3 Credit Hours, Spring Semester 2013

LAND|PLAN 632: DESIGN FOR ACTIVE LIVING

3 Credit Hours, Spring Semester 2013

Course Syllabus

Class Time:T & TR 5:30-6:45pm

Classroom:Langford Architecture C205

Instructor:Chanam Lee

Office: 014D Williams Administration Building

Office Hours: By Appointment

E-mail:

Telephone: 845-7056

Description:This class addresses how the forms and characteristics of the built environment influence human behaviors, lifestyles and health. It offers theoretical and empirical insights into the issues of physical inactivity, obesity, and automobile dependency. It focuses on how changes in the built environment help handle these issues.

Prerequisite:Graduate classification or instructor’s permission

COURSE DESCRIPTION AND OBJECTIVES

This class provides the theoretical foundation and the knowledge base necessary to understand the interactions that the forms and characteristics of the built environment have with the human behaviors and health. It offers theoreticaland empirical insights into the issues of physical inactivity, obesity, and automobile dependency. It focuses on how changes in the built environment can help address these issues.

This class is intended to be a multi-disciplinary class, bringing students and guest speakers from different disciplinary backgrounds together to engage in discussions to address the common goal of promoting activeliving.

The objectives of this class include:

1. To understand major trends, issues, and literature in urban design/planning, landscape architecture, transportation planning, and public health, dealing with the relationship between built environment and physical activity (and walking in particular).
2. To understand relevant theories from various disciplines as useful frameworks for active living research and design applications.
3. To explore tools and methods that can be used to study the built environment-active living relationships (and walkability in particular).
4. To introduce specific examples of current research projects, design applications, and policy efforts related to active living.

TEACHING METHODS

This interdisciplinary seminar class involves various interactive, hands-on learning activities such as group discussions, sketch problems, exercises, peer teaching and critiques, reflective essays, etc.

Monday classes are usually devoted to lectures, and Wednesday classes are for the above hands-on activities. Guest speakers from other disciplines/universities will be invited to present diverse and collaborative applications of active living research.

CLASS ACTIVITIES AND EVALUATION POLICY

The following criteria will be used for evaluation.

• Photovoice and Environmental Audit Exercise ORPedometer and Travel Diary Exercise (15%)
• CWF project: Community way-finding and infographics (30%)
• Final Paper and Presentation (45%)
• Instructor Evaluation (reflective essays, class preparations/assignments, attendance, participation, attitude, etc.)(10%)

Students are expected to come prepared for each class to discuss the assigned reading/topic, and to engage in class discussions and activities.

Photovoice & Environmental Audit exercise (e.g., walkability audit) is to conduct a field observation using a pre-developed audit instrument to systematically and critically assess a street segment related to walking (or bicycling). Students will be working in teams to develop a short log of photographs with descriptive captions, and visual and narrative proposals for improvements.

Pedometer and TravelDiary exercise is designed to provide students with a hands-on experience of collecting behavioral data, using both commonly used tools to capturethe data objectively and subjectively, and of exploring ways to use/analyze those data to answer potential research questions.This can be done either as an individual or a team exercise.

Community Way-finding and Infographics is a team exercise to explore how the legibility of the everyday environment can influence our behaviors, especially walking. Building onto and expending the concepts proposed by Kevin Lynch, this exercise explores how environmental cues, both implicit and explicit, at various scales can facilitate peoples’ journey through the environment, while enhancing the quality of the urban environments.

Final Projectwill be a two-phase team project in which students will select specific topics/components based on their interest.

Part 1: Evaluate the impact of the Mueller community on residents' active living based on literature review, field observation, and GIS analysis. The built environment will be analyzed in terms of the master plan, transportation system, parks and open spaces, and landscape and architecture design. This part will include components of environmental measurement, behavior measurement, and health impact assessment.

Part 2: Propose active living design guidelines for the Colony Park project. The guidelines will include sections for master plan, transportation, parks and open spaces, and landscape and architecture design. The guidelines will include brief narratives and visual illustrations.
Students can opt to pursue his/her own topic for the Final Project but the topic, scope, and deliverables must be approved by the instructor in advance. It can be a literature review, case study, policy brief, pilot/feasibility study, small experiment, or research proposal. Students can choose a topic within the scope of active living research that can include policies and practices.

Detailed description of and requirements expected for each of the above class activities will be issued later during the class.

Instructor Evaluation will be based on the student’s overall participation and learning attitude/progress.

Late or incomplete work will notbe accepted. The only exception to this will be aUniversity Excused Absence. Please refer to the current Texas A&M University Student Rules for a list of Excused Absences.

