Students are expected to complete all the required readings before the start of class and be ready to actively participate in class discussions. Written assignments and presentations listed below. There will be no final exam. The work load (readings and paper assignments) is fairly evenly spaced throughout the semester. Please read these guidelines about writing, coursework and academic integrity

Overview of Assignments

Here are details about the modules, including presentations and short response papers:

ONE: Group Presentation (you will present on ONE of the following six dates: Sep 18, Sep 30, Oct 9, Oct 28, Nov 11, Nov 25)

The class will divide into six presentation groups -- one for each module (no presentation for the "history and politics module").

• Group size will vary from 2-4 students depending on class size. (Important: be sure that each group has at least TWO members before becoming the third member of a group.)
• Each group is responsible for making a major presentation on the last day of their respective modules.
• These presentations may include images, maps, multimedia, handouts, etc.
• Students are encouraged to make creative, analytical, engaging, visually rich presentations that
  • (a) address the themes of the module,
  • (b) add new material on the theme not covered by the course readings,
  • (c) identify and answer several critical questions raised by the module, and
  • (d) encourage discussion.
• Group members should be ready to answer questions posed by the class members.
• Groups should begin meeting at least several weeks before their scheduled presentation date and begin preparations. Use this preparation time to read outside documents on the theme, prepare visuals, develop your presentations structure, themes and main analytical points, and develop a division of labor within your group. (Note: the goal is NOT to summarize all the readings in the module; instead, explore more deeply and innovatively some of the themes and ideas that emerge during the module. Your presentation should complement and augment the module's readings, not duplicate them.)
• This course explores the complexities and many dimensions of regions (regional institutions, both governmental and non-profit; the natural environment; social justice; race, politics & culture; demography and migration; economics; transportation; infrastructure; history). I encourage you to explore at least several aspects of your region.
• If your selected presentation group suggests a range of possible geographies (e.g., the Sunbelt, ecoregions and global regions groups), feel free to select one or more regions as a focus of your presentation. Feel free to discuss your options with me early on in the process of developing your presentation.
• Each group should meet with the instructor a week or more before your presentation to discuss your ideas and presentation strategy. Use the google calendar link to sign up for office hours.
• These are major presentations; you are expected to put a lot of work into preparation. Feel free to be creative and develop interactive class exercises, use different media (e.g., images, data, text, video, maps, etc.)

Group Formation will begin early in the semester, so please plan ahead and signup for ONE group on this google doc signup sheet

Please upload your presentation slides to this shared class google drive folder (ideally as either a google slide file of a pdf file, landscape format suitable for projection.)

TWO: Five Short (2 page) Response Papers (Sep 28, Oct 12, Oct 19, Oct 31, Nov 21)

The course is organized into modules, each on a specific theme. For each module, I will issue a question that relates to the course readings. Each student is to write an original response to the question. The goals of the assignment are to encourage all students to actively engage with the readings, to keep up with the weekly reading assignments, and to continuously relate the readings to major questions in regional planning. Late assignments result in point reductions.

• You are to complete all five response papers, including for the module that includes your group presentation.
• There are no response papers for two modules: the first (on history and debates in regional planning) and the last (on global/comparative regionalism)
• I have set the due dates for Fridays (end of the evening): typically 3-8 days after the conclusion of each module so that you will have time to reflect on each module (and go back to review selected readings).

• 2 pages (double-spaced) [which is roughly 400 - 500 words]
• upload to Canvas
• Write concise, analytical answers.
• You are to write your own original responses WITHOUT use of AI software. (It's important to develop your own original thinking, which you can only do through developing your own original writing voice.) [If you nevertheless use AI, do explain its specific use.]
• Refer to readings where appropriate (including materials found on the Internet), using proper citations (either use full citations in footnotes or use inline (i.e., "in-text") citations with a bibliography at the end). see my citation guide.
• These assignments are NOT a place to simply create study notes or purely descriptive summaries of the readings.  Instead, use your essays as a place to demonstrate knowledge of the readings, to address critical debates in regional planning, and to explore connections between various ideas in the readings planning. Because there is no major term paper required for this course, you should put as much serious effort and thought into the sum of these short assignments as you would put into a major, formal paper.
• You may strongly agree with the readings for the week, vehemently object, be ambivalent, or not be moved either way.  In any case, be thoughtful, reflective, critical and nuanced in your answers. 
• You are encouraged to discuss the readings with other students.  However, each student is expected to submit his/her own individual, original responses.
• additional writing advice

Response Questions

1. San Francisco Bay Area (due Sunday, Sep 28)

Answer ONE of the following questions (see the above guidelines about the use of readings, citations, format, etc.)

