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Informatie over BSc Spatial Planning and Design
Hieronder staan het programma en de vakomschrijvingen van BSc Spatial Planning and Design Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (Basic programme BSc Spatial Planning and Design) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | GESD1 | Power of Design (SD) | Engels | 5 | 6 | |
| verplicht | GESP1 | Urbanism and Planning (SP) | Engels | 10 | 8 | ||
| semester I b | verplicht | GEECOGEO | Economic Geography | Engels | 10 | 10 | |
| verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | ||
| semester II a | verplicht | GEIAR | Introduction to Academic Research | Engels | 5 | 3 | |
| verplicht | GESD3 | Spatial Design Atelier | Engels | 10 | 18 | ||
| semester II b | verplicht | GEGIS | Geographic Information Systems | Engels | 10 | 14 | |
| verplicht | GESD2 | Spatial Design Standards and Cond (SD) | Engels | 5 | 12 | ||
| » Jaar 2 (Basic programme BSc Spatial Planning and Design) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | GEMOBIPL | Mobility and Infrastructure Planning | Engels | 10 | 8 | |
| verplicht | GEPG | Physical Geography | Engels | 5 | 6 | ||
| semester I b | verplicht | GESD4 | Urbanism Atelier (SD) | Engels | 5 | 10 | |
| verplicht | GEWAPL | Water and Planning | Engels | 10 | 8 | ||
| semester II a | verplicht | GEGD | Governance Dynamics (SP) | Engels | 5 | variabel | |
| verplicht | GEPSSHGP | Philosophy of Social Science | Engels | 5 | 4 | ||
| verplicht | GESTAT2 | Statistics 2 | Engels | 5 | 5 | ||
| semester II b | verplicht | GELSC | Landscapes | Engels | 5 | 9 | |
| verplicht | GEMARSPD | Methods for Academic Research SPD | Engels | 5 | variabel | ||
| verplicht | Related elective: choose 1 out 2 | Engels | 5 | ||||
| » Jaar 2 (Related elective year 2) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II b | keuze | GEGC | Global Course (SP) | Engels | 5 | variabel | |
| keuze | GESP3 | Comparative Urbanism (SP) | Engels | 5 | 4 | ||
| » Jaar 3 (Basic programme BSc Spatial Planning and Design) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | verplicht | Minor or optional courses | Engels en Nederlands | 30 | |||
| semester II | verplicht | GEBPROJSPD | Bachelor's Project SPD | Engels | 15 | variabel | |
| semester II a | verplicht | GEEE | Environment and Engineering | Engels | 5 | 4 | |
| verplicht | GEPD | Planning Dynamics (SP) | Engels | 5 | 4 | ||
| semester II b | verplicht | GEEP | Environment and Planning | Engels | 5 | 5 | |
| » Jaar 3 (Not regular BSc Spatial Planning and Design) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | verplicht | GEBPROJSPD1 | Bachelor's Project SPD | Engels | 15 | variabel | |
| » Jaar 3 (Optional courses BSc Spatial Planning and Design) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | GEBSTAGE10 | Bachelor Internship | Engels en Nederlands | 10 | variabel | |
| semester I a | keuze | GEMIGRDEV | Migration and Development | Engels | 10 | 4 | |
| semester I b | keuze | GEGSDS | Geospatial Data Science | Engels | 5 | variabel | |
| keuze | GEGUS | Geographies of the United States | Engels | 5 | 4 | ||
| keuze | GEHEAGEN | Healthy Ageing | Engels | 5 | 4 | ||
| keuze | GEPOPDEV | Population and Development | Engels | 5 | 4 | ||
| keuze | GEPPLCUL | People, Place and Culture | Engels | 10 | 6 | ||
| keuze | GEREP | Real Estate Principles | Engels | 5 | 4 | ||
| semester II a | keuze | GEGPLEU | Geography, Planning and European Union | Engels | 5 | variabel | |
| keuze | GEPOPGEO | Population Geographies | Engels | 10 | 10 | ||
| semester II b | keuze | GERUR | Rural-Urban Relations | Engels | 5 | 4 | |
| Opmerkingen | It is possible to extend the course Bachelor Internship to 15 ECTS. | ||||||
| 1 | Bachelor Internship | GEBSTAGE10 | |||||||||||||||||||||||||||
| The course Internship contributes to the career planning of students in de bachelor programmes Human Geography and Planning, and Spatial Planning and Design. The course Internship gives the students an opportunity to gain practical experiences at organizations in the field of human geography and planning. The student selects and arranges an internship (including a supervisor) at an organization of his/her interest. Within the internship, the student will work on an internship-assignment under the supervision of someone from the organization and a lecturer from the Faculty of Spatial Sciences. Besides the internship-assignment, students contribute to other activities within the organization. The course Internship, in short, consists of the following components: (1) attending the kick-off meetings (2) finding a suitable internship (3) making a (research) plan for the internship (4) period of working at the internship (5) attending a couple of Return Days at the faculty (5) writing an internship report (6) presenting your findings and experiences in a meeting | |||||||||||||||||||||||||||||
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| 2 | Bachelor's Project SPD | GEBPROJSPD1 | |||||||||||||||||||||||||||
| The Bachelor Project constitutes the final component of the BSc in “Spatial Planning and Design” (SPD) and “Human Geography and Urban and Regional Planning” (HGP). It is an opportunity for students to put into practice the skills they have learned in the socio-spatial research line. It entails formulating a research question, developing and applying a theoretical framework, applying GIS, statistical analysis techniques and/or qualitative techniques, and conducting data analyses. In the Bachelor Project, students are expected to adopt a critical attitude towards their own research (process) and that of others. Furthermore, students have to put into practice their argumentation and discussion skills. Through a series of lectures, group sessions, and open office hours, the different components of doing research are discussed and supervised. The content of the various group themes ties in with the different course units in the curriculum. By selecting a topic within a theme that matches their interests, students in the Bachelor Project will be well-prepared to go on to a Master’s degree program or to enter the job market. Students in the Bachelor Project register in thematic groups of approximately eight students, in which they work on an individual research project as part of a central group theme. The central theme is provided by the thesis supervisor of the group via Brightspace. There is ample opportunity for students to bring their own focus to the theme. From their initial acquaintance with the theme, students will work on the research project through seven research steps, building on one another, in accordance with the research process for socio-spatial research. The research steps deal with: theoretical framework, research proposal, data collection instrument, data collection, data analysis, peer review, and the final written report in the form of an individual thesis of 6,000 words. | |||||||||||||||||||||||||||||
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| 3 | Bachelor's Project SPD | GEBPROJSPD | |||||||||||||||||||||||||||
