1112-10 Urban Studies & Planning Faculty Interdisciplinary BA, 2012 May 7

514febd2358bd36993fa1e7ec05590dc.docx
Page 1 of 61
Senate Bill 1112-10
UNIVERSITY SENATE
UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
UAC
Date:
 May 14, 2012
CREATION OF URBAN STUDIES AND PLANNING MAJOR
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That this takes effect for the Fall 2012 semester.
2. That this proposal be forwarded to President George M. Philip for approval.
514febd2358bd36993fa1e7ec05590dc.docx
Page 2 of 61
August 30, 2011
Dean Elga Wulfert
College of Arts and Sciences
University at Albany
1400 Washington Ave
Albany, New York 12222
Dear Dean Wulfert,
The Department of Geography and Planning is pleased to submit this proposal to 
formalize the Urban Studies and Planning, faculty initiated interdisciplinary Bachelors of 
Arts degree.  At the April 27, 2011 Faculty Meeting, the department faculty unanimously 
agreed to submit this plan for review and approval by Faculty Senate, Dean of Arts and 
Sciences, Provost and President of the University at Albany.
As you may recall, the Geography and Planning faculty approved the proposal, our 
Interim Chair, Dr. Catherine Lawson, requested input from the Department Chairs of 
CAS at the April 13, 2011 Council of Chairs meeting.  The discussion was positive, 
though limited.  In addition, there has been no negative feedback from any affected units
If you have any questions or need additional information regarding our proposal, please 
do not hesitate to contact David Lewis, Director of the Urban Studies and Planning 
program.  Thank you for time and effort in this matter.
Sincerely,
David A. Lewis
Associate Professor
Director, Urban Studies and Planning
514febd2358bd36993fa1e7ec05590dc.docx
Page 3 of 61
College of Arts and Sciences
Course and Program Action
Form
Proposal No.
11-1070
Please check one:
Course Proposal
X
Program Proposal
Please mark all that apply:
New Course
Revision of:
Number
Description
Cross-Listing
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as 
appropriate)
X
Other (specify):
Program of study
Department:
Geography & Planning
Effective Semester, Year: Fall 2012
Course Number
Current:
New:
Credits:
Course Title:
Course Description to appear in Bulletin:
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check 
here:
This course is (will be) cross listed with (i.e., CAS ###):
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
Change from Faculty-Initiated Interdisciplinary Major with a Concentration in Urban Studies and Planning to Full 
Departmental Major in Urban Studies and Planning.
Other departments or schools which offer similar or related courses and which have certified that this proposal does 
not overlap their offering:
Chair of Proposing Department
Date
Christopher J. Smith
9/14/11
Approved by Chair(s) of Departments having cross-listed 
course(s) [Copy of e-mail approval on following page.]
Date
Dean of College
Date
Christopher J. Smith
9/9/11
Gregory Stevens/Edelgard Wulfert
11/22/11
Chair of Academic Programs Committee
Date
Dean of  Undergraduate or Graduate Studies
Date
Pinka Chatterji
11/10/11
514febd2358bd36993fa1e7ec05590dc.docx
Page 4 of 61
Undergraduate Major Proposal:  
BA in Urban Studies & Planning
submitted to
Dr. Elga Wulfert
Acting Dean of the College of Arts and Sciences
by the faculty of the
Department of Geography and Planning
Date
August 23, 2011
514febd2358bd36993fa1e7ec05590dc.docx
Page 5 of 61
Table of Contents
Introduction
Program Proposal
Mission of the Program
USP Program and the University’s Strategic Goals
Proposed Degree Requirements for the Major in Urban Studies and Planning 
[Proposed Bulletin Copy]
Continuity of Courses and General Education Offerings
New Courses
Advisement and Mentoring
Department Faculty Engagement
Full Time Faculty 
Adjunct Faculty 
Historical Context
Structure of the Existing Faculty-Initiated Major in Urban Studies and Planning
Regional and National Context of the Program
Resources
Enrollment
Appendix 1:  Course Descriptions
Appendix 2:  Geography and Planning Program Trends
Appendix 3:  Characteristics of Recent USP students
Appendix 4:  Faculty Bio Sketches from Self Study 
514febd2358bd36993fa1e7ec05590dc.docx
Page 6 of 61
Introduction
The Department of Geography and Planning has administered a successful, faculty-
initiated major in Urban Studies and Planning since 1995.  We propose here to change the
program to a full departmental major.
The University at Albany is strongly engaged in research and education in a host of areas 
germane to urbanism including public policy, urban and regional planning, regionalism 
and economic development, environmentalism and globalization.  A full disciplinary 
major in Urban Studies provides undergraduates with a natural entrée into this wealth of 
intellectual opportunity at many of our institutional peers.   Both urban studies (in the 
liberal arts) and the professional disciplines of urban and regional planning have emerged
as popular and substantial academic disciplines in American universities, with recognized
professional associations, congresses, journals, book series, and educational and research 
practices.  The Department of Geography and Planning has had a Masters Program in 
Urban & Regional Planning since 1982 (it was fully accredited by the Planning 
Accreditation Board in 1999).  The department has been the administrative home of a 
successful faculty-initiated major in Urban Studies and Planning (USP) since 1995.  
The USP program has proved very popular and has grown steadily.  It has contributed 
significantly to the overall mission of the Department of Geography and Planning, to 
General Education, and to interdisciplinary initiatives within the University, including 
Environmental Sciences, Information Science, East Asian Studies, and other fields, 
through joint appointments, cross-disciplinary research and teaching, and other linkages. 
Particularly important is the range of opportunities the USP major provides for students 
to engage in research related to urbanization and urban planning, and in internships, 
studios, and other “hands-on” engagements with the local community.   
Although both the existing and the proposed USP programs are liberal arts majors, our 
students have greatly benefited from the fact that the department also houses a fully 
accredited, professional, graduate planning program.  This fact, which differentiates the 
program in the region and is reflected in its name, has proved particularly attractive to 
students over the past decade. In 2009 the number of full and part-time declared majors 
was 60).  Over the past five academic years, the program has averaged 17 graduates per 
year.
During the same time (1997-2010) the department’s faculty has grown from 10 to 13 with
a commensurate increase in the range and depth of our collective expertise in urban 
studies.  However, the recent budget climate has resulted in the loss of one senior faculty 
to retirement and a junior faculty to relocation.  Still, now is the appropriate time to move
the major forward to departmental status to ensure its long term survival, strengthen the 
University’s mission to be an engaged university, to expand the potential of the program 
and to improve the student learning experience through restructuring the curriculum as 
well as expanded advisement.  Furthermore, recent occupation trends indicate that the 
field of Urban and Regional Planning is expanding and considered among the best 
current and future careers.1  The increasing visibility of the discipline should result in 
1 U.S. News and World Report (2009 and 2010) 
http://money.usnews.com/money/careers/articles/2010/12/06/best-careers-2011-urban-planner.  Accessed 
April 1, 2010.
514febd2358bd36993fa1e7ec05590dc.docx
Page 7 of 61
increased demand.  Formalizing the major will enable the Department and University to 
meet this demand and contribute to the goal set forth in the University’s mission 
statement.
We have been strongly encouraged in developing this proposal in discussions with the 
College of Arts and Sciences since the time of the University’s Compact Planning 
process.  The idea was also strongly supported in the external Program Review of the 
Geography and Planning completed in May 2006.  
In developing the proposed revisions to the program we have been particularly careful to 
preserve and enhance four strengths of the existing faculty-initiated major that were 
underlined in our recent external review.  

General Education   Along with other Geography and Planning courses, 
departmental USP courses make an extraordinary contribution to multiple 
categories of the University’s General Education program.  The restructured USP 
program will do the same.  

Cognate Coursework   The University at Albany offers a wealth of urban-related 
courses across several departments and schools.  The cognate portion of the 
existing USP program encourages students to explore these opportunities.  The 
revised program requires the same number of cognate credits, but does so in a 
more flexible way, allowing students to tap into rapidly changing course content 
in cognate disciplines.  

Community Engagement   All programs in the Geography and Planning 
Department have been very successful in encouraging students to work on 
internship, studio, and field projects in local communities.  The revised USP 
program formalizes this Community Engagement requirement in a way its 
predecessor did not.

International Focus   Department faculty possess exceptionally wide international
experience in East Asia (particularly China), Latin America, Europe, and Canada. 
These strengths are reflected in their research accomplishments, in cross-
departmental affiliations (for example with EAS and LACUS, in the Urban 
Studies and Planning curriculum (e.g. GOG 225, PLN 320), and by participation 
in interdisciplinary endeavors such as the Globalization Studies Major.
Because the existing USP program has matured and succeeded for over a decade as a 
faculty-initiated major, we are requesting expedited review as specified in the SUNY 
Handbook for the Submission of Undergraduate Academic Program Proposals. 
Program Proposal
The proposed Urban Studies and Planning Major is designed for students interested in a 
liberal arts education focusing on urban and suburban environments, and on urban, 
community and neighborhood development, with both a local and a global focus. The 
514febd2358bd36993fa1e7ec05590dc.docx
Page 8 of 61
program of study mixes conventional classes with fieldwork, computer-based learning, and 
internships, and it requires considerable awareness of international, multicultural and policy 
issues. Students with training in Urban Studies and Planning are prepared to enter careers in 
housing and community development, real estate, local and state government, local economic
development, or local planning. They can pursue further study in graduate or professional 
schools to specialize in city and regional planning, urban geography, public policy, real 
estate, architecture, or landscape architecture
The Mission of the Program
The learning objectives the proposed departmental USP major are as follows:  
To develop in students:

A knowledge of urbanism and urbanization as historic, geographic, social, and 
cultural processes.

An understanding of the historical development and contemporary condition of 
US cities and metropolitan areas.

A comparative understanding of global patterns of urbanism and urbanization, 
stimulating global awareness and knowledge of the role of urbanization in global 
change.

An introduction to the principles and practices of urban planning, in the United 
States and other parts of the world.

A multidisciplinary understanding of urban related issues growing from exposure 
to the disciplines of Geography, Planning, and at least one cognate field.
To provide for students:

A multi-dimensional participatory learning experience, combining conventional 
classes, fieldwork, and independent study.

A strong exposure to analytical methods, including statistics, GIS, and remote 
sensing.

