NEW COURSE Cover Sheet Use  this  form  to  propose  a  new  course.  [Revised  July  2017]  

New  Course  DESIGNATOR  and  TITLE:    

Career:   [    ]    Undergraduate                  [   ]   Graduate    

Unit:   [    ]    ARCH              [   ]   DHA        [   ]   HUMF    

[    ]    LARCH          [    ]    MST        [    ]    INTERDISCIPLINARY  

Required:  [    ]   YES,  Academic  Support  Resources  needed:  

[    ]   Computer  Lab  [    ]   Digifab  Lab  [    ]   Goldstein  [    ]   Imaging  Lab  [    ]   Libraries  [    ]   Other  Technology  [    ]   Workshop  

[    ]   NO  Academic  Support  Resources  need

Program:      MLA

Submission  from:      LA Faculty (by Amanda

Smoot)

Submission  date:        9/19

Effective  term  (must  be  a  future  term):      

Estimated  student  expense  for  taking  this  course:

Does  this  course  change  also  change  the  program  (including  adding  it  as  an  elective)?  [   ]   YES                    [   ]   NO  If  yes,  is  Program  Change  form  included  this  curricular  review  cycle  or  future  cycle?   [   ]   YES,  included   [   ]   NO,  deferred  Is  this  course  required?   [   ]   YES   [   ]   NO    Does  the  course  require  new  FTE  faculty?   [   ]   YES   [   ]   NO  Does  the  course  require  TA  support?     [   ]   YES   [   ]   NO  

Summarize  new  course  and  rationale  (Executive  Summary  field  in  Workflow  Gen)  Describe  the  planning  and  development  activities  that  generated  this  course  proposal.  Include  the  following  information:  why  the  course  is  needed,  which  students  are  impacted,  projected  enrollment,  etc.  

Summarize  consultation  required  by  the  University  Curriculum  Committee  Before  submitting,  verify  that  there  are  no  comparable  courses  at  the  University  of  Minnesota.  Course  proposer  should  identify  possible  overlap  with  or  relation  to  other  courses,  and  provide  proposed  syllabus  and  ECAS  course  description  to  CDes  Associate  Dean  for  Academic  Affairs,  who  will  consult  with  the  associate  dean(s)  of  the  relevant  college(s).    

Faculty  oversight/unit  approval  process  by:  [    ]   full  faculty   [    ]    unit  undergraduate  curriculum  committee   [   ]   unit  graduate  curriculum  committee  [    ]    other  (specify  oversight  body):  

Faculty  oversight  vote:   Ayes   Nays   Abstain  

Spring 2018

$15,800

Electronic Course Authorization System(ECAS)LA 5761 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 9/21/17

by Amanda Smoot(asmoot@umn.edu)

Approvals Pending: College/Dean > CatalogEffective Status: ActiveEffective Term: 1183 - Spring 2018Course: LA 5761Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: GRADCollege: TALA - College of DesignDepartment: 10828 - Landscape Architecture

General

Course Title Short: Infrastructure + Culture

Course Title Long: Infrastructure + Culture

Max-Min Credits for Course: 3.0 to 3.0 credit(s)

Catalog Description: As attitudes about ecology and nature are shifting and as the threats from climate change are becoming more pronounced, new infrastructure works in the Netherlands are caught a a double bind of responding to ecological concerns and protection of the land. This course will explore both historic and modern water management infrastructures as cultural and engineering constructs through visual representation as a form of critique. The course will be structured around study trips, preparatory readings, on-site lectures, and will be supplemented by the participation of several guest speakers.

