SYLLABUS CVEN 689 - Context Sensitive Solutions in Transportation Planning,Course title and number Environmental Analysis and DesignTerm (e.g., Fall 200X) Summer 2009 Meeting times and location TBD (one 4 hour class per week) Course Description and PrerequisitesCourse Description: This course focuses on the concept of context sensitive solutions (CSS) as applied toplanning, analyzing environmental impacts, and design of transportation facilities. It is particularly oriented towardCSS applications to facilitate community acceptance of mobility improvement projects. Students will learn andhow to build consensus, make transportation facilities compatible and supportive of transportation and other localobjectives, the environment, and the surrounding area. The course will focus on the concepts of CSS in a lectureand discussion format, book and other readings, and review of relevant literature on the subject. This classicapproach will be complimented with some exercises to illustrate specific principles involved in the subjectmatter. Course Format: The course will be organized in a typical lecture/discussion format. Topics to be covered in thecourse are arranged by week. Students are expected to have completed the assigned readings at the time of class.Each class period will include substantial discussion, with a focus on examples and implications of writtenmaterials. Discussions will focus policy and design implications associated with the concept of context sensitivesolutions.Prerequisites: Graduate standing in Urban Planning, Transportation Engineering, or a related program. Learning Outcomes or Course ObjectivesAt the conclusion of this course, each student should be able to perform the following:• Provide an overview of CSS concepts and applications for transportation and related facilities,• Apply these concepts to the planning and design process of transportation and related facilities. Instructor InformationName Brian Bochner Telephone number 979-458-3516 Email address email@example.com Office hours 1-5pm weekdays Office location 366 Gilchrist Textbook and/or Resource MaterialNo textbook Assigned readings in: 1. AASHTO, Guide for Achieving Flexibility in Highway Design, July 2004. 2. AASHTO, A Policy on Geometric Design of Highways and Streets, 2004 3. FHWA, Flexibility in Highway Design, 1997 http://www.fhwa.dot.gov/environment/flex/ 4. ITE, Context Sensitive Solutions in Designing Major Urban Thoroughfares in Walkable Communities, March 2006 http://www.ite.org/bookstore/RP036.pdf 5. NCHRP 480, A Guide to Best Practices for Achieving Context Sensitive Solutions, 2002. http://onlinepubs.trb.org/Onlinepubs/nchrp/nchrp_rpt_480.pdf 6. MassHighways, Project Development and Design Guide, 2006 http://www.mhd.state.ma.us/default.asp? pgid=content/designGuide&sid=about 7. DVRPC, Smart Transportation Guidebook, 2008 http://www.dvrpc.org/asp/pubs/reports/08030A.pdf
8. TxDOT Landscape and Aesthetic Design Manual, 2007 http://onlinemanuals.txdot.gov/txdotmanuals/lad/index.htm 9. Others to be determined Grading PoliciesAssignments 15% of total creditClass participation 30%Exams 15%Class Project 40% Total 100% Grades:A 90%+B 80-89%C 70-79%D 60-69%F 59% or less Course Topics, Calendar of Activities, Major Assignment Dates 10 week version; 1 class per weekWeek (Class) Number Topics Required Reading1a– Introduction • What is CSS? History of CSS, current NCHRP Report 480, Forward, Section A FHWA initiatives, examples of roads and context integration Context Sensitive Solutions in Designing • Course introduction/overview/ Major Urban Thoroughfares in Walkable expectations Communities, Chapters 1, 2. • Class project assignment - students’ favorite streets (and why) for next class1b - Exercise • Students’ favorite streets and why • CSS defined - integration of stakeholder objectives • Benefits of CSS2a – Project • Whose objectives are considered? Context Sensitive Solutions in Designing development defined • CSS role Major Urban Thoroughfares in Walkable • Stakeholder roles and involvement Communities, Chapter 2 Guide for Achieving Flexibility in2b - CSS and • NEPA and how it relates to CSS Highway Design, Sections 1.1 to 1.3 environmental • Environmental impact areas analysis • CSS as proactive way to address NCHRP Report 480, Section E environmental considerations3a - Creating a context • Characteristics of a successful context NCHRP Report 480, Sections C, D sensitive solution – sensitive solution what does it take, • CSS project needs Smart Transportation Guidebook , Chapter who does it, and • Multidisciplinary project teaming 4 why? Context Sensitive Solutions in Designing3b - The context – • Components of context – physical Major Urban Thoroughfares in Walkable physical and social characteristics Communities, Chapter 4 • Components of Context – social and economic characteristics4a – Constructive • Who are the stakeholders and types? Guide for Achieving Flexibility in involvement of • Importance of involvement Highway Design, Section 2 stakeholders • Methods for involvement (workshop,
