COURSE SYLLABUS & SCHEDULEUPP 594 - Special Topics in Urban Planning & PolicyCourse:! Introduction to Historic Preservation Planning! ! Spring Semester 2011Location:! Science & Engineering South! ! 845 W Taylor! ! SES - 170Time:! ! Tuesdays, 6 pm to 9 pm*!!*Two classes will be held on Saturdays (tent. 3/12 & 4/2) to accommodate field trips Instructor:! Brian Goeken, [email protected]! ! Office hours by appointmentBrian Goeken, AICP, is a Deputy Commissioner in the Chicago Department of Housing and Economic Development where he directs the Cityʼs historic preservation program and is lead staff to the Commission on Chicago Landmarks. He is a past-chair of the Board of Directors of the National Alliance of Preservation Commissions and is on the boards of Preservation Action and the Preservation Action Foundation (formerly the Center for Preservation Initiatives). He has over twenty years of experience in urban planning, historic preservation, architecture, economic development and urban design.The course will provide an overview of the wide range of issues associated with the theory and practice of historic preservation, emphasizing in particular preservation planning issues from the perspective of the practicing urban planner. The first half of the course will focus on the specific activities that comprise the practice of historic preservation, with the second half on how these relate to, and are integrated into, planning and economic development practice. Topics will include the history and theory of preservation; an understanding of preservation at the federal, state and local levels; preservation law; current topics; and, in particular, an overview of the methods and techniques of preservation planning, including plans, legal tools and incentives. Lectures, readings, two field trips, and class presentations and discussions will form the basis for a greater understanding of preservation issues in the urban planning field. The course will include over a dozen guest speakers involved in preservation issues drawn from the planning, architecture, preservation, real estate, law and government fields.The principal textbook will be A Richer Heritage: Historic Preservation in the 21st Century, edited by Robert E. Stipe, University of North Carolina, 2003 (paperback). The book is available at the UIC Bookstore. The textbook will be augmented by readings and documents that will be available from the course Blackboard site and other links.Class discussions related to the lectures, readings and student presentations are significant components of the course. Students are expected to have read the weekly reading assignments and to participate in class discussions, and regular class attendance is therefore expected. More than two unexcused absences will reduce your grade for the course by a whole letter. As a courtesy to guest speakers, students are expected to be on time. Excessive late arrivals may be counted as absences.Studentʼs course evaluations will be made on the basis of class participation in discussions and weekly readings (30%), two class presentations (20%), two written exercises (30%), and a final take-home essay exam (20%).Readings and Class Participation (30%)Brief written submissions based on the weekly readings (15% of total grade) and participation in class discussions (15% of total grade) will form the basis for the evaluation of each student’s contribution to, and participation in, the class. Students will also attend a meeting of a local preservation commission and be prepared to summarize and discuss the meeting in class. Written Submissions on the Weekly Reading Assignments: Students will prepare two or three “questions” drawn from the readings that would be appropriate to form the basis of a class discussion. Each question should also include a bullet-point “response” outlining points that can be used to help guide such a discussion. The questions should be substantive enough to provoke varied and thoughtful discourse; questions should lend themselves to an open and illuminating discussion or debate, rather than simply restating facts. You may want to think of this as if drafting an essay question, with enough background to establish the context for the question and a brief list or outline of the arguments in its response that would form the basis for discussion. A “good” question should lend itself to different viewpoints, e.g., both in support and contrary to. See handout for additional guidance. If there is more than one required reading (versus readings identified as “optional” or “skim”), then at least two of the questions should draw from different required readings; individual questions that relate to, and incorporate, more than one reading (including “optional” and “skim” readings), however, are encouraged. Each assignment should generally be limited to one page, and in no instance should it be more than two pages.Weekly written submissions on the readings will be submitted to the instructor either at the break or the conclusion of the class. Weekly submissions will be evaluated as “exceptional,” “acceptable,” “unacceptable,” or incomplete. Submissions judged exceptional would generally need to include at least two questions raising substantive analytical, thought-provoking, and/or philosophical issues. Students are encouraged to relate the questions to professional practice issues, incorporate illustrative examples or outside sources, and/or otherwise be creative; while not necessary, submitting three questions instead of the minimum required two may help contribute to a higher rating. In addition to evaluating the substance of the submission, spelling and grammar willalso be taken into consideration. The 8 highest scores for the weekly written assignment (out of a maximum possible 12) will count toward the student’s evaluation; students must make at least 8 submissions. More than ten submissions will count towards extra credit. Class Participation: Active participation in class discussions will be critical to each student’s evaluation. Each student is expected to talk, ask questions, and participate in and contribute to class discussions. Additionally, active participation requires conscientious attendance.As part of class participation, students will be responsible for leading and expanding class discussions on the readings and lectures using their reading notes and the