Servizi per la didattica
PORTALE DELLA DIDATTICA

Planning for Environment

01SOQQA

A.A. 2022/23

Course Language

Inglese

Course degree

Master of science-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino

Course structure
Teaching Hours
4,5
Lezioni 48
Esercitazioni in aula 12
Tutoraggio 21
Teachers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Cassatella Claudia Professore Associato ICAR/21 24 6 0 0 5
Teaching assistant
Espandi

Context
SSD CFU Activities Area context
ICAR/21 6 B - Caratterizzanti Urbanistica e pianificazione
2022/23
Since the UN Rio Declaration (1992), environmental sustainability is a common goal for many policies at international, national and local level, so driving any kind of spatial planning activity in the direction of an environmentally sensitive planning. If “environmental planning” shall be used to denote the planning activities focused on environmental resources, “planning for environment” aims at integrating the environment into urban and regional planning and into a wide range of spatial policies, related with water management, agriculture, forestry, energy production and so on. The aim of the course is to provide a conceptual framework on the relations among planning activities and natural resources, to reflect on conflicts, challenges and current solutions, and to introduce a wide range of policies and planning tools conceived for conserving, managing and enhancing the environment, such as park planning, and landscape planning. In line with the UN 2030 Agenda SDGs, Target 11.4 "Strengthen efforts to protect and safeguard the world's cultural and natural heritage", attention will be paid to cultural as well as natural landscapes, and to the identification of their values. Methods, tools, practices will be illustrated by providing a series of case studies, at multiple scales, from national to regional and local, and from different geographical areas. In AA 2019/20 the course will also offer an extra-activity related to the part (A)(Concepts): students will explore the “New Ecological Paradigm” interacting with two classes of The University of Tokyo and with DePaul University (Chicago), in the framework of a “Global Learning Experience”
Since the United Nations Conference on Environment and Development in Rio de Janeiro (1992), environmental sustainability has become a common goal for many international, national and local policies, informing spatial planning activities. If environmental planning shall be used to denote planning activities focused on environmental resources, planning for the environment aims to integrate the environment into urban and regional planning and a wide range of spatial policies related to water management, agriculture, forestry, climate protection, and so on. The course aims to provide a conceptual framework on the relationships between planning activities and natural resources, able to reflect on conflicts and challenges. Starting from a broad overview of policies and planning (such as park planning, landscape planning, and environmental assessment), the course aims to support students in identifying solutions for preserving, managing and enhancing the environment. In line with the UN 2030 Agenda SDGs, Target 11.4 "Strengthen efforts to protect and safeguard the world's cultural and natural heritage", particular attention will be paid to cultural as well as natural landscapes, and the identification of their values. Methods, tools, and practices will be illustrated by providing a series of case studies, at multiple scales, from national to regional and local, and from different geographical areas.
The student will acquire knowledge in the following fields: - concepts, policies and tools for the conservation of environmental resources (international conventions, national frameworks) with particular attention to spatial policies; - identification and understanding of values and critical aspects of a given environment, related to land uses; ability to set up an analytical framework; - planning and management strategies for the preservation and enhancement of environment and landscapes (protective designations, park planning, landscape planning, open space planning and such); scenario process; - environmental assessment methods and procedures. The proposed activities entail a plurality of theoretical and practical skills, including: environmental assessment (ES) and related procedures (EIA, SEA), landscape character assessment; reading and interpretation of planning tools; problem-solving and future scenario envisioning; park planning; landscape planning.
The student will acquire specific knowledge in the following fields: - Knowledge of concepts, policies and tools for the conservation of environmental resources (international conventions and national frameworks), with particular reference to spatial policies; - ability to set up an analytical framework for the identification and the understanding of values and critical aspects of a given environment related to land uses; - knowledge of planning and management strategies for the preservation and enhancement of natural and urban environment (protective designations, park planning, landscape planning, open space planning and such); - ability to identify appropriate environmental assessment methods and procedures, and to use them. The proposed activities entail a plurality of theoretical and practical skills, including landscape character assessment; environmental indicator calculation and representation, reading and interpretation of planning tools; problem-solving and future scenario envisioning.
