Syllabus PLAN 4065 (2014)

COURSE SYLLABUS
PLAN 4065 LAND USE PLANNING
EAST CAROLINA UNIVERSITY
FALL SEMESTER 2014
Dr. Jerry Weitz, FAICP, Associate Professor
Department of Geography, Planning and Environment
Urban and Regional Planning Program
A-215 Brewster Mail Stop 120, East Carolina University, Greenville, NC 27858
Phone: 252-328-6579 Fax: 252-737-1527 Email: weitzj@ecu.edu
Office Hours: Wednesdays, 8:30 – 11:30 a.m. and 1:00 – 2:30 p.m.
Tuesdays and Thursdays, 9:45 – 10:45 a.m.
Other times by Appointment.
Meets: Tuesdays and Thursdays, 11:00 – 12:15 p.m. (Brewster D Wing, BD 208)
This course syllabus informs you of the expectations and requirements of the course. By
thoroughly familiarizing yourself with this syllabus, you will reduce the likelihood of problems
later in the semester.
COURSE DESCRIPTION
Catalog Description: PLAN 4065 Land Use Planning. Social, economic, physical, and
environmental aspects of urban land use and planning. Other tools for effective planning.
Elaboration: This course stresses the physical, social, economic, political, and legal frameworks
for land use planning and regulation and the various techniques of managing growth. This
course introduces land use planning techniques practiced by local governments, but regional and
state land use planning and regulatory activities are also examined. This course will combine
lectures, examinations, and a land use planning field project, including student presentation.
COURSE OBJECTIVES
Upon completion of this course, you will be able to:
1. Describe why land use planning is undertaken by communities, cities, regions, and
nations, and the impact such planning is expected to have.
2. Identify the legal and institutional contexts within which land use planning occurs.
3. Describe and interpret the causes and consequences of “sprawl,” and the major tenants of
land use planning and the “smart growth” movement.
4. Discuss the future of suburban areas in America.
5. Identify the theoretical underpinnings of land use planning, including the need for public
intervention into the land market, the economic purposes of growth management, and
issues of efficient urban form.
6. Recognize how problems of growth management span beyond local jurisdictions to
regions and states, and comprehend the responses needed at the regional and state levels
to manage growth.

Course Syllabus, Plan 4065 Land Use Planning, East Carolina University, Fall 2014
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7. Examine the four basic tools of land use: comprehensive plans, zoning ordinances,
subdivision regulations, and capital improvement programs.
8. Apply principles of land use planning in a real-life context.
9. Assess the viability of different development patterns.
TEXTBOOKS AND READINGS
The following textbooks are required:
Douglas R. Porter, Managing Growth in America's Communities, Second Edition. Washington,
DC: Island Press, 2008. ISBN -13: 978-1-59726-007-7 (pbk.).
Kelly, Eric Damian. Managing Community Growth: Policies, Techniques, and Impacts, Second
Edition. Westport, CT: Praeger, 2004. ISBN 0-275-97793-5 (pbk.).
Other readings are required per reading list. A blackboard site is established for this course and
consists of readings and useful materials, such as project-related literature. A link to recorded
lectures will be posted on blackboard.
GRADING, ASSIGNMENTS, AND EXAMS
Instructors assign grades on the basis of their evaluation of the academic performance of each
student enrolled in their courses. Course grades are based on the quality of your performance as
evaluated by the performance criteria stated in the course syllabus. My goal is to provide regular,
consistent feedback on your progress individually and your group as a team, throughout the
course. You will be graded on a 100 point scale. A total of 100 points is possible. Each point =
1% of grade. The grading scale is as follows: A total of 100 points is possible. Each point = 1%
of grade. The grading scale is as follows:
Letter Grade Points Letter Grade Points
A 94-100 C 73-76
A- 90-93 C- 70-72
B+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 F Below 60
Points % of
Grade
Summary Due Date/Schedule
20 20% Mid-term Exam October 9 (in class)
45 45% Group Project: Town of Beaufort, NC December 4 (+ interim report)
5 5% Presentation for Group Project December 11 (final exam period)
20 20% Take-Home Final Exam (Cumulative) Distributed 11/25; due 12/9
10 10% Attendance and Participation Ongoing throughout semester
100 100%