| The Bachelor Project constitutes the final component of the BSc in “Spatial Planning and Design” (SPD) and “Human Geography and Urban and Regional Planning” (HGP). It is an opportunity for students to put into practice the skills they have learned in the socio-spatial research line. It entails formulating a research question, developing and applying a theoretical framework, applying GIS, statistical analysis techniques and/or qualitative techniques, and conducting data analyses. In the Bachelor Project, students are expected to adopt a critical attitude towards their own research (process) and that of others. Furthermore, students have to put into practice their argumentation and discussion skills. Through a series of lectures, group sessions, and open office hours, the different components of doing research are discussed and supervised. The content of the various group themes ties in with the different course units in the curriculum. By selecting a topic within a theme that matches their interests, students in the Bachelor Project will be well-prepared to go on to a Master’s degree program or to enter the job market. Students in the Bachelor Project register in thematic groups of approximately eight students, in which they work on an individual research project as part of a central group theme. The central theme is provided by the thesis supervisor of the group via Brightspace. There is ample opportunity for students to bring their own focus to the theme. From their initial acquaintance with the theme, students will work on the research project through seven research steps, building on one another, in accordance with the research process for socio-spatial research. The research steps deal with: theoretical framework, research proposal, data collection instrument, data collection, data analysis, peer review, and the final written report in the form of an individual thesis of 6,000 words. | |||||||||||||||||||||||||||||
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| 4 | Comparative Urbanism (SP) | GESP3 | |||||||||||||||||||||||||||
| Some cities offer much more pleasant living environments for humans than others. Institutions (regulatory frameworks, norms, values, habits, etc.) play an important role in this. They vary between places and produce different types of space. Due to decentralization and the increased participation of civic- and market actors in decision-making, local differentiation is on the rise. Policy makers are increasingly interested in understanding why other regimes/places produce different (or better) outcomes than their own regime/place, as this might be used as a legitimation for the implementation of new strategies. Comparative Urbanism introduces you to institutions, why comparisons between places matter, policy-making and evaluation, and ways to carry out empirical research focusing on institutional differences between cities. Next to the lectures, the course entails a group research project in which you compare the institutional conditions of two cities (of two different countries), focusing on one concrete planning problem in the field of governance, planning and property markets (supervised by Özogul), housing and urban inequality (supervised by Mawhorter), or arts & culture or tourism (supervised by Van der Vaart). On the basis of your findings, you write an advice for both cities on redesigning their institutions. | |||||||||||||||||||||||||||||
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| 5 | Economic Geography | GEECOGEO | |||||||||||||||||||||||||||
| Economic Geography answers the question why all major software firms in the world cluster in Silicon Valley, a desert-like valley with the size of the province of Utrecht. It helps you understand why the components for an I-Phone come from more than 10 countries spread across the globe. At the same time, and much closer to home, it addresses issues of local inequality. Why are Dutch cities increasingly segregated? And, how come some cities seem to thrive while other wither away. What can local policy makers do to stimulate entrepreneurship? In short, it studies both the distribution of economic phenomena across space and the question how places influence economic phenomena. It does so at multiple spatial scales. This course introduces Economic Geography and at the end of the course, you will be able to give an overview of its major fields of thought, use pertinent theories to understand and analyze real-world problems, describe the role of governments in economic processes, and explain how globalization frames economic development at all spatial scales. To do this, the course is divided into three interrelated streams. The first stream is the thematic stream and it tells the story of current issues that Economic Geography discusses. The argument is set in the overarching theme of globalization. It thus covers globalization processes, but also its implications for innovation, socio-economic inequality, environmental issues, clustering and human capital. The second stream discusses the toolbox of Economic Geography; its theories and approaches that are used to analyze and better understand the real-world problems that we observe. As the theories have evolved over time, this stream also gives a chronological overview of the development of the field. It starts with classic location theories that date back to the 18th century and we finish with modern day theories about local economic development. The third stream covers basic Economic Principles, including demand / supply, elasticities, markets and market failure, government involvement. As Economic Geography draws from the discipline of geography as well as from economics, an understanding of economic principles helps you analyze and discuss current issues related to globalization. At the same time, it allows you to grasp better the details of the theories used in economic geography. | |||||||||||||||||||||||||||||
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| 6 | Environment and Engineering | GEEE | |||||||||||||||||||||||||||
| The Environment and Engineering module deals with conditions from environmental science relevant to spatial planning. Understanding sources and atmosphere-based propagation of physical-chemical environmental components, as air pollution and noise, and safety are a prerequisite to spatial planning. The module deals with • a theoretical understanding of negative environmental consequences resulting from wanted human activities; • transport of noise and air pollution through the atmosphere; • the influence of pollution on humans; • technical measurability in relation to legal standards. Five themes form the basic overall structure of the module: (1) atmosphere (including weather phenomena), (2) noise and soundscapes, (3) air quality, (4) applied thermodynamics, and (5) external safety. The learning outcomes are connected to these five themes. Theoretical understandings of especially the component noise will be applied in practice during a research project. Groups of students will perform measurements on noise after consulting the lecturers. The measurements will be executed at a (set of) selected location(s) where noise nuisance is expected to raise environmental issues, or where the actual sound conditions are unknown and where spatial planning might contribute to area-specific solutions (also referred to as Soundscapes). Students use instruments, simple calculation models, and GIS in the project. The gained results will be compared to corresponding legal standards. The project is finished with a group effort-based project report and presentation during a symposium. Finally, the course contains a set of individual assignments existing out of the work delivered by (groups of) students during particular tutorials (like: Sound calculations, Tutorial Win a Plant, Tutorial Win a Beer). | |||||||||||||||||||||||||||||