Print in Catalog?: Yes

CCE Catalog Description: false

Grading Basis: A-F

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: Yes

Community Engaged Learning (CEL): New: NoneOld:

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: asmoot | Sign out

Search U of M Web sites

Instructor Contact Hours: 3.0 hours per week

Course Typically Offered: Every Spring

Component 1: LEC

Auto Enroll Course: No

Graded Component: LEC

Academic Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: Department

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): 000379 - B.E.D. major or LA grad, jr or sr

Editor Comments: <No text provided>

Proposal Changes: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: Vince deBritto

Faculty Sponsor E-mail Address: debri001@umn.edu

Liberal Education

Requirement this course fulfills: <no text provided>

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets the specific bullet points for the proposed

core requirement. Give concrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is,how the content and the substance of this course enhance a liberaleducation, and what this means for them as students and as citizens.They employ teaching and learning strategies that engage studentswith doing the work of the field, not just reading about it.They include small group experiences (such as discussion sections orlabs) and use writing as appropriate to the discipline to helpstudents learn and reflect on their learning.They do not (except in rare and clearly justified cases) haveprerequisites beyond the University's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptionalcircumstances by instructors on continuing appointments.Departments proposing instructors other than regular faculty mustprovide documentation of how such instructors will be trained andsupervised to ensure consistency and continuity in courses.

Criteria for Theme Courses: Describe how the course meets the specific bullet points for the proposed

theme requirement. Give concrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or methods.

Theme courses have the common goal of cultivating in students a numberof habits of mind:

thinking ethically about important challenges facing our society andworld;reflecting on the shared sense of responsibility required to build andmaintain community;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

Statement of Certification: This course is certified for a Core (blank) as ofThis course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: No

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays in the course.

<No text provided>

Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets,presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

<No text provided>

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writingcompared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

<No text provided>

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to usefor this assignment or assignments.

<No text provided>

Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced bystudents? How much class time will be devoted to explicitwriting instruction and at what points in the semester?What types of writing support and resources will beprovided to students?

<No text provided>

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every facultymentor will ensure that their students will receive a writingintensive experience.

<No text provided>

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:LA 5761 Infrastructure + Culture Netherlands

Meeting Times Course meets on Tuesday and Thursday from 9am to 5pm and on two Saturdays while in Utrecht (3 weeks). The course in an intensive immersion into the study of Dutch infrastructure in relation to landscape, architecture, urbanism, and ecology. We will travel to infrastructure works and / or discuss infrastructure works with Dutch policy experts, engineers, and designers.

Course Description Water management is an activity that has since 1200 constructed the physical, legislative, and cultural landscape of the Netherlands. The iconic images of the Netherlands — windmills, dykes, and polders are representations of water management structures. For over 900 years the driving force behind infrastructure has been the fight against nature and resistance against the inevitable “next flood,” leading to the construction of some of the most ambitious and technically challenging engineering works in the world. As attitudes about ecology and nature are shifting and as the threats from climate change are becoming more pronounced, new infrastructure works in the Netherlands are caught a a double bind of responding to ecological concerns and protection of the land.

This course will explore both historic and modern water management infrastructures as cultural and engineering constructs through visual representation as a form of critique. The course will be structured around study trips, preparatory readings, on-site lectures, and will be supplemented by the participation of several guest speakers.

Course Learning Objectives 1. To understand the influence of infrastructure on the physical and cultural landscape. 2. To develop, through critical research, a deeper understanding of how infrastructural systems are embedded with ideas of culture and nature. 3. To develop an appreciation of water as an important part of architectural and landscape architectural education. 4. To help students develop and refine their critical communication skills through writing and presentation exercises. 5. To help students critically and thoughtfully articulate, through their presentations and writing exercises, their observations and ideas.

Tentative Course Tours Polder Tour I (deBritto and Jan Wouter Bruggenkamp) 18th and 19th Century land construction — Engineering and iteration through failure UNESCO landscapes of the Beemster, Schermer, and Purmer — New land and land speculation Modern nature design for coastal protection — Building with Nature

Polder Tour II (deBritto and Jan Wouter Bruggenkamp) 20th Century land construction — Lessons learned and unlearned Flevoland and the last Polder — Agriculture/Not-agriculture

Walking Tour of S’Hertogenbosch (deBritto and Mayke Van Van Dinter) History of Dutch trading and water management — The historical economy of water management