charrette, focus group, meetings, 1- on-1, newsletters, etc.) • Problems, issues, needs, considerations, objectives, opportunities • What constitutes a need? 4b - Mock CSS project • Purpose/need startup workshop or • Team charrette • Stakeholder involvement process (structure per needs, collaborative, tools) • Public relations (guest speaker)4c – Class project assignment • Describe project and make assignments5 a– Making a project • Defining multimodal and applicability Context Sensitive Solutions in Designing multimodal • What makes a “complete street?” Major Urban Thoroughfares in Walkable • What is appropriate? Communities, p. 21 text box, Chapter 3 • What is “sense of place” and5b – Placemaking with placemaking? CSS • Components and applicability • Techniques6 – Developing a • Process NCHRP Report 480, Section F, compatible, • Identifying needs, objectives, management structure, alternatives supportive design opportunities, constraints, alternatives development, alternatives screening • How to make a design compatible, subsections supportive • Flexibility, creativity • Evaluation, performance measures, criteria • Selection • Exercise7a – CSS in • How CSS relates to construction, None construction, operations, maintenance operations, • Optimizing CSS considerations maintenance7b – Discussions about • Student questions about term project in class term project response to material presented to date • Instructor clarifications8 – CSS project • Review of CSS process and design Handout from previous class checklist and the components approval process and • Deciding when to use what pieces using CSS in • CSS and the project approval process practice • Does CSS facilitate the approval process?9 – CSS examples and • Class critique CSS examples None class critiques • Work in class on projects10 – Presentation of Student presentations and class discussion None class projects with discussion Other Pertinent Course Information
Homework: There will be homework assignments, worth 10 points each. Unless otherwise noted, homework willbe due at the beginning of the class, one week after it is assigned. Homework that is handed in late will have thefollowing penalties:• 1 class late -- 20% off corrected grade;• 2 classes late -- 40% off corrected grade;• 3 classes or more late -- not accepted.Homework should be prepared in a professional manner as follows:• One side of a standard 8.5x11 paper with all sheets stapled together.• Your name, course, section number, homework number, and page number should be printed at the top of each page.Group projects: Forty percent of your final grade will come from group projects. The class will be divided intogroups, depending upon the number of students in the class. Each group will be assigned to prepare a CSSapplication using the concepts and techniques discussed in class. The other members of your group also will beasked to assess your contribution to the group effort. Individual grades will then be adjusted based upon theamount of contribution the individual made to the group effort. For example, if the your group project scores a 90on your project, but your group members feel you contributed only 50% of a full share to the total group effort,then you will receive a grade of 50% * 90 = 45. Credit for full contributions will not be unreasonably withheld.Therefore, it is important for you to participate fully in all of your group’s activities.Specific information and instructions regarding this project will be provided when assigned.Academic: Many of the handouts used in this course are copyrighted. “Handouts” means all materials generatedfor this class, which include but are not limited to syllabi, quizzes, exams, in-class materials, etc. Because thesematerials are copyrighted, a student does not have the right to copy the handouts unless the instructor expresslygrants permission. E-mail: Communication via e-mail (questions on homework, exams, class examples, etc.) is encouraged. As muchas possible, questions submitted via e-mail will be answered by the end of the day they are received. Unlessotherwise requested by the student, the instructor will distribute the question (anonymously) and answer to allstudents who have given the instructor their e-mail address. E-mail may also be used to distribute clarifications onclass lectures, homework, exams and problem solutions. Use of e-mail is strictly voluntary. If you would like toreceive course-related e-mail, send the instructor an e-mail message, indicating your name, the course, thesection, and your e-mail address. Americans with Disabilities Act (ADA)The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that providescomprehensive civil rights protection for persons with disabilities. Among other things, this legislationrequires that all students with disabilities be guaranteed a learning environment that provides forreasonable accommodation of their disabilities. If you believe you have a disability requiring anaccommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. Foradditional information visit http://disability.tamu.edu Academic Integrity For additional information please visit: http://www.tamu.edu/aggiehonor“An Aggie does not lie, cheat, or steal, or tolerate those who do.”Honesty: No form of scholastic dishonesty (cheating, plagiarism, etc.) will be tolerated. As commonly defined,plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which belong to another. Inaccordance with this definition, a student is committing plagiarism if he/she copies the work of another person andturns it in as his/her own, even if he/she should have the permission of that person. Plagiarism is one of the worstacademic sins, because the plagiarist destroys the trust among colleagues. The purpose of homework in thissection is to help you learn the course material.Working in groups on homework is permitted and encouraged. However, each person must turn in a separate andunique write-up prepared by his/her own hand. This means that the problem description, steps taken to solve theproblem must be generated by each person individually. By University regulations, copying another person’shomework is considered plagiarism, and is not permitted. All examinations will be closed book. Cheating on
quizzes and exams will NOT be tolerated. Cheating will be reported and handled in accordance with the UniversityRegulations, Section 42. Violation of this rule can result in disciplinary action including a grade penalty, up to andincluding an F in the course, suspension, dismissal, and expulsion from Texas A&M University. If you have anyquestions regarding plagiarism or other forms of scholastic dishonesty, please consult the latest issue of the TexasA&M University Student Rules, under the section 20 which can also be found at http://student-rules.tamu.edu.