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If at any time you would like to discuss your progress in the course, please feel free to talk with
your instructor.
Periodic Evaluation of Performance via Starfish
The Starfish system in blackboard will be used to notify you of performance during the semester.
If at any time you would like to discuss your progress in the course, please feel free to talk with
your instructor.
Mid-term Exam (20%)
This will be an objective (multiple choice and true false) and short answer test. It will cover all
material covered in the first half of the course. See blackboard for example prior mid-terms.
Applied Land Use Planning Project (45%) and Presentation (5%)
You will choose a (or determine your own) role within a course group project (Town of
Beaufort, NC). Detailed expectations will be communicated to you during the semester.
Final Take-Home Exam (20%)
This will be a take-home exam (open book, open notes, no time constraints). It will be
cumulative in nature but will most likely emphasize the material covered in the second half of
the course. It will likely include 3 to 5 sections/questions and will be mostly problem or
application-oriented but one or more parts may require the comparison, contrast and synthesis of
required readings. Some choices will be provided. You must work independently and not
collaborate with other students in answering the exam. It must be typed and submitted in hard
copy.
Attendance and Participation (10%)
You are expected to (1) attend class; (2) participate during discussion time periods; (3) share
critical thinking throughout the course; and (4) ask questions during lectures and discussion
periods. Attendance is important; you should, therefore, maintain regular attendance if you are to
attain maximum success in the pursuit of your studies. You should attend all class meetings not
only because you are responsible for material discussed therein, but because active participation
is frequently essential to ensure maximum benefit for all members of the class.
You should consult with me about all class absences. It is your responsibility to notify me
immediately about class absences, to provide appropriate documentation for an absence, and
discuss any missed class time or assignments. I will honor valid university-excused absences and
provide reasonable and equitable means you to make up work missed as a result of your
university-excused absences. You are responsible for all material covered in your absences, and
you are responsible for the academic consequences of your absences.

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Class roll will be checked promptly at the very beginning of class, so always be punctual.
Arriving five minutes late may cause you to be marked absent. You will be assigned a score of
up to 5 points for attendance and participation by fall break for the first part of the course and up
to 5 points for the second half semester participation.
EXPECTATIONS
 Attend class, arrive punctually, and bring all needed materials.
 Participate in class discussions and question-and-answer sessions.
 Complete assignments on time according to requirements listed in this syllabus.
 Devote the appropriate amount of additional time beyond the scheduled class period to
conduct field work, research, and to complete assignments.
 Conduct work with a high level of professionalism and responsibility.
 Produce a professional-grade document and presentation (or portions thereof) for your
portfolio.
 Collaborate with a project team, and treat other students with absolute respect.
 Attend all project team meetings and discussions, pull your share of the weight of group
project work, and share the workload equally with team members.
CLASS CONDUCT
This is a statement in support of my expectations for civil and respectful behavior in the
classroom.
It is important that we have a classroom atmosphere that optimizes teaching and learning and we
all share the responsibility for creating a civil and non-disruptive forum. You are expected to
conduct yourself at all times in a manner that does not disrupt teaching or learning. Behavior
which disrupts the learning process may lead to disciplinary action and/or removal from class as
specified in university policies, including the Student Code of Conduct, which is available at:
http://www.ecu.edu/cs-studentlife/policyhub/conduct_code.cfm.
Here are some specific requirements for classroom behavior:
 Cell Phones & Other Audible Devices: You must turn their cell phones and other audible
devices off or put them on vibrate mode while in class. Do not answer phones in class.
Texting or other use of hand-held devices during class is considered unacceptable.
 Computer Use. Using your personal computer during class time for non-course related
activities can be disrespectful and distracting. Use computers only for class-related
activities.
 Side conversations between students during course lectures are considered distracting and
disrespectful and therefore unacceptable.
 Instructor may advise you of additional class rules and guidelines for conduct.