Bike Tour of Coastal Defenses at Den Haag (deBritto and Mayke Van Dinter) 20th and 21st century water management infrastructure works — Simulations and Building with Nature

Climate Change O&#64259;ce Visit Eindhoven (Mayke Van Dinter and Luuk Postmes) 21st century water management in an urban context — Climate as a new driver

Climate Change O&#64259;ce Visit Rotterdam (deBritto and Chantal Oudekirk Pool) 21st century water management in an urban context — Climate change as economic driver Global partnerships in water management — Delta Cities Initiative

Climate Change O&#64259;ce Visit Amsterdam (deBritto and Lot Locher) 21st century water management in an urban context — Bottom-up climate change policies

Tiengemeten (Roel Posthoorn and Jan Wouter Bruggenkamp)

Conflict of ecology and water management Reconfiguring historical concepts of water management — Breaking dikes/breaking paradigms

Blog Assignment The purpose of the blog is to document daily activities and to generate a record of personal experience through the lens of reflection and analysis. The blog forces students to explicitly communicate personal perceptions and interpretations of the travel experience and to cooperate while working in peer groups to strengthen communication skills. Every student contributes to the blog on specific days.

Last year’s blog: https://citiesonwater2016.wordpress.com/ Blog address: https://citiesonwater2017.wordpress.com/

Process Students are assigned specific days in the schedule to record/describe/analyze via writing or imagery/ photography. Spellcheck and proofread your entries before sending them to Leslie — if you submit crap, you redo your entry. Complete your blog entry on the day you are assigned as you will have an entirely new set of experiences on the following day. Reports of activities outside class are for personal twitter feeds or Facebook pages.

Writing Meet with the other person(s) before your assigned blog date to decide what each of you will focus on during the day — you must write or record different aspects of the day. In 3 – 4 paragraphs (for each person, 250 words minimum, quality over quantity), reflect on and answer the following:

1. What was the day (objective — where did we go, what did we see, with whom did we interact)? 2. What was the main issue discussed? The aspect of that interested you most? (reflective) 3. What were the implications in the built environment? The culture? 4. What was a high point of the day for you? How was it important to you?

Imagery Persons posting imagery will address the same questions as the written assignment. What images express your answers to these questions? There must be at least one drawing — the rest can be a combination of photographs and drawings.

1. Edit down your images and choose five (5). 2. Resize them to 1280 pixels maximum dimension in width or height x 96 dpi, in .jpg format. 3. Number the images and write a caption for each image. 4. Name files with date_lastname_number.jpg (March06_deBritto_01.jpg). Leslie will not accept files that do not follow this naming convention. 5. The captions are the “body” of your email text (March06_deBritto_01: picture of blah blah).

Posting The written or image entry is due before 19.00 hours the next evening — at the very latest. Subject line of the email is the assignment date: XX Month 2016 (i.e., 10 March 2016) The team will send all imagery and captions in one email (text and images). The team will lose one full grade for submitting late work (accommodations will be made for schedule). Leslie will confirm that she has received your post (joh06725@umn.edu)

Schedule April 7: Text: Grina, Johnson. Images: Moeller April 8: Text: Torzewski, Valenziano. Images: Hansen April 10: Text: Geist, Kowalke. Images: Proudfoot April 11: Text: Sandkamp, Wang. Images: Zhao April 12: Text: Moeller, Grina. Images: Johnson April 13: Text: Hansen, Torzewski. Images: Valenziano April 14: Text: Proudfoot, Geist. Images: Kowalke April 15: Text: Zhao, Sandkamp. Images: Wang April 17: Text: Johnson, Moeller. Images: Grina April 18: Text: Valenziano, Hansen. Images: Torzewski April 19: Text: Kowalke, Proudfoot. Images: Geist April 20: Text: Wang, Zhao. Images: Sandkamp April 22: Text: Grina, Johnson. Images: Moeller April 23: Text: Torzewski, Valenziano. Images: Hansen April 24: Text: Geist, Kowalke. Images: Proudfoot April 25: Text: Sandkamp, Wang. Images: Zhao

Project Students will be choose a dike typology and research the historical and technical development of their chosen dike typology and present their research in a series of annotated representations. Annotations must include historical context (i.e. iterative development through time), cultural context (i.e. how is this

object embedded in Dutch culture), and ecological context (i.e. is ecology considered and how). The basis for all investigations is the water management function of the dike typology, i.e. what is it function in the dike system, what does it protect, with what other systems does the dike interact? All other representations and investigations will derive from these initial questions.