Final grade will be based on the sum of above items, where A=90-100%, B=80-89%, C=70-79%, D=60-69%, and F=0-59%.Final Letter Grace Criteria are:

A=The work is excellent. It represents the highest level of academic performance, mastery of the subject material, accuracy in execution, communication and completeness for the level of complexity undertaken at the level of preparation the student has achieved.

B=The work is good. It represents good work, or above average standard of academic performance regarding technical accuracy, communication and completeness for the level of complexity undertaken at the level of preparation the student possesses.

C=The work is average. It represents average performance for the level of complexity it addresses at the student’s level of advancement in the program, consistent with performance rated as an unqualified passing grade.

D=The work is below average. It represents below average performance relative to the level required or expected for advancement in the program. It is representative of performance consistent with a qualified passing grade but demonstrates a lack of basic understanding and mastery.

F=The work is below the minimum passing standard. It is a level of performance demonstrating no mastery of the subject and below that required for a passing grade.

TEXTBOOKS AND READING ASSIGNMENTS

Required:

The SCHEDULE below lists required readings for this course, including journal articles, book chapters and web resources. These required readings will be made available through eLearning at When multiple reading materials are assigned, you may choose one from the listed readings.

Recommended Books:

Frank LD, Engelke PO, & Schmid TL (2003). Health and Community Design: The Impact of the Built Environment on Physical Activity. Washington DC: Island Press.

Frumpkin H, Frank L, & Jackson R (2004). Urban Sprawl and Health: Designing, Planning, and Building for Healthy Communities. Washington DC: Island Press.

Dannenberg, A., Frumkin, H., & Jackson, R. (2011). Making Healthy Places: Designing and Building for Health, Well-being, and Sustainability. Washington, DC: Island Press.

It is the students’ responsibility to allocate sufficient time to finish all the required reading assignments before each class. Most assigned reading materials will be made available from the eLearning website: Lists of additional references and resourceswill be provided by the instructor throughout the semester.

ADA Statement

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities, in Room 126 of the Koldus Building or call 845-1637.

Aggie Honor Code: Academic Integrity Statement

An Aggie does not lie, cheat, or steal, or tolerate those who do.Please refer to the student to the Honor Council Rules and Procedures on the website:.

Acknowledgements

The instructor thanks Dr. Mary Northridge from Columbia University and Drs. Rich Killingsworth and Phil Bore from the University of North Carolina for sharing their class syllabi.

TENTATIVE SCHEDULE

Updated schedule will be available from the eLearning website. Please check frequently to be informed of any updates/changes to the schedule.

Symbols: /  Readings to be finished before the class.
 Assignments to be distributed by the instructor in class.
Digital copy of the assignment is due by noon on the day of the class.
Hard copy of the assignment should be submitted in the class.
Note: / We will arrange a field trip to the Mueller and Colony Park communities in Austin, TX. The time will be determined based on students' availability.

Section 1: Introduction

Week 1: / Design Week
Week 2: / Introduction & Overview I
01/22 / Course Introduction
[Overview] Active living research: environment-behavior-health relationship
Assign cognitive mapping exercise
01/24 / [Overview]Active living research: environment-behavior-health relationship
Cognitive mapping exercise due & discussion
Assign “Photovoice & Environmental Audit” OR “PedometerTravel Diary” Exercise
 Dannenberg, Frumkin, & Jackson, 2011: Chapter 1 – An introduction to healthy places.
 Frank, Engelke, & Schmid, 2003: Chapter 1 – Introduction; Chapter 2 – Public health and urban form in America. In Health and Community Design.
Week 3: / Overview II
01/29 / [OVERVIEW] Multidisciplinary approaches toward promoting active living
 Zhu & Sallis, 2011: Designing for healthy communities.
 Lee C and Moudon A, 2004: Physical Activity and Environment Research in the Health Field: Implications for urban and transportation planning practice and research.
01/31 / [OVERVIEW] Research, policy and practice to promote active living
Assign CWF project
Legible London

Section 2: RESEARCH (Theories, Evidence, and Measures)

Section 3:practice (Design, Planning, and Policy for Active Living)