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| 7 | Environment and Planning | GEEP | |||||||||||||||||||||||||||
| The course Environment & Planning targets the interface between environmental policy and spatial planning. In doing so, Environment & Planning specifically discusses the importance of local area-based approaches to cope with environmental challenges from a spatial planning perspective. On a theoretical level, the course deals with tensions and linkages between centralised and decentralized forms of policy making. It uses a perspective to differentiate between these forms of policy making based on the degree of complexity of the issues and circumstances faced. This more general and abstract logic is discussed based on developments in Dutch environmental policy. This environmental policy has seen a serious process of decentralization, aiming to better allow for environmental planning to be based on local and area-based circumstances. Core elements in the course include a focus on improved integration of environmental objectives and ambitions in various other policy sectors and, notably, the relevance and constraints to area-based and decentralised approaches. | |||||||||||||||||||||||||||||
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| 8 | Geographic Information Systems | GEGIS | |||||||||||||||||||||||||||
| Geographic Information Systems (GIS) are designed to collect, analyze and display spatial data to solve spatial problems. Central in this course is the ability to address geo-spatial questions with GIS in a reseach context. Students learn how to conceptualize spatial objects or phenomena, and how to collect, analyze and map spatial data. In the first part of the course students learn GIS concepts and theories, and GIS skills (software). In the second part they learn how to apply these skills and knowledge to solve a spatial problem. | |||||||||||||||||||||||||||||
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| 9 | Geographies of the United States | GEGUS | |||||||||||||||||||||||||||
| In this course students will be working themselves on their understanding of long-term socio-spatial developments in the USA. The first part of the course consists of short student presentations on the basics of the geographies of North-America, based on a series of obligatory and annotated YouTube videos. This introduction is supported by master classes on specific topics by guest lecturers. Acquired knowledge is tested in an intermediate facts and topography exam. The main part of the course module consists of a group research project on a topic of choice. The students present this orally, and in an academic paper or if they prefer in a different output format targeting a wider (non-academic) audience. This could be a poster presentation, an animation film, a website, an article for a popular journal, etc. Assessment consists of a series of assessed products or activities: the first oral presentation of the videos, the intermediate facts exam and topography test, the research paper or the wider audience product, the oral presentation about the research project, and active participation. There is no final exam. Compensation between all elements of the assessment is possible. For HG&P students the course would serve well as a preparation for the third year fieldwork to the US. | |||||||||||||||||||||||||||||
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| 10 | Geography, Planning and European Union | GEGPLEU | |||||||||||||||||||||||||||
| This course aims to provide a solid and extensive basis-knowledge about the geography and planning of Europe. It consists of a series of lectures that focus on introducing different aspects of the course through in-depth examples and outlooks. During the course we’ll address historical, social, economic, cultural, political and planning aspects of the European Union. Students are expected to involve themselves with the issues of the course and participate actively. Guest lecturers contribute with unexpected and challenging insights from their specialty and/or working experience. | |||||||||||||||||||||||||||||
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| 11 | Geospatial Data Science | GEGSDS | |||||||||||||||||||||||||||
| The added value of our students in addressing societal problems in the future is their ability to think spatially. Spatial thinking allows students to describe and analyse the spatial patterns and organization of people, places, and environments to make informed decisions. Those skills become even more powerful when combined with computational thinking skills. Complex problems and big datasets require support with computation, analysing and visualizing. The use of geospatial technologies can provide students with the skills they need to address spatial problems in the 21st century. In this course students further develop their spatial and computational thinking skills and learn to apply these with the use of new geospatial technologies to address spatial problems. Geospatial technologies In this course you will learn the basics of programming in python, and how you can effectively use these in relation to spatial problems. All packages are open source. ● Python: a programming language that is great for automating processes. Used in GIS software. ● QGIS: open source GIS software, equivalent to ArcGIS. | |||||||||||||||||||||||||||||
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| 12 | Global Course (SP) | GEGC | |||||||||||||||||||||||||||