Course Requirements 1. More than one unexcused absence may constitute grounds for a failing grade (10% of final grade). Students are expected to participate in all course meetings and site visits. 2. Blog. Students will also be expected to contribute to the course blog. 10% of course grade. 3. Sketchbooks. Maintaining a consistent regimen of drawing and sketching is essential. Students are expected to keep a regular sketchbook of observations, sketches, drawings and diagrams related to course content. Drawings will be 20% of course grade.

Workload Expectations One credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For this immersive four-credit course, you should expect to spend the majority of the class time developing a new frame of reference with regard to water. Additional time outside of the course hours may be required for you to under the new paradigms involved.

POLICIES Grades. Grade evaluations will be made on the basis of the following criteria:

20 pts Class attendance and participation in class (working during class period, speaking during discussions, reading assignments for class). 10 pts Blogging Assignments 20 pts Sketchbooks 10 pts Project 1a: Weekly Review of Project 10 pts Project 1b: Weekly Review of Project 30 pts Project 2: Final Project

Evaluation of Students. Letter grades for the course will represent the following levels of achievement. Plus and minus designations will be assigned to express a more refined judgment of these levels:

A Achievement that is outstanding relative to the level necessary to meet course requirements. B Achievement that is significantly above the level necessary to meet course requirements. C Achievement that meets the basic course requirements in every respect. D Familiarity with the material presented; worthy of credit but not fully meeting course requirements F Represents achievement level unworthy of credit

Grading Structure. http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Late Work. No late work will be accepted except for excused absences. Please notify the instructor of potential absences in advance, and of any illness when you return to class.

Accepting and Returning Assignments. Assignments will be handled through Google Drive.

Missing Classes, Work, Exams. http://www.policy.umn.edu/Policies/Education/Education/ MAKEUPWORK.html. Please consult the instructor for the provision of special arrangements related to personal plans, health conditions, illness, or absences as soon as you are aware of an issue. Habitual tardiness will be counted as an absence. This course is heavily biased toward group work. Class attendance is critical. Students with two or more unexcused absence will be penalized one-half semester grade.

Copyright of Student Works. The Department of Landscape Architecture requires that students submit high-resolution PDF (300-dpi) files of work executed as part of their degree program. Files must be submitted at the completion of each course. Student work will be used for purposes of research, publicity, and outreach with credit given to the creator of the works featured.

Student work is copyrighted under the following terms (http://creativecommons.org/licenses/by- nc-nd/4.0/legalcode): Attribution. You must give credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Non-Commercial. You may not use the material for commercial purposes. No Derivatives. If you remix, transform, or build upon the material, you may not distribute the modified material.

Use of Class Notes and Materials. http://policy.umn.edu/Policies/Education/Education/ CLASSNOTESSTUDENTS.html

Personal Electronic Devices. http://policy.umn.edu/Policies/Education/Education/ STUDENTRESP.html. Laptops are on for work only during class hours. Students watching movies or other entertainment during studio hours will be asked to leave. Cellphones must be off during class.

Scholastic Dishonesty and Student Conduct Code. http://policy.umn.edu/Policies/Education/ Education/STUDENTRESP.html

Sexual Harassment. http://policy.umn.edu/hr/sexualharassment

Statement on Climate of Inclusivity. You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. You are also expected to listen respectfully to other students and to me when speaking. The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class. Reports of harassment are taken seriously, and there are individuals and offices available for help.