1. The City and the Country: “Every city produces its own antithesis: a working, living, vibrant countryside. This is true in a double sense of an urbanized countryside and a ruralized city. We need to take account of both senses of the country in the city. On the one hand, the economic process of urbanization necessarily demands a countryside to service urban needs: farms, quarries, reservoirs, dumps, and the rest. The urban periphery is, in an important sense, a huge backyard of the city, and one that is fiercely exploited. That is the urbanized countryside.” (Walker, Richard A. 2009. Country in the City : The Greening of the San Francisco Bay Area. Seattle, WA, USA: University of Washington Press, p. 5) Regions typically contain a range of land uses and landscapes, from dense central cities, urban neighborhoods, inner and outer suburbs, farmland, open space, etc. And thus one way to view regional development planning is the management and regulation of this relationship and interplay (and often tension) between the city and the countryside (echoing Walker’s title). What is Walker’s understanding of the relationship between the city and the countryside (as seen in the SF Bay Area)? Does this lead to a new view of regional development?

2. An Environmental Leader? The San Francisco Bay Area has a reputation of being a leader in regional environmental efforts. Is this reputation deserved? Is it a model for other metropolitan regions? (In your answer, where appropriate, differentiate between various types of environmental efforts, from open space & habitat preservation, air and water quality, energy production and use, water use, recycling/composting, public transit, walking/bicycling; etc.)

3. Why is Bay Area Housing so Expensive and What can be done? The Bay Area has some of the most expensive housing in the country, leading to a housing affordability crisis, long commutes, stress on potential and current homeowners, and other challenges. What kinds of regional planning (and regional policy) tools have been used to address this crisis? What other tools might they try? Overall, should communities try to address the lack of affordable housing at the regional scale? (Or is it best done at the local, state and/or federal levels?)

4. The Region and Innovation: The Bay Area arguably has one of the most dynamic and profitable regional economies not just in the US, but in the world. Yes, there are big clusters of economic activity in the three biggest central cities (San Francisco, San Jose, Oakland), but much of the growth in new sectors (especially the tech sectors) happens outside these three cities. That is, we arguably need to speak about the regional economy, not individual city economies here. (Which differs from the old school language when we spoke of Pittsburgh as the center of steel, Detroit for cars, Akron for rubber/tires, Las Vegas for gambling, New York for finance, etc.). What are the economic advantages of developing and hosting tech sector firms not just in one or several cities, but rather in a larger regional context across many communities and counties? And do you think this region-wide, rather than city-specific, scale of the tech sector was intentionally and consciously planned (either by the public and/or private sectors), or did it just “emerge”?

5. The Role of the Bay: How has the central presence of the bay (a large tidal estuary with deep harbors) fundamentally shaped the area’s regional development and planning? (Not coincidentally, the region is known as the San Francisco Bay Area, or often just the "Bay Area, and not, say, the San Francisco Metropolitan Area or Greater San Francisco.) How has the role and perception of the bay changed over time? [One might speculate how the region would have developed differently had the bay not been there, but instead been a set of interconnected, low-lying valleys.]

6. From "the City" to the Region: Though historically the region has been focused on the City of San Francisco (as the region’s demographic, cultural and job center), the city occupies less than 1 percent of the Bay Area's total land area. Even in population, only about 10 percent of the total Bay Area residents live in San Francisco (with ca. 17% of the region’s jobs). (100 years ago, before massive suburbanization, this figure was about 50% of population and 67% jobs.) San José’s city population already exceeded that of San Francisco by the 1990 Census (though admittedly San José's land area is more than three times larger than San Francisco). And if one roughly estimates the larger “Silicon Valley” area population at approximately 2 to 3 million (a tricky task depending on how much of Santa Clara and San Mateo counties you include), then San Francisco’s once-dominant role in the region is further complicated.
   Question: How would you describe the regional structure of the Bay Area? (e.g., mono-centric? Twin cities/dual core? polycentric? sprawling/decentralized/dispersed? conurbation? megaregion? Some combination of all of these?). What forces (either public and/or private) do you think have driven this geographic evolution over time?