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ADDITIONAL COURSE INFORMATION
1. This course syllabus is subject to change with reasonable notice. Changes will be
communicated via e-mail, blackboard and/or verbally in class.
2. You must adhere to the University’s principles of academic integrity and student conduct.
For more information, see the online Student Handbook. The Student Handbook outlines
the student code of conduct including the academic integrity policy and procedures
http://www.ecu.edu/cs-studentlife/policyhub/academic_integrity.cfm. The Office of
Student Rights and Responsibilities is the office that handles student conduct and
discipline. Please be advised of the following:
Academic integrity is a fundamental value of higher education and East Carolina
University; therefore, I will not tolerate acts of cheating, plagiarism, falsification or
attempts to cheat, plagiarize or falsify. Should I determine that an academic integrity
violation has taken place, I reserve the right either to assign a grade penalty or to refer
the case to the Office of Student Rights and Responsibilities for an Academic Integrity
Board hearing. I will assign a grade penalty up to an F for the assignment or course.
Should it come to my attention that you have had a prior academic integrity violation, or
if there are other aggravating circumstances, I will refer the case directly to the Office of
Student Rights and Responsibilities. Should the Academic Integrity Board determine that
you committed an academic integrity violation, you may be assigned a grade penalty
and/or any other sanction allowed in the student Code of Conduct, up to and including
suspension from the University.
3. Instructor is not obligated and except as otherwise specified may refuse to accept
assignments via e-mail attachment.
4. In the event of inclement weather or other emergency, information about the status of
classes at ECU is available by calling the ECU emergency information hotline (252-328-
0062) and on the ECU emergency alert website (http://www.ecu.edu/alert).
5. Contact the instructor(s) as soon as possible concerning any disabilities.
6. E-mail Protocol and Etiquette. This course may necessitate contacting the instructor by
e-mail. In corresponding to by e-mail, at minimum, refer to the course number in the
subject line and/or identify the purpose of your contact in the subject line of the e-mail.
You must always identify your name in e-mail correspondence (at end of body of
message). Do not assume I know who you are by the e-mail address! E-mails should
contain proper English and form. If you do not receive a reply within two calendar days
to your e-mail, please resend it.

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COURSE CONTENTS AND READINGS
1. Review of basics tools: comprehensive plan; zoning; subdivision regulations, capital
improvement programs; defining (introduction to) growth management (August 26 and 28)
_____ Porter, Chapter 1, “Introduction to Managing Community Development” and Chapter 2,
“The Practice of Growth Management.” (pp. 1-64).
_____Kelly, Chapter 1, “Introduction” and Chapter 2, “Growth Management in Context.” (pp. 1-
25).
September 4 – Town of Beaufort, NC – officials will visit class to discuss group project
2. Understanding growth patterns: Theoretical contributions about urban form and early
models of settlement activity (concentric rings, sector theory; multiple nuclei); growth machine;
urban-rural continuum; suburbia and sprawl; edge city; boomburbs; demographic trends; exurban
development; problems of growth; contemporary responses including smart growth and new
urbanism. (September 9)
_____ Meck, Stuart. 2006. “Early Theories: Concentric Zones, Sector Theory, Multiple Nuclei”
and “Recent Theories: Dispersed City, Edge City, Peripheral City.” pp. 405-407 in Planning and
Urban Design Standards. (Hoboken, NJ: John Wiley).
_____ Nelson, Arthur C. 2013. Reshaping Metropolitan America: Development Trends and
Opportunities to 2030. Chapter 1, “Major Market Trends and Demographic Changes,” pp. 9-32.
_____ Lang, Robert E. 2009. “Boomburbs.” pp. 163-165 in Hack, Gary, Eugenie L. Birch, Paul
H. Sedway, and Mitchell J. Silver, eds., Local Planning. Contemporary Principles and Practice.
Washington, DC: International City/County Management Association.
_____ Kotkin, Joel. 2010. “The Archipelago of Villages.” Chapter 3 (pp. 69-103) in The Next
100 Million: America in 2050. Washington, DC: Penguin Books.
_____ Nelson, Arthur C. 2013. Reshaping Metropolitan America: Development Trends and
Opportunities to 2030. Chapter 7, “Agenda to Reshape Metropolitan America,” pp. 109-122.
3. Types of land use plans: land classification; land use design plan; verbal policy plan;
development management plan; contemporary hybrids; components of land use plans.
(September 9)
_____ Kaiser, Edward, and David Godschalk. 1995. Twentieth Century Land Use Planning: A
Stalwart Family Tree. Journal of the American Planning Association 61: 365-385.
September 11 – class will not meet – compensation time for group project work

