People and Environment
outdoor environments to quality of life, well-being and health. Students will handle different design problems and thereby translate their knwoledge within environnmental psychology and urban sociology into planning and design proposals.
Course evaluation
The course evaluation is now closed
LK0382-20047 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for LK0382
Academic year 2024/2025
People and Environment (LK0382-20060)
2024-11-01 - 2025-01-19
Academic year 2022/2023
People and Environment (LK0382-20015)
2022-11-01 - 2023-01-15
Academic year 2021/2022
People and Environment (LK0382-20136)
2021-11-02 - 2022-01-16
Academic year 2020/2021
People and Environment (LK0382-20065)
2020-11-02 - 2021-01-17
Syllabus and other information
Syllabus
LK0382 People and Environment, 15.0 Credits
Människa och fysisk miljöSubjects
Landscape ArchitectureEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Theme hand-ins | 9.0 | 0202 |
| Individual Project | 6.0 | 0203 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Knowledge equivalent to 120 credits, which ofSpecific entry requirements: 90 credits in one of the following subjects:
• architecture
• landscape architecture
• landscape planning
• built environment
• design
• spatial planning
• geography
• landscape science
• environmental science
English 6 or equivalent.
Objectives
The aim of the course is to provide insights into how the interaction between people and the physical environment functions and what different outdoor environments can mean for quality of life, well-being and health. The course will provide training in the ability to analyse and investigate people’s relationships to their surroundings and to translate this knowledge into design and planning processes.
After completion of the course, the student should be able to:
describe perspectives and concepts within social science and behavioural science, mainly within environmental psychology and urban sociology, that are relevant for the knowledge area of Landscape Architecture
apply a selection of the methods used for investigating how people use, experience and evaluate external environments (e.g. interviews, street walks, observations or surveys)
problematise and analyse people’s different needs and interests in external environments on the basis of e.g. gender, age, social situation, cultural context and disability
analyse and critically examine people’s relation to place and use this understanding in design and planning contexts
Content
The course is characterised by perspectives of social- and behavioural science on problem issues within Landscape Architecture, Architecture and Town Planning. Seminars and exercises will provide training in the ability to investigate and analyse people’s situation in relation to their surroundings. Students will also be posed different design problems and will be given the opportunity to translate their knowledge within environmental psychology and urban sociology into planning and design proposals.
The course comprises lectures, literature seminars (compulsory), excursions and exercises (compulsory), project presentations (compulsory), group assignments, literature studies and individual tasks work with reading and writing.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Literature seminar, submission and presentation of exercises, written examination. Active participation in compulsory elements. Approved participation in literature seminars. Successful completion of exam and exercises. Specifications of compulsory attendance and assignments are given at course start. Students’ knowledge and their ability to engage each other in critical and analytical discussions will also be assessed in the reviews and in the literature seminars.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Additional information
Courses in Landscape Planning from SLU counts as Landscape Architecture when assessing qualifications.Responsible department
Department of People and Society
Further information
Litterature list
Literature (updated 01.09.2023)
People and Environment, LK0382
The course literature consists of selected chapters from textbooks and additional material in the form of scientific journal articles, and reports. Below is a list of all the literature used, as well as information of how and where you can find it.
Preferably, don´t wait until the course starts to get hold of the literature.
In this document you also find information on when during the course the different texts are to be read, see the section “WHEN TO READ WHAT”. Here the texts are presented as reading lists for each literature seminar, in which you should be prepared to discuss and work further with the texts. For dates and time for the literature seminars, see the schedule.
The following literature is mandatory to read in the course.
Book chapters
All the below books are available through the Alnarp library, as printed or electronic resources. Keep in mind that the availability of the printed books can vary, while the e-books are always available online.