7. BART and regional development: We spent some time in class on Sep 16 examining the history and evolution of the BART (Bay Area Rapid Transit) system since it was first conceived of in 1957 and opened for service in 1972. Do you see the system as a success, failure, a bit of both? Explain why. How do you think the existence of BART over the past 50+ years might have shifted the shape and direction of regional development? (e.g., had BART not existed, what then?).

2. Detroit & SE Michigan (due Sunday, Oct 12) [REVISED DEADLINE]

Answer ONE of the following questions (see the above guidelines about the use of readings, citations, format, etc.)

1. Weak Regionalism? Metro Detroit (aka SE Michigan) has a reputation for having weak regional planning. Is this reputation accurate? What are the primary explanations found in the readings? Do you find these explanations convincing? What explanation might the readings overlook?

2. Transportation as the Key Element of Regionalism? Regionalism has many dimensions (economic, cultural, environmental, etc.), and a multi-faceted regional planning effort can (or should) include a wide range of projects, programs and policies. Yet promoting strong transportation infrastructure is often a primary focus of regional efforts. Some might even argue that the quality of a region’s transportation system is a barometer of its overall ability to promote and manage its regional development. (i.e., a strong, integrated regional transit system ≈ a strong, integrated region). If this relationship is true, what does the state of SE Michigan’s transportation system say about the region? To answer this question, you might identify several features of SE Michigan’s transportation system and use these as indicators or proxies of the nature of regional planning/coordination/governance in SE Michigan. (Note: you could focus on a range of features, such as the geography of the network, financing, use/ridership, administration (including local vs. county vs. regional agencies), level of inter-jurisdictional cooperation, etc. And on freight or passenger networks; public transit or private vehicles; rail or bus; etc.).

3. The Role of the Southeast Michigan Council of Governments: How do you view and evaluate the role of SEMCOG in the region? For example, is it a strong or weak institution? Does it have much power? How does it compare to similar agencies in other regions (such as ABAG and MTC in the San Francisco Bay Area)? Do you have optimism that the agency could become more proactive and influential in the future (e.g., to promote greater equality between Detroit and suburbs? to promote stronger mass transit? to pursue regional climate change goals? etc.). If there was a job listing at SEMCOG, would you apply?

4. Explaining SE Michigan's Region to Visitors: Imagine that a group of international planning students is planning a visit to Detroit to understand American regional development, city-suburb relationships, the geography of American racial politics, and the peculiar/exceptional nature of metropolitan development in America in general (and Detroit specifically). Prepare a concise memo/overview that provides these students with a clear and useful explanation of the most important elements and explanations of the Southeast Michigan’s regional characteristics. What short list of readings would you recommend (to have them read on their overseas flight to DTW)? Optional additional element: if you were to organize a half (or full) day bus tour of the region, what would you show them (and how would this route & stops illustrate the region’s key dynamics)? [Note: if it would help you visualize your visitors and focus your task, you might imagine that the students are all coming from a specific country, e.g., Germany, Ghana, Brazil, China, etc.]

5. The Regional Consequences of the Hollowed Out Central City (the "donut city"): The city of Detroit’s population peaked in 1950. It has since lost roughly two-thirds of its population, as jobs, people, retail, etc. have moved from the city to the suburbs (and beyond). Socio-economic data shows that the region’s housing markets, household income, public infrastructure, school quality, etc. are higher in the suburbs than in the city of Detroit. Can a regional economy thrive if the central city is struggling? That is, to what extent is a healthy, strong regional economy dependent on a strong central city? And if Detroit’s problems hold back the development of its suburbs, why don’t the various suburban communities and counties (e.g., Oakland, Macomb, Washtenaw, Livingston, St. Clair and Monroe counties) come together to promote Detroit’s revitalization?

3. New York City and the Tri-State area (Oct 19) [REVISED DEADLINE]

Answer ONE of the following questions (see the above guidelines about the use of readings, citations, format, etc.)

[questions to be added]

4. Sunbelt regions (e.g., Los Angeles, Texas, Atlanta) (Oct 31)

Answer ONE of the following questions (see the above guidelines about the use of readings, citations, format, etc.)

[questions to be added]

5. Environmentalism, Sustainability and Natural Resources at the Regional Scale (Nov 21)

Answer ONE of the following questions (see the above guidelines about the use of readings, citations, format, etc.)