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4. Early growth management programs: Ramapo’s adequate public facilities, growth phasing,
and capital programming system; Petaluma’s housing unit cap; Boulder’s rate of housing growth
gap. (September 16)
_____ Kelly, Chapter 3, “Early Growth Management Activity” and Chapter 4, “Types of
Contemporary Growth Management Programs” (pp. 27-76).
*Friday, September 19, 10:00 a.m. to 5:00 p.m. – Travel and group project work in Beaufort
5. Where not to grow: Environmental protection; conservation; carrying capacity concept;
critical areas; land preservation; greenway systems, land trusts; conservation easements;
farmland preservation including large-lot and exclusive farm use zoning; ridge and mountainside
protection; landscape ecology, tree protection, and habitat conservation; rural clustering and
conservation subdivisions; impervious surface limitations; purchase of development rights (PDR;
transferable development rights (TDR) (September 18, 23, 25)
_____ Porter, Chapter 4, “Protecting Environmental and Natural Resources: Where Not to
Grow” (pp. 113-146).
_____ Kelly, Chapter 8, “Growth Management and the Environment” (pp. 159-167)
_____ Daniels, Tom, and Mark Lapping. 2005. Land Preservation: An Essential Ingredient in
Smart Growth. Journal of Planning Literature 19 (3): 316-329.
_____ Daniels, Tom. 2011. “Farmland Preservation as a Growth Management Strategy: Lessons
for State and Local Governments,” Chapter 3 in Timothy S. Chapin and Christopher Coutts, eds.,
Growth Management and Public Land Acquisition: Balancing Conservation and Development.
_____ O’Toole, Randal. 2001. “The Open-Space Myth” (pp. 155-159), in The Vanishing
Automobile and Other Urban Myths: How Smart Growth Will Harm American Cities. Bandon,
OR: Thoreau Institute.
6. Where to grow: Urban containment/urban growth boundaries (UGBs), Oregon model; tier
system; smart growth, sustainable urban forms, mixed-use development; traditional
neighborhood development; infill and redevelopment; brownfields. (September 30, October 7)
_____ Kelly, Chapter 7, “Fighting Sprawl: Growth Management and Urban Form” (pp. 139-
158).
_____ Porter, Chapter 3, “Managing Community Expansion: Where to Grow” (pp. 65-112).
_____ O’Toole, Randal. 2001. “Introduction to Smart Growth” (pp. 7-8) and “What is Smart
Growth” (pp. 26-29), in The Vanishing Automobile and Other Urban Myths: How Smart Growth
Will Harm American Cities. Bandon, OR: Thoreau Institute.

