Css classes 14 16 - class project startup & charrette 120309

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Lessons 14-16 for Grad Course on CSS (from UTCM Report #08-14-03 "Making Mobility Improvements a Community Asset: Transportation Improvements Using Context-Sensitive Solutions")

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  • Alternative assignments: Grade separations: Wellborn and Kimbrough-Joe Rout Wellborn and F&B-Old College Wellborn and University redesign University Drive between Wellborn and College University-College intersection extending to next intersection in each direction (assuming redevelopment of TAMU married student housing and/or “Albertson” site) Trolley or light rail Connecting east and west campuses along Joe Rout-Kimbrough-Research Parkway extending at least between Rudder Tower and Bush School Using Wellborn and/or Union Pacific right of way between downtown Bryan and SH 40 (if UP ROW, explain what will be done to retain UP viability)
  • Guest “stakeholders” might include (as applicable to assigned project): TxDOT advanced planning engineer TxDOT environmental coordinator or preparer TxDOT person with CSS experience (e.g., landscape architect) City public works engineer City planning and development planner TAMU facilities planner (for trolley/light rail) TAMU Transportation Services director Chamber of commerce representative
  • Proposed format for class: 2 minute instructor introduction Up to 15 minutes of briefings on similar projects conducted by guests 5 minutes on environmental analysis but oriented to class project scale – more oriented to approach and identification of impacts to be assessed round robin questions finish class period with any advice the guests wish to offer
  • Possibly move this to public involvement segment to leave more time here for actual class charrette
  • Css classes 14 16 - class project startup & charrette 120309

    1. 1. Context Sensitive Solutions in TransportationClasses 14-16 Planning, Environmental Analysis and Design Class Project Start-up and Charrette 1
    2. 2. Context Sensitive Solutions in TransportationNext 3 classes Planning, Environmental Analysis and Design14. Assignment and discussion15. Guest speakers and key person interviews16. Mock (mini) charrette 2
    3. 3. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and Design• Project• Develop a context sensitive solution – Grade separation • Wellborn and George Bush – Project “design” (plan, profile, cross-sections, photos of sample features) – Use CSS approach – Provide project documentation – Present in PowerPoint form• Presentation date: _______________• Design, documentation due:_____________ 3
    4. 4. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and Design• Use CSS approach – Context – Purpose and need – Vision – Scoping – Project goals and objectives – Needed multidisciplinary skills for project team – Develop alternatives (sketches, descriptions) – Evaluate alternatives, including environmental impacts – Public involvement program plan – Key person interviews (questions – next class)• Documentation (mini DEIS) 4
    5. 5. Context Sensitive Solutions in TransportationProject assignment Planning, Environmental Analysis and Design• Base materials to be provided – Aerial photo for base – “As built” plans for existing conditions (??) – Examples of similar project •Grade separation – Wellborn-Finfeather and Villa Maria – Wellborn and FM 2818 •Other (??) – Sample environmental document 5
    6. 6. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and Design• Expectations – Two project teams – work independently outside class – Key person interview questions for next class (guest speakers) – Field reconnaissance (1st time before next class) – Minimum one “scale” project plan – Use AASHTO green book for design criteria •OK to deviate, but need to document on exception form – CSS process and features (documented) – No contact with corridor people outside class 6
    7. 7. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and Design• Grading 35% use of CSS principles, characteristics, outcomes 20% Documentation 10% Public involvement program 5% Key person interviews (questions, participation) 10% Design completeness 10% Presentation 10% Your own criterion (related to CSS) 7
    8. 8. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and DesignSchedule Class 14 – assignment Class 15 – guest speakers, key person interviews Class 16 – charrette – vision, objectives Class 20, 24 (part) – project discussion (as needed) Class 27 – submit draft documentation, plans Class 28 – presentations (25 min each) Class 29 – submit revised documentation, plans (optional) 8
    9. 9. Context Sensitive Solutions in TransportationProject Assignment Planning, Environmental Analysis and Design Questions? 9
    10. 10. Context Sensitive Solutions in TransportationKey Person Interviews Planning, Environmental Analysis and Design• Next class – Guest project stakeholders – Brief statements about project and similar projects in area – You interview guests as stakeholders •Turn in questions before class starts •Ask your questions (“round robin”) 10
    11. 11. Context Sensitive Solutions in TransportationAssignment for Class 16 Planning, Environmental Analysis and Design• Conduct combined project charrette – Instructors will facilitate – Topics 1. Define context (1-2 pages of lists due before start of class) – Existing conditions, issues, opportunities, threats, strengths, weaknesses 2. Establish a project vision 3. Set project objectives 4. Discuss how you will assess how well your project proposal will meet the vision, objectives – After Class 16 – conduct team work sessions 11
    12. 12. Context Sensitive Solutions in TransportationClass 15 Planning, Environmental Analysis and Design• Stakeholder interviews – Briefings •Similar projects •CSS process experiences – “Round robin” questions – Expert advice 12
    13. 13. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and DesignCharrette• Background – Charrette (French): Cart – Connection to current use • Carts carried student drawings, plans, other exhibits produced over time in classes – Current day description • Organized stakeholder work session process • Committed to find solutions • Produces visions, alternatives, plan • Specific time period; usually several days • Requires carefully selected stakeholders and experts 13
    14. 14. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and DesignCharrette• Establish charrette objectives (outcomes/products)• Background research – Stakeholders* – Experts* – Project data• Project organization – Work collaboratively – Produce winners• Develop, evaluate alternatives• Develop plan 14
    15. 15. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and DesignOne sample charrette schedule 15
    16. 16. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and DesignStakeholders• Decision-makers• Directly affected people• People with power to promote project• People with power to block project 16
    17. 17. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and DesignExperts• Needed technical knowledge• Local familiarity• Access to local data• Ability to work quickly 17
    18. 18. Context Sensitive Solutions in TransportationCharrette Planning, Environmental Analysis and DesignCharrette• Objectives – Describe context •From student assignment due before class – Develop vision for project and area •Overall outcome •Issues, opportunities, threats, strengths, weaknesses •Goals and objectives 18
    19. 19. Context Sensitive Solutions in TransportationResource Planning, Environmental Analysis and Design The Charrette Handbook By Lennertz and Lutzenhizer National Charrette Institute Published by American Planning Association 19
    20. 20. Context Sensitive Solutions in TransportationClass 16 Planning, Environmental Analysis and Design Charrette results (to be filled in) • Context • Vision • Issues, opportunities, threats, strengths, w eaknesses • Goals, objectives 20

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