Three main tasks:

1. Read texts carefully and come to class ready to discuss and engage.
2. Sign up for at least 2 Presentations (and upload reading guides to the google site several days before the session's date).
3. Write two short essays.
4. Short presentation on the final day of class (see below)

The Details:

1. The Readings (see syllabus).

2. Short Presentations & Writing of a Critical "Reading Guide" (in groups of 2-3 students per session)

(a) Early in the semester: Form presentation groups for each week. (Ideally each week should have two volunteers; however, depending on class size, several sessions may have 1-3 volunteers). Each student should select 2 sessions (though you are welcome to do a third). Write your name on the next to the weeks you select on the google site . Please review the syllabus and identify several weeks of interest, and talk to classmates about forming teams for a particular week. [Note: you are welcome to suggest additional or alternative readings for your session.. Just be sure to do this at least 1-2 weeks ahead of time, allowing time for the instructor to upload the readings to Canvas and/or eBooks.

(b) By TUESDAY of your week: Write and upload a critical "reading guide" to the google site.
(Suggested length: 8 - 12 paragraphs; graphics and links encouraged). The students in each group should write a single, integrated text. Be concise: do NOT simply summarize the readings, but instead provide insights, frameworks and distinctions that will be useful to your classmates as they read the texts. [This will require you to do your reading AHEAD of time, so plan accordingly.] You may include links to other sites where useful. Of course, do cite sources (and acknowledge use of quotes and ideas) where appropriate.

just added -- few tips about preparing reading notes:

• When you have completed (or mostly completed) your reading guide entry, email the class listserv, letting them know the reading guide is ready. (you could include the google doc link for their convenience): https://docs.google.com/document/d/1qAx8UhBOi1xhUEarBYGRvitgoHUnP_2q5XqKC1cwXSQ/edit?tab=t.0 [The sending of this email is also a gentle reminder for other students in the class to make progress on reading the materials.]
• [optional] Highlight sections/pages of the reading of most interest/relevance (e.g., "This text is 55 pages long, but pay particular attention to pp. 7-14, which contain the author's core arguments."
• [optional] to help orient the reader and put readings in context, you might include short bios of authors, a timeline of readings, a list of core questions that the authors pose, a concise list of relevant terms/concepts, etc.
• If you are a visual thinker, you could include photos, maps, diagrams, and other visuals (such as a mental map of the readings, etc.)
• Feel free to insert your own perspectives on the readings (e.g., how it relates to other themes and debates in planning, geography, sociology, public health, social theory, etc.). What readings did you find the most engaging and useful? etc.

(c) Friday's Class: Start the class with a brief presentation (15-25 minutes) that illustrates the key themes, controversies, big questions of the week's readings. Creativity and engagement encouraged. [Note: this presentation may highlight elements from your emailed "reading guide," but your presentation should NOT simply be a retelling of your "reading guide." The classroom has digital monitor.

3. Short Essays
Throughout the semester, students will write several short essays that will be closely linked to the readings. Use double-spaced pages, and include a bibliography.   Be concise, analytical, precise and reflective. Guidelines on correct citations.

Essay One (Foundational Readings)
due: Oct 11

[questions to be added]

Essay Two
due:  Nov 8

Answer one of the following questions.   Cite all sources and put all borrowed text in quotes. (see above link about citation guidelines.)

[questions to be added]

Essay Three
due: Dec 15

[questions to be added]

Friday, Dec 11 • Final Session: one-page handout and short presentation

This last session will provide an opportunity to reflect on your encounters with urban theory (its texts, ideas and authors) and to identify the key themes and debates of urban theory. Format is flexible: you can combine text, keywords, questions, illustrations, diagrams, cartoons, maps, poems, songs, timelines, etc. Be ready to discuss and compare each student's contribution. Creativity and insightfulness  welcomed. You might provide a conceptual map of urban theory. I welcome a range of approaches:  typologies of theories; critiques; a focus on the dominant ideas; a focus on silences and biases in conventional planning theory; a focus on the past, present and/or future of planning theory; the challenges of linking theory and practice; etc.

• You are to prepare two items:

(a) Each student is to come to the session with a one-page handout (bring copies for everyone, please, so 12 copies) that articulates your understanding/conceptualization of urban theory. Format is flexible: you can combine text, keywords, questions, illustrations, diagrams, timelines, etc. Be ready to discuss and compare each student's contribution. Creativity and insightfulness  welcomed. You might provide a conceptual map of urban theory. 

(b) a brief, 3-5 minute oral presentation that concisely highlights your central points.

For examples of past years, see the Canvas Module file