Access to career training, networking with area planning professional, and other 
resume-enhancing opportunities.
Students in the program will benefit from our bidisciplinary department in many ways.  
Through our graduate planning program advanced majors have direct access to some 
first-year graduate planning offerings in shared-resources courses (400-500 level). They 
also benefit from a departmental culture including many full-time graduate students in 
planning engaged in a variety of highly visible projects including studios. Similarly, they 
benefit from the presence of undergraduate and graduate students in the various fields of 
Geography and Geographic Information Systems, and from faculty deeply engaged in 
many varieties of urban, regional, international, and environmental research.
Distinctive assets of the Department of Geography and Planning in accomplishing 
program goals include the following:

Strong engagement of full-time senior faculty in all levels of undergraduate 
education, both for our majors and for General Education constituencies.
514febd2358bd36993fa1e7ec05590dc.docx
Page 9 of 61

The incorporation of expert local practitioners as adjunct faculty and instructors in
areas such as transportation, planning law, environmental planning and analysis, 
and a variety of GIS (Geographic Information Science) applications;

Aggressive development of opportunities for students to gain direct experience in 
research and professional practice, through the major’s internship program.

Emphasis on the use of innovative technology, provided in large part by the 
department’s experts in the fields of GIS, GPS (Global Positioning Systems), 
remote sensing, and statistical methods.

Introducing students to the unique resources and opportunities the Capital Region 
provides to gain practical and professional experience though internship, studio, 
and similar programs.

Recognition that, although Geography and Planning is (and has been for many 
years) the natural departmental home for USP, a variety of urban-oriented 
coursework is available in other departments and schools at the University. Within
the constraints set by colleagues in these programs, we strongly encourage USP 
students to explore these courses through our cognate requirement.
The USP Program and the University’s Strategic Goals
The USP major lies at the heart of the Department of Geography and Planning’s efforts to
serve the larger undergraduate community of the University at Albany. This service is 
multi-dimensional, occurring through the courses offered, the joint appointments of the 
faculty in other departments on campus, the cross-listed courses, the contributions to the 
General Education Program, and various other disciplinary and interdisciplinary 
endeavors.  In addition, the community based research agenda, internships, coupled with 
the department’s collaboration with local professionals, all levels of government, and 
community partners create a unique learning environment and forwards the University’s 
vision to:
“put knowledge and talent to work through diverse collaborations to 
benefit the people and communities of the region, state, nation and 
world.”
Through the USP program, the faculty in the Department of Geography and Planning 
work to promote: 

Enhanced understanding of places, cities, regions, environments, and the 
processes of globalization, migration, and social and cultural change in 
geographic context.

Access for qualified students to instruction in widely applicable analytic tools 
such as GIS, global positioning systems, remote sensing, image analysis and 
cartography.

Improved skills in oral discourse, writing, statistical analysis, and information 
literacy.

Better understanding of how the methods and approaches of the natural and social
sciences are brought to bear on urban, environmental, and regional issues.
514febd2358bd36993fa1e7ec05590dc.docx
Page 10 of 61

