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The main learning objectives of this studio are:
A) Gaining an understanding of how to face climate change in cities, based upon a thorough analysis of climate trends, an assessment of most frequent hazards, and an evaluation of existing long term plans and most common climate measures.
B) Gaining graphic and oral communication skills for presenting climate measures and measures mainstreaming proposals into existing spatial and other long term planning tools.
The main learning objectives of Spatial Planning for Climate Change Studio are:
A) Gaining an understanding of how to face climate change in cities, based upon a thorough analysis of climate trends, an assessment of most frequent hazards, and an evaluation of existing long-term plans and most common climate policies.
B) Increasing the ability to plan sustainable infill development on a local scale with a holistic approach that integrates planning, hydrology, and ecology
C) Acquiring basic knowledge of planning vegetation in the urban environment for profitably interacting with landscape specialists
D) Gaining graphic and oral communication skills for mainstreaming climate policies into local development.
The main learning outcomes of this Studio are:
• an overview of urban hydrology and stormwater management considering the anthropogenic influences and the interaction with landscape in urban environments.
• the phenomena of precipitation runoff in relation to urban spatial planning.
• QGIS and linked water resources tools (SAGA, GRASS), for the spatial data analysis to be used for the representation of watershed characteristics in the hydrologic modeling
• SWMM (Storm Water Management Model) used for both, to model and simulate surface runoff and for hydraulic transport in swales and channels in urban areas.
• Knowledge of climate change (CC) phenomena, drivers, trends and impacts.
• Knowledge of of the urban ecology and of its components.
• How to plan urban vegetation and its management.
• How to select indicators to be used in managing urban ecosystems components.
Climate planning Module
• Knowledge of the main areas for planning with climate: adaptation and mitigation
• Knowledge of stand-alone plans and mainstreaming adaptation into existing planning tools
• Knowledge of common mitigation and risk reduction measures
• The climate planning process
• How to select appropriate measures to face hydro-climatic hazards in urban context
• Mainstreaming climate measures (mitigation and adaptation) into Conceptual plans for area development.
The general learning outcome of 01RVGQA Studio is to face climate change locally in a holistic way, integrating knowledge and approaches of Climate planning, Ecology and Hydrology. These three disciplines, organized in as many modules integrated into the Studio, aim to multiple specific learning outcomes.
At the end of the Studio, students will know (i) the current adaptation and mitigation policies / actions and their contribution to face climate change at local scale, (ii) climate actions mainstreaming into zoning code (development standards and general requirements). Student will be able (iii) to design an infill mixed-use development at lot scale facing hydro-climatic hazards and (iv) preparing their proposal as a Team, integrating knowledge from three different disciplines.
At the end of the Studio, students will know (i) climate change (CC) phenomena, drivers, trends and impacts, (ii) the urban ecology and of its components, (iii) the main urban green spaces and their functions in urban context, (vi) the main areas of action and landscape design devices (adaptation and mitigation solutions). Students will be able (v) to plan and manage urban vegetation aligning with local policies and ecological principles, (vi) understanding the importance of using NBS (Nature Based Solutions) in urban context.
At the end of the Studio, students will know (i) basics in urban hydrology and stormwater management considering the anthropogenic influences and the interaction with landscape in urban environments, (ii) urban spatial planning measures to manage urban runoff and stormwater. Students will have skills in (iii) Basic QGIS and linked water resources tools (SAGA, GRASS) for the spatial data analysis to be used for the representation of watershed characteristics in the hydrologic modelling and (iv) Basic SWMM (Storm Water Management Model) used for both, to model and simulate surface runoff and for hydraulic transport in swales and channels in urban areas.
• Planning Rules and Institutional Context • Essentials of multilevel governance in spatial planning • Essentials of strategic planning (vision planning, charette, …)
• Methodologies for Social Inclusion and Participation
• Energy Consumption and Environmental Sustainability
• Territorial Hydrology
• Essentials of urban climatology (albedo, and thermal admittance of building materials and standard urban land cover)
• GIS and basic spatial analysis
• Basics of writing tools and spreadsheet applications (e.g. Microsoft Word and Excel, or equivalents)- Basics of physical geography and geomorphology, mathematics, geometry Skills
None. "Get Started" sections at each Module refresh the required background.
