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Prof. Thomas Vietorisz
[email protected]
(212) 674-4366
Office hours: After class

Class Meetings
Wednesday 6-8 PM
Labs: Thursdays 6-8 PM
Class location: Avery 412

OBJECTIVE

To develop a broad historical and theoretical understanding of the context within which specific big-city planning and urban design problems, both in the U.S. and abroad, are embedded; to deal with the economic, political, cultural, and ecological aspects of the current trend toward a global information economy, emphasizing how cities and regions at different levels of development and with different cultural identities may be affected by this trend; and to show how understanding and consideration of this broader context can contribute to finding more viable solutions to specific big-city planning and urban design concerns. The lab component of the course will engage students in individual or team projects which may either be self-contained or may complement international workshops abroad.

COURSE ORGANIZATION

The course provides an introductory perspective for both the development and the international sector specializations within the Master's Program. It is acceptable for partial fulfillment of the requirements for either of these two sectors. The course has no prerequisites and may be taken by incoming first-year students ; it may also be taken in the second year. The lab offers the opportunity for students to discuss and learn from each other's projects and to clarify their understanding of class topics. The Spring semester course, PLA6560, Sustainable Global Development, CRP 639.06, Planning and the Global Knowledge Economy: Sustainability Issues, is a continuation and expansion of several key topics, with an emphasis on ecological, social, and urban sustainability. Students taking the Fall semester course may or may not, as they wish, take the Spring semester follow-on course.

The course has no prerequisites; no theoretical knowledge is presupposed. Theoretical approaches will be introduced and discussed to the extent that they offer insight into issues of development and are helpful in interpreting policy and planning problems or clarifying similarities and differences between specific regions and urban areas. Standard economic development theories are referred to only briefly. Materials pertaining to the United States are introduced for purposes of international comparisons. The lab component of the course will give students the opportunity to take considerable initiative on when and how to get systematic feedback on their individual or team projects. Students will usually make presentations and chair discussions of their own projects. All lab activities will be coordinated by a student committee working with the TA.