Appreciation of the distinctive contributions of geography, urban studies, and 
planning, and an understanding of their place in the academic and professional 
division of labor.
The USP major addresses directly the problems of metropolitan areas, especially the 
Capital Region and the New York Metropolitan Region, which is an important component
of the University at Albany’s long term mission. The major has been successful in 
providing outreach opportunities and for the most part it has attracted socially and 
politically-conscious students who want to change the nature of the environment they live
in.
Another important goal of the University at Albany involves reaching-out to minority 
populations in the Capital Region and other metropolitan regions in New York State. 
There is a high concentration of minority populations in the large metropolitan regions of 
the state, especially inner-city areas, and Albany’s USP major creates important new 
opportunities in that regard. Two of the most significant of these are: the USP major 
provides an attractive option for minority students and has been relatively successful in 
recruiting students, many of them from the state’s urban centers, into the program.  In 
addition, many of the courses within the USP major allow students the opportunity to 
learn about and discuss a variety of issues related to ethnic diversity, both in the local and
the global context. In a broader sense, the USP major is one of the few programs at this 
University that truly allows and requires students to "think globally” while acting 
“locally" and it strongly supports the University’s effort to become engaged  with the 
community. 
Proposed Degree Requirements for the Major in Urban Studies and Planning [Proposed 
Bulletin Copy]
More than 80% of the American population lives in metropolitan areas.  The Urban 
Studies and Planning Major is designed for students seeking a deeper understanding of 
these metropolitan communities:  cities, suburbs, and the urban way of life with all their 
problems and opportunities in the 21st Century. The program of study mixes conventional 
classes with fieldwork and computer-based learning, and it requires considerable 
awareness of international, multicultural and policy issues.  Core and cognate courses 
open up many perspectives on cities for students within the liberal arts, but the program 
also provides students with a strong introduction to urban and regional planning. 
Graduates are well equipped to pursue graduate work in urban affairs and several liberal 
arts disciplines, or to enter professional degree programs in city and regional planning, 
public policy, real estate, architecture, or landscape architecture;  or directly to pursue 
careers in housing and community development, historic preservation, local and state 
government, regional economic development, and environmental planning. 
General Program B.A.: A minimum of 36 credits including (see table1):
Five core courses (15 Credits) as follows: USP 101 (=GOG 125), USP 203 
(=GOG 225, GLO225), USP 201 (=PLN 220), USP 202 (=GOG 220);  plus one 
methods course chosen from the following list, or as advised:  USP 385, GOG 
390, GOG 414, GOG 479,  USP 456 (= GOG 496), USP 324 (=GOG 324), USP 
452, GOG 480, GOG 484, GOG 485, GOG 498.
514febd2358bd36993fa1e7ec05590dc.docx
Page 11 of 61
 12 credits of elective courses chosen from the following:  USP 266 (=GOG 266 =
GLO 266), USP 315, USP 321 (=GOG 321), USP 320, USP 330, USP 328 
(=GOG 328 =WSS 328), USP 425, USP 426, USP 430, USP 436, USP 443, USP 
449, USP 451, USP 452, USP 460, USP 475, USP 480 (=GOG 480), USP 485, 
USP 497  
3 Credits of community engagement work chosen from the following:  USP 437, 
USP 474, USP 476, USP 490, USP 497.
6 credits of cognate coursework:  as advised, chosen from upper-division urban-
related coursework in departments outside G&P including but not limited to:  
Anthropology, Economics, Education, History, Political Science, Public 
Administration and Policy, Sociology, Latin American and Caribbean Studies,  
Women’s Studies, Environmental Science, and selected courses in the Humanities
(including English and Art).
Continuity of Courses and General Education Offerings
All the courses listed in the requirements above are extant, and no changes in their 
General Education designations are envisioned.  (Curriculum development plans for the 
new major are discussed below). 
Approval of the major will involve a new undergraduate course prefix, USP.   It will 
replace the PLN prefix on all undergraduate courses.   This change is reflected in the 
courses listed above.  Thus USP 201 will replace PLN 220.  With this one exception, the 
numerical portion of current PLN courses will be the same in their new USP versions (see
table 1).   
The prefix PLN will be retained for graduate-level planning courses.   Thus a shared 
resource course such as Urban Design (currently PLN 475/575) will now appear as USP 
475/PLN 575.  
At present three courses with GOG prefixes are required in the USP major. USP versions 
of these courses will be offered, while retaining the GOG prefix as a cross-list, thus:  USP
101 = GOG 125, USP 203 = GOG 225, USP 201 =PLN 220, USP 202 = GOG 220.   
Where appropriate GOG cross lists will also be retained in elective courses. (e.g. USP 
480 = GOG 480).
Advisement and Mentoring
The proposed USP major will be unrestricted, and students will be recruited to it in the 
usual fashion, through outreach and publicity in ASC/US, in our own lower division 
courses, and through appropriate efforts at “feeder” schools to attract transfer students 
directly into the major.  At present the Department of Geography and Planning uses a 
“centralized” model of advisement:  the program directors of each undergraduate 
program advise most or all declared majors in that program unless they choose to be 
advised by another faculty member with whom they happen to have worked closely.  
These advisors perform all the traditional functions of advisement: general mentoring, 
orientation to the major, substantive and procedural advisement in the major, supervision 
514febd2358bd36993fa1e7ec05590dc.docx
Page 12 of 61
of many internships and orientation to the career world.  Our student opinion survey 
suggests it would be better to disperse advisement more widely among faculty, at least to 
the extent of encouraging students to seek counsel and perhaps formal advisement from 
faculty for whom they feel a particular personal or intellectual affinity.   Currently, only 
the USP Program Director provides advisement.  As part of the formalization, a minimum
of two Department of Geography and Planning faculty will be responsible for advising 
the USP majors and minors.
We should note that the proposed USP program addresses one concern that students and 
faculty expressed in our recent Self-Study.  Because of the relatively rigid structure of the 
cognate requirement in the existing program, and because the department has no control 
over the frequency and timing of course offerings in other departments, an unnecessarily 
large amount of advisement time has been spent helping students fulfill the requirement, 
or helping them find intellectually acceptable alternatives.  The more flexible structure of 
cognate courses in the proposed major will help mitigate this problem.
The advisors for the existing USP program have played a significant role in encouraging 
the students in the major to consider taking specific courses that can provide them with 
“transferable skills” that will be useful to them in their future careers. The most important
of these over the years have been courses that provide quantitative skills, including 
statistics, computing, GIS, GPS, and remote sensing, all of which are useful as on-the-job
skills and attractive to potential employers.  Other courses that have proved to be useful 
to USP majors have been internships with a variety of private and public agencies, both 
locally and in the region. Students typically explore all available opportunities 
themselves, often using information or contacts provided by the advisor or other faculty. 
Then the advisor usually steps in to oversee the process: discussing what will be done 
with the supervisor and generally making sure that the student will be doing valuable 
work during the Internship. At the end of the semester the supervisor and the advisor 
would normally have another conversation to discuss how well the student had performed
his/her duties, including a consultation about the final grade for the course (most 
internships are S/U graded).
Department Faculty Engagement
The department of Geography and Planning is a bidisciplinary department in which all 
thirteen faculty are involved in both graduate and undergraduate teaching.   Some faculty 
teach primarily in the graduate Planning program and some primarily in Geography.  But 
Planning faculty also teach undergraduate USP courses, several people who primarily 
work on the Geography side are urbanists, a reasonable number of courses are cross-
listed (GOG=PLN), and in addition some GOG and PLN courses are accepted as 
“cognates” in the “other” discipline.  Moreover, faculty engagement with one or other 
departmental program has historically changed over their careers.  For these reasons, we 
make no effort to associate a specific subset of our faculty with the new USP program.   
The following is a list of all our faculty indicating their areas of research and teaching 
interest, and which USP, cross-listed, or cognate courses they teach.
Full Time Faculty Engagement with the Major
514febd2358bd36993fa1e7ec05590dc.docx
Page 13 of 61
II.   Full-time Faculty with Primary Appointment in Geography and Planning, by 
Appointment Date, Rank, and Tenure Status
Professor 
Ray Bromley, appt. 1985,  AICP, PhD Cambridge University, Professor:  
Metropolitan and Regional Development Strategies, Community Development and 
Neighborhood Change, Micro-Enterprise Promotion, Planning History, Latin 
American Cities.
John S. Pipkin, appt. 1974, PhD Northwestern University, Distinguished Service 
Professor:  Quantitative Methods, Urban Design, American Landscape History, 
Symbolism, and Ideology, Built Environment, Urban Geography.
Christopher J. Smith, appt. 1980, PhD University of Michigan, Professor and 
Undergraduate Urban Studies and Planning Program Director : Urban Social 
Geography, East Asian and especially Chinese Cities.
Roger W. Stump, appt., 1982, PhD University of Kansas, Professor: Cultural 
Geography, Geography of Religion, Quantitative Methods, North America.
Associate Professor (with tenure)
Gene Bunnell, appt. 2004, AICP, PhD London School of Economics and Political 
Science, Associate Professor:  Land Use Planning and Growth Management; 
Planning Practice; Central City Planning; Infrastructure Finance and Privatization; 
Case Studies of Planning Effectiveness; Story-telling in Planning.  [Case for 
continuing appointment in process, Spring 2006]
Youqin Huang, appt. 2001, PhD, University of California, Los Angeles, Associate 
Professor: Population Geography, Economic Geography, Urban Geography, 
Feminist Perspectives in Geography, Contemporary China, Asian Cities, 
Transitional Economies. 
Andrei Lapenas, appt. 1996, PhD State Hydrological Institute, St. Petersburg, 
Associate Professor: Climatology, Climate Change, Quaternary Paleogeography, 
Soils, Russia.
Catherine T. Lawson, appt. 2000 PhD Portland State University, Associate 
Professor and MRP Program Director: Travel Behavior, Freight, Archived 
Intelligent Transportation Systems (ITS) Data, Community Development ∓ 
Housing Issues, Land Use and Transportation Planning, Spatial 
Analysis/Geographic Information System (GIS) Applications.  [Case for promotion
and continuing appointment in process, Spring 2006]
David A. Lewis appt. 2003, PhD Rutgers University, Associate Professor: Regional
Planning Theories and Techniques; Brownfields Redevelopment; Innovation, 
Globalization and Economic Restructuring; and Urban and Regional Economic 
514febd2358bd36993fa1e7ec05590dc.docx
Page 14 of 61
Development.
James E. Mower, appt. 1987, PhD State University of New York at Buffalo, 
Associate Professor and MA Program Director: Geographic Information Systems, 
Automated Cartography, Parallel Processing, Augmented Scenes.
Assistant Professor
Corianne Scally, appt.  2007 Ph.D., Urban Planning & Public Policy, Rutgers 
University, Assistant Professor: State and local housing policy and programs, 
Community development, Community-based organizations, Interest group 
coalitions, Policy innovation & diffusion.
[Case for promotion and continuing appointment will be presented Fall 2011]
Core faculty teach the majority of courses in the major indicating a high level of 
engagement (see table 2). 
III.  Biographical Sketches of Faculty
Full-time Faculty (alphabetical order)
Ray Bromley joined the Department in 1985 and was promoted to the rank of Professor 
in 1987.  He holds joint appointments with the Department of Latin American, Caribbean 
and U.S. Latino Studies, and with the Public Policy Program.  He was born and educated 
in Britain, and has been a naturalized US citizen since 1994.  Before moving to Albany he
was on the faculty of the University of Wales Swansea for ten years and with a Syracuse 
University and USAID Technical Assistance Mission in Peru for three years.
Ray’s BA, MA and PhD are all in Geography from Cambridge University in England.  
His doctoral studies on regional marketing systems in Ecuador explored interdisciplinary 
areas, mixing geography, planning, anthropology and history.  Before he completed his 
doctorate he was hired to teach social and regional planning at the University of Wales 
Swansea, and after the doctorate was awarded he completed a series of United Nations 
planning consultancies in Latin America.  At Swansea he directed the Masters Program in
Social Planning, and also established and directed a new Masters Program in Regional 
Development Planning.  All of his work there was oriented towards international 
development, and he played a leading role in founding the Development Studies 
Association and in building links with ILPES, the Latin American Institute of Economic 
and Social Planning.  His early research focused mainly on marketing systems, regional 
planning, urban poverty, casual labor, informal enterprise, entrepreneurship and 
subcontracting.  
Since moving to Albany, Ray has redirected much of his work towards the history of 
ideas in planning and development, and towards housing policy, community development
and neighborhood planning in the United States.  Unlike most planning historians, who 
concentrate on land-use planning and the built environment, he also has a strong interest 
in socio-economic planning ideas, and in rural, regional, national and international 
planning.  He has been a member of the American Institute of Certified Planners since 
1992.  He has directed the Master of Regional Planning program for two extended 
514febd2358bd36993fa1e7ec05590dc.docx
Page 15 of 61
periods (1991-1999 and 2002-2005) and steered it through initial accreditation in 1999 
and successful reaccreditation in 2004.
Fluent in Spanish and “functional” in Portuguese and French, Ray has lived nine years in 
Latin America.  In 1997 he was a Senior Fulbright Fellow at the National Engineering 
University in Lima, Peru, and he has also taught courses at ILPES Santiago, CENDEC 
Brasilia and other institutions in Latin America.  He has taught additional courses at the 
London School of Economics, the Beirut Arab University and the Bandung Institute of 
Technology, and he will soon be the first UAlbany faculty member to teach at RPI in a 
new inter-institutional faculty exchange.
Ray has authored numerous scholarly articles in journals and edited books.  His books 
include Planning for Small Enterprises in Third World Cities (1985), and Casual Work 
and Poverty in Third World Cities (1979).  With Gavin Kitching he edited Routledge’s 
Development and Underdevelopment book series, and he serves on the editorial boards of
SUNY Press and the journal Planning Practice and Research.  His current research is in 
two main areas:  the post-1940 physical transformations of Albany and the Bronx;  and, 
the history of ideas in planning and development.  Key ideas currently under study 
include rural reconstruction, linear cities, third way ideologies, ekistics, “national 
projects”, and planning for decline.
Gene Bunnell   Gene Bunnell, Ph.D., AICP is a planning educator with a unique 
combination of knowledge and experience, whose teaching and research is informed and 
strengthened by years of experience as a planning practitioner.  Gene earned his Masters 
degree in City and Regional Planning from Harvard University’s Graduate School of 
Design in 1969, and a Master of Public Health degree from the University of Michigan in
1970.  After two years of working in a health planning agency in Buffalo, New York, he 
joined the planning staff of the Massachusetts Executive Office of Communities and 
Development, Office of Local Assistance, and was put in charge of preparing planning 
studies and plans for a number of Massachusetts communities. In the course of working 
in various communities, and encountering older, deteriorated areas with vacant or 
underutilized old buildings, he became interested in and knowledgeable about historic 
preservation and adaptive reuse, and researched and wrote Built to Last: A Handbook on 
Recycling Old Buildings, which was published by the National Trust for Historic 
Preservation in 1977.  He also wrote an Innovative Project grant proposal on behalf of the
Massachusetts Executive Office of Communities and Development, which obtained 
$178,000 in funding from the U.S. Department of Housing and Urban Development, 
Office of Policy Development and Research, for the establishment of the Massachusetts 
Building Reuse Project, which he directed. Over a three year period, the Building Reuse 
Project prepared detailed building reuse Action Plans for four communities (North 
Adams, Southbridge, Haverhill and Lawrence), and produced a research report titled 
Removing Obstacles to Building Reuse at the Local Level.   
In 1980, Gene Bunnell became Director of Planning and Development for the City of 
Northampton, Massachusetts, and during his tenure there the city’s downtown was 
revitalized and transformed.  While serving as Northampton’s Planning Director, he also 
taught planning-related courses at Smith College, Hampshire College, and the University 
of Massachusetts-Amherst, Department of Landscape Architecture and Regional 
Planning-- and the idea of pursuing an academic career took root.
514febd2358bd36993fa1e7ec05590dc.docx
Page 16 of 61
He began studying for a Ph.D. in Planning Studies in the Geography Department of 
London School of Economics in 1989 — which was made possible by an Overseas 
Studies Scholarship Grant from the Principals and Vice Chancellors of the Universities of
the United Kingdom, as well as a scholarship from the American Friends of London 
School of Economics.  After earning his Ph.D. degree, he joined the faculty of the 
Department of Urban and Regional Planning at the University of Wisconsin-Madison, 
where he taught for six years.  After returning back east in 1998 so that his wife could 