Academic Freedom and Responsibility. http://regents.umn.edu/sites/regents.umn.edu/files/policies/ Academic_Freedom.pdf

Availability of Disability and Mental Health Services. The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services (DS) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. &#9679; Students who have, or think they may have, a disability (e.g. mental health, attentional, learning, vision, hearing, physical or systemic), are invited to contact DS to arrange a confidential discussion at 612- 626-1333 (V/TTY) or ds@umn.edu. &#9679; Students registered with DS, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester to discuss accommodations outlined in their letter. As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu or contact Counseling/Consulting Services at 612-624-3323.

Academic Services. If you would like additional help, please contact one of the offices listed below. Center for Writing 10 Nicholson Hall, Minneapolis 612 626 7579 Student Academic Success Service 340 Appleby Hall, Minneapolis 612 624 3323 199 Coffey Hall, St. Paul

Dutch Guest Speakers Jan Wouter Bruggenkamp is a retired landscape architect who has worked on the planning and construction of the Flevoland Polder for the Rijkswaterstaat (Dutch Ministry of Water). He was a lead consultant on various “Space for the Rivers (ruimte voor de rivier)” climate adaptation projects and design consultant for Tiengemeten, one of the first dike breaching projects in the Netherlands.

Lot Locher is Product and Services Developer for Amsterdam Rainproof, the city-wide climate adaptation initiative. She has a MSc in urban studies from University College London and a MSc in Urban Design and Architecture from TU Delft. She has worked as a architect for Gustafson Porter and Atelier Drieseitl. Chantal Oudkerk Pool is senior advisor for Climate Change Adaptation, Circular Economy and International Cooperation at the City of Rotterdam. She has a masters degree in Urban Planning and International Development from the University of Amsterdam. She joined the Rotterdam Climate Proof programme in 2008 and is now responsible for the implementation of the Rotterdam Adaptation Strategy.

Roel Posthoorn is a project manager for the Natuurmonumenten, a non-profit that manages cultural and natural properties in the Netherlands. Roel has a PhD in Environmental Science from Utrecht University and is currently the project leader on the Marker Wadden, a proposal to construct 10,000 hectares of new aquatic and terrestrial habitat in the Markermeer.

Luuk Postmes is climate change lead for the City of Eindhoven. He has a degree in Water Management from TU Delft.

Mayke Van Dinter graduated from TU Eindhoven with an MSc. in Urban Design. She was a researcher at Delft University and now teaches as an adjunct professor in the Architecture

program at TU Eindhoven. She is a registered urban designer in the Netherlands, and has worked as an urban designer and planner for the municipalities of Breda, Valkenswaard, and Eindhoven.

Strategic Objectives & Consultation

Name of Department Chair Approver: Joseph Favour

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricularobjectives of the unit?

This is an optional course to meet student demand for urban-based international course work abroad and to meet the demands of the professional marketplace to have global experience.

Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

No, study abroad is optional.

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

When our Cities on Water study abroad program was developed we had extensive consultation with the LAC, ARCH, and MURP programs. We are creating this new technical skills course after consultation with the staff working on the GPAS program, prior to that the tech content was provided via other study abroad course numbers. Providing tech during our Cities on Water study abroad program is not new.

Back to Proposal List

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Cities on WaterSpring 2018

University of MinnesotaLA 5761

LA 5761Infrastructure + CultureNetherlands 3 credits

Hendrick Avercamp, Ice-skating in a Village. 1610.

Meeting Times Course meets on Tuesday and Thursday from 9am to 5pm and on two Saturdays while in Utrecht (3 weeks). The course in an intensive immersion into the study of Dutch infrastructure in relation to landscape, architecture, urbanism, and ecology. We will travel to infrastructure works and / or discuss infrastructure works with Dutch policy experts, engineers, and designers.

Course Description Water management is an activity that has since 1200 constructed the physical, legislative, and cultural landscape of the Netherlands. The iconic images of the Netherlands — windmills, dykes, and polders are representations of water management structures. For over 900 years the driving force behind infrastructure has been the fight against nature and resistance against the inevitable “next flood,” leading to the construction of some of the most ambitious and technically challenging engineering works in the world. As attitudes about ecology and nature are shifting and as the threats from climate change are becoming more pronounced, new infrastructure works in the Netherlands are caught a a double bind of responding to ecological concerns and protection of the land.