Ecology and Hydrology
• Essentials of urban climatology
• Basics GIS
• Basics of physical geography and geomorphology, mathematics, geometry.
The studio (12 credits) will mainstream climate measures into a Concept Plan for an area to be developed according General/Comprehensive plan of a US town. Three components will work together to attend this outcome: Spatial planning component will be offered by Mr. Tiepolo (6 credits, 81 hours in class), Ecology component will be provided by Mrs Bertora (3 credits) and Hydraulic component will be offered by Mr. Ferrari (3 credits). The Climate planning component will organize activities into four sections: 1) Get started. 2) Identification and prioritization of main hydro-climatic hazards. 3) Identification of measures to reduce hydro-climatic risk. 4) Mainstreaming the measures into the Concept plan. An assignment is expected to be delivered at the end of sections 2, 3 and 4. Lectures are conceived to introduce each key step. Section 1 – Get started (6 hours) 1.1 Studio presentation 1.2 Planning for climate change 1.3 Planning categories (refreshment) Section 2 – Identify and Prioritize Hazards (25 hours) 2.1 Hazards and information sources 2.2 The risk concept 2.3 Risk mapping Section 3 – Risk Reduction Measures (25 hours) 3.1 Recurrent RR measures according hazard 3.2 Measures categories, impact, quantity and priority 2.3 Who is expected to implement measures Section 4 – Mainstreaming Risk Reduction Measures (25 hours) 4.1 Stand-alone plans or mainstreaming into existing plans 3.2 Where to mainstream (development code, land use, transfer of development rights, …) 4.3 From measures to development rules and re-development techniques A short article or a book chapter will support each lecture. Students are required to read each article and book chapter and summarize it in a half A4 page .
• Basics of hydrologic cycle in urban environment, hydrology and hydraulics. ◦ Hydrological and hydrographic basin, spatial and temporal scales of water balance. ◦ Measurement of precipitation and flow, precipitation and flow pattern; ◦ Transformation of rainfall in runoff volume and discharge: losses and hydrological response.
• Basics hydraulics for stormwater conveyance. Basic hydraulic works for control and regulation: weirs and orifices.
• The driving variables in the Precipitation to Runoff process and impact of urbanization on hydrology.
• Statistical hydrology: the frequency of events, probability, return time, hazard. • Managing flood risk. Risk assessment. Actions for management in EU and Italy. ◦ Floods risk: definitions and concepts. ◦ Directive FLOODS (dir. 2007/60 / EC) ◦ Action to reduce, mitigate, prevent floods risk . Readings will be supplied to supplement the software manuals and the lectures notes.
Ecology Module will organize activities into three sections:
1. Climate change
2. Urban biosphere Planning urban vegetation
An assignment is expected to be delivered at the end of each section.
Lectures are conceived to introduce each key step.
Section 1- Climate change (10 hours) 1.1 The atmosphere.and the climate 1.2 Climate and weather, weather variability 1.3 The modifica
tion of climate and related causes and effects, 1.4 Air quality
Section 2 – Urban biosphere (10 hours) 2.1 communitiesThe environmental role of urban vegetation. 2.2 Main beneficial functions of vegetation 2.3 Species, communities, biodiversity in urban ecosystems 2.4 Carbon cycle in urban system
Section 3 – Planning urban vegetation (10 hours) 3.1 Few elements of landscape architecture 3.2 Urban soils 3.3 Composting plants for urban carbon recycle 3.4 Management of urban green A short article or a book chapter will support each lecture. Students are required to read it and refer the main contents in short written summaries.
Study area belongs to a US town. Students are expected to prepare (working in teams of 3 stu each) a Conceptual site plan for the area according General or Comprehensive plan and development code. Short lectures will introduce each key step of the analysis and planning activity.
The Studio (12 credits) will mainstream climate policies into a Concept Plan proposal at urban zone and at site scales. The proposed location is the waterfront of St John District, Portland (OR), USA. The three Studio modules will work together to attend this outcome: Spatial planning (6 credits), Ecology (3 credits) and Hydrology (3 credits).