accept a position in New York City, he taught planning courses in the Urban Studies 
Program at Vassar College, and at the New School University.  He also undertook a major
research project (involving a nationwide survey of urban planners, over 150 in-depth 
interviews and extensive field research) uncovering and documenting the ways in which 
ten different American cities were shaped by planning. The product of this research, 
Making Places Special: Stories of Real Places Made Better by Planning (Planners Press) 
was published in 2002.   He joined the faculty of the Department of Geography and 
Planning at the University at Albany as Associate Professor in the Fall of 2003.
Youqin Huang  Dr. Huang received her Ph.D. in Geography from University of 
California, Los Angeles in 2001.  Since then she has been a member of the Department of
Geography and Planning and a Research Associate of Center for Social and Demographic
Analysis (CSDA) at State University of New York, Albany.  Her research has mainly 
focused on two areas: one on housing, residential mobility, neighborhood change and 
urban structure, and the other on migration and urbanization.  She also has a regional 
focus on China.  In the area of housing, Youqin studies decision-making in housing 
behavior, and how residential mobility and housing choice influence the urban landscape 
and commuting pattern.  In addition to housing behavior and residential mobility in the 
U.S. and U.K. and the role of gender, race and life cycle, Dr. Huang studies the profound 
market transition in China and its impact on housing consumption and provision.  She 
finds that housing condition and homeownership have improved significantly in the 
recent decade in urban China; yet, she finds housing inequality is increasing and an 
unprecedented residential segregation is emerging.  She also finds that despite the 
increasing importance of market forces, the socialist institutions persist and continue to 
affect housing behavior.  In the area of migration, Huang studies the spatial pattern and 
dynamics of female migration and the occupational attainment of female migrants in 
China.  She finds that Chinese women, constrained by both socioeconomic and 
institutional factors, utilize marriage migration to access economic opportunities brought 
about by the economic reform.  She also finds that gender, together with the socialist 
institutions, affects female migrants' occupational attainment at the destination.  
Currently, Dr. Huang is involved in five projects.  First, she is studying 
migration/mobility in the U.K. using the British Household Panel Survey data.  With her 
collaborator, she is studying the effect of family migration and residential move on 
women’s participation in the labor market.  Because of the intertwined relationship between
long-distance migration and short-distance move, they are also studying the dynamic 
decision-making between the two processes, and they hope to bridge two often separate 
literatures (one on migration, the other on mobility) for a better understanding of the 
decision-making.   Second, Dr. Huang is conducting a longitudinal research on housing 
behavior in China.  While most of the limited research on housing in China focuses on 
the recent reform era, Dr. Huang is trying to study housing behavior and residential 
514febd2358bd36993fa1e7ec05590dc.docx
Page 17 of 61
mobility in both the socialist era and the reform era, which will demonstrate the 
importance of political economy on housing decision-making.  Third, Huang is studying 
gated communities in urban China.  With housing privatization and increasing housing 
inequality, wealthy gated communities are emerging rapidly in Chinese cities; yet, they 
have a very different root and social and political construction.  Dr. Huang is conducting a 
comparative study of gated communities with those in the West, hoping to provide a 
broader framework to incorporate empirical evidences from different regions.  Fourth, Dr. 
Huang is studying housing inequality and residential segregation in China, using both 
census data and information collected through fieldwork.  Funded by the AAAS and NSF, 
Dr. Huang visited Hong Kong Baptist University during the summer of 2004 and 
established collaborative relation with Professor Li, an expert on housing studies.  Five, Dr.
Huang is involved in a collaborative project on housing reform and socio-spatial 
restructuring in China.  With collaborators from Hong Kong, the U.S. and U.K., she is 
studying recent census data of China and is preparing to conduct a multi-city survey in 
China.   
In addition, Youqin has been actively involved in the Urban China Research Network 
(UCRN), an international multidisciplinary organization to promote research on urban 
China and to foster the next generation of China scholars.  As a member of the 
International Advisory Board and a member of the Steering Committee, Dr. Huang (with 
others) organized and oversaw several rounds of small grant competitions, several 
conferences and workshops, and two research working groups. 
Andrei G. Lapenas   Andrei was born in 1958 in Leningrad (now St. Petersburg), 
Russia. His interest in science was triggered at the age of 14 by a wonderful book, The 
Living Sea, written by the French explore and engineer Jacques-Yves Cousteau.  The 
fascinating stories about exploration of oceans literally dragged him into the science of 
oceanography.  In 1975 Andrei enrolled in the Leningrad (now St. Petersburg) University 
in the Department of Geography. One year later he declared his major in oceanology and 
during the next 4 years participated in sea expeditions to the Baltic, Northern, and 
Norwegian Seas, Southern and Central Atlantic, the Bay of Guinea, and Canary Islands.
After graduation Andrei jointed the Department of Climate Change at the State 
Hydrologic Institute. Two of his Ph.D. advisors in this institute- the founder of physical 
climatology, Professor Mikhael Budyko, and atmospheric physicist Dr. Nora Buytner- 
suggested that after Ph.D. studies Andrei should concentrate on the impact of fossil fuel 
burning on the global carbon cycle and climate. An understanding of the global carbon 
cycle dynamics is the key to future forecasts of the atmospheric concentration of carbon 
dioxide and the prediction of global greenhouse warming. In 1980s, many carbon cycle 
scientists tried to resolve the so-called “missing sink” problem.  At that time Andrei and 
his co-workers investigated carbon cycle in World Ocean, but were unable to identify any
additional sinks of atmospheric carbon in marine ecosystems.  Therefore, in 1990s, Dr. 
Lapenas brought his attention to the continental biota and terrestrial cycle of carbon.  This
interest in the interaction between atmosphere and living organisms made Dr. Lapenas 
appreciate the importance of soil as a mediator of many of these processes and that it is a 
very important component of the entire climate system.  
During the past 13 years Dr. Lapenas worked in the United States at New York University
(1992-1996) as a post-doctoral fellow under the famous oceanologist and atmospheric 
514febd2358bd36993fa1e7ec05590dc.docx
Page 18 of 61
physicist Professor Martin Hoffert, and since 1996 as an assistant, associate professor at 
the University at Albany. At SUNYA, Dr. Lapenas teach and perform research in the 
Department of Geography and Planning and in the Department of Earth and Atmospheric 
Sciences. Dr. Lapenas is an author of more than 50 papers in such journals as Nature, 
Climate Change, Global Change Biology, Global Biogeochemical Cycles and others.  His
work was supported by such federal agencies as the National Science Foundation, United
States Forest Service and Environmental Protection Agency.  
Catherine T. Lawson   (Ph.D., Urban Studies/Regional Science, Portland State 
University, 1998). Dr. Lawson has extensive training and real-world experiences in 
computer applications and applied statistics.  Her undergraduate education in Economics 
and Accounting at Western Washington University, and her graduate work at Portland 
State University in Economics and Regional Science, provides her with a wealth of 
knowledge on the use and state-of-the-art practices in these areas.   Her experiences as a 
practicing planner for the City of Portland, in Portland, Oregon, were focused 
on statistical applications as well.  She developed a number of methodologies used to 
determine the appropriate protection of environmentally sensitive areas and in the 
utilization of land.  She is able to introduce students to the use of computers and statistics 
using these real world datasets and reports.  
Dr. Lawson has a strong background in transportation research and planning, including 
ground-breaking survey work with the freight community, the use of microsimulation 
modeling for transportation planning, transit planning and alternative transportation 
planning, including bike and pedestrian modes.  She gives her students hands-on 
opportunities to learn how to use the various software applications, particularly 
transportation modeling packages such as VISSIM and TRANSIMS.  She 
recently introduced PLN 545 Transportation Technology Practicum to the 
MRP Program.  In this course, students use a variety of technologies, including global 
positioning systems (GPS), open source and ESRI geographic information systems (GIS) 
and new software being developed in her Regional Economic Freight Informatics 
Laboratory (REFIL).   The WIMWEB research project is being funded by the Federal 
Highway Administration, and was mandated by Congress to examine the impact of very 
heavy trucks in Vermont and Maine.     
 Dr. Lawson is responsible for Transportation Planning, with a substantial contribution 
from Jeff Olson (a nationally recognized expert in Bicycle and Pedestrian Planning).  Dr. 
Lawson communicates the importance of understanding the impact of infrastructure 
development on the quality of life for community members.  In addition to traditional 
transportation planning techniques, she also emphasizes the need to plan for specific 
modes, including trucks, ferries and emerging forms of transit.  She incorporates micro-
simulation applications to transportation planning and provides students with hands-on 
experience with transportation modeling software and national data sets.  Students are 
encouraged to include transportation courses at Rensselaer Polytechnic Institute (RPI) 
through a joint-program agreement.  
David A. Lewis   Before he joined the University at Albany as Assistant Professor in 
2003, David Lewis was a Post Doctoral Fellow for the National Center for Neighborhood
514febd2358bd36993fa1e7ec05590dc.docx
Page 19 of 61
and Brownfields Redevelopment at the Bloustein School, Rutgers University.  In 2009 
Dr. Lewis achieved the rank of Associate Professor.  Dr. Lewis’ research interests have 
focused on the intersection of innovation, regional development and environmental 
change, technology business incubation, brownfields redevelopment, the economic 
development of mature industrial regions, and the evaluation of public policy.  David 
holds a Ph.D. in Urban Planning and Policy Development and Master in City and 
Regional Planning from Rutgers University, as well as a B.A. in U.S. History from 
Rutgers University.  Currently, Dr. Lewis is working various research projects include: 1) 
A national study of business incubation for the U.S. Department of Commerce; 2) a 
regional sustainability plan for the Capital District; 3) a transfer of development rights 
program for two non-profit organizations and 4) a guide book for developing scenic 
byways.  Recent publications: include The Incubation Edge: How Incubator Quality and 
Regional Capacity Affect Technology Company Performance published with National 
Business Incubation Association, a literature review for the U.S. Department of 
Commerce on technology business incubation practices and evaluation, a national survey 
to benchmark technology incubators in the U.S. and explore the role of geography in the 
performance of technology incubators, a feasibility and implementation report for a food 
technology center with a shared–use kitchen incubator, and the potential for small, rural 
metropolitan regions to foster, attract, and retain technology entrepreneurs for the 
Department of Energy.   In addition, Dr. Lewis has been called to testify to the U.S. 
House of Representatives regarding the efficacy of business incubation.
James Mower   Dr. Mower’s path to academic geographic work led through a network of
seemingly disparate but ultimately reinforcing interests. In his undergraduate studies at 
the State University College at Geneseo in 1973, he worked toward a degree in English. 
At the time, his interests in American Transcendentalism led him to explore of its roots in
eastern philosophies, especially Taoist and Confucian traditions, and from there into a 
study of Chinese poetry and then the language itself. Jim’s focus gradually expanded to 
East Asian cultural and regional studies, including Altaic peoples and languages. 
In his first round of graduate work at Indiana University in 1980, he intended to continue 
Chinese language studies within a Master’s program in Linguistics. Part of this work 
involved the study of interactive computing technologies in support of English language 
acquisition. Though not a central part of his degree concentration, computing experiences
at Indiana grew to become one of the most dominant themes in Dr. Mower’s professional 
research.
Throughout his career, and like so many of my students and colleagues, Jim has had a 
lifelong interest in maps, whether as a collector, as a cartographer, or as a virtual explorer.
He has always been fascinated by the ways that maps model the physical world into 
perceptible, coherent forms. Maps had always been fundamental tools of his research but 
had never been its central focus until, working as a teacher of English as a second 
language at the University At Buffalo in 1981, Dr. Mower began to explore further 
graduate studies in the department of Geography. During a meeting with David Mark, 
who would later become his PhD advisor, he discovered that interests in mapping and 
computing neatly fit into the emerging field of geographic information systems. His 
dissertation research area narrowed to automated cartographic applications that relied on 
computing methodologies drawn from expert systems and artificial intelligence 
514febd2358bd36993fa1e7ec05590dc.docx
Page 20 of 61
paradigms in computer science. Although this work in automated cartography and GIS 
has expanded over time, Dr. Mower’s work remains centered in these areas.
After coming to the University at Albany in 1987 Jim developed interests in parallel 
computing technologies. Since many spatial data sets rely on dense grid sampling 
strategies, it seemed natural to apply large-scale single instruction stream, multiple data 
stream (SIMD) computing techniques to solve such problems as drainage basin analysis 
and aspects of cartographic symbolization. With access to the Thinking Machines CM-2 
and later the multiple instruction stream, multiple data stream (MIMD) CM-5 computers 
at the Northeast Parallel Architecture Center at Syracuse University, he created a wide 
variety of parallel computing applications in GIS, focusing on potential speedup values 
over sequential computing.
Dr. Mower’s later work, continuing until the present, has returned to his root interests in 
cartographic visualization. This body of research concerns real time 3D visualization of 
the environment using techniques from augmented reality. He is currently pursuing a 
patent for numerous aspects of the technology that he invented for that work.  Jim will 
most likely continue working along these lines, probably extending it into specific 
application areas as stable implementations of the core services mature. Dr. Mower 
expects to apply some of this work to automated pen and ink landscape depictions over 
his sabbatical leave in the Spring 2005 semester. 
As interest in and familiarity with GIS has become more commonplace across the 
University campuses, Jim has served on a vast number of MA thesis and seminar 
committees. He has also taken an active role in shaping the Information Science PhD 
concentration in GIS and has chaired and served on several doctoral committees. He is 
currently convener of a panel to reorganize the INF GIS concentration in light of new and
changing faculty expertise within the University.
As a consequence of his core interests in computing issues, Dr. Mower has served at 
various times on University and College level committees concerning, among other 
things, faculty support issues related to computing access. He expects to continue to do so
after returning from his sabbatical leave.
John Pipkin   Dr. Pipkin joined the University in 1974, as a specialist in transportation 
and statistical methods and he developed undergraduate and graduate curriculum in these 
areas, and he participated in collaborative work with members of the Business School.  
His interested broadened to take in urban social geography, resulting in collaborative 
work with sociologists.  He has taught many urban-oriented courses in the department. 
His interests in statistical applications and spatial analysis persist, but in recent years his 
main  interests have centered on the built environment from an historical perspective, 
urban design and the history of public space, and nineteenth century landscape 
understandings, particularly the work of Henry David Thoreau.  Dr. Pipkin’s interest in 
local history and  architecture have resulted in many presentations and lectures to local 
groups, and leading to his participation as a joint-organizer in the University’s Albany 
Heritage Semester (Fall 2002).  John has been active in faculty governance.  He has 
served on the SUNY-wide Faculty Senate, and chaired the University at Albany’s Senate 
(2002-3).  Has also been active in the Middle States Division of the Association of 
American Geographers, serving as President twice (1988, 2003).  From 1995-1999 Dr. 
514febd2358bd36993fa1e7ec05590dc.docx
Page 21 of 61
Pipkin served as Dean of Undergraduate Studies and Associate Vice President for 
Academic Affairs. This is a full-time (but not permanent) administrative role filled by a 
senior faculty member.  Pipkin had oversight (under the Provost) of advisement, 
academic support, interdisciplinary honors, Presidential Scholars, General Education, 
Project Renaissance, and related programs.  Among other initiatives in this role he 
chaired the University’s Retention Task Force and developed (with Gary Gossen) an 
interdisciplinary course for high achieving undergraduates, Foundations of Great Ideas, 
in which he continues to teach whenever possible.  He also oversaw the beginning of 
Albany’s current General Education program. Dr. Pipkin was appointed to the 
interdisciplinary Ph.D. faculty in Information Science in 1992, was made a Collins 
Fellow in 2001, and was promoted to Distinguished Service Professor in 2003.
Corianne P. Scally (Ph.D., Urban Planning & Public Policy, Rutgers University, 2007). 
Dr. Scally has a B.A. in International Affairs and a Master's in Science in Planning from 