| The ‘Global Course: Spatial Planning and Institutional Design’ is a joint effort of Newcastle University, The University of Tokyo, Renmin University of China, the University of Washington and the University of Groningen. The first edition of the Global Course won AESOP’s Excellence in Teaching Award 2018. We are pleased to present you the sixth version of the course for the academic year 2022-2023. The Global Course is truly international, as the lectures are recorded and streamed at five top universities on three continents. The group work allows you to collaborate with fellow students from around the globe. We promise to provide an intellectually stimulating (virtual) classroom to discuss the following two questions: 1. What are institutions and which historic, economic and cultural factors explain their existence? 2. How and why does the institutional context differ between the participating countries? A look across the border shows that countries solve their social and spatial issues in different ways. Although consultants often propose to copy spatial interventions from one city to another, the Global Course shows that the success and outcomes of these interventions are context-dependent. In order to make spatial planning interventions successful, it is important to build the right institutional conditions. In other words: spatial design cannot do without institutional design. The Global Course consists of a theoretical and a practice-oriented narrative that allows you to engage in discussions about institutional design. The first is a theoretical perspective on institutions, taking into account history, culture and economy on various scale levels. The second is an international-comparative perspective on planning systems, based on an overview of the institutional context of the participating countries. The theoretical narrative is about the nature of institutions, which will be discussed in a multi-disciplinary fashion. In the Global Course, we define institutions in the broadest sense: they are sets of legal rules, policies, and normalized or legitimized sets of behavior. On the basis of the history, culture, ideology and the interests of different groups, the planning system might evolve in a different fashion. Institutions are therefore not neutral. They are the result of decision-making processes, democratic procedures, collective behavior and power struggles between public and private bodies, individuals and (representative) groups, in official or unofficial ways. They generate outcomes that are relevant and purposeful to those who have established or uphold these institutional frameworks. However, the range of possible changes is limited by historic choices and by dominant ideological notions. During the Global Course, institutional economics, political economy, and path dependency are presented as explanations behind the existence of institutions. In the practice-oriented narrative the lecturers provide examples from their local context and explain how their spatial planning system is established. The main aim is to establish a basis for international comparison on Institutional Design. You are challenged to think about questions such as: what is ultimately the goal of spatial planning and spatial interventions? How is the public domain defined? Under influence of which ideologies has the planning system shifted over time? Of course, we will take a look at the outcomes of various planning regimes in terms of the geographical location of various functions and social groups, public and private profits and losses, citizen participation and well-being. Altogether, this course aims to create awareness among planning students that spatial interventions are rooted in institutional settings, and institutional changes might have spatial outcomes as well. It is our pleasure to help you along the course and wish you success! | |||||||||||||||||||||||||||||
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| 13 | Governance Dynamics (SP) | GEGD | |||||||||||||||||||||||||||
| This course unit builds on the basic general knowledge of spatial planning and geography gained in the first-year courses of the BSc in Spatial Planning and Design. It examines the fundamentals of planning and policy systems, with a particular emphasis on policy for the daily environment. Planning and policy are not viewed as straightforward procedures involving interventions in the daily environment. Instead, the course looks at the totality of social, administrative, political and spatial planning processes that determine how planning and policy are constantly subject to change over time and are dependent on the issue, project or process to which they are deemed to apply. This entails comparing the Dutch situation with planning and policy systems elsewhere in the world, studying the Dutch situation itself, especially in relation to decentralization, deregulation and subsidiarity, and deconstructing it in order to focus on certain aspects, including the role of local authorities and regional development, cities and neighbourhood development, and the position of several prestigious projects within the totality of policy and planning. | |||||||||||||||||||||||||||||
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| 14 | Healthy Ageing | GEHEAGEN | |||||||||||||||||||||||||||
| Healthy ageing is a topic with great societal relevance. This course introduces the concept of healthy ageing from a socio-demographic perspective. The demographic perspective reveals causes and consequences of ageing and their relationship with health. The social perspective addresses determinants of health and wellbeing over the life course with a particular focus on older ages. Healthy ageing is addressed from the societal level, i.e. what does healthy ageing mean for a society, as well as from the individual level, how older people can maintain health, wellbeing and a self-determined life. After completing the course, students have an understanding of the determinants and consequences of healthy ageing from a socio-demographic perspective. Students have knowledge of how healthy ageing relates to life course factors including socioeconomic status, health behaviors or social participation. They can reflect on 1.) how these issues relate to older adults’ health and wellbeing and 2.) how societies as a whole are challenged by population ageing. | |||||||||||||||||||||||||||||
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| 15 | Introduction to Academic Research | GEIAR | |||||||||||||||||||||||||||
| The course ‘Introduction to Academic Research’ (IAR) prepares students to develop the basic principles of academic research in human geography and spatial planning. Specifically, students learn how to write an academic literature paper. IAR is the first course of the academic research pathway of the bachelor programs ‘Human Geography & Planning’ and ‘Spatial Planning and Design’. IAR prepares students for the course ‘Methods in Academic Research (MAR)’ and the bachelor thesis in third year. Successful completion of IAR is required to participate in both these courses. This course consists of lectures, workgroup meetings, and a workshop on searching and finding academic literature. The most important element of IAR is writing the short research paper. This research paper is purely based on existing scientific literature and aims to teach students how to formulate arguments and construct informed conclusions on a geography or planning related topic. | |||||||||||||||||||||||||||||
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| 16 | Landscapes | GELSC | |||||||||||||||||||||||||||
