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”

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 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 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.

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

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.

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/

Modalità di esame: Prova orale obbligatoria; Elaborato scritto prodotto in gruppo;

Exam: Compulsory oral exam; Group essay;

... 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.