This course will explore both historic and modern water management infrastructures as cultural and engineering constructs through visual representation as a form of critique. The course will be structured around study trips, preparatory readings, on-site lectures, and will be supplemented by the participation of several guest speakers.

Course Learning Objectives 1. To understand the influence of infrastructure on the physical and cultural landscape.2. To develop, through critical research, a deeper understanding of how infrastructural systems are

embedded with ideas of culture and nature.3. To develop an appreciation of water as an important part of architectural and landscape architectural

education.4. To help students develop and refine their critical communication skills through writing and

presentation exercises.5. To help students critically and thoughtfully articulate, through their presentations and writing

exercises, their observations and ideas.

Page ! of !1 6

University of MinnesotaLA 5760

Cities on WaterSpring 2018

Tentative Course Tours Polder Tour I (deBritto and Jan Wouter Bruggenkamp) 18th and 19th Century land construction — Engineering and iteration through failure UNESCO landscapes of the Beemster, Schermer, and Purmer — New land and land speculation Modern nature design for coastal protection — Building with Nature

Polder Tour II (deBritto and Jan Wouter Bruggenkamp) 20th Century land construction — Lessons learned and unlearned Flevoland and the last Polder — Agriculture/Not-agriculture

Walking Tour of S’Hertogenbosch (deBritto and Mayke Van Van Dinter) History of Dutch trading and water management — The historical economy of water management

Bike Tour of Coastal Defenses at Den Haag (deBritto and Mayke Van Dinter) 20th and 21st century water management infrastructure works — Simulations and Building with Nature

Climate Change Office Visit Eindhoven (Mayke Van Dinter and Luuk Postmes) 21st century water management in an urban context — Climate as a new driver

Climate Change Office Visit Rotterdam (deBritto and Chantal Oudekirk Pool) 21st century water management in an urban context — Climate change as economic driver Global partnerships in water management — Delta Cities Initiative

Climate Change Office Visit Amsterdam (deBritto and Lot Locher) 21st century water management in an urban context — Bottom-up climate change policies

Tiengemeten (Roel Posthoorn and Jan Wouter Bruggenkamp) Conflict of ecology and water managementReconfiguring historical concepts of water management — Breaking dikes/breaking paradigms

Blog Assignment The purpose of the blog is to document daily activities and to generate a record of personal experience through the lens of reflection and analysis. The blog forces students to explicitly communicate personal perceptions and interpretations of the travel experience and to cooperate while working in peer groups to strengthen communication skills. Every student contributes to the blog on specific days.

Last year’s blog: https://citiesonwater2016.wordpress.com/ Blog address: https://citiesonwater2017.wordpress.com/

Process Students are assigned specific days in the schedule to record/describe/analyze via writing or imagery/photography. Spellcheck and proofread your entries before sending them to Leslie — if you submit crap, you redo your entry. Complete your blog entry on the day you are assigned as you will have an entirely new set of experiences on the following day. Reports of activities outside class are for personal twitter feeds or Facebook pages.

Writing Meet with the other person(s) before your assigned blog date to decide what each of you will focus on during the day — you must write or record different aspects of the day. In 3 – 4 paragraphs (for each person, 250 words minimum, quality over quantity), reflect on and answer the following:

1. What was the day (objective — where did we go, what did we see, with whom did we interact)? 2. What was the main issue discussed? The aspect of that interested you most? (reflective) 3. What were the implications in the built environment? The culture? 4. What was a high point of the day for you? How was it important to you?

Page ! of !2 6

University of MinnesotaLA 5760

Cities on WaterSpring 2018

Imagery Persons posting imagery will address the same questions as the written assignment. What images express your answers to these questions? There must be at least one drawing — the rest can be a combination of photographs and drawings.

