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Informatie over Pre-MSc-programmes FSS
Hieronder staan het programma en de vakomschrijvingen van Pre-MSc-programmes FSS Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Pre-MSc Cultural Geography | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | GEPG | Physical Geography | Engels | 5 | 6 | |
| verplicht | GESP1 | Urbanism and Planning (SP1) | Engels | 10 | 8 | ||
| semester I b | verplicht | GEPPLCUL | People, Place and Culture | Engels | 10 | 6 | |
| verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | ||
| semester II | verplicht | GEBAPROJN | Bachelor's Project | Engels | 15 | variabel | |
| semester II a | verplicht | GESTAT2 | Statistics 2 | Engels | 5 | 5 | |
| semester II b | verplicht | GEMARHG | Methods for Academic Research HG | Engels | 10 | 6 | |
| » Pre-MSc Economic Geography | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | GEMIGRDEV | Migration and Development | Engels | 10 | 8 | |
| verplicht | GERHG | Reflecting on Human Geogr and Spat Plann | Engels | 5 | 4 | ||
| semester I b | verplicht | GEECOGEO | Economic Geography | Engels | 10 | 10 | |
| verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | ||
| semester II | verplicht | GEBAPROJN | Bachelor's Project | Engels | 15 | variabel | |
| semester II a | verplicht | GESTAT2 | Statistics 2 | Engels | 5 | 5 | |
| semester II b | verplicht | GEMARHG | Methods for Academic Research HG | Engels | 10 | 6 | |
| » Pre-MSc Environmental and Infrastructure Planning | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | GEMOBIPL | Mobility and Infrastructure Planning | Engels | 10 | 8 | |
| verplicht | GESD1 | Power of Design (SD1) | Engels | 5 | 6 | ||
| semester I b | verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | |
| verplicht | GEWAPL | Water and Planning | Engels | 10 | 8 | ||
| semester II | verplicht | GEBAPROJN | Bachelor's Project | Engels | 15 | variabel | |
| semester II a | verplicht | GEEE | Environment and Engineering | Engels | 5 | 4 | |
| verplicht | GEPSSHGP | Philosophy of Social Science | Engels | 5 | 4 | ||
| semester II b | verplicht | GEMARSPD | Methods for Academic Research SPD | Engels | 5 | 4 | |
| » Pre-MSc Real Estate Studies | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | GEMIGRDEV | Migration and Development | Engels | 10 | 8 | |
| keuzegroep A | GERHG | Reflecting on Human Geogr and Spat Plann | Engels | 5 | 4 | ||
| keuzegroep A | RGAAR70105 | Inl. Recht voor niet-juristen | Nederlands | 5 | 3 | ||
| semester I b | verplicht | GEGUS | Geographies of the United States | Engels | 5 | 4 | |
| verplicht | GEREP | Real Estate Principles | Engels | 5 | 4 | ||
| verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | ||
| semester II | verplicht | GEBAPROJN | Bachelor's Project | Engels | 15 | variabel | |
| semester II a | verplicht | GEIAR | Introduction to Academic Research | Engels | 5 | 6 | |
| verplicht | GESTAT2 | Statistics 2 | Engels | 5 | 5 | ||
| semester II b | verplicht | GEMARSPD | Methods for Academic Research SPD | Engels | 5 | 4 | |
| Opmerkingen | In semester 1a you have to choose between the courses Inleiding Recht voor niet-juristen (in Dutch only) and Reflecting on Human Geography and Spatial Planning (in English only). | ||||||
| » Pre-MSc Socio-Spatial Planning | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | GESD1 | Power of Design (SD1) | Engels | 5 | 6 | |
| verplicht | GESP1 | Urbanism and Planning (SP1) | Engels | 10 | 8 | ||
| semester I b | verplicht | GEPPLCUL | People, Place and Culture | Engels | 10 | 6 | |
| verplicht | GESTAT1 | Statistics 1 | Engels | 5 | 5 | ||
| semester II | verplicht | GEBAPROJN | Bachelor's Project | Engels | 15 | variabel | |
| semester II a | verplicht | GEGPLEU | Geography, Planning and European Union | Engels | 5 | 5 | |
| verplicht | GEPSSHGP | Philosophy of Social Science | Engels | 5 | 4 | ||
| semester II b | verplicht | GEMARSPD | Methods for Academic Research SPD | Engels | 5 | 4 | |
| 1 | Bachelor's Project | GEBAPROJN | |||||||||||||||||||||||||||
| The Bachelor’s project constitutes the final component of the BSc ‘Human Geography and Urban and Regional Planning’, and BSc in ‘Spatial Planning and Design’. 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, using a GIS, applying statistical analysis techniques or interview techniques, and conducting a qualitative data analysis. In this course unit, students are expected to adopt a critical attitude towards their own research and that of others, and to put into practice their argumentation and discussion skills. In semester 2A, in a series of lectures different components of doing research are discussed, among others, the research process, validity and reliability and research ethics. Open office hours are organized for discussing the application of quantitative and qualitative research methods. The content of the various projects ties in with the different course units in the curriculum. By choosing a topic to match their interests, students in the Bachelor’s project will be well-prepared to go on to a Master’s degree programme or to enter the job market. Students in the Bachelor’s project course unit register in groups of about 12, where they work on an individual research project as part of a central group theme. 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 eight assignments, building on one another, in accordance with the socio-spatial research process. These are: theoretical framework, research proposal, data collection instrument, data collection, data analysis, and reports in the form of a poster and an individual thesis. Throughout the research process, students comment on the work of their fellow students (peer review). | |||||||||||||||||||||||||||||