Bell, P.A., Greene, T.C., Fischer, J.F. & Baum, A. (2001) Environmental Psychology. 5th edition, Harcourt College Publishers: Forth Worth. (also in new print, 2005)
(Alnarp Library, printed copy in Kurssamlingen)
Chapter 8
Bishop, K., Corkery, L. (eds.) (2017) Designing Cities with Children and Young People : Beyond Playgrounds and Skate Parks. Routledge:New York
(Alnarp Library, printed copy in Kurssamlingen as well as online ebook)
Chapters 3 and 5
Frumkin, Howard (foreword), Matilda van den Bosch, William Bird (eds) (2018) Oxford Textbook of Nature and Public Health : The Role of Nature in Improving the Health of a Population, Oxford University Press: Oxford.
(Alnarp Library as online ebook, if author search use Frumkin, Howard)
Chapters 2.1, 3.1, 3.2, 3.3
Gehl, J. (2011) Life between buildings .The Danish Architectural Press: Copenhagen.
(Alnarp Library, printed copy in Kurssamlingen and as online ebook)
Chapter 1 and 2
Mitchell, D. (2003). The Right to the City. Social Justice and the Fight for Public Space.
The Guilford Press: New York.
(Alnarp Library, printed copy in Kurssamlingen)
Chapter 4
Linda Steg, Agnes van den Berg, Judith de Groot (eds), (2013 and 2019) Environmental Psychology: An Introduction, Wiley-Blackwell
(Alnarp printed copies in Kurssamlingen (the 2019 edition) and in the general collection (the 2013 edition). The 2013 edition is also available as ebook.
Chapters 1, 4, 5, 6, 10 (in the 2013 edition)
Chapters 1, 5, 6, 7, 12) (in the 2019 edition)
Whyte, W. H. (2009) City, rediscovering the center. University of Pennsylvania Press:Philadelphia
(Alnarp Library, printed copy in Kurssamlingen as well as online ebook)
Chapters 1, 2, 7, 10
Journal articles and other material
Buijs A.E. et al (2009) No wilderness for immigrants: Cultural differences in images of nature. Landscape and Urban Planning 91, 113-123 (Alnarp Library, electronic journal fulltext)
Cele, S. (2005). On foot in the city of children. Nordic Journal of Architectural Research 18 (1), 85-98. (PDF in the CANVAS online course room)
Kloek, M.E, et al (2017) Beyond Ethnic Stereotypes – Identities and Outdoor Recreation Among Immigrants and Nonimmigrants in the Netherlands. Leisure Sciences, 39 (1), 59-78
(Alnarp Library, electronic journal fulltext)
Nordh, H., Hartig, T., Hagerhall, C.M., Fry, G. (2009). Components of small urban parks that predict the possibility for restoration. Urban Forestry & Urban Greening, 8,225-235.
(Alnarp Library, electronic journal fulltext)
Ouis, P & Lisberg Jensen, E. (2009) I brought a hazelnut from Macedonia – Cultural and biological diversity in a globalizing world. In Transcending Boundaries : Environmental histories from the Öresund region. Malmö University. Faculty of Health and Society: Malmö ,pp 127‐141, Web open access/
https://www.diva-portal.org/smash/get/diva2:1405749/FULLTEXT01.pdf
Ward Thompson, C. (2013) Activity, exercise and planning and design of outdoor spaces. Journal of Environmental Psychology 34, 79-96. (Alnarp Library, electronic journal fulltext)
WHEN TO READ WHAT from the above list
Theme 1: Understanding and studying people environment interactions
(texts should be read before the literature seminar)
Bell, P.A., et al (2001) Environmental Psychology
-Chapter 8, Personal space and territoriality. (pp 251-292). 41 pages
Gehl, J. (2010) Life between buildings
-Chapter 1, sections Three types of Outdoor Activities, pp.9-14. 5 pages
and Life between buildings, pp.15-30. 15 pages
-Chapter 2 section Senses, Communication and Dimensions, pp.62-72. 10 pages
Linda Steg, Agnes van den Berg, Judith de Groot (eds), (2013/2019) Environmental Psychology: An Introduction, Wiley-Blackwell
- Chapter 1 (in both editions). Environmental psychology: History, scope and methods, by Linda Steg, Agnes van den Berg, Judith de Groot, pp 1-11. 9 pages
Ward Thompson, C. (2013) Activity, exercise and planning and design of outdoor spaces. Journal of Environmental Psychology 34, 79-96m, 17 pages
Whyte, W. H. (2009) City,rediscovering the center.