1. Edit down your images and choose five (5). 2. Resize them to 1280 pixels maximum dimension in width or height x 96 dpi, in .jpg format. 3. Number the images and write a caption for each image. 4. Name files with date_lastname_number.jpg (March06_deBritto_01.jpg).

Leslie will not accept files that do not follow this naming convention. 5. The captions are the “body” of your email text (March06_deBritto_01: picture of blah blah).

Posting The written or image entry is due before 19.00 hours the next evening — at the very latest. Subject line of the email is the assignment date: XX Month 2016 (i.e., 10 March 2016) The team will send all imagery and captions in one email (text and images). The team will lose one full grade for submitting late work (accommodations will be made for schedule). Leslie will confirm that she has received your post (joh06725@umn.edu)

Schedule April 7: Text: Grina, Johnson. Images: Moeller April 8: Text: Torzewski, Valenziano. Images: Hansen April 10: Text: Geist, Kowalke. Images: Proudfoot April 11: Text: Sandkamp, Wang. Images: Zhao April 12: Text: Moeller, Grina. Images: Johnson April 13: Text: Hansen, Torzewski. Images: Valenziano April 14: Text: Proudfoot, Geist. Images: Kowalke April 15: Text: Zhao, Sandkamp. Images: Wang April 17: Text: Johnson, Moeller. Images: Grina April 18: Text: Valenziano, Hansen. Images: Torzewski April 19: Text: Kowalke, Proudfoot. Images: Geist April 20: Text: Wang, Zhao. Images: Sandkamp April 22: Text: Grina, Johnson. Images: Moeller April 23: Text: Torzewski, Valenziano. Images: Hansen April 24: Text: Geist, Kowalke. Images: Proudfoot April 25: Text: Sandkamp, Wang. Images: Zhao

Dike Profile, Rijkwaterstaat Archives, date unknown

Project Students will be choose a dike typology and research the historical and technical development of their chosen dike typology and present their research in a series of annotated representations. Annotations must include historical context (i.e. iterative development through time), cultural context (i.e. how is this

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University of MinnesotaLA 5760

Cities on WaterSpring 2018

object embedded in Dutch culture), and ecological context (i.e. is ecology considered and how). The basis for all investigations is the water management function of the dike typology, i.e. what is it function in the dike system, what does it protect, with what other systems does the dike interact? All other representations and investigations will derive from these initial questions.

Course Requirements 1. More than one unexcused absence may constitute grounds for a failing grade (10% of final grade).

Students are expected to participate in all course meetings and site visits. 2. Blog. Students will also be expected to contribute to the course blog. 10% of course grade. 3. Sketchbooks. Maintaining a consistent regimen of drawing and sketching is essential. Students are

expected to keep a regular sketchbook of observations, sketches, drawings and diagrams related to course content. Drawings will be 20% of course grade.

Workload Expectations One credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For this immersive four-credit course, you should expect to spend the majority of the class time developing a new frame of reference with regard to water. Additional time outside of the course hours may be required for you to under the new paradigms involved.

POLICIESGrades. Grade evaluations will be made on the basis of the following criteria:

20 pts Class attendance and participation in class (working during class period, speaking during discussions, reading assignments for class).

10 pts Blogging Assignments 20 pts Sketchbooks 10 pts Project 1a: Weekly Review of Project 10 pts Project 1b: Weekly Review of Project 30 pts Project 2: Final Project

Evaluation of Students. Letter grades for the course will represent the following levels of achievement. Plus and minus designations will be assigned to express a more refined judgment of these levels:

A Achievement that is outstanding relative to the level necessary to meet course requirements. B Achievement that is significantly above the level necessary to meet course requirements. C Achievement that meets the basic course requirements in every respect. D Familiarity with the material presented; worthy of credit but not fully meeting course requirements F Represents achievement level unworthy of credit

Grading Structure. http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Late Work. No late work will be accepted except for excused absences. Please notify the instructor of potential absences in advance, and of any illness when you return to class.

