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LK0330

Roles and methods for landscape architecture in comprehensive planning

The course discusses and critiques values and processes which inform and impact on municipality planning. In light of uncertainty developed through climate and social change the course questions how sustainable development and citizen influence can help municipalities make better basis for decisions. The course draws on landscape, as formulated in the European Landscape Convention, as the lens for dealing with these questions, framed with in the multiple goals society, legislation etc. provide the framework. While the course will address a case based in a Swedish planning context, the issues that arise are set in and have relevance for European and global situations. Landscape planning theories and approaches are presented and discussed in lectures and seminars. The main assignment draws on the literature discussed in order to formulate a proposal for future interventions on the landscape of the municipality, communicated through a comprehensive plan.
The course offer insights in the role of a project leader for comprehensive planning at community and regional level including both legal processes, teamwork strategies among specialists, environmental assessments and public participation.

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The course evaluation is open between 2022-03-16 and 2022-04-06

Additional course evaluations for LK0330

LK0330 Roles and methods for landscape architecture in comprehensive planning, 15.0 Credits

Landskapsarkitekturens metoder och roller i översiktlig planering

Syllabus approved

2018-11-21

Subjects

Landscape Architecture

Education cycle

Master’s level

Modules

Title Credits Code
Assignments 1-4 4.00 1002
Literature seminars 2.00 1003
Project work 6.00 1004
Individual essay 3.00 1005

Advanced study in the main field

Second cycle, only first-cycle courses as entry requirements(A1N)

Grading scale

5:Pass with Distinction, 4:Pass with Credit, 3:Pass, U:Fail The requirements for attaining different grades are described in the course assessment criteria which are contained in a supplement to the course syllabus. Current information on assessment criteria shall be made available at the start of the course.

Language

English

Prior knowledge

Knowledge equivalent to 180 credits of which 90 credits in Landscape Architecture, and/or Physical or Urban Planning and/or Community Planning and/or Rural Development, and knowledge equivalent to English 6, or admitted to the Landscape Architecture for Sustainable Urbanisation – Master´s programme.

Objectives

Knowledge and understanding
After completion of the course the student should be able to:
- account for and discuss a selection of theories and methods for planning and sustainable development

Competence and skills
After completion of the course the student should be able to:
- reflect and discuss landscape’s preconditions in relation to sustainable development based on national, European and global relations
- use and reflect on inventory, analysis and presentation methods that are used at comprehensive planning
- examine and reflect on different forms of planning processes with democratic methods as well as conflict management

Judgement and approach
After completion of the course the student should be able to:
- discuss ethical approaches and dilemmas associated with the role as planner

Content

The course is based on a municipality or part of a municipality. Rural areas including one or more smaller urban areas are studied based on their relationship with the main location of the municipality and based on a landscape perspective. Landscape’s preconditions and problems are also analysed in a general perspective in relation to national, European and global relations. Central concepts as landscapes, democracy and ethics are analysed and discussed. The municipality main location is studied in this holistic perspective but not in-depth analysis.

In several smaller practical assignments the course participants should in groups, based on a selected municipality, work with different working methods for development of a municipality or a part of it and make a field trip to the area. Apart from exercises about methods for consultation and landscape analysis, visions and scenarios for the municipality’s/or a district’s sustainable development is prepared. Based on these exercises a proposal to recommendations for future land use is formulated and justified in text and on maps. Consequenses of the plan should appear clearly in the proposal.

In lectures and through literature studies, different theories and methods concerning physical planning is treated, as well as planning processes including communicative methods for conflict management. In seminars is discussed how the view on planning’s role in society and thereby also planning profession have been developed during the last decades.

In order for the student to deepen his/her knowledge of physical planning, its possibilities and limitations, it is studied how laws, rules, objectives, agreements, incentives etc. related to comprehensive planning are influenced by society’s development, regionally, nationally and internationally. Finally, in an article, the student reflects over how different values have been handled in the practical assignments and also over the possibilities for comprehensive planning to influence these values.

Field trip, seminars and activities connected to them are compulsory components.

Formats and requirements for examination

Approved examination of article, passed exercise and seminar assignments as well as active attendance in compulsory course components.
  • If the student fails a test, the examiner may give the student a supplementary assignment, provided this is possible and there is reason to do so.
  • If the student has been granted special educational support because of a disability, the examiner has the right to offer the student an adapted test, or provide an alternative assessment.
  • If changes are made to this course syllabus, or if the course is closed, SLU shall decide on transitional rules for examination of students admitted under this syllabus but who have not yet passed the course.
  • For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.

Other information

  • The right to take part in teaching and/or supervision only applies to the course date to which the student has been admitted and registered on.
  • If there are special reasons, the student may take part in course components that require compulsory attendance at a later date. For more information on this, please refer to the regulations for education at Bachelor's and Master's level.