Florida State University. Before pursuing her Ph.D. at the Bloustein School of Planning 
and Public Policy at Rutgers University, she worked in affordable housing development 
and industrial business retention and workforce issues on the westside of Chicago for 
several years. In these professional planning positions with nonprofit organizations, she 
was consistently frustrated with the various policy barriers that made her job of 
revitalizing communities and offering assistance to businesses and households so 
difficult. This shaped her research agenda on understanding the forces that influence 
policymaking and planning for housing, especially at the level of state government. She 
has pursued these interests through research on state housing policy, state housing finance
agencies, and statewide nonprofit housing coalitions.  Dr. Scally has published on state 
housing policy innovation in California and New Jersey in Housing Policy Debate (with 
Victoria Basolo) and by state housing finance agencies in the Journal of Planning 
Education and Research. Her research also continues to be concerned with how low-
income communities can overcome policy-related obstacles placed in their paths. This is 
evidenced by her work with Norman Glickman (Rutgers) on community organizing and 
urban education reform, published in the Journal of Urban Affairs, and her research 
on providing housing for ex-offenders published in Shelterforce. Scally has presented her 
work at multiple peer-reviewed conferences hosted by ACSP and the Urban Affairs 
Association, and has given invited talks at an APA  conference, as well as to audiences in 
Delaware and Washington, D.C. With David Lewis, Scally developed a training module 
and manual for a survey initiative of the Erie Canalway National Heritage Corridor, and 
conducted three training sessions for volunteers throughout Upstate New York. Her 
current research includes survey, document analysis and interview research on state 
associations of community development corporations, and a quasi-experimental 
evaluation of the household-, project-, and community-level effects of New York State 
investment in housing through the Low Income Housing Tax Credit and Housing Trust 
Fund programs.
Christopher J. Smith   Chris Smith is Professor in the Department of Geography and 
Planning,  Last year he was Fulbright Scholar-in-Residence with the Hong Kong America
Center, and was also appointed as Visiting Professor in the Department of Geography and
Resource Management at the Chinese University of Hong Kong.  Dr. Smith is an urban 
geographer whose research and teaching interests are in the area of urban social 
514febd2358bd36993fa1e7ec05590dc.docx
Page 22 of 61
problems, including health and health care delivery, homelessness, and mental illness.  
Within the last decade most of Chris’s research focus has shifted to East Asia, especially 
China, and his recent work has been concerned with the social and cultural consequences 
of China’s transition away from socialism; the majority of his work in this area has been 
summarized in two books, one written in 1991, the other in 2000, as well a number of 
journal articles.  He is particularly interested in the implications of modernization and 
economic development in China’s largest cities, and the transformation and (sub) 
urbanization of the Chinese countryside.  His recent research publications include a 
number of articles dealing with migration, urbanization, and health care delivery issues in
Chinese cities.  The published articles dealing with these issues have investigated the 
adverse human health consequences associated with rapid urbanization and 
modernization, in conjunction with the economic reforms that have resulted in higher 
incomes in most parts of China.  Dr. Smith has also been involved in studies of migration 
from the Chinese countryside to the cities, with a particular emphasis on issues of 
adjustment and identity among transient or “floating” populations in the receiving areas 
(the cities); and the economic and demographic implications of the out-migration 
phenomenon for the sending regions (the rural areas). 
In his most recent work Dr. Smith has begun to look at several distinct but closely 
interrelated sets of issues.  The first of these deals with the issue of disease and modernity
in China, focusing on state discourse and public health policies adopted to deal with 
catastrophic urban-based diseases in China.  This research looks at the plague outbreak at 
the end of the 19th Century, and the reemergence of STD’s and the emergence of 
HIV/AIDS in contemporary China. The second project considers the proposition that 
China has now passed “through” its modernization phase, and has firmly entered an era 
of postmodernity.  The third project involves an investigation of dissidence, discontent, 
and public acts of resistance in contemporary China.
On the basis of his wide knowledge and extensive research focusing on contemporary 
China, Chris was one of the pioneers of the University at Albany’s Urban China Research
Network.  He received, along with Albany colleagues, funding for the Network from the 
Andrew W. Mellon Foundation, for an initial three years, in 1999.  The network is 
intended to be multi-disciplinary and multi-institutional, effectively establishing a ‘virtual
center’ to conduct and support research and training activities focusing on internal 
migration and its impacts on urbanization in contemporary China.  All activities will be 
coordinated from Albany, but the Advisory Board for the network is made up of scholars 
based in North America, Europe, Hong Kong, and China.  By design, the Board members
represent a broad range of disciplines, including sociologists, demographers, 
geographers, urban planners, political scientists, historians, anthropologists, and 
economists.  In its first 18 months the Network has successfully launched two rounds of 
the Student (PhD) Research Program; one round of the New Faculty Grants Program; and
has selected two “working groups,” which will be funded for three years to conduct 
research and write research proposals dealing with the nature and outcome of the process 
of urban transformation in China.  Dr. Smith acts as the Albany-based coordinator and 
consultant for one of the two working groups that is investigating the urban 
transformation in China and the reorganization of the state in an era of globalization; and 
he is also coordinator of second working group focusing on the relationship between 
migration and the spread of HIV/AIDS in China. 
514febd2358bd36993fa1e7ec05590dc.docx
Page 23 of 61
Roger Stump  Roger Stump is Professor of Geography at the University at Albany, State 
University of New York, where he has taught since 1982.  He also holds a joint 
appointment in the University’s interdisciplinary Religious Studies program.  He 
completed his undergraduate education at the University of Kansas with a double major 
in French and English.  He received a master’s degree in library science from Indiana 
University, and after working as a librarian for several years returned to the University of 
Kansas to complete a doctorate in geography.  At the University at Albany he has taught a
variety of courses in cultural geography, other aspects of human geography, and 
quantitative methods.  In 1990 received the SUNY Chancellor's Award for Excellence in 
Teaching.  In the early 1990s and again in the early 2000s he served as Chair of the 
Department of Geography and Planning.  In the middle 1990s he also served as Associate
Dean of Undergraduate Studies.  In the latter capacity, he oversaw the University at 
Albany’s General Education program.  In 1998-99, he served as the Chair of the 
University Senate, and in that capacity also served as the faculty representative on the 
University at Albany’s University Council.  
Professor Stump has published numerous articles and book chapters dealing with various 
aspects of cultural geography, with a particular emphasis on the geography of religion.  In
1986 he edited a special issue on the geography of religion for the Journal of Cultural 
Geography.  His research on the geography of religion has covered a variety of topics, 
including regional variations in the determinants of religious behavior, the persistence of 
ethnic parishes in the Roman Catholic Church, the historical geography of the Disciples 
of Christ, and the global spread of religious broadcasting.  Most recently, however, it has 
focused on religious fundamentalism and other forms of religious conflict.  In 2000 he 
published the first geographical monograph dealing with religious fundamentalism, 
Boundaries of Faith: Geographical Perspectives on Religious Fundamentalism (Rowan 
and Littlefield).  Based on that work, he was an invited speaker at a symposium entitled 
“Democracy and Religion: Free Exercise and Diverse Visions” held at Kent State 
University in 2002 and will be an invited speaker at a symposium on “The Clash of 
Knowledges” sponsored by the University of Heidelberg in April 2006.  He also 
contributed a major chapter on religion and war to The Geography of War and Peace, 
edited by Colin Flint (New York: Oxford University Press, 2004).  Finally, he is finishing 
work on a second monograph, Placing the Sacred: The Contextuality and Spatiality of 
Religions, under contract with Rowman and Littlefield, currently planned for publication 
in 2007.  Beyond that, future research interests include the political dimensions of early 
Calvinist theology and practice and the rise of fringe fundamentalist groups in the United 
States in recent decades.
Summary of University at Albany Affiliations of Full-Time Faculty
Professor Bromley holds a joint appointment with the Department of Latin American, 
Caribbean and U.S. Latino Studies and is a member of the Public Policy Faculty. 
Additionally, he is on the Board of the SUNY Press and has an extensive list of 
collaborations with other universities.  
Professor Huang is also a research associate at the Center for Social and Demographic 
Analysis (CSDA) and is joint appointed in East Asian Studies, with which some of her 
courses are cross-listed. She is a member of the Steering Committee of the Urban China 
Research Network, which is part of the Lewis Mumford Center.  
514febd2358bd36993fa1e7ec05590dc.docx
Page 24 of 61
Professor Lapenas holds a joint appointment with the Department of Earth and 
Atmospheric Sciences and collaborates on a regular basis with scientists from NY 
University (Biology Department), the U.S. Geologic Survey (NY, MA and CA offices), 
the U.S. Forest Service (NH), and internationally with the International Institute for 
Applied and System Analysis (IIASA, Laxenburg, Austria).
Professor Lawson has an adjunct position with the Public Policy Program on the 
Downtown Campus, is part of the Informatics faculty, is an Associate of the Center for 
the Elimination of Health Disparities, and Chair of the Task Force on the Built 
Environment. She also does joint research with Kirsten Davison in the School of Public 
Health (East Campus) and is a member of the University Transportation Research Center 
(UTRC) at CUNY. Additionally, she collaborates regularly with the Portland State 
University Center for Urban Studies, the Washington State University Transportation 
Research Group, and the University of Washington Transportation Center.
Professor Lewis is currently collaborating on projects with, the University of Michigan, 
U.S. Department of Commerce, the Capital District Regional Planning Commission 
(CDRPC) and the Capital District Transportation Committee (CDTC), and researchers at 
the Department of Architecture, Urban Planning and Design at the University of 
Missouri-Kansas City. He is also working with the CDPA on building an Alumni network
and has recently completed a study for the Hudson River Valley Greenway and the 
National Park Service.  Within UAlbany his is a member of the Public Adminstration and 
Policy faculty and a research faculty with the Lewis Mumford Center.
Professors Mower and Pipkin are on the Information Science interdisciplinary PhD 
faculty, and Pipkin also regularly participates in interdisciplinary (UNI-) teaching in the 
Presidential Scholars program.
Professor Smith is an international known researcher on urban China and Director of the 
Globalization Studies Major. 
Professor Stump is on the Information Science interdisciplinary PhD faculty, and is also 
affiliated with the Religious Studies program.
Adjunct Faculty Engagement
The Department is fortunate to have a distinguished group of adjunct and affiliate faculty,
several of whom play are important role in the current USP program, and who will 
continue to do so in the revised program.  Adjunct faculty who have made recent and 
substantial contributions to Urban Studies and Planning instruction are the following:
Paul Bray  JD 1968, (Columbia)  is a lawyer and writer active in environmental and 
planning law, public affairs, and historic preservation  in the Albany region.  He served 
for 29 years as Senior Counsel the New York State Legislative Bill Drafting Commission.
In this role he drafted many important laws including “State Environmental Quality 
Review Law,” “Urban Cultural Park Act,” an “New York State Historic Preservation 
Act.”  He also served to 16 years as General Counsel to the Hudson-Mohawk Urban 
Cultural Park Commission.  Mr.  Bray writes a monthly column in the area’s principal 
newspaper, the Times Union, and is very active in local civic associations.  He has served 
as Director of the Sierra Club (Atlantic Chapter), Washington Park Conservancy, New 
York Parks and Conservation Association, and Historic Albany Foundation. He is the 
514febd2358bd36993fa1e7ec05590dc.docx
Page 25 of 61
founder an President of The Albany Roundtable.  Mr. Bray regularly teaches for the 
department at the undergraduate and graduate level on Parks, Preservation, and Heritage 
Planning.
Todd Fabozzi  MRP 1994 (University at Albany) began his professional life as a social 
studies teacher. Since 1996 he has served as Program Manager and GIS Specialist with 
the Capital District Regional Planning Commission, Albany, NY.  He develops, manages, 
and maintains the Commission’s GIS systems, water quality program, and also works on 
regional growth analysis and smart growth, having made more than 40 presentations to 
date.  Some significant achievement include: GIS coverages for the FAA for eight NYS 
airports, and service as a technical advisor on similar programs;  development of systems 
for the Welfare to Work program of the Capital District Transportation Authority, and 
membership on many public and policy development groups, including NYS Local 
Government GIS Workgroup and the Capital District Transportation Committee’s 
taskforces on the Future, and Quality Regions.  Mr. Fabozzi has taught advanced GIS 
courses for the department since 1998.
Rocco Ferraro MCRP, 1975 (Ohio State University) is Executive Director of the Capital 
District Regional Planning Commission, where he previously served as Director of 
Planning Services.  His previous appointments include Principal Planner with Edwards 
and Kelcey, Saratoga Springs, and Planner for Toledo-Lucas County.  Mr. Ferraro has 
served as Vice President  and Director of Legislative Affairs of the New York Upstate 
Chapter of the APA, and other his other memberships include Town of Clifton Park 
Environmental Conservation Commission, and the Landuse Advisory Committee of the 
New York State Legislative Commission on Rural Resources.   Mr. Ferraro has been 
involved in many types of planning, including zoning, commercial revitalization, 
economic development, bicycle planning, land use analysis, and housing studies.  He 
regularly teaches a core course in the Urban Studies and Planning major, “Introductory 
Urban Planning.”
Glenn Harland  MA  (Geography, University at Albany, 1994) is currently with New 
York State Office of Children and Family Services. He previously served as a GIS 
Analyst with Applied GIS, and has consulted widely on GIS and computing topics.  Long
associated with our department, Glenn has taught GOG 101 “Introduction to Physical 
Geography” for ten years. 
Christopher O’Connor (MA Geography, University at Albany 2002)  is currently a GIS 
specialist with the Institute for the Application of Geospatial Technology, Inc, and 
previously worked with the New England Interstate Water Pollution Control 
Commission.  He has served as mapping activities coordinator for FEMA flood insurance
studies, and has acted as technical advisor on various environmental issues.   He regularly
teaches GIS for the department.
Jeffrey Olson MA (Empire State College, 1994), R.A., is an architect and planner in 
private consulting practice in the Capital Region.  He specializes in the development of 
green infrastructure, and has a particular interest in pedestrian and bicycle planning.  He 
has served as Director of Millennium Trails (Office of US Secretary for Transportation), 
and as Pedestrian and Bicycle Program Manager for NYS Department of Transportation.  
He was project leader of the award winning Greenway Project in Grand Canyon National 
514febd2358bd36993fa1e7ec05590dc.docx
Page 26 of 61
Park, and has received many other honors and awards.  He co-directs the University’s 
Initiative for Healthy Infrastructure with Prof. Catherine Lawson.  He has authored many 
works including The New York State Bicycle and Pedestrian Plan, 1997.  He developed 
for the department what may well be the first university-level course in Bicycle and 
Pedestrian Planning in the United States which he teaches at the graduate and 
undergraduate level.
S. Thyagarajan  FIIA, AICP, has degrees in city & regional planning and architecture.  
He is currently Director of Urban & Regional Planning at Energy Answers Corporation, 
Albany, NY.  In his career in regional planning from 1963 to 1982 he was responsible for 
the development of regional plans for the Baltimore, Detroit, and Albany, and for the 
Belgrade Region in present-day Serbia.  He served as the chief transportation planner for 
the London region from 1970-72 and consulted for the UN Development Program in 
South Korea in 1974.  He served as Deputy Executive Director of the Tri-State Regional 
Planning Commission (NY Metro Area) from 1980-82.  From 1984-96 he directed a 
bureau staff at the NYS Division for Youth as the Director of Facilities Planning and 
Development.  Active as a volunteer in Albany NY for many years, he is on the boards of 
various local organizations involved in health and human services, has served on the 
Mayor's Committees on retailing, downtown and urban design, and on the Albany Civic 
Forum, Riverfront Action, and Albany Land Use Advisory Committee of the State 
Commission on the Capital Region.  “Thyag’s” long-standing role in teaching with the 
Department currently involves work in graduate and undergraduate courses and studios in
urban design, site planning, comprehensive planning, and international urban planning.
514febd2358bd36993fa1e7ec05590dc.docx
Page 27 of 61
Historical Context
Structure of the Existing Faculty-Initiated Major in Urban Studies and Planning
The following are the requirements of the existing major.  
General Program B.A.: A minimum of 36 credits including:

