Chang, Robin (EPK)
Seminar | 2 SWS | 4 LP | englisch
|Zeit und Ort||Tag||von||bis||Rhytmus||Ort||Beginn||Ende|
|Dienstag||12:15h||13:45h||wöchentlich||GB I/ 301||10.04.2018||17.07.2018|
This introductory seminar will introduce planning processes and practices in the Canadian context of North America. From governance, legislation, to resource management, place-making, multiculturalism and ongoing debates about aboriginal rights, students will learn about urban transformation challenges from a Euro-American vantage.
By the end of the seminar, students should be able to:
1) Develop a general understanding for the origins and development of urban and regional planning in Canada.
2) Identify and differentiate major instruments and processes through which planning in Canada happens.
3) Identify and discuss key trends and challenges planners in Canada face.
Office hours are available for students who need further clarification of concepts presented in the seminar, or have made solid attempts on the homework assignment and require further assistance understanding how to approach such problems. Students are highly encouraged to rework misunderstood problems with other peers then discuss them with a TA or professor during office hours. Student visits mean we don’t get so lonely during office hours!
Seminar readings will include journal and news articles, edited books and other popular sources. References for readings will be available so that students may retrieve and prepare their own readings. Students are expected to review and read the readings, and are recommended to do so in detail should they be presenting or writing on topics featured in specific articles. Optional readings (in both English and German) may be recommended in class. Should students have problems accessing readings, the can consult with me.
Active & Constructive Participation:
- Readings Summaries
Reading summaries are presentations on assigned readings relating to a specific seminar topic. In addition to presenting content in the readings, the presentation should include some initial analysis or critiques. The individual insights will be shared during the presentation or as post-presentation discussion questions.
- Individual Written Reflection
To prepare for the reading summaries, all students are required to write and submit a one-paragraph reflection of all assigned readings. Reflections should be submitted by the 12.00 pm the day before the seminar and could include consideration of questions such as, but not limited to: What was the most surprising element in this reading? How did the reading add to my learning? From what position is the author writing and why? Can I use any of the insights in my own life?
2. Class Discussion & Debate
Seminars do not function without active dialogue that forwards thematic development. Critical thinking reflecting realities and pragmatic potentialities root dialogue and debate about the readings in this course. It is understood that this class is conducted in a language that may not be the native spoken language. Therefore students are encouraged to clarify language uncertainties and follow up on their own presumptions so that they understand the literature and class discussion.
Evaluation & Grading:
This is a graded course in which all participants must individually prepare one oral presentation, constructively and actively participate in seminar discussions and provide critical reflections and also submit a final submission (10 to 15 pages and alternative formats are also possible) at the end of the semester. The topic of the submission will relate to course material and demonstrate good academic writing. For details and clarification on what good academic writing entails please look into online and printed resources listed in the Writing Tips folder on the Moodle platform. Students are also highly encouraged to discuss and develop the paper’s topic with Robin during the semester prior to submission.