[questions to be added]

THREE: Mapping, Visualizing the Region [including student presentations of regional maps/representations] (Nov 13)

The goal of this first assignment is to explore the varied ways to understand a region: its definition, delineation and internal structure. Various questions arise: What differentiates a region from a city and from a state? How do ecologic, economic, administrative and social criteria lead to differing boundaries of a region? This is less a cartographic exercise per se, but rather an exploratory, pow-stakes exercise to understand the conception of a region using the process of mapping of a region (e.g., the growing Atlanta metro area; the Bos-Wash mega region; etc.). The goal is to think more explicitly about the definitions and delineations of a "region" — and how the view (and boundaries) of a region might vary if viewed by an ecologist, a hydrologist, a labor economist, a political scientist, a transportation planner, etc.

1. Select a region (both US and international examples encouraged). It could be large or small, a metropolitan region (with a strong central city), a polycentric region (with multiple cores), or even a region that lacks a defining urban core.
2. Briefly describe this region. (The most common region here may be a metropolitan area of one or more central cities and the hinterlands. But you might also try to map other kinds of regions, e.g., rural regions without central cities; polycentric regions; megaregions; cultural regions; etc.)
3. Then define the approximate boundaries of this region based on one or several different criteria: economic, ecological, and political-administrative (and optionally: statistically and/or socio-culturally). Briefly explain the logic of your criteria. How do the boundaries vary depending on the criteria used?
4. [the central task] Develop one or multiple maps to illustrate the various boundaries you have defined. (You can draw the maps by hand (and then scan), use a computer program, create a collage, or any other combination of techniques to create your map.) We will review your representations in class. [You might review the lecture slides from the first day's class lecture -- in Canvas -- for examples of regional mapping] See this page to share ideas about creating maps. [NOTE: original, student-created maps preferred. Do note sources of base maps and other information on maps. If you do instead reproduce existing maps published elsewhere, do provide a complete citation of the source.]
5. Add your presentation slide(s) to this shared google slide file.

REQUEST: As you work on this assignment, please fill out this informal questionnaire about your selected region.

Here are some themes, questions, elements that may arise:

• Is your focus on borders or centers?
• Are regions defined by identity, natural features, infrastructure, political boundaries, economic areas, commuting, etc.?
• Do you view a region as a contiguous space? as a network? as a patchwork of separate communities? as primarily a spatial or social entity? etc.
• How to deal with multiple layers of regions, each with its own boundary?
• Does a region require a central city? How about regions with multiple centers, or regions that lack a dominant central city?
• Do regions with explicit government authority have a stronger regional identity than those without?
• [in the US] are counties viable and/or ideal building blocks of regions?
• Is there a pattern of how regions are defined depending on where the region is? (e.g., urban East Coast vs. the lower density West? US vs. rest of world)?
• How do you deal with areas that might be part of several regions? Are regions mutually exclusive (and exhaustive)? Or are they overlapping and incomplete? (Examples: New Jersey and the NYC vs. Philadelphia regions; or Maryland and the Washington DC vs Baltimore region.) Is this where the idea of polycentric megaregions is useful?
• Some regions seem to have readily identifiable "natural" borders (an ocean, a river, a mountain range, etc.), while others have more uncertain or ambiguous boundaries.

FOUR: Lessons learned (presentation & slide: Dec 2)

This penultimate session will provide an opportunity to reflect on the course, and develop a set of conclusions and/or principles about regional planning.

TASK: Each student is to prepare a concise, insightful distillation of what have been, for you, the most important or resonant (or disconcerting) lessons/principles/ideas/themes in your encounters with regionalism, regional development and regional planning. I welcome a range of approaches and themes, and I encourage you to be rigorous and creative.

You are to prepare several items:
(a) a brief (3-4 minute) oral presentation that concisely highlights your central points.
(b) For this presentation, prepare a slide to be shared with the class on this add slide(s) to this shared google slide file
[NOTE:  one slide will do, but if you find it easier to present your materials on two slides, that is also an option.] Consider various formats, including diagrams, maps, tables, illustrations, a concept map, a flow chart, a numbered list.,a storyboard, a comic strip, a Socratic dialogue. Use supplementary text where appropriate to elaborate specific ideas/points.

We can use the remaining time to answer any questions you might have about the exam on Thursday, Dec. 4.

FIVE: Exam (Dec 4)

This will be an in-class exam, held during the final course session.

Format: a mixture of short-answer, multiple-choice, matching and perhaps a short essay. Closed book/notes/devices. I will aim to write an exam that can be completed in 50 minutes or less (but you will have the full class time if needed).

I will provide a study guide list later in the semester.