18-19 credits of required core courses from the following list: AGOG 125M,
225 or 225Z (formerly 120 or 120Z), APLN 220 and any three from: AGOG 
220, AGOG 321M/AEAS321M/ALCS 321M, AGOG 324, AGOG 
328/APLN 328/AWSS 328, AGOG 330/APLN 330, AGOG 480, APLN 
315Z, APLN 320Z

Four planning courses at the 400 or 500 level. Registration in 500-level 
courses is limited to seniors who obtain the permission of the program director
and of the course instructor.

Two courses in one cognate discipline: Anthropology (AANT 119N, 334, 
372 or 372Z), or Economics (AECO 341 or 341Z, and 456Z), or 
Education (EEDU 427, and either 400 or 401), or History (AHIS 303Z, 
317 or 317Z, 318 or 318Z), or Political Science (RPOS 321/RPUB 321, 
RPOS 323, RPOS 424), or Sociology (ASOC 373 and 375).
The three required course for the USP major are:

AGOG 125 (The American City)

AGOG 225 (World Cities)

APLN 220 (Introduction to Urban Planning)
These three courses provide an account of the history and current state of affairs in 
the US city; an analysis of urbanization and its associated problems in cities around 
the world; and an in-depth investigation of the history and current practice of urban 
planning in the USA. Student electives from the other courses listed (see above), 
ensure that they (students) are able to complement this core of knowledge either with 
a more detailed focus on some of the core issues in urban studies, as in the case of 
Urban Geography (GOG 220), Advanced Urban Geography (GOG 480), State and 
Regional Planning (PLN 315), and International Urban Planning (PLN 320); or 
specific course that develop themes related to urban issues, such as Gender Space and
Place (AGOG 328/APLN 328/AWSS 328). 
Majors in the USP program are also required to take four 400-plus level courses in 
Planning, which they usually begin after completing several of the core courses (see
above). It should be noted that many students take at least one GIS course in this 
category, and either one or two Internship courses, which are not required but are 
highly recommended. 
The interdisciplinary status of the USP major requires student to register for two 
courses in one  of the six  cognate disciplines listed above, namely: Anthropology, 
Economics, Education, History, Political Science, Sociology. In reality, the list 
of available course in each of these departments varies from one year to the next,
514febd2358bd36993fa1e7ec05590dc.docx
Page 28 of 61
and with such factors as faculty leaves and new hires. This has been one of the 
major problems students have encountered in fulfilling the requirements of the 
USP major, and it has meant that the program advisors have had to, on some 
occasions, exercise discretion in this matter, for example, by allowing students to
“mix-and-match” courses from two different cognate disciplines, and to use 
courses developed in other departments since the most recent revision of the 
USP requirements.      
In the recent Self Study and Compact Planning processes it was decided to propose USP 
as a full departmental major.  In addition, we felt that the USP major could be 
strengthened in a number of ways, including the following:

improving and streamlining the sequencing of courses and reducing redundancy 
among both core and elective courses; for example, we will examine the status of
, or Explorations in the Multi-cultural City (AGOG 321M/AEAS 321M/LCS 
321M) and modify, revive, or purge it.