Additional information

The course gives 10 credits of skill training.

Costs in connection with study trip are completely or partly finance of student. Information about costs are available on the course homepage 4 weeks before start of the course.

Responsible department

Department of Urban and Rural Development

Further information

Determined by: Programnämnden för utbildning inom landskap och trädgård (PN - LT)
Replaces: LP0438, LP0527, LP0543, LP0578, LK0225, LK0256
There are no Grading criteria posted for this course
1) Nordic experience of sustainable planning
Author: Kristjánsdóttir, S.
Comments: Kristjánsdóttir, S. (2017) Nordic experience of sustainable planning. Abington: Routledge.(Available as e-book via library)
2) Sustainable landscape planning: the reconnection agenda.
Author: Selman, P.
Comments: Selman, P. (2012) Sustainable landscape planning: the reconnection agenda. Abington: Routledge. (Available as e-book from the library)
3) The Inquiry Based Approach (IBA) - a facilitator’s handbook
Author: Westin, M, Calderon, C. & Hellquist, A.
Comments: Westin, M, Calderon, C. & Hellquist, A. (2014) The Inquiry Based Approach (IBA) - a facilitator’s handbook. SWEDESD
4) Politicising the landscape: a theoretical contribution towards the development of participation in landscape planning
Author: Calderon, C. & Butler, A.
Comments: Calderon, C. & Butler, A.?(2019)?Politicising the landscape: a theoretical contribution towards the development of participation in landscape planning,?Landscape Research,
5) ‘Planning ethics’ and rediscovering the idea of planning.
Author: Campbell, H.
Comments: Campbell, H. 2012. ‘Planning ethics’ and rediscovering the idea of planning. Planning Theory, 11, 379-399
6) Phronetic planning research: theoretical and methodological reflections
Author: Flyvbjerg, B
Comments: Flyvbjerg, B. (2004) Phronetic planning research: theoretical and methodological reflections, Planning Theory & Practice, 5:3, 283-306.
7) Making Participation Work When Interests Conflict: Moving from Facilitating Dialogue and Moderating Debate to Mediating Negotiations.
Author: Forester, J
Comments: Forester, J. (2006) Making Participation Work When Interests Conflict: Moving from Facilitating Dialogue and Moderating Debate to Mediating Negotiations, Journal of the American Planning Association, 72:4 ,447 — 456.
8) Towards a Feminist Code of Planning Ethics
Author: Hendler, S.
Comments: Hendler, S. 2005. Towards a Feminist Code of Planning Ethics. Planning Theory & Practice, 6, 53-69.
9) Placing the Stakes: The Enactment of Territorial Stakeholders in Planning Processes.
Author: Metzger, J.
Comments: Metzger, J. (2013). Placing the Stakes: The Enactment of Territorial Stakeholders in Planning Processes.?Environment and Planning A: Economy and Space,?45(4), 781–796.
10) Environmental assessment and planning theory: four short stories about power, multiple rationality, and ethics.
Author: Richardson, T.
Comments: Richardson, T. 2005. Environmental assessment and planning theory: four short stories about power, multiple rationality, and ethics. Environmental Impact Assessment Review, 25, 341-365.
11) Deep Difference: Diversity, Planning and Ethics.
Author: Watson, V.
Comments: Watson, V. 2006. Deep Difference: Diversity, Planning and Ethics. Planning Theory, 5, 31-50.
12) Dare to Plan: An Essay on the Role of the Future in Planning Practice and Education.
Author: Isserman, A
Comments: Isserman, A. (1985). Dare to Plan: An Essay on the Role of the Future in Planning Practice and Education. The Town Planning Review, 56(4), 483-491.
13) Who's in and why? A typology of stakeholder analysis methods for natural resource management.
Author: Reed, M., Graves, A., Dandy, N., Posthumus, H., Hubacek, K., Morris, J., Prell, C., Quinn, C. & Stringer, L.
Comments: Reed, M., Graves, A., Dandy, N., Posthumus, H., Hubacek, K., Morris, J., Prell, C., Quinn, C. & Stringer, L. 2009. Who's in and why? A typology of stakeholder analysis methods for natural resource management. Journal of Environmental Management, Volume 90, Issue 5, 1933-1949,

Course facts

The course is offered as an independent course: Yes The course is offered as a programme course: Landscape Architecture for Sustainable Urbanisation - Master´s Programme Landscape Architecture Programme - Uppsala, Landscape Architecture Programme (admission before 1 July 2007) Landscape Architecture Programme, Ultuna Landscape Architecture Programme, Ultuna Tuition fee: Tuition fee only for non-EU/EEA/Switzerland citizens: 74982 SEK Cycle: Master’s level
Subject: Landscape Architecture
Course code: LK0330 Application code: SLU-30111 Location: Uppsala Distance course: No Language: English Responsible department: Department of Urban and Rural Development Pace: 100%