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| 2 | 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 the main 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 introduces 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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| 3 | 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 like air pollution, noise, radiation and also 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. Six themes form the basic overall structure of the module: (1) atmosphere and weather, (2) noise, (3) radiation, (4) air pollution, (5) safety (in Dutch: externe veiligheid) and (6) applied thermodynamics. The learning outcomes with levels of expected behaviour are connected to these six themes. Theoretical understandings of especially the component noise will be applied in practice during a project. Groups of students will perform measurements on noise after consulting the lecturer. The measurements will be executed at a self-chosen location where noise nuisance is expected to raise environmental issues and where spatial planning might contribute to area-specific solutions. Students use instruments and simple calculation models in the project. The gained results will be compared to corresponding legal standards. The project is finished with a project report and a short presentation during a mini-symposium for staff and fellow students. | |||||||||||||||||||||||||||||
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| 4 | 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 a number of 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 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 allowed. For HG&P students the course would serve well as a preparation for the third year fieldwork to the US. | |||||||||||||||||||||||||||||
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| 5 | 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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| 6 | Inl. Recht voor niet-juristen | RGAAR70105 | |||||||||||||||||||||||||||
| Het onderwijs wordt gegeven in het eerste blok (semester 1a) in de vorm van een zevental hoorcolleges. Het vak heeft een studielast van 5 EC's. | |||||||||||||||||||||||||||||
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| 7 | 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 & Urban and Regional 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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| 8 | Methods for Academic Research HG | GEMARHG | |||||||||||||||||||||||||||
| The main focus of MAR is to collect data, analyse data, report results and discuss results in a professional academic manner. In small groups, you are going to practice with quantitative as well as qualitative research. You are going to design and execute a questionnaire (quantitative method) and an interview guide (qualitative method). You will use online tools and computer software (Google forms, ArcGIS, SPSS, Atlas.ti) to assist you with designing, obtaining and analysing data. Your knowledge about data collection and analysis, and its ethical considerations will be assessed in a short answer exam. This course fits within the research learning pathway. It follows on from Introduction to Academic Research (year 1) and prepares you for the Bachelor’s project (year 3). Actively participating in this course will give you a thorough preparation for the Bachelor’s Project in year 3. | |||||||||||||||||||||||||||||
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| 9 | Methods for Academic Research SPD | GEMARSPD | |||||||||||||||||||||||||||
| This course is about how to conduct research. It is interlinked with the first year course “Introduction to Academic Research”(IAR) and the third year Bachelor project as well as courses about statistics and Geographic Information System (GIS). Main focus of this course is to collect data, analyse data, report results and discuss results in a professional academic manner. You are going to design and execute a questionnaire (quantitative method) and an interview guide (qualitative method). You will use online tools and computer software to assist you with designing, obtaining and analysing data. Your knowledge about data collection and analysis, and its ethical consideration will be assessed in a short answer exam. | |||||||||||||||||||||||||||||
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| 10 | 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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| 11 | 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 resolve mobility issues. 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 real examples, students will learn how networks emerge and grow and how network development can be characterized and influenced. Traffic models use mobility statistics and data to gain insight in future transport issues. The student will gain knowledge of the fundamental principles of traffic models, the use of those models in planning practice (including its possibilities and limitations), and how to collect and measure mobility statistics. Students will practice with mobility dataset and use statistic programs (SPSS) and the Remix Network Design Tool, provided by the Public Transit Office Groningen - Drenthe. In addition, the concept of accessibility is discussed and how to measure this through indicators. Block 2: In the second block the focus shifts from understanding mobility, accessibility and infrastructure issues towards policy strategies to deal with these issues. Policy development, strategies and implementation will be discussed on the basis of contemporary theoretical insights. More specifically the course discusses policies under the umbrella of the sustainable mobility paradigm. In addition, policy development and action is also reflected upon using ‘Transport Land-Use Feedback Cycle’. Students will work on a group assignment related to an emerging mobility problem. The group assignment will consist of a problem analysis of a specific case, utilising mobility, network and accessibility analysis (block 1). Students will conduct fieldwork for the given case, a statistical analysis on the basis of individual mobility data and a network analysis of the infrastructure network. Based on a theoretical interpretation of the above analyses (block 1), students will then develop appropriate policy strategies (block 2). Each week, the course programme evolves around one specific topic. For each topic, the following activities take place: • review and discussion of (theoretical) literature in class; • knowledge sharing with experts and practitioners on this topic; • student led activity in flipped class room format; • group assignment work. The following topics are part of the course programme: (1) Mobility trends and drivers; (2) Understanding networks; (3) Modelling and measuring mobility and accessibility; (4) Mobility and spatial development; (5) Changing mobility preferences: soft mobility policy measures (6) Mobility as a Service: technological innovation in policy (7) Spatial Design to strengthen sustainable modes (8) Infrastructure management The student’s work will be assessed by the use of Perusall, the group assignment, two digital tests (block 1 &2) and the student led activity. Basic knowledge of SPSS (course Statistics 1) is required. The last block will close with a field trip. Attendance is compulsory for the knowledge sharing sessions with external experts, the field trip and the student led activities. | |||||||||||||||||||||||||||||