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_____ Jabareen, Yosef Rafeq. 2006. “Sustainable Urban Forms: Their Typologies, Models, and
Concepts.” Journal of Planning Education and Research 26: 38-52.
October 2 – class will not meet – field/project work day off or attend NCAPA in Durham, NC
October 9 – mid-term exam
October 14 – fall break – class does not meet
October 16 – class will not meet – field/project work day off or attend SCAPA in Myrtle Beach
7. Regional planning: regional governance alternatives; Portland’s Metro; Columbia River
Gorge Commission; Tahoe Regional Planning Agency; Adirondack Park Agency Act (NY);
developments of regional impact; megapolitan areas (October 21)
_____ Porter, Chapter 8 (part), “Regional and State Growth Management” (pp. 241-258).
_____ Nelson, Arthur C., and Robert E. Lang. 2011. Megapolitan America: A New Vision for
Understanding America’s Metropolitan Geography (Chicago: Planners Press), Chapter 1, “From
Cities to Megaregions: A Brief History of the Progression of Thought on How the Built
Landscape Is Organized” (pp. 1-12).
8. State planning: overview of programs in selected states; single-purpose environmental
statutes; “quiet revolution;” American Law Institute’s Model Land Development Code; statewide
planning goals in Oregon and elsewhere; local and regional planning mandates; areas of critical
state concern; New Jersey’s cross-acceptance; Florida’s concurrency; Maryland’s priority
funding areas; American Planning Association’s Legislative Guidebook (October 23, 28)
_____ Porter, Chapter 8 (part), “Regional and State Growth Management” (pp. 258-280).
_____ Kelly, Chapter 6, “Statewide Efforts to Manage Growth” (pp.105-137).
_____ Norton, Richard K. 2005. “More and Better Local Planning: State-Mandated Local
Planning in Coastal North Carolina.” Journal of the American Planning Association 71 (1): 55-
71.
_____ O’Toole, Randal. 2001. “Oregon’s Land-Use Planning” (pp. 146-151), in The Vanishing
October 30 – Class will not meet – field/project work day
9. Land use planning methods and techniques: land use inventories; future land use plan
maps; estimating residential and non-residential land needs; buildout analysis. North Carolina’s
Coastal Area Management Act (CAMA) and CAMA land use planning requirements; CAMA
program evaluation. (November 4)
_____ Weitz, Jerry. 2013. Guidebook on Local Planning for Healthy Communities, Chapter 11,
“Preparing the Land Use Plan.” North Carolina Department of Commerce.

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_____ Coastal Area Management Act (CAMA) Subchapter 7B Rules for Land Use Planning.
10. Facility planning and financing (non-regulatory): annexation, extraterritorial jurisdiction
(ETJ); water and sewer service areas; official maps; capital improvement programs (CIPs); level
of service standards; adequate public facilities/concurrency; impact fees; fiscal impact analysis.
(November 6 and 11)
_____ Kelly, Chapter 5, “Nonregulatory Techniques to Manage Growth” (pp. 77-103).
_____ Porter, Chapter 5, “Supporting Growth by Managing Infrastructure Development” (pp.
147-178).
_____ Kelly, Chapter 9, “Growth Management and the Cost and Availability of Public Services”
(pp. 169-189).
_____ O’Toole, Randal. 2001. “The Costs-of-Sprawl Myth” (pp. 278-280), in The Vanishing
_____ Duncan, James. 2006. “Development Impact Fees.” In Planning and Urban Design
Standards (p. 609).
_____ Bise, L. Carson. 2006. “Fiscal Impact Analysis.” In Planning and Urban Design
Standards (pp. 517-519).
11. Transportation and land use connections: MPOs, land use effects on travel behavior;
transportation models; transit-oriented development; jobs-housing balance; street connectivity;
“skinny,” “context-sensitive,” and “complete” streets (including bicycle and pedestrian
standards); traffic calming. (November 13 and 18)
_____ Moore, Terry. 2006. “Transportation and Land Use Connection,” in Planning and Urban
Design Standards (pp. 613-615).
_____ Dixon, David. 2006. “Transit Oriented Development,” in Planning and Urban Design
Standards (pp. 450-452).
_____ Frank, Lawrence D. 2000. ‘‘Land Use and Transportation Interaction: Implications on
Public Health and Quality of Life.’’ Journal of Planning Education and Research 20: 6–22.
_____ O’Toole, Randal. 2001. “The Rail-Ridership Myth” (pp. 323-325) and “The Myth that
New Roads Increase Congestion (pp. 397-399), in The Vanishing Automobile and Other Urban
Myths: How Smart Growth Will Harm American Cities. Bandon, OR: Thoreau Institute.