Activities are organized into three sections:
A-Get Started (8 h) (Program statement. mitigation and adaptation policies, mainstreaming climate policies into local plans, local planning process, terms and concepts used in urban planning (Am. English) .
B-Climate policies at zone scale (20 h) (transit-oriented development, mixed use, density increase, walkability, safe roads and landscaping).
C-Climate policies at site scale (20 h) (cluster housing, circulation element and common place, landscaping and privacy). Written instructions, short articles and Illustrated tips support the development of the 2 assignments scheduled for this module.
Activities are organized into three sections plus an introduction:
A-Get started - Global warming, Mitigation and adaptation policies, Energy consumption and environmental sustainability, Ecological footprint, Albedo.
B-Climate change (10 h) - The atmosphere and the climate, Climate and weather, Weather variability, The modification of climate and related causes and effects, Air quality.
C-Urban biosphere (10 h) - The environmental role of urban vegetation, Beneficial functions of different vegetation species, Communities, Biodiversity in urban ecosystems, Carbon cycle in urban system.
D–Planning urban vegetation (10 h) - Elements of landscape architecture, Nature Based Solutions (NBS), Urban soils, Composting plants for urban carbon recycle, Urban green spaces, Management of urban green.
Three readings will support the lectures held in class.
Two assignments are expected to be delivered to feed into the final project.
Activities are organized into 4 sections:
A- Get started in hydrology (8h): natural and urban watershed. Basics in Statistical hydrology: Frequency of events, Probability of occurrence, Return time, Hazard. The driving variables from rainfall precipitation to runoff: losses and lagged response. Basics hydraulics for stormwater conveyance, control and regulation: channels, conduits, ponds, manholes, storages, weirs and orifices.
B-GIS help (4h) to evaluate watershed, reveal natural flow path and design stormwater networks
C-Mitigation of urban flooding measures (18h): Low Impact Development (LID) and their implementation of urban stormwater network in SWMM in three scenarios: preurban, high impact urban development, low impact urban development.
Readings will be supplied to supplement the software manuals and the lectures notes. Two assignments are scheduled for this module.
SP4CC Studio requests a concept plan proposal to organize an infill development in the St John district of Portland, Oregon (USA). The concept plan operates on two scales: the entire area and a residential lot. The three modules (Climate planning, Ecology and Hydrology) support the Students in drafting the proposal by steps, each developed through integrated assignments. To develop the Concept plan proposal, the students organize themselves into Teams of 3-4 members each.
Spatial Planning for Climate Change Studio requests a Concept plan proposal to organize an infill development in the St John district of Portland, Oregon (USA). The Concept plan operates at zone and site scales. Climate planning, Ecology, and Hydrology support Students in drafting the proposal by steps, each developed through integrated assignments. To develop the Concept plan proposal, the Students organize themselves into Teams of 4 members each.
The assignments are meant to represent milestones and key elements to feed into the final board alongside the project developed in the other modules.
Relating on the identification of major climate threats in the study area, the selection of priority ecosystem services, the vegetation planned for maximizing ecosystem services, the indicators used for evaluating ecosystem components.
Assignments concern the estimation of:
- natural runoff and peak discharge from selected lots, (assignment HY1);
- urbanized runoff, after first lots design and adaptation of design;
- LID runoff and peak discharge (assignment HY2).
Each module offers lectures and practical assignments.
Hydro (Lectures + 2 assignments)
Ecology (Lectures + 2 assignments)
Climate Planning (8 lectures + 2 assignments)
The three modules are integrated and expected to develop specific parts of a site development proposal for a town in an english speaking country.
Guidelines and written tips are available at the Materiali folder to develop the assignments.
Each module offers lectures and assignments to be developed in Teams of 4 members each.
Climate Planning (Lectures + 2 assignments)
Ecology (Lectures + 2 assignments)
Hydrology (Lectures + 2 assignments)
The 6 assignments correspond to the phases needed to develop the Concept plan proposal for St John District, Portland, OR, USA and are consequently linked to each other.
Guidelines and written tips are available at "Materials" folder to develop the assignments.