| In several lectures, day-long practicals, students will work with landscape information sources, like thematic maps, soil monoliths, spatial digital datasets, background literature and field data. During an external fieldwork week (Northern Netherlands), small groups of students will investigate the physical landscape conditions and land use of a Dutch rural area, which acts as a case study on the relationship between geological, natural and cultural history and current use of the landscape. During this week, the observations in the field will be confronted with theories from literature. The groups will also carry out a small-scale self-defined investigation. The results will be presented during an excursion and be reported afterwards. | |||||||||||||||||||||||||||||
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| 17 | Methods for Academic Research SPD | GEMARSPD | |||||||||||||||||||||||||||
| The main focus of this course is to collect data, analyze data, report results, and to discuss results in an academic manner. This course focuses on collecting and analyzing qualitative data and using qualitative methods, with a focus on interviewing. This course builds on, and enriches, your already acquired skills from the first-year course Introduction to Academic Research (IAR). With its focus on qualitative research, it complements the courses on Geographic Information Systems (GIS) and Statistics (Statistics 1 & 2) that instead both focus on quantitative data and methods. Together, the methodological courses in the program equip you with knowledge and skills about quantitative and qualitative methods and their applications. Combined, this set of courses prepares you for your upcoming Bachelor Thesis. | |||||||||||||||||||||||||||||
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| 18 | Migration and Development | GEMIGRDEV | |||||||||||||||||||||||||||
| Migration is a powerful mechanism in the social and economic dynamics both of migrants themselves and of the places that are involved in migration. At the regional level, for example, we observe that human capital is an increasingly important determinant of economic development. Migration of skilled employees therefore importantly shapes regional differences in economic growth. At the other end, we see places that lose people as a result of migration and suffer the social and economic consequences. At the individual level, migration may be a means to improve your socio-economic position, for example when searching for a new job, or perhaps when running from harsh political circumstances. Migration thus plays a key-role in the lives of people as well as for the regions people live and work. Understanding process of migration is therefore key in understanding the socio-economic development of people and places. This course is dedicated to the mutual relationship between migration and the economic and social development of people and places. It offers theories to understand why people migrate and the outcomes of migration. At the same time, theories that highlight the role of human capital and migration in regional development are explored. In addition, the course aims at providing the latest research and trends about migration flows within and between countries as well as the changing economic and social framework in which migration takes place. | |||||||||||||||||||||||||||||
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| 19 | Mobility and Infrastructure Planning | GEMOBIPL | |||||||||||||||||||||||||||
| This course is divided into two blocks: (1) the understanding and measuring of mobility and network developments; (2) the development of policies and instruments to support sustainable mobility and infrastructure planning. Block 1: Mobility is the total result of millions of individual decisions regarding travel. Which factors influence these individual decisions? Theories and concepts that can explain our mobility choices from the fields of economics, psychology and geography will be discussed. Departing from the individual level, we focus on the macro levels and delve into mobility trends and the interaction between land use and mobility. These developments on the macro level lead to development and adjustments of the (transport) infrastructure networks: predominantly highways, waterways and railways. Through the use of network theory, guest lectures and examples from practice, students will learn how networks emerge and grow and how network development can be characterized and influenced. Traffic models use mobility data to gain insight in future transport issues. The student will gain knowledge of the fundamental principles of traffic models and the use of those models in planning practice (including its possibilities and limitations). The concept of objective and subjective (perceived) accessibility is unraveled. Block 2: In the second block the focus shifts from understanding mobility, accessibility and infrastructure issues towards policy strategies to deal with these issues. Technical, financial, behavioral and spatial policies will be discussed targeting at private car use, public transit, walking and cycling. The course discusses policies under the umbrella of the sustainable mobility paradigm and the Transport Land-Use Feedback Cycle. Students will work on a group assignment that step-wise builds up to Groningen as a ten-minutes city: all daily facilities accessible within 10 minutes by bike to anticipate population growth and support sustainable mobility. The group assignment will consist of a problem analysis utilizing mobility, network and accessibility analyses (block 1). Students execute a network analysis of the infrastructure network using ArcGIS Pro. Based on a theoretical interpretation of the above analyses (block 1), students will then develop appropriate policy strategies to enhance accessibility by bike (block 2). Each week, the course programme revolves around one specific topic. The following topics are part of the course programme: Block 1: (1) Explaining mobility drivers (2) Measuring accessibility (3) Transport modelling and travel behavior (4) Understanding networks Block 2: (5) Unpacking transport policy (6) Technological and financial policy strategies (7) Land-use policy strategies (8) Behavioural policy strategies The student’s work will be assessed by the group assignment, two digital tests (block 1 &2) and the student led activity. Students can participate in literature reviews by doing perusall assignments on a voluntary basis. Basic knowledge of ArcGIS Pro is recommended. The course will be taught on-campus. Changing COVID-19 circumstances can result in alterations in the teaching format and methods. | |||||||||||||||||||||||||||||
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| 20 | People, Place and Culture | GEPPLCUL | |||||||||||||||||||||||||||