Accepting and Returning Assignments. Assignments will be handled through Google Drive.

Missing Classes, Work, Exams. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html. Please consult the instructor for the provision of special arrangements related to personal plans, health conditions, illness, or absences as soon as you are aware of an issue. Habitual tardiness will be counted as an absence. This course is heavily biased toward group work. Class attendance is critical. Students with two or more unexcused absence will be penalized one-half semester grade.

Copyright of Student Works. The Department of Landscape Architecture requires that students submit high-resolution PDF (300-dpi) files of work executed as part of their degree program. Files must be submitted at the completion of each course. Student work will be used for purposes of research, publicity, and outreach with credit given to the creator of the works featured.

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Student work is copyrighted under the following terms (http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode): Attribution. You must give credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Non-Commercial. You may not use the material for commercial purposes. No Derivatives. If you remix, transform, or build upon the material, you may not distribute the modified material.

Use of Class Notes and Materials. http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Personal Electronic Devices. http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Laptops are on for work only during class hours. Students watching movies or other entertainment during studio hours will be asked to leave. Cellphones must be off during class.

Scholastic Dishonesty and Student Conduct Code. http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html

Sexual Harassment. http://policy.umn.edu/hr/sexualharassment

Statement on Climate of Inclusivity. You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. You are also expected to listen respectfully to other students and to me when speaking. The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class. Reports of harassment are taken seriously, and there are individuals and offices available for help.

Academic Freedom and Responsibility. http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf

Availability of Disability and Mental Health Services. The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services (DS) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. ● Students who have, or think they may have, a disability (e.g. mental health, attentional, learning,

vision, hearing, physical or systemic), are invited to contact DS to arrange a confidential discussion at 612- 626-1333 (V/TTY) or ds@umn.edu.

● Students registered with DS, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester to discuss accommodations outlined in their letter.

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu or contact Counseling/Consulting Services at 612-624-3323.

Academic Services. If you would like additional help, please contact one of the offices listed below. Center for Writing 10 Nicholson Hall, Minneapolis 612 626 7579 Student Academic Success Service 340 Appleby Hall, Minneapolis 612 624 3323 199 Coffey Hall, St. Paul

Dutch Guest Speakers Jan Wouter Bruggenkamp is a retired landscape architect who has worked on the planning and construction of the Flevoland Polder for the Rijkswaterstaat (Dutch Ministry of Water). He was a lead consultant on various “Space for the Rivers (ruimte voor de rivier)” climate adaptation projects and design consultant for Tiengemeten, one of the first dike breaching projects in the Netherlands.

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University of MinnesotaLA 5760

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Lot Locher is Product and Services Developer for Amsterdam Rainproof, the city-wide climate adaptation initiative. She has a MSc in urban studies from University College London and a MSc in Urban Design and Architecture from TU Delft. She has worked as a architect for Gustafson Porter and Atelier Drieseitl. Chantal Oudkerk Pool is senior advisor for Climate Change Adaptation, Circular Economy and International Cooperation at the City of Rotterdam. She has a masters degree in Urban Planning and International Development from the University of Amsterdam. She joined the Rotterdam Climate Proof programme in 2008 and is now responsible for the implementation of the Rotterdam Adaptation Strategy.

Roel Posthoorn is a project manager for the Natuurmonumenten, a non-profit that manages cultural and natural properties in the Netherlands. Roel has a PhD in Environmental Science from Utrecht University and is currently the project leader on the Marker Wadden, a proposal to construct 10,000 hectares of new aquatic and terrestrial habitat in the Markermeer.

Luuk Postmes is climate change lead for the City of Eindhoven. He has a degree in Water Management from TU Delft.

Mayke Van Dinter graduated from TU Eindhoven with an MSc. in Urban Design. She was a researcher at Delft University and now teaches as an adjunct professor in the Architecture program at TU Eindhoven. She is a registered urban designer in the Netherlands, and has worked as an urban designer and planner for the municipalities of Breda, Valkenswaard, and Eindhoven.

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