revising the list of cognate course offerings to purge course that are no longer 
being offered, and to search for new courses that can be offered at regular 
intervals in other departments;

offering new and more ‘marketable’ courses, including a required methods 
courses for all USP majors (spatial statistics, GIS, or Remote Sensing), and 
environmental studies specialty courses;

improve and extend faculty-student interactions by delegating advisement to more
faculty members, especially those specializing in planning fields;

improve gender and ethnic/racial diversity within the major, by developing local 
area high school outreach programs which will be offered and staffed by 
Departmental faculty and a dedicated GA; 

extend the pool of internship opportunities available to USP majors, by 
networking more effectively with Capital District-based planners and urban 
professionals, and by surveying past and present internship supervisors;

improve the experience of internships (for both USP majors and for the agencies 
offering the internships) by providing more specifically useful and transferable 
skills in the core and elective courses, including GIS training, upper-level writing 
courses, and environmental studies courses;

improve community service and service learning opportunities, in part by 
increasing the availability of and access to internships, by increasing the number 
of workshop courses within the major, and by high-school outreach programs; 

improve alumni tracking, which would help to increase the pool of potential 
internship opportunities (within the local area), and to expand the Department’s 
network of urban studies and planning scholars and practitioners (both nationally 
and internationally). 
The new major proposal addresses many of these concerns.  The complexity of the 
requirements is substantially reduced.  A methods course is now mandated, and so is a 
community engagement experience such as an internship.  In the revised program the 
cognate requirement is simplified and more flexible, without diminishing the exposure to 
other urban-oriented disciplines.  Many of the other improvements to the USP program 
suggested by our Self-Study and external review are not curricular, but are ongoing in the
department.  For example we have made serious efforts to track alumni and keep in touch
514febd2358bd36993fa1e7ec05590dc.docx
Page 29 of 61
we them, to develop varied internship contacts more aggressively, and to involve more 
department faculty in advisement and mentoring.
Regional and National Context of the Program
Geography and Planning are cognate disciplines with a rich dynamic history of reflexive 
interactions that strengthen them.  The University at Albany’s Department has 
demonstrated the benefits of this relationship and seeks to further nature the success of its
Urban Studies and Planning program within this framework.  
Contemporary geography is an eclectic, holistic discipline examining, from the 
spatial perspective, the interaction of physical and human environments, of place, and the
organization of space.  Broadly, the discipline can be divided into three realms – physical 
geography, human/cultural geography, and geographic information systems/science 
(GIS).  Geography is, however, more than just a discipline; it is a way of thinking and 
conceptualizing, of interpreting global events and the world and its components from the 
dynamic spatial perspectives of scale, area, and distance, which form the theoretical 
underpinnings of the subject.  Spatial thinking and reasoning are increasingly recognized 
as critical components of education (Learning to Think Spatially, National Research 
Council Report, 2006).  The technical capabilities and advancements in GIS technology 
and the web are forging new ways of thinking and interpretation, providing 
unprecedented opportunities for planning, environmental management, and the ever-
changing urban global economies of the 21st century.    As such, undergraduate training in
the spatial perspective, i.e. geography, must provide solid foundations in the physical, 
cultural, and information management technologies.
The field of Planning is a forward-focused, interdisciplinary, professional-oriented
academic discipline that incorporates the spatial reasoning of geography with the theories
and methods of economics, political science, sociology, architecture, engineering and 
environmental science.   While there are many definitions of planning, they all contain 
the same essential qualities.  Planning is evidence-based, a forward focused: 
“dynamic profession that works to improve the welfare of people and their
communities by creating more convenient, equitable, healthful, efficient, 
and attractive places for present and future generations. 
Planning enables civic leaders, businesses, and citizens to play a 
meaningful role in creating communities that enrich people's lives 
(American Planning Association 2010, 
http://www.planning.org/aboutplanning/whatisplanning.htm).”
It is inherently place-based as communities evolve in time and space in a dialectical 
relationship with the physical and social environment.   The two disciplines, geography 
and planning, are well suited to coexist in a mutually beneficial relationship in a single 
academic department.  There are numerous examples of dual discipline departments that 
include planning, including: The Geography and Planning Department at Grand Valley 
State University; The Department of Geography and Planning at the University of Akron;
The Department of Geography and Planning at California State University, Chico; The 
Department of Geography and Planning at Appalachian State University; Geography and 
514febd2358bd36993fa1e7ec05590dc.docx
Page 30 of 61
Planning Department at Buffalo State, The State University of New York;  The 
Geography and Planning Department at Westchester State University;  The Geography 
and Planning Department at University of Toledo; the Department of Geography and 
Planning at Westfield State College;  or the School of Geographic Sciences and Urban 
Planning at Arizona State University, to mention a few.
To the best of our knowledge there is no national organization that keeps data 
specifically on urban studies (as opposed to planning) programs in the United States. The 
program established at UAlbany is a unique bidisciplinary venture, and although we are 
aware of other similar programs around the country, there is nothing akin to the 
Association of American Geographers comprehensive surveys of geography departments.
One of the problems encountered in trying to compare different urban studies programs 
systematically, is that they are usually linked to different departments and colleges. Some 
can be found in colleges of Arts and Science, as is the one at UAlbany; others are 
attached to or associated with graduate Urban or Urban and Regional Planning programs;
still others are located in Schools of Architecture or Public Policy.
All Urban Studies programs we have been able to identify in the Northeast, along with 
some other programs of interest are presented in Table 3.  In the Northeast there are 
[about] 15 programs granting a baccalaureate.  At some other schools there are minor 
programs; geographically the closest appears to be the interdisciplinary minor Urban 
Studies at New Paltz.  The majority of the baccalaureate programs are titled “Urban 
Studies.”  “Urban Planning” as a baccalaureate degree title tends to be reserved for 
professional rather that liberal arts programs; this is the strong preference of the Planning 
Accreditation Board.   Rutgers has programs in both Urban Studies and Urban Planning 
located on different campuses.  MIT has a department of “Urban Studies and Planning,” 
but it grants a “preprofessional” BS degree in Planning.  The data strongly suggest a 
unique regional niche for our program which explicitly combines urban studies and 
planning into one degree program.  The closest analog appears to be the BS degree in 
“Urban and Regional Analysis & Planning” granted by the State College at Buffalo.  
Farther afield, we have identified several “Urban Studies and Planning” degree programs:
California State, Northridge (BA), University of New Orleans (BS), San Diego State, 
University of Maryland, and a similar program a Virginia Commonwealth, where they 
offer an “Urban Studies and Geography”.  
Based on our enrollment data, student focus groups and one-on-one interviews of recent 
graduates, these programs have not be in direct competition with Albany.  Further, the 
data on transfer students suggests that the USP program is able to draw students from the 
catchment area of other program in the Northeast and buttresses the findings of student 
focus groups and interviews.
 
