School course drive (T:) for detailed descriptions of these assignments.
For group assignments, although only one submission is required for a group, all members are responsible for the late assignment. For late assignments, the penalty is 20% of the assignment grade per day (ranging from 1 second to 24 hours). If you wish to dispute the grade of an assignment, you must do so IN WRITING within one week after the assignment has been returned. You must include a specific rationale for why your assignment deserves a higher grade. "I think I deserve a better grade" does NOT constitute a rationale.
Attendance is required . You will get a 2-point penalty per 55-minute absence if you miss more than four 55-minute lectures (except for legitimate, documented excuses such as doctor’s notes). We will follow university policy regarding influenza. You will get 60% of participation scores by meeting attendance requirements.
Grades will be based on the following:
Homework 1 (individual)
Homework 2 (individual)
Homework 3 (group)
Homework 4 (individual)
5%
10%
10%
10%
Homework 5 (group)
Project (group)
Discussion (individual)
Group member evaluation
Participation
5%
25%
15%
10%
10%
When you have questions on the assignments, please send me and/or TAs an email, stop by during office hours, or make an appointment. Direct all GIS-related questions to TAs.
Academic Dishonesty : Students are expected to do their own assigned work. If it is determined that a student has engaged in any form of Academic Dishonesty, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.
See http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html
.
Diversity and Collegiality : This course draws students from a variety of disciplines. This diversity of academic experience, assumptions regarding learning, and ways of approaching problems is one of the most enriching aspects of the course. In addition, every class is influenced by the fact that students
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come from widely diverse ethnic and cultural backgrounds and hold different values. Because a key to optimal learning and successful teaching is to hear, analyze, and draw from a diversity of views, the instructors expect collegial and respectful dialogue across disciplinary, cultural, and personal boundaries.
Student Conduct : Instructors are responsible for maintaining order and a positive learning environment in the classroom. Students whose behavior is disruptive either to the instructor or to other students will be asked to leave. Students whose behavior suggests the need for counseling or other assistance may be referred to their college office or University Counseling and Consulting Services.
Students whose behavior may violate the University Student Conduct Code may be referred to the
Office of Student Judicial Affairs.
Sexual Harassment : University policy prohibits sexual harassment as defined in the University Policy
Statement (http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html) adopted on
December 11, 1998. Complaints about sexual harassment should be reported to the University Office of Equal Opportunity, 419 Morrill.
Accommodations for Students with Disabilities : Participants with special needs should talk to the instructors by the end of the second week to gain maximum access to course information. All discussions will remain confidential. University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact
Disability Services and their instructors to discuss their individual needs for accommodations.
Disability Services is located in Suite180 McNamara Alumni Center, 200 Oak Street. Staff can be reached at http://ds.umn.edu or by calling 612/626-1333 (voice or TTY).
Student Mental Health : As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via http://www.mentalhealth.umn.edu/
: Some sections of this syllabus were borrowed from Dr. Susan Handy.
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Schedule may change due to potential conflicts of guest speakers. Refer to Moodle site for updates and readings .
Week Tuesday Thursday
1: 1.22-26 Introduction Accessibility and disadvantaged populations
2: 1.27-2.2 Travel behavior and land use
Travelers’ adaptation Complete Street (Julie
3: 2.3-9
4: 2.10-16
5: 2.17-23
GIS lab
Transportation planning process + GIS lab
Program evaluation
Transportation planning process
Land use forecast
(Todd Graham)
Discussion
Skallman, MnDOT)
Transportation planning process
Travel demand forecast (Mark
Filipi, Met Council)
ADAM lab
6: 2.24-3.2 Parking policy
7: 3.3-9
8: 3.10-16
Location choice
Transportation investments and land use
9: 3.24-3:30 Transportation finance
Discussion
Discussion
Discussion
Discussion
Discussion
Parking project description
(Loren Gordon, Minnetonka)
Market analysis (Mark Lynch,
Best Buy)
Central Corridor Development
Strategy (Donna Drummond,
St. Paul)
Value capturing (David
Levinson)
Car-sharing (Frank Douma) 10: 3.31-4.6 Travel demand management
(+Melissa Madison, I494)
11: 4.7-13 Congestion pricing (+Lee
Munnich)
12: 4.14-20 Land use planning + station area planning (+Adele Hall,
Hennepin)
13: 4.21-27 Land use and transportation planning in China
14: 4.28-5.4 Urban growth management and integration (+Ed Goetz)
15: 5.5-10 Wrap-up
Discussion
Discussion
Discussion
Discussion
Project presentation
Urban Partnership Agreement
(Nick Thompson, MnDOT)
Stillwater lift bridge (Todd
Clarkowski, MnDOT)
High speed rail (Praveena
Pidaparthi, MnDOT)
Barriers to integration (Dave van Hattum, TLC)
All assignments are due to Moodle site before lectures.
Individual HW 1-Critique: Feb 7
Individual HW 2-Title 6: Feb 21
Group HW 3-Land use & travel: Mar 7
Individual HW 4-ADAM:
Group HW 5-Sketch plan:
Group Parking project:
Project presentation:
Mar 28
Apr 25
May 2
May 9
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