- Chapter 1, Introduction ,pp1-7. 7 pages
- Chapter 2, The social life of the street, pp. 8-24. 16 pages
- Chapter 7, The design of spaces, pp. 103-131. 28 pages
*Theme 2: Environments across lifespan and cultures *
(texts should be read before the literature seminar)
Buijs A.E. et al (2009) No wilderness for immigrants: Cultural differences in images of nature. Landscape and Urban Planning 91, 113-123, 10 pages
Cele, S. (2005). On foot in the city of children. 13 pages
Bishop, K., Corkery, L. (eds.) (2017) Designing Cities with Children and Young People : Beyond Playgrounds and Skate Parks. Routledge:New York
- Chapter 3 Nordic child friendly urban planning reconsidered by Fredrika Mårtensson and Maria Nordström, pp 36-46, 11 pages
- Chapter 5 A place for adolescents- The power of research to inform the built environment by Patsy Eubanks Owens, pp 65-78, 14 pages
Kloek, M.E, et al (2017) Beyond Ethnic Stereotypes – Identities and Outdoor Recreation Among Immigrants and Nonimmigrants in the Netherlands. Leisure Sciences, 39 (1), 59-78
(Alnarp Library, electronic journal fulltext) 19 pages
Mitchell, D. (2003). The Right to the City. Social Justice and the Fight for Public Space.
-Chapter 4, The End of Public Space?, pp 118‐160. 42 pages
Ouis, P & Lisberg Jensen, E. (2009) I brought a hazelnut from Macedonia – Cultural and biological diversity in a globalizing world. 15 pages
Whyte, W. H. (2009) City,rediscovering the center.
-Chapter 10, The Undesirables, pp 156-164. 8 pages
Theme 3: Environments and human well-being
(texts should be read before the literature seminar)
Matilda van den Bosch, William Bird, and Howard Frumkin (eds) (2018) Oxford Textbook of Nature and Public Health: The Role of Nature in Improving the Health of a Population, Oxford University Press: Oxford.
- Chapter 2.1 Environmental psychology by Agnes van den Berg and Henk Staats, pp 51-57, 7 pages
- Chapter 3.1 Promoting physical activity-reducing obesity and non-communicable diseases by Giles Corti et al, pp97-107, 11 pages
- Chapter 3.2 Preventing stress and promoting mental health by van den Bosch et al, pp108-115, 8 pages
- Chapter 3.3 Promoting social cohesion – increasing well-being by Elands et al, pp 116-121, 6 pages
Nordh, H., et al (2009). Components of small urban parks that predict the possibility for restoration. 10 pages
Linda Steg, Agnes van den Berg, Judith de Groot (eds), (2013/2019) Environmental Psychology: An Introduction, Wiley-Blackwell
- Scenic beauty - visual landscape assessment and human landscape perception, by Tveit, M.S., Ode Sang Å. & C.M. Hagerhall. pp 37-46, 9 pages (Chapter 4 in the 2013 edition/ Chapter 5 in the 2019 edition)
- Health benefits of nature, by Agnes van den Berg, Yannick Joye, Sjerp de Vries, pp 47-56. 9 pages (Chapter 5 in the 2013 edition /Chapter 6 in the 2019 edition)
- Restorative environments, by Yannick Joye, Agnes van den Berg, pp 57-66. 9 pages (Chapter 6 in the 2013 edition/ Chapter 7 in the 2019 edition)
- Urban environmental quality, by Mirilia Bonnes, Massemiliano Scopelliti, Ferdinando Fornara, Giuseppe Carrus, pp 97-106. 9 pages (Chapter 10 in the 2013 edition/ Chapter 12 in the 2019 edition)