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| 12 | 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 expected to actively participate in reflection sessions, guided by lecturer(s). The discussions will focus on either obligatory literature or video documentaries. Students will receive a task to complete before the sessions take place. Throughout the course, students will work on a group assignment. In this assignment they will conduct research on a concrete geographical issue in the Northern Netherlands. 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 intermediate digital multiple choice exam (30%), active participation in discussion sessions (20%), and the assignment (50%) – specifically the autonomous presentation and the justification report. | |||||||||||||||||||||||||||||
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| 13 | Philosophy of Social Science | GEPSSHGP | |||||||||||||||||||||||||||
| Philosophy of social science, human geography and planning introduces learners who will not have encountered university philosophy before to key ideas in the general philosophy of science and issues related to social science, human geography and planning specifically. | |||||||||||||||||||||||||||||
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| 14 | 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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| 15 | Power of Design (SD1) | 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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| 16 | 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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| 17 | Reflecting on Human Geogr and Spat Plann | GERHG | |||||||||||||||||||||||||||
| ‘Reflecting on Human Geography and Spatial Planning’ is an introductory course wherein the student become acquainted with Human Geography & Planning as an (applied) science. Central to this course is to inspire the student to develop and adopt an investigating, academic attitude and approach. The course consists of lectures, seminars and assignments. The learning is interactive, which makes it crucial that students are present and well-prepared. This course or organised around the research question: “Why do people live where they live?” During the course, the student will be introduced to a number of influential theories and conceptual models – and these will be made the subject of closer discussion and investigation. Also, they will form the basis for individual and group assignments in which students combine these theories with their own collected data. This teaching philosophy of the course is ‘learning by doing’. It starts with an excursion developed around the central research question. Furthermore, the student will conduct empirical research based on theories and conceptual models to gain a deeper understanding of what doing research entails, what should be considered and how results are gained and presented. The student, therefore, practices essential academic skills and develops an idea of both theory and practice as well as academic conduct and integrity. In that, this course sets the tone for the rest of the BSc.-program. | |||||||||||||||||||||||||||||
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| 18 | 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 SPSS is part of this course. | |||||||||||||||||||||||||||||
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| 19 | 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 SPSS is part of this course. Content-wise, this course builds on Statistics 1 (GESTAT1). | |||||||||||||||||||||||||||||
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| 20 | Urbanism and Planning (SP1) | GESP1 | |||||||||||||||||||||||||||
| ‘Urbanism and Planning’ is one of the first courses that regular students in the bachelor programmes ‘Spatial Planning’ 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. These study hours are distributed over lectures and movies (52 hours), studying literature (168 hours), making four assignments (24 hours), and preparing for and doing two exams (36 hours). The course is taught in English. We expect all students to contribute to the course through verbal and written English. We encourage you to use English for both face-to-face and digital communication. 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’ (6th Edition) by LeGates and Stout as textbook. Narrative 2: The development of spatial planning as a scientific and practice-oriented discipline in 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, ‘The Selfmade Land – Culture and Evolution of Urban and Regional Planning in the Netherlands’ by van der Cammen and de Klerk (2012) 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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| 21 | 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 group assignment, the technical and institutional dimension of the integration between water management and spatial planning come together. On the basis of an analysis of both physical and socio-geographical aspects, students will have to reflect on how and to what extent cities in both developing and developed countries are attempting to become water-robust and climate-proof (e.g. in terms of the spatial measures and policy instruments developed, and the governance approach taken). | |||||||||||||||||||||||||||||
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