The knowledge and skills that the students are expected to have acquired in the previous training mainly concern: territorial governance and institutional system of planning, territorial analyses.
The knowledge and skills that the students are expected to have acquired in the previous training mainly concern territorial governance and institutional system of planning, and territorial analyses. In addition, a basic ability to use GIS is required, which - beside being a prerequisite to attend this MSc - can be acquired attending the course Geomatics for Urban and Regional Analysis.
The course is organized into four parts: concepts, knowledge, protection and planning. The contents below list a number of topics which will be proposed, and dealt with different degree of detail, as some of them will be proposed for further exploration by students’ exercises and seminars. A) Theoretical framework. Concepts, paradigms, approaches. Man and Nature, wilderness, landscape; ecology, equilibrium, dynamics and chaos; adaptation and resilience. Environmental resource(s). B) Knowledge and assessment. Environmental analyses. Suitability. Landscape ecology, connectivity and ecological networks. Environmental assessment. Ecosystem services and environmental indicators. Landscape assessment. Soil sealing. Impact, mitigation, compensation. C) Protection. Conservation policies, strategies and planning tools. International bodies and conventions. Protected areas: typology, mission, role of management and challenges. Environmental ethics. Landscape protection and regulation. D) Planning. Park planning, park management. Landscape policies and planning. Water sensitive planning. Rural planning. Green infrastructure and nature based solutions. Ecological restoration. Alternative future scenarios technique, and participatory planning. Management circle and perspectives. Lectures, seminars, study visits make up the most part of the program; a third of the time is devoted to setting up and tutoring students’ exercises.
The course is organized into four modules, namely: A) Concepts, Paradigms, Approaches. Reconstruction of the theoretical framework and identification of key concepts (nature, environment, landscape, wilderness, ecosystem services, ecology, environmental resources, sustainability and resilience). B) Knowledge and Assessment. Environmental analyses. Suitability. Landscape ecology, connectivity and ecological networks. Environmental assessment. Ecosystem services and environmental indicators. Landscape assessment. Soil sealing and land taking. Impact, mitigation, compensation, avoidance. C) Protection. Conservation policies, strategies and planning tools. International bodies and conventions. Protected areas: typology, mission, role of management and challenges. Environmental ethics. Landscape protection and regulation. D) Planning. Park planning, park management. Landscape policies and planning. Water sensitive planning. Rural planning. Urban Agriculture. Green infrastructure and nature-based solutions. Climate resilience planning. The above listed topics which will be dealt with by lectures, seminars, and practical exercises.
In AA 2019/20 the course will also offer an extra-activity related to the part (A)(Concepts): students will explore the “New Ecological Paradigm” interacting with two classes of The University of Tokyo and with DePaul University (Chicago), in the framework of a “Global Learning Experience”. To this aim, students are invited to take the Intercultural competence and global citizenship Test. http://iddresources.org/gle/introtoic/index.html
Students are invited to take the Intercultural competence and global citizenship Test. http://iddresources.org/gle/introtoic/index.html
The course is organized into four parts. Each part consists of lectures, a seminar on a case study, and a students’ exercise. The exercise is structured around the thematic focuses mentioned in the program: concepts, knowledge, protection and planning. Students are expected to apply concepts and methodologies presented in the theoretical lectures on a case study, and/or to explore the literature and to present their findings to the class, providing stimuli for a collective discussion on a given topic. The exercise will be carried out by groups of two or three students. Field visits will be organized intending these opportunities as further methodological insights into the planning practice.