| In this course, students will be introduced to important concepts in the field of cultural geography and related fields such as human geography, sociology and anthropology. The relation between people, places and cultures will be discussed extensively. Literature and lectures will be centered around the following themes: the interaction between the global and the local - glocalization; community (development) in a globalizing world; everyday geographies and exclusion; applying concepts in geographical research. Lectures, guest lectures and independent study of literature are applied to introduce various concepts related to the themes. Acquired knowledge is tested in an intermediate digital exam. Next to this, students are encouraged to participate in book sessions, guided by lecturer(s). The sessions will focus on a non-fiction book that the students are reading, and discussions are aimed at connecting academic literature and concepts to elements from the book. Students can select one of three books, enabling them to read and develop knowledge based on their own interests. Content from the book sessions can be used in answers to several exam questions. Throughout the course, students will work on a group assignment. In this assignment they will conduct research on a concrete geographical. Within a wider theme group, students will select a ‘contested case’, and do justice to the multiplicity of views on the issue. They will present their findings in an autonomous presentation (max. 6 minutes), i.e. running independently without a presenter. Assessment consists of the following products and activities: the digital exam, composed of short essay questions (50%), and the assignment (50%) – specifically the autonomous presentation and the justification report. | |||||||||||||||||||||||||||||
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| 21 | Philosophy of Social Science | GEPSSHGP | |||||||||||||||||||||||||||
| This course consists of two themes aimed at helping students better understand the assumptions all researchers make in designing and carrying out a research study. The first theme focuses on the philosophy of the social sciences, and the second theme focuses on research design. In structuring this course, deliberate attention has been given to have an interplay between these two themes, in order to help students to arrive at a deeper understanding of the assumptions underlying decisions made in the research act, and in the process, to also give students more practical skills in designing elements of their own research study. | |||||||||||||||||||||||||||||
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| 22 | Physical Geography | GEPG | |||||||||||||||||||||||||||
| The lectures will provide a thematic introduction to physical geographic subjects. A number of themes will be dealt with, such as climate (change), geology, soil science, hydrology, coastal zone processes, ecology and environmental issues. The course focusses on natural processes and their resulting landforms all across the globe. Topics will be linked to relevant issues for human geographers and spatial planners and will include current environmental problems. There will also be a focus on the relationship between the physical condition of the earth and human use of the earth. As a reference, the history of the origin of the Dutch and other international landscapes will be explained and discussed. | |||||||||||||||||||||||||||||
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| 23 | Planning Dynamics (SP) | GEPD | |||||||||||||||||||||||||||
| Planning practice is a dynamic situation of cultures, specialisms, and roles in action in a specific social, institutional and political context. This course begins with acknowledging the dynamics of contemporary planning practice with a focus on the Netherlands and its European neighbours. It builds on the extended general knowledge of spatial planning and geography gained in preceding study years. It examines uncertain and complex dynamics that planners face when taking roles in and for the living environment in different specialisms. Planning Dynamics prepares students to understand contemporary planning practice in its dynamic social, physical and institutional context in a way that enables them to position themselves and to develop their future roles. The course provides students with an overview about the practice of spatial planning and helps them demarcate a position (a role) for themselves as a future planning practitioner who plays a role in the field, and to understand different fields (specialisms) and their related dynamics in different cultures of planning. Therefore, it looks at social, administrative, political and spatial planning processes in a national and international context. This entails comparing the Dutch situation with planning and policy systems elsewhere in the world, studying the Dutch situation itself, especially in relation to decentralization, deregulation and subsidiarity, and deconstructing it in order to focus on reasoned interventions in planning practice, including the role of provinces and regional development, cities and neighbourhood development, and the position of several prestigious projects within the field of spatial policy and planning. | |||||||||||||||||||||||||||||
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| 24 | Population and Development | GEPOPDEV | |||||||||||||||||||||||||||
| While countries in Western-Europe are dealing with the implications of population ageing and decline for the wellbeing of its population, projections show that in the eastern part of the world India will pass China in becoming the world’s biggest population. Also, most countries have seen a reduction in fertility and mortality, as explained by the demographic transition model, but countries such as Uganda do not follow this typical pattern: they continue to have high fertility, which poses great challenges to the country’s resources and the wellbeing of its citizens. Different parts of the world are challenged by different population issues, which play a role in the countries’ development and their population wellbeing. In this course we will explore and discuss how population and development are interlinked and its implications for wellbeing. To do so, we will focus on three global contemporary population issues: sexual and reproductive health, migration and development, and human resource development. We will discuss how international and national policies are at the core of such developments, and we will pay special attention to vulnerable and marginalised groups in societies as we apply a human rights and capability perspective. | |||||||||||||||||||||||||||||
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| 25 | Population Geographies | GEPOPGEO | |||||||||||||||||||||||||||
| The course module Population Geographies deals with population trends, demographic behaviour and their inseparable link with place and culture. The most important drivers of demographic trends and challenges (i.e., fertility and household formation, mortality, migration) and their relation to place and the perception of place are studied with regard to content as well as methodology. Dynamic individual behaviours are emphasized within their socio-cultural context. Theories explaining demographic changes and cultural geographical theories on the concepts of place, culture and power will be discussed with regard to the relationship between people and places. Policy implications are addressed. Amongst the specific socio-spatial questions discussed are aspects of demographic change like population growth and decline, migration, and ageing; health and place; ethnicity, nationalism and the nation-state; inclusion-exclusion and othering; youth culture. | |||||||||||||||||||||||||||||
