Below are the steps and assignments should followed to complete their projects.
Assignments
Baseline analysis to document existing project status conditions and to identify priority areas for detailed planning.
Create a 5-page baseline analysis to document existing project status conditions and to identify priority areas for detailed planning. In this first phase, students will form sub-groups to collect and analyze data to better understand existing issues for each project. For example, students may examine the region’s food distribution network, local visions and goals for the district among stakeholders, existing activities and plans, and key future opportunities.
This work will include:
- reviewing existing data, regulations and studies;
- surveying and mapping existing environmental and physical conditions where necessary, to supplement data already collected by the client;
- conducting an inventory of existing resources (e.g. properties and businesses); and
- conducting demographic and economic analysis to create profiles of an area.
Based on the findings from this preliminary analysis, student teams will work with the client to outline priority issues to address in their projects.
What do you know about intersections, or what many in Cambridge, Boston and Somerville call “Squares” in the city? Are they really squares at all? Are they just crossroads, places that have lights, signs and cars traveling in different directions? How do you know when you are in a “square”?
How do you know when you leave a square? What make a square interesting, exciting, hip, or dead? How many squares have you been to? Can you name them? What is unique about Central Square, Davis Square, Kendall Square? What is fun about Post Office Square or Winthrop Square.
- Pick a square to study. It cannot have a major transportation line running through it (buses are fine). Squares such as Davis Square, Harvard Square, Central Square or Kendall Square are disqualified. It cannot be Post Office Square in Boston, too much has been written about that one already. It could be Union Square or Ball Square in Somerville. It could be Inman Square or, well, you get the point.
- Analyze your square. Spend time in your square, take pictures of your square, interview people who hang around your square. What makes it a place to be or not be? Sketch your square. What stores are in your square? Take an inventory.
- Create a 1-minute visual presentation that analyzes your square for the class. Learn what works/doesn’t work in the square that you have chosen. How do you know when you enter the square? How do you know when you exit? What clues can you find that help you know whether the square is “successful” or not?
Detailed research, analysis and planning in priority areas on-the-ground results:
In this second phase, student teams will undertake in-depth research, analysis and design in project areas in New Orleans. Once on the ground, students need to understand the requirements needed to realize goals and opportunities of the projects by assessing existing resources and assets, identifying critical obstacles and resources gaps to address, and defining other factors that shape effective strategies and interventions to generate the client’s desired revitalization goals for the district.
While specific research tasks will depend on the project and the client, tasks may include conducting interviews with key stakeholders, surveying existing district customers and businesses, researching applicable zoning and regulatory obstacles, investigating design options, identifying best practices used in comparable neighborhoods/districts, and analyzing potential resources for implementation.
Based on this detailed research, students will develop findings and recommendations for their final plans. These findings and recommendations will be presented to the client in a 5-10 page memo.
Organize final work into a complete report. This report should include relevant background, research, analysis and recommendations. These reports will be turned into the class as well as given to our community partners.
Formulation of recommendations and preparation of the final plan.
In the final phase, students will review the results of their analysis and research, develop initial proposals for key elements of the projects.
If possible, during the end of April or the first week in May, members of the class may travel to New Orleans to review the draft plan with the client/stakeholders. Based on this presentation and client feedback, students will make revisions to the plan and final written report.
Create a 5-7 minute presentation for your client discussing your project findings. This presentation should grow out of your memos and your poster, but should focus on the final results of your project. You will be presenting your ideas to your client.
Create a poster about your project. Your poster should speak to the planning issue(s) in New Orleans that you are researching and writing about. What question can you ask that will pull a reader into your poster and get him/her thinking about your project? What issues are you working on? What data have you gathered? What story can you tell about your planning issue in New Orleans.
-OR-
Alternatively, create a poster for your client’s needs. This poster could inform neighborhood groups about a particular planning issue. This poster could graphically showcase how citizens can understand design standards easily and efficiently, and/or this poster could help citizens understand the importance of using public transportation. In other words, it could be used as part of a community campaign to bring attention to a planning issue in New Orleans.
Students will be expected to complete journal entries each week that respond to homework and material discussed in class. These assignments are geared to explore issues faced by planners during the planning process as well as document student professional growth and experiences working in multi-disciplinary teams. Many of the reflection exercises will focus on the following themes and questions:
- How are you combining your values, education and actions in complex situations in the professional work of the class?
- How are you learning from experiences? How are your experiences shaping your view of what it means to be good planner and what you need to be effective as a planner?
- What are the key issues, opportunities and challenges of your project? How are these similar to and different from other planning problems?
Course Info
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As Taught In
Spring
2011
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Learning Resource Types
collections
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Projects
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Activity Assignments
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Presentation Assignments
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Written Assignments