Lectures in class will introduce each key step of the analysis and planning activity. Students will work in teams but will be responsible for individual work within the team’s overall plan. Theoretical lectures will be hold during the first two months, while the following months are devoted to work on assignments and the building of the final project with continuous in class reviews.
Short lectures will introduce each key step of the analysis and planning activity. Students will work in teams but will be responsible for individual work within the team’s overall plan. Theoretical lectures will be hold in first two months, while the following are devoted to work on assignments HY1 and HY2.
Free lincenced softwares download pages for the hydro module are:
• QGIS https://www.qgis.org/en/site/
• SWMM https://www.epa.gov/water-research/storm-water-management-model-swmm
Download the current setup package and documentation with example projects data.
McPHEARSON et al. 2016. Advancing Urban Ecology toward a Science of Cities.
GRIMM et al. 2008. Global Change and the Ecology of Cities.
Climate Planning Module:
All the readings are freely accessible from the “Materiali” folder at the Studio web page
TIEPOLO, M. 2017. Relevance and quality of climate planning for large and medium sized cities of the tropics. In Renewing Local Planning to face climate change in the Tropics, ed. M. Tiepolo, A. Pezzoli, V. Tarchiani (24 pp). Cham: Springer.
TIEPOLO 2019. Illustrated tips on safe urban roads and landscaping around roads-2019 edition
All the readings are freely accessible from the “Materials” folder at the Studio web page.
Climate Planning Module
City of Portland Bureau of Planning, 2017. The infill design toolkit: medium density residential development
Thale, E. 2013, The walkable neighborhood, International Journal of Sustainable Land Use and Urban Planning, 1, 1 : 42-63
Tiepolo, M., 2022. Illustrated tips on safe urban roads and landscaping around roads-2022 edition
Tiepolo, M., 2017. Relevance and quality of climate planning for large and medium sized cities of the tropics. In Renewing Local Planning to face climate change in the Tropics, ed. M. Tiepolo, A. Pezzoli, V. Tarchiani. Cham: Springer (24 pp.)
Ecology and Hydrology
Lectures and readings are available in the materials section of the course webpage.
Modalità di esame: Prova orale obbligatoria; Elaborato grafico individuale; Elaborato grafico prodotto in gruppo;
Final evaluation considers the 2 activities developed during the Studio:
A. Evaluation report of a local climate plan (0 to 4 points) ,
B. Site development proposal (0 to 8 points).
The above points are added to a 18 points base to attend the final score expressed in 30 points.
Exam: Each Team is expected to present his Conceptual plan proposal for the study area (two A0 drawings) showing the methodology (flowchart) used and the integration of activities developed witin the 3 modules (Hydro, Ecology, Climate Planning). Moreover, each Student is expected to present a Conceptual plan detail (road system, green areas, buildings, etc.).
Urban Hydrology and Ecology
Exam: Each Student is expected to relate on the identification of major climate threatens in the study area, the selection of priority ecosystem services, the vegetation planned for maximizing ecosystem services, the indicators used for evaluating ecosystem components.
Final mark is a weighted mean of the marks received in each module of the studio (Hydro+Ecology+Climate planning).
Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.
The oral examination ascertains the integration of the three disciplines in- proposed infill mixed-use development. Each Student is required to present the specific portion of the work carried-out for the Team's proposal. The oral examination is attributed 10% of the final grade, which is added to the evaluation of the A1CP and A2CP (40% and 50% respectively) to form the mark of this module.
The oral examination aims to ascertain to what extent the objectives of the Ecology module have been achieved by the individual Students.
Final mark of each Student will be 40% on the oral examination and 60% split equally (30-30) between the two assignments delivered during the Studio.
The oral examination verify the inclusion of storm water and runoff management measures in the proposed infill development focusing on:
- design rainfall characteristics, implement in SWMM the watershed before urbanization and compute the natural runoff. - implement the proposals (SWMM), compute the runoff.
- proposal changes to meet hydraulic (or hydrological) invariance in the computed runoff.
The evaluation of the Student will be 60% on team proposal and 40% on oral examination.
SP4CC final mark is the mean of the marks received by Climate planning, Ecology and Hydrology weighted according to the credits of each module. Laude is awarded to Students who submitted proposals unanimously judged excellent by the instructors of the three modules.
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.