Week 4: / Urban Design
02/05 / [RESEARCH] Literature linking urban design with active living
 Frank, Engelke, & Schmid, 2003: Chapter 9 – Urban design characteristics. In Health and Community Design.
 Ewing et al., 2006: Identifying and measuring urban design qualities related to Walkability.
02/07 / “Photovoice & Environmental Audit” OR “PedometerTravel Diary” Exercise due & presentation
[PRACTICE] Urban design that promotes active living.
 New York Active Design Guidelines: Chapter 2 – Urban design.
Week 5: / Parks and Recreational Spaces; Urban Planning
02/12 / [RESEARCH & PRACTICE] Linking parks and recreational spaces with active living
[GUEST LECTURE (ARCC 205)] By Dr. Scott Shafer, Department of Recreation, Park, and Tourism Sciences, Texas A&M University.
 Active Living Research, 2010: Research synthesis – Parks, playgrounds, and active living.
 Kaczynski & Henderson, 2008: Parks and recreation settings and active living: a review of associations with physical activity function and intensity.
02/14 / [RESEARCH] Literature linking urban planning with active living.
 Frank, Engelke, & Schmid, 2003: Chapter 8 – Land use patterns. In Health and Community Design.
 Ewing et al., 2003: Relationship between urban sprawl and physicalactivity, obesity, and morbidity.
Week 6: / Urban Planning
02/19 / [PRACTICE] Urban planning and land development that promotes active living
Assign Final Project: Design for active living at Mueller and Colony Park.
 LEED for Neighborhood Development
02/21 / [PRACTICE] [GUEST LECTURE (ARCC 205)] Design and development of Mueller (By Mr. Jim Adams, AIA, LEED AP, Principal, McCann Adams Studio)
 Mueller design book
Week 7: / Projects
02/26 / [No Class] Work on CWF and final projects
02/28 / [No Class] Work on CWF and final projects
CWF project due on 03/01
Week 8: / Measurement Issues
03/05 / [RESEARCH & PRACTICE] Environment Measurement [Lecture by XZhu joined by ARCH689]
 Brownson et al., 2009: Measuring the built environment for physical activity: State of the science.
 Sample instrument: School site audit.
03/07 / [RESEARCH & PRACTICE] Behavior Measurement
 Proposal for the final project due
 McKenzie et al., 2006: System for Observing Play and Recreation in Communities (SOPARC): Reliability and feasibility measures.
 Sample instrument: SOPARC.
Spring Break (03/11-03/15)
Week 9: / Transportation
03/19 / [RESEARCH] Empirical evidence from transportation research
 Frank, Engelke, & Schmid, 2003: Chapter 7 – Transportation systems. In Health and Community Design.
03/21 / [PRACTICE] Design and plan for active transportation
 Website of National Complete Streets Coalition.
Week 10: / Public Health and Disparities
03/26 / [GUEST LECTURE] An ecological approach in promoting active living (By Cara Pennel, Doctoral student, School of Rural Public Health, Texas A&M University)
 Sallis et al., 2006: An ecological approach to creating active living communities.
03/28 / [GUEST LECTURE (ARCC 205)]GIS and spatial analysis methods for public health research and practices (By Dr. Daikwon Han, Department of Epidemiology & Biostatistics, Texas A&M University).
 Gordon-Larsen et al., 2006: Inequality in the built environment underlies key health disparities in physical activity and obesity.
Week 11: / Specific Populations – Elderly
04/02 / [RESEARCH] Literature on active living among older people
[GUEST LECTURE (ARCC 205)] Can Access to Nature Improve Seniors’ Health and Activity Levels? (By Dr. Susan Rodiek, Department of Architecture, Texas A&M University)
 Carstens, 1985: Site Planning and Design for the Elderly – Issues, Guidelines, and Alternatives. Chapters 1-5.
 Rodiek & Fried, 2005: Access to the outdoors: using photographic comparisonto assess preferences of assisted living residents.
04/04 / [PRACTICE] Design to promote active and healthy aging
 Cunningham & Michael, 2004. Concepts Guiding the Study of the Impact of the Built Environment on Physical Activity for Older Adults: A Review of the Literature.
 Frank, Engelke, & Schmid, 2003: Chapter 5 – Physical activity: Children, the elderly and the poor.
Week 12: / Specific Populations – Children
04/09 / [RESEARCH] Literature on active living among children
 Sallis, 2000: A review of correlates of physical activity of children and adolescents.
Davison & Lawson, 2006: Do attributes in the physical environment influence children's physical activity? A review of the literature.
04/11 / [PRACTICE] Promoting active living among children
 Active Living Research, 2007: Designing for active living among children.
 Zhu & Lee, 2008: Walkability and safety around elementary schools.
Week 13: / Putting the Puzzle Together
04/16 / Review of final project drafts
04/18 / [PRACTICE] Multidisciplinary and multi-level efforts in promoting active living
 Centers for Disease Control and Prevention (CDC), 2008: Part 2 – Approaches and interventions for changing physical activity behavior. In Promoting physical activity: A guide for community action.
Week 14: / Final Presentation & Discussion
04/23 /  Presentation and review of final projects
04/25 /  Presentation and review of final projects
Week 15: / Final Report Due
05/03 /  Report for final project due at 5pm

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