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| 26 | Power of Design (SD) | GESD1 | |||||||||||||||||||||||||||
| With help of real life examples, this course shows how designs are a planners tool to connect a variety of interests and opinions into a seductive image of a possible future for a place. The course discusses the commissioner of the planner: society, or at least of part of society. Theories of problem solving are explained; tracing types of assumptions and arguments and how to come to creative answers to complicated questions. With help of many examples, it is explained what spatial concepts are. With their charismatic simplicity and applicability for various places, they connect people and organizations in a common ambition. Historical references can be an important inspiration. Every other week, a case is visited, showing the stories behind old, recent and future spatial patterns. Participation in the field work is mandatory. | |||||||||||||||||||||||||||||
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| 27 | Real Estate Principles | GEREP | |||||||||||||||||||||||||||
| What is real estate? How can markets for buildings and land be characterized and understood? What is the importance of location in real estate development and investment? This course gives an introduction to the principles of real estate markets (e.g. as reflected in markets for commercial real estate, housing, nature, or urban land) from a geography and urban economics perspective. We will discuss fundamental theory in relation to historic and current real-world issues with a specific regard for market principles and anomalies. | |||||||||||||||||||||||||||||
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| 28 | Rural-Urban Relations | GERUR | |||||||||||||||||||||||||||
| The rural and the urban are strongly intertwined. In this course we focus on the various relations, both physically and in representations, between the rural and the urban – from a rural perspective. Rural urban relations are approached both from the theoretical notions from rural geography literature, and in the context of the socio-economic, socio-cultural and socio-spatial changes that emerged in recent decades, especially in urbanized societies. We take a closer look at the changing functions and meanings of rural areas in urbanizing societies, the changes in spatial structures, and the changing position of the agricultural sector (spatial and as producer of food). We will focus, both through theories and practice, on the relation between the rural and the urban, the relation between individual and groups of actors within the rural (residents, entrepreneurs, consumers, visitors), rural development, and rural policies on various levels. Themes that will be discussed are the gradual shift of the rural areas from areas of production areas of consumption, economic development, changing images of the rural, liveability, demographic changes incl. migration patterns, use aspects (production, ecology, residential), and developments in policies. | |||||||||||||||||||||||||||||
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| 29 | Spatial Design Atelier | GESD3 | |||||||||||||||||||||||||||
| The aim of the Spatial Design Atelier is to create a plan/vision on different scales and based on real-world planning and design problems for a pre-defined project area. Drawing up a spatial plan is an informed process, therefore, students will use the analytical skills of complimentary 1st year courses. Furthermore, the students will be introduced to, and become familiar with design-thinking and plan-making theories and concepts behind the creative process of plan-making during lectures and via their personal experience of a plan-making process. The students will work 2 days per week on their project in studio, where they develop a spatial plan in small teams. In addition, lectures are provided on various topics Students prepare, do and report on field visits to specific places of interest in the project area. The end products forming the basis for assessment include: • A territorial analysis of the pre-defined project area and its’ spatial challenges, • A concept/vision for the future spatial arrangement of the project area, • A spatial plan for a location within the project area, • Presentations of their intermediate and final products, • Peer-review of the group presentations, group assignment and design review sessions, • Individual reflection on the plan-making process and group work | |||||||||||||||||||||||||||||
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| 30 | Spatial Design Standards and Cond (SD) | GESD2 | |||||||||||||||||||||||||||
| There are no perfect formulas to design the city, but the need to manage large margins of uncertainty. Designing transformations is an interplay between different disciplines, domains and knowledge, between visions, enabling and constraining conditions. Hence, spatial planning and urban design require more than visions alone. In order to translate those dreams to feasible actions as future spatial planners, students will learn to deal with the main conditions that influence the development of cities at the local level (e.g. social, cultural, legal, morphological, environmental conditions) including relevant technical and procedural aspects for the creation of effective design guidelines. Therefore, the scopes of this course are the following: (1) to explore the role that urban design plays in shaping the development of complex urban environments; (2) to understand the complexity and variety of conditions which influence urban transformations. | |||||||||||||||||||||||||||||
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| 31 | Statistics 1 | GESTAT1 | |||||||||||||||||||||||||||
| Statistics 1 (GESTAT1) provides students with the skills to correctly select, apply and interpret a variety of descriptive and inferential statistical techniques. The course covers levels of measurement, (spatial) sampling, tables and figures, (spatial) measures of centrality and dispersion, central limit theorem, z‐score, z‐test, t‐test and non‐parametric alternatives, binomial test and difference of proportion test. Also, the course covers the principles of research data management. Use of a statistical software (tba) is part of this course. | |||||||||||||||||||||||||||||
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| 32 | Statistics 2 | GESTAT2 | |||||||||||||||||||||||||||
| Statistics 2 (GESTAT2) provides students with the skills to correctly select, apply and interpret a variety of multivariate statistical techniques. The course covers analysis of variance, chi-square, measures of association, correlation, simple and multiple linear regression and logistic regression. Also, the course covers the principles of research data management. Use of a statistical software (tba)is part of this course. Content-wise, this course builds on Statistics 1 (GESTAT1). | |||||||||||||||||||||||||||||
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| 33 | Urbanism and Planning (SP) | GESP1 | |||||||||||||||||||||||||||