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12. Character and aesthetics: urban design; lexicon of character; sense of place; historic
preservation; aesthetic regulation; Transect; new urbanism; form-based codes; scenic view
preservation. (November 20 and 25)
_____ Porter, Chapter 6, “Design to Preserve and Improve Community Character and Quality”
(pp. 179-208).
_____ Kendig, Lane H., with Bret C. Keast. 2010. Community Character: Principles for Design
and Planning (Washington, DC: Island Press), Introduction (pp. 1-8) and Chapter 5,
“Community Character Measurement” (part) (pp. 139-150).
November 27 – Thanksgiving Break – No class
13. Housing and social dimensions: social equity and professional planners; disparities and
vulnerable/disadvantaged populations; affordable housing; Mt. Laurel (NJ) and exclusionary
zoning; regulatory streamlining; community development; inclusionary zoning/housing
programs including Montgomery County, MD; mixed-income housing; housing trust funds;
linkage programs. (December 2)
_____ Porter, Chapter 7, “Managing Growth to Advance Social and Economic Equity” (pp. 209-
240).
_____ Kelly, Chapter 10, “Growth Management and the Diversity of Housing Opportunities”
(pp. 191-218).
14. Project wrap up (December 4); Conclusions and course wrap-up (December 9)
_____ Porter, Chapter 9, “Deciding How to Manage Growth” (pp. 281-300).
_____ Kelly, Chapter 11, “Is Growth Management a Good Idea?” (pp. 219-236).
_____ Downs, Anthony. 2005. ‘‘Smart Growth: Why We Discuss It More Than We Do It.’’
Journal of the American Planning Association 71, 4: 367–78.
_____ O’Toole, Randal. 2001. “The Planning Myth” (pp. 142-145), in The Vanishing
December 11, 11:00 a.m. to 1:30 p.m. Presentation of group project (final exam period)

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TENTATIVE COURSE SCHEDULE SUMMARY
Week CLASS DATE TOPICAL CONTENT OR ACTIVITY
1 Tuesday, August 26 Introduction and Course Overview
Thursday, August 28 Review of basic tools
2 Tuesday, September 2 State holiday make-up day; Tuesday classes do not meet
Thursday, September 4 Town of Beaufort land use project: introduction (guests)
3 Tuesday, September 9 2. Understanding growth patterns; 3. Types of land use
plans
Thursday, September 11 Class will not meet (comp. time for project/field work)
4 Tuesday, September 16 4. Early growth management programs
Thursday, September 18 5. Where not to grow
Friday, September 19 Beaufort NC (organized event –11: 45 a.m. to 5:00 p.m.)
5 Tuesday, September 23 5. Where not to grow
Thursday, September 25 5. Where not to grow
6 Tuesday, September 30 6. Where to grow
October 1-3 Instructor attending North Carolina Chapter of the
American Planning Association (NCAPA), Fall Conference
in Durham, NC
Thursday, October 2 Class will not meet – field work compensation day off;
and/or attend NCAPA conference
7 Tuesday, October 7 6. Where to grow
Thursday, October 9 Mid-term Exam
8 Tuesday, October 14 Fall Break – No Class
October 15-17 Instructor attending South Carolina Chapter of the
American Planning Association (SCAPA) Fall Conference
in Myrtle Beach, SC
Thursday, October 16 Class will not meet – field work compensation day off;
and/or attend SCAPA conference
9 Tuesday, October 21 7. Regional planning
Thursday, October 23 8. State planning – overview of state programs
10 Tuesday, October 28 8. State planning – NC Coastal Area Management Act
Thursday, October 30 Class will not meet – field work compensation day off
October 30-Nov. 2 Instructor attending Association of Collegiate Schools of
Planning, Annual Conference in Philadelphia, PA
11 Tuesday, November 4 9. Land use planning methods and techniques
Thursday, November 6 10 Facility planning and financing/ non-regulatory
techniques
12 Tuesday, November 11 10 Facility planning and financing/ non-regulatory
techniques
Thursday, November 13 11 Transportation and land use connections
13 Tuesday, November 18 11 Transportation and land use connections
Thursday, November 20 12. Character and aesthetics
14 Tuesday, November 25 12. Character and aesthetics
Thursday, November 27 No Class – Thanksgiving Break

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16 Tuesday, December 2 13. Housing and Social Dimensions
Thursday, December 4 Project Wrap-up work in class
Tuesday, December 9 Conclusions and Course Wrap up (last day of class)
Thursday, December 11 Final exam period: 11:00 a.m. to 1:30 p.m.: Project
presentations (Beaufort officials have confirmed
attendance)

Syllabus PLAN 4065 (2014)

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