The course is organized into four parts, corresponding to the four modules described in the previuos section. Each part consists of lectures, seminars on case studies, and students exercises. Lectures, seminars, site-visits (as further methodological insights into the planning practice) make up the most part of the program; a third of the time is devoted to setting up and tutoring students exercises. The first exercise is an individual essay or test, in a written form. The second exercise is a group project and it will consist in the application of GIS-based environmental indicators on an urban area; discussion on the results and identification of possible measures for the environmental integration into spatial planning; the outcome is a report (texts, cartographies, and other graphics. A format will be provided). Students are expected to apply concepts and methodologies presented in the theoretical lectures, and to present their findings to the class, providing stimuli for a collective discussion on a given topic. They will be asked to present the exercise outcomes in an oral form, facing a collective discussion and receiving comments from the teachers and the class. These feedbacks (possibly expressed through a grade) do not contribute to the final evaluation but they are intended to help students to be aware of their own work and to reframe it, if needed.
Bibliographic references will be progressively specified during the course. The basic study material (both for lectures and for exercises) will be provided through the course web portal. The introductory bibliography is the following: Main References Alcamo, J., 2001. Scenarios as tools for international environmental assessments. Environmental issue report 24. European Environment Agency, Copenhagen. https://www.eea.europa.eu/publications/environmental_issue_report_2001_24 Brown J., Mitchell N. & Beresford M. (2005). The Protected Landscape Approach. Linking Nature, Culture And Community. Gland, Switzerland and Cambridge, UK: Edited by IUCN – The World Conservation Union. Catpaisatge, Landscape and the local perspective, http://www.catpaisatge.net/monlocal/eng/index.php Davoudi S., 2015, “Environment, sustainability, and climate change”, In: Cullingworth and al., Town and Country Planning in the UK, Routledge, London Dudley N. (ED.). (2008). Guidelines for Applying Protected Area Management Categories. Gland, Switzerland: IUCN. English Heritage, Natural England, et al. [2012] Planning for the environment at the neighbourhood level, Publication code: LIT 6524. http://webarchive.nationalarchives.gov.uk/20140328154245/http://cdn.environment-agency.gov.uk/LIT_6524_7da381.pdf Gambino R. Peano A. (Eds.). (2015). Nature Policies and Landscape Policies. Towards an Alliance, Dordrecht: Springer. MAES Mapping and Assessment of Ecosystems and their Services (MAES), http://biodiversity.europa.eu/maes Maruani T., Amit-Cohen, I., 2007, Open space planning models: A review of approaches and methods, Landscape and Urban Planning 81 (2007) 1–13. OECD, Spatial Planning INstruments and the Environment (SPINE) http://www.oecd.org/environment/spine-spatial-planning-instruments-and-the-environment.htm (Oct 2018) Priess at al. 2018, New EU-scale environmental scenarios until 2050 – Scenario process and initial scenario applications, Ecosystem Services, Volume 29, Part C, February 2018, Pages 542-551, https://doi.org/10.1016/j.ecoser.2017.08.006 Steiner, Frederick. 2008. The Living Landscape, Second Edition: An Ecological Approach to Landscape Planning. Washington, DC: Island Press. Legislative and administrative references IUCN, ECOLEX - the gateway to environmental law, https://www.iucn.org/resources/conservation-tools/ecolex Council of Europe (2000) European Landscape Convention, Florence. EC European Commission, Directive 2001/42/EC [Strategic Environmental Assessment Directive] EC European Commission, Directive 2011/92/EU [Environmental Impact Assessment – EIA Directive] http://ec.europa.eu/environment/eia/index_en.htm Other recommended resources European Conference of Ministers responsible for Regional/Spatial Planning (CEMAT) of the Council of Europe, 2007, Spatial development glossary, Council of Europe Publishing http://www.coe.int/t/dgap/localdemocracy/cemat/default_en.asp UN Habitat3, 2016, The New Urban Agenda, http://habitat3.org/the-new-urban-agenda/
Bibliographic references will be progressively specified during the course. The basic study material (both for lectures and for exercises) will be provided through the course web portal. The introductory bibliography is the following. Main references • Brown J., Mitchell N. & Beresford M. (2005). The Protected Landscape Approach. Linking Nature, Culture and Community. Gland, Switzerland and Cambridge, UK: Edited by IUCN The World Conservation Union. • Catpaisatge, Landscape and the local perspective, http://www.catpaisatge.net/monlocal/eng/index.php • Davoudi S. (2014). Environment, Sustainability and Climate Change. In: Nadin V., Hart T., Davoudi S., Webb D., Vigar G., Pendlebury J., Townshend T. (EDS.), Town and Country Planning in the UK, London: Routledge. • Dudley N. (ED.). (2008). Guidelines for Applying Protected Area Management Categories. Gland, Switzerland: IUCN. English Heritage, Natural England, et al. [2012] Planning for the environment at the neighbourhood level, Publication code: LIT 6524. http://webarchive.nationalarchives.gov.uk/20140328154245/http://cdn.environment-agency.gov.uk/LIT_6524_7da381.pdf • Gambino R. Peano A. (Eds.). (2015). Nature Policies and Landscape Policies. Towards an Alliance, Dordrecht: Springer. • MAES Mapping and Assessment of Ecosystems and their Services (MAES), http://biodiversity.europa.eu/maes • Maruani T., Amit-Cohen, I., 2007, Open space planning models: A review of approaches and methods, Landscape and Urban Planning 81 (2007) 113. • OECD, Spatial Planning INstruments and the Environment (SPINE) http://www.oecd.org/environment/spine-spatial-planning-instruments-and-the-environment.htm (Oct 2018) • Steiner F. 2008. The Living Landscape, Second Edition: An Ecological Approach to Landscape Planning. Washington, DC: Island Press. • Elmqvist T., Andersson E., Frantzeskaki N. et al. Sustainability and resilience for transformation in the urban century. Nat Sustain 2, 267273 (2019). https://doi.org/10.1038/s41893-019-0250-1. • Priess at al. 2018, New EU-scale environmental scenarios until 2050 Scenario process and initial scenario applications, Ecosystem Services, Volume 29, Part C, February 2018, Pages 542-551, https://doi.org/10.1016/j.ecoser.2017.08.006 Legislative and administrative references • IUCN, ECOLEX - the gateway to environmental law, https://www.iucn.org/resources/conservation-tools/ecolex • Council of Europe (2000) European Landscape Convention, Florence. • EC European Commission, Directive 2001/42/EC [Strategic Environmental Assessment Directive] • EC European Commission, Directive 2011/92/EU [Environmental Impact Assessment EIA Directive] http://ec.europa.eu/environment/eia/index_en.htm Other recommended resources • European Conference of Ministers responsible for Regional/Spatial Planning (CEMAT) of the Council of Europe, 2007, Spatial development glossary, Council of Europe Publishing http://www.coe.int/t/dgap/localdemocracy/cemat/default_en.asp • UN Habitat3, 2016, The New Urban Agenda, http://habitat3.org/the-new-urban-agenda/ Extra activities • Intercultural competence and global citizenship Test. http://iddresources.org/gle/introtoic/index.html • Dunlop et al. 2000, Measuring Endorsement of the New Ecological Paradigm: A Revised NEP Scale, Journal of Social Issues, Vol. 56, No. 3, pp. 425442, https://spssi.onlinelibrary.wiley.com/doi/pdf/10.1111/0022-4537.00176
Modalità di esame: Prova scritta (in aula); Prova orale obbligatoria; Elaborato progettuale in gruppo;
Exam: Written test; Compulsory oral exam; Group project;
The work done in the classroom during the course, the interaction with teachers and the active participation in the lessons are the basis of the progressive and final evaluation. During the exercises, students are expected to produce four outcomes. Each group of students will present the exercise outcomes in an oral form, facing a collective discussion and receiving comments from the teachers and the class. These feedbacks (possibly expressed through a grade) do not contribute to the final evaluation but they are intended to help students to be aware of their own work and to reframe it, if needed. The exam consists of the oral presentation (through slide show) of the exercises, in which the topics addressed during the lectures (concepts, policies and tools for the conservation of environmental resources at national and international level) must be correctly referred to. Moreover, a dossier (including texts, cartographies and other graphics) is required. The dossier includes the re-elaboration and synthesis of all the work carried out during the course, with particular references to case studies. The oral exam will verify the knowledge of the following issues and methdologies: identification and understanding of values and critical aspects of a given environment, planning and management strategies for the preservation and enhancement of environment and landscapes (park planning; landscape planning); environmental assessment methods (and related procedures: EIA, SEA) . The teacher will express a final collective grade. In addition to the final outcomes, the frequency, the commitment, the ability to work in a group and the ability to communicate can contribute to the final grade.
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.
Exam: Written test; Compulsory oral exam; Group project;
Each student’s final assessment is composed of the following criteria: a) The results of an individual test (30% of the final assessment). The individual test will be consisting in 3 open-ended questions that will take about 45 minutes. Didactic tools or materials cannot be used during the individual test. The individual test will aim to verify the knowledge of the Topics listed above (see Course Topics). A minimum grade of 18/30 is required to enter the second part, in oral form, of the exam. b) The results of a group project, consisting of a short essay and a final presentation in an oral form (40% of the final assessment). Each group will face a collective discussion and receive comments from the teachers and the class. These feedbacks are intended to help students be aware of their work and reframe it if needed. c) An individual exam (30% of the final assessment) that consists of an oral presentation that takes around 20 minutes about the discussion of one student’s choice topic among the Course Topics. During the examination, the students should be ready to discuss the results of the individual test and the group project. The teachers will express a final collective grade. In addition to the final outcomes, the frequency, the commitment, the ability to work in a group and the ability to communicate can contribute to the final grade. The work done in the classroom during the course, the interaction with teachers and the active participation in the lessons are the basis of the progressive and final evaluation.
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.
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