| ‘Urbanism and Planning’ is one of the first courses that regular students in the bachelor programmes ‘Spatial Planning and Design’ and ‘Human Geography and Planning’ will follow. Therefore, it is primarily an introductory course that aims to provide the students with a common and comprehensive package of knowledge and reference points to use as a strong fundamental basis for their further studies. The course amounts to 10 EC’s, which is the equivalent of 280 study hours. The course is taught in English. We encourage you to use English for both face-to-face and digital communication for the duration of the course. Content-wise, this course is constructed around two intertwined narratives. Below, we’ll briefly introduce the two narratives. Narrative 1: The origin and development of ‘the urban’, the city as a habitat for people and humans as an urban species. This narrative ensures that students are familiarized with the main theories, concepts, and schools of thought regarding the urban. As a result, students will obtain a broad basic knowledge and a better understanding of the main drivers behind urbanization with sensitivity to the historical and geographical context. Specific attention will be given to some of the main challenges for urban areas, such as related to social justice, sprawl, post-industrialization, globalization, and environmental issues. This narrative uses ‘The City Reader’ (7th Edition) by LeGates and Stout as textbook. Narrative 2: The development of spatial planning as a scientific and practice-oriented discipline, with focus on the Netherlands. In this narrative, the focus lies on the historical development of spatial patterns and spatial planning in the Netherlands. The Netherlands is often seen as a prime textbook example of what spatial planning can accomplish, and the way in which space has been and is planned in the Netherlands is often viewed upon with great interest abroad. But this is not something that happened overnight. Although we start in the Roman era, the focus will be on developments in the 20th century and how these have produced the landscapes, cities, and planning practices of today. For this narrative, ‘Urban Planning – an Introduction’ by Chris Couch is used as a textbook. Together, these two narratives provide students with a comprehensive framework to work as a solid foundation on which to build their further studies in human geography and/or urban and regional planning. | |||||||||||||||||||||||||||||
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| 34 | Urbanism Atelier (SD) | GESD4 | |||||||||||||||||||||||||||
| The Urbanism course is addressing a specific topic in the field of urbanism and urban planning: densification of cities and urban agglomerations. The students must develop a design proposal that is relevant, urgent and debated in different European contexts. The question of redevelopment and densification is highly relevant in planning practice, policy and research since it deals with the question of land consumption, mixed/fragmented use, urban density and is related to the conceptual debates of compact cities, smart growth and sustainable cities. The students have to develop design proposals for a planning and design problems/questions and will gain experiences on how to deal with such problems and prepare themselves for planning practice. Students are now at the point to work independently on their assignment, working in design teams developing design proposals in the wider field of urbanism. Research by design and transdisciplinary research are guiding principles for the design studio. The students will work in design teams and will be consulted in the design atelier. The design project will be accompanied by lectures, guest lectures and digital workshops. For example, the students will have the possibility to use cad, illustrator and virtual reality. Several feedback- and presentation settings will give the opportunity to train and exercise communication skills and to present and discuss the project in different development stages with representatives of public administration and colleagues from consulting agencies from architecture and planning practice. The final products of the course will be a set of deliverables with a special focus on visual communication and will include the production of posters, model, infographics and a report. Knowledge and practical skills in Photoshop, sketch-up, GIS (or A-Cad) and the Adobe Suite are required! | |||||||||||||||||||||||||||||
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| 35 | Water and Planning | GEWAPL | |||||||||||||||||||||||||||
| Developments such as sea level rise, shifting precipitation patterns and continuous urbanization, resulting in fresh water shortages and an increasing number of damaging flood events, have diminished our natural resilience. To anticipate future climate risks, the connection between water management and spatial planning needs to be strengthened. Traditionally, water management was aimed at solely taking technical measures, such as building dikes, dams, and enlarging drainage capacities. The awareness of climate change and increasing flood risks, however, have led to the development of new, more spatial modes of flood protection. From an integrated perspective, and taking into account the complete water system and its specific characteristics, spatial planners now have to create more space for water and think about ways to ‘live with the water’ instead. The aim of this course is twofold. First, to serve as a basis for spatial planning, important basic technical and hydrological aspects of water management will be explained, such as precipitation, evaporation, water flow, and water storage in the ground and in water courses. Students will learn how to quantify and calculate (the consequences of changes in) these processes. Second, this course explains both the substantive and the institutional dimension of the integration between water management and spatial planning at various spatial scales (from the local to the international scale), and within various water management domains (i.e. urban water management, coastal water management, river management etc.) Particular attention is thereby given to the development of Dutch water management and current issues regarding the integration of water management and spatial planning in The Netherlands. The Dutch situation thus serves as a frame of reference to study and discuss substantive and institutional developments in other countries (such as current policies, and the division of responsibilities between public and private parties etc.). In a team assignment, on the basis of an analysis of both physical and socio-geographical aspects, students will have to write a water-robust policy advice for the urban development of a specific city. While doing so, they will also reflect on how and to what extent cities in both developed and developing countries are attempting to become water-robust and climate-proof. | |||||||||||||||||||||||||||||
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