Table 2: Urban Studies Programs in the Northeast
 
 
B
A/
B
S
514febd2358bd36993fa1e7ec05590dc.docx
Page 31 of 61
 
School
Name of Program/degree
City
Y/
N
NY
1
Barnard College, 
Columbia University
New York
1
1
Hobart and William 
Smith Colleges
Urban Studies
Geneva
1
1
Buffalo State College
Urban and Regional Analysis & Planning
Buffalo
1
1
SUNY New Paltz
Urban Studies
New Paltz
0
1
Queens College
Urban Studies
Flushing
1
1
Vassar College
Urban Studies
Poughkeepsi
e
1
1
Fordham University
Urban Studies
Bronx
1
1
Hunter College
Urban Studies
New York
1
1
Long Island 
University, Brooklyn 
Campus
Urban Studies
Brooklyn
0
1
Milano The New 
School for 
Management and 
Urban Policy, New 
School University
No urban studies, Housing and Community 
development, Social Policy, Etc see folder
New York
1
1
New York University
Metropolitan Studies
New York
1
1
Pratt Institute
Brooklyn
0
1
College of Mount Saint
Vincent
Urban & Multicultural Education
Riverdale
0
NJ
1
Rutgers University 
Newark
Urban Studies
Newark
1
1
Rutgers University 
New Brunswick
Urban Planning
New 
Brunswick
1
1
Rutgers University 
Camden
Urban Studies
Camden
1
New Jersey Institute of
Technology
Urban Systems
Newark
0
1
Woodrow Wilson 
School, Princeton 
University
Joint-Degree Programs and Certificates Urban 
and Regional Planning and Public Policy
Princeton
0
CN
1
University of 
Connecticut 
Urban Studies
Storrs
1
1
Southern Connecticut 
State University 
Urban Studies
New Haven
0
1
Connecticut College
Urban Studies
New 
London
1
MA
0
Boston University
Urban Studies and Public Policy
Boston
1?
1
Northeastern 
University
Boston
?
1
Smith College
Urban Studies
Northampto
n,
0
1
Tufts University
Urban and Environmental Policy & Planning
Medford
0
514febd2358bd36993fa1e7ec05590dc.docx
Page 32 of 61
1
Wellesley College
Urban Studies?
Wellesley
1?
1
Worcester State 
College
Urban Studies
Worcester 
1
1
MIT
Urban Studies and Planning
Cambridge
1
Other Urban Studies and Planning Program
1
Virginia Commonwealth 
University
Urban Studies and Planning
Richmond
1
1
University of California 
San Diego
Urban Studies and Planning
San Diego
1
1
 California State University
Northridge
Urban Studies and Planning
Northridge
1
1
University of New Orleans
Urban Studies and Planning
New 
Orleans
1
1
MIT
Urban Studies and Planning
Cambridge
1
1
University of Maryland
Urban Studies and Planning
College Park
0
Others of potential interest
1
University of Pennsylvania
Urban Studies
Philadelphia
1
1
Brown University
Urban Studies
Providence
1
1
University of Wisconsin, 
Milwaukee
Urban Studies
Milwaukee
1
1
Portland State University
Community Development
Portland
1
1
University of Toronto
Urban Studies
Toronto
1
1
University of Pittsburgh
Urban Studies
Pittsburgh
1
Resources
For nearly two decades the Department of Geography and Planning has hosted the faculty
initiated major in Urban Studies and Planning.  It growth has been steady and significant. 
Recent external evaluations of the USP program as well as the Masters in Regional 
Planning indicates there is a symbiotic relationship across the planning and geography 
disciplines and that the undergraduate USP program is a significant pipeline for high 
quality students into the MRP program.  The formalization of the USP major would 
strengthen the program and enhance its capacity to contribute to the Department’s, 
College’s and University’s missions. 
Formalizing and revising the USP program will be resource neutral at worst, and should 
create additional efficiencies with the Department of Geography and Planning.  The 
current support staff has been engaged in the development of this proposal, and their 
knowledge of the administrative elements has been incorporated, with an eye to reducing 
inconsistencies and known barriers.  Two significant problems identified are the need to 
deactivate some courses and revise the cognate requirements that have needed numerous 
advisor approved substitutions to ensure the successful graduation of our students.  In 
essence the recommended changes should reduce the administrative effort necessary to 
support the USP program as currently formulated. 
514febd2358bd36993fa1e7ec05590dc.docx
Page 33 of 61
APPENDICES
Appendix 1:  Course Descriptions
Core Courses
A USP 101 The American City (3) (=present GOG 125)
Reviews social, economic, political and physical characteristics of American cities 
resulting from key events (e.g. industrial development, European immigration, 
suburbanization, the Civil Rights Movement). Examines the relationship between these 
events and current urban issues. Specific topics include: de-industrialization, women in 
the workforce, homelessness, poverty, environmental degradation, health care, and AIDS.
Considers the influence of race, ethnicity, class and gender factors on the character of 
cities
A USP 201 Introductory Urban Planning (3)  (= present PLN 220)
Introduces the basic concepts and techniques of urban planning and provides an overview
of planning history. Covers land use, transportation, environment, urban design, 
economic development and social issues. Explores the connections between planning and
politics, economic restructuring, social change, and competing ideologies of urban form. 
A USP 202 Introductory Urban  Geography (3)  (= present GOG 220)
Introductory survey of findings and theory of urban geography, which deals with the form
and function of cities. Major themes include: history of urban form; spatial structure of 
modern urban systems; and the internal structure of the city, emphasizing social and 
economic patterns.  
A USP 203 World Cities (3) (=present GOG 225 and GLO225)
Introduction to the geography of cities around the world and to the role of cities in the 
world system. Covers: origins and spread of urbanism in different cultural settings; levels
of urbanization in space and time; urban form and land-use; rural-urban interaction; city 
systems and megacities; distinctive features of contemporary American cities. A GOG 
225Z is the writing intensive version of A GOG 225; only one of the two courses may be 
taken for credit.
Methods Course: One of …
A USP 324 The City on Computer (3) (= present GOG 324)
An introduction to the use of geographic technology in studying urban features and 
patterns. The course provides a conceptual bridge between introductory courses in urban 
geography and specialized courses in geographic techniques. Students will acquire 
familiarity with relevant software, data sources and methods of analysis through regular 
computing laboratory assignments. Prerequisite(s): any two of the following: A GOG 
125, 220, 225/225Z, A PLN 220.
514febd2358bd36993fa1e7ec05590dc.docx
Page 34 of 61
A PLN 375 Methods of Urban Analysis
This class will build a foundation for the lager field of statistical analysis and planning 
methodologies.  Students will develop fundamental skills, such as data collection and 
presentation, descriptive analysis, and data interpretation.  When the course successfully 
completed, students will be to identify different types of data, accurate present data in table and 
graphic format, describe and analysis data using statistic tools such as measures of central 
tendency and dispersion, conduct hypothesis testing, build confidence intervals and use these 
tools to analyze places. 
A GOG 385 Introduction to Remote Sensing of Environment (4)
Introduction to the concepts and interdisciplinary applications of remote sensing. The 
basic principles of theory and practice are presented for earth resource management. 
Photographic and nonphotographic sensors are examined. Visual and digital image 
analysis techniques are introduced. Students will interpret color infrared, multispectral, 
radar, and other sensor imagery for a variety of purposes. Prerequisite(s): junior or senior 
class standing, or permission of instructor.
A GOG 390 Intermediate Cartography (3)
Techniques of reproduction graphics with emphasis on map planning and construction. 
Utilization of half-tone, color-key, and other production processes as models of 
cartographic expression. Prerequisite(s): A GOG 290. 
A GOG 414 Computer Mapping (3)
Introduces the student to the fundamental techniques and applications of automated map 
production. Lectures include discussions of algorithm and program development as well 
as existing software packages. Students will also be introduced to current problems and 
research in automated map production. Covers a wide range of topics including but not 
limited to automated drafting, computer generated projections, coordinate systems and 
transformations, data structures and discussions of algorithms for specific applications. 
Prerequisite(s): A GOG 290 or permission of instructor.
A GOG 479 Fundamentals of Applied Global Positioning Systems (GPS) (3)
This course introduces students to the fundamentals of global positioning system 
technology as applied to the geosciences. Topics include background and history, signal 
structure, resolution, accuracy, data collection techniques, basic geodesy, projections and 
data, and applications. Field work and lab exercises complement lecture material.
Any statistics courses as advised.
Elective Courses: 12 Credits from:
A USP 315Z State and Regional Planning (3)  (present PLN 315Z)
514febd2358bd36993fa1e7ec05590dc.docx
Page 35 of 61
Reviews the theory and practice of state and regional planning in the United States, 
evaluating a range of contemporary examples. Covers metropolitan regional planning, 
river basin planning, regional water resource management, state planning and growth 
management, and environmental impact assessment. Prerequisite(s): A PLN 220.
A USP 320 International Urban Planning (3)  (present PLN 320)
Provides a general introduction to urban planning as it is practiced in various countries 
around the world. For each of the countries covered there will be a discussion of the 
changing context of urbanization and economic development within which contemporary 
urban planning has emerged. A PLN 320Z is the writing intensive version of A PLN 320; 
only one of the two courses may be taken for credit. Prerequisite(s): Either A GOG 220 or
A PLN 220 or permission of instructor. [GC OD]
A USP 321 (= A LCS 321 and A EAS 321) Exploring the Multicultural City (3) (= 
present GOG 321)
This course will explore the human dimensions and implications of ethnic diversity in the
United States, focusing on New York City. The course utilizes a variety of methods to 
introduce students to the multicultural city, beginning in the classroom but ending with 
fieldwork in a specific New York neighborhood. A GOG 321 is equivalent in content to A
LCS 321 and A EAS 321; only one of the three courses may be taken for credit. 
Prerequisite(s): A GOG 102 or 102Z or 120Z or 125 or 160 or 160Z or 220,or 240. [OD 
SS] 
A USP 328 (= A GOG 328 and A WSS 328) Gender, Space and Place (3) (= present 
PLN 328)
Power relations and categories of social difference are reflected by dramatic inequalities 
in local environments, and in the quantity and quality of available space. This course 
examines, through the lenses of feminist geography and planning, how space is invested 
with social meaning. It discusses how the built environment affects and reflects relations 
of gender, sexuality and ethnicity, and considers how these social classifications produce 
“geographies of difference.” Gender is also related to nationalism, colonialism, 
“geographic skills,” and feminist research methodologies. Prerequisite(s): A GOG 125 or 
A PLN 220 or permission of instructor. 
A USP 330 (=A GOG 330) Principles of Environmental Management (3) (present 
PLN 330)
Examines issues and problems arising from the interactions between humans and their 
physical environment. Explores the degradation of environmental systems resulting from 
human use and modification, as well as the impact of environmental processes on human 
systems. The policy options for dealing with environmental issues and problems are 
investigated. Prerequisite(s): A GOG 101 and either A GOG 201 or A PLN 220; or 
permission of instructor. [OD]
A USP 420 Introduction to Real Estate Development (3) (present PLN 420)
514febd2358bd36993fa1e7ec05590dc.docx
Page 36 of 61
A general introduction to real estate development as an important element in the urban 
economy and as a field of urban planning activity. Covers legal, economic, and financial 
perspectives. Emphasis is placed on market analysis and mortgage finance for residential 
real estate. Prerequisite(s): A PLN 220, or permission of instructor. 
A USP 425 Community Development and Neighborhood Planning (3) (present PLN 
425)
Examines the challenges and opportunities of neighborhood and community planning, 
with an emphasis on older cities and neighborhoods. Assesses the relationship between 
neighborhood decline and other problems and obstacles faced by urban areas (e.g., 
concentrated poverty, loss of employment opportunities, discrimination and red-lining, 
fiscal disparities, etc.) Case studies of neighborhood and community development 
initiatives in various American cities are examined to explore the causes and 
consequences of neighborhood decline, and possible strategies for reversing community 
decline. Prerequisite(s): A GOG 125 or A PLN 220.
A USP 426 Community Development and Neighborhood Planning Workshop (1–4)  
(presently PLN 426)
Provides students an opportunity to obtain “real world” experience assisting a local 
community or neighborhood group. Students work under supervision on both team and 
individual projects that address specific needs of communities (e.g. housing, education, 
public safety, transportation, health) in the Capital District. Prerequisite(s): A PLN 425. 
A USP 430/Z (= A GOG 430/Z) Environmental Planning (3)  (present PLN 430)
Environmental planning is much more than preservation of pristine land. Through the 
examination of environmental movements, energy policy, the land use-transportation 
nexus, environmental justice, and environmental policy formation, at the end of this 
course, students will be able to: (1) identify how normative bias influences planning and 
policy choices; (2) describe major conflicts in environmental planning and policy; and (3)
understand the relationship of scale and environmental planning/policy options. 
Prerequisite(s): A PLN 220 or permission of instructor. 
A USP 432 Parks, Preservation, and Heritage Planning (3)  (present PLN 432)
Explains the rise of heritage planning as a unifying theme to link environmental, land-
use, and community planning. Integrates parks, greenways, historic preservation, and 
cultural resources as means to develop and preserve the distinctive character of local 
communities, to foster local pride, and to promote tourism. Discusses the origins, 
organization and management of heritage programs, and the special problems of heritage 
planning for minority groups and bygone cultures. Prerequisite(s): A PLN 220, or 
permission of instructor.
A USP 436 Landscape Planning (3)  (present PLN 436)
Explores the theory and practice of large-scale landscape planning and examines issues of
human use, exploitation, and protection of the landscape. Draws from the practice of 
514febd2358bd36993fa1e7ec05590dc.docx
Page 37 of 61
landscape architecture and community planning and outlines the principles of 
environmentally-based land-use planning. Prerequisite(s): junior or senior class standing, 
and A PLN 220 and A GOG 101, or equivalent courses. 
A USP 443 Transportation History and Policy (3)  (present PLN 443)
Examines the history of transportation systems and policy in the United States. Emphasis 
on understanding the political and social forces that influence decision-making at the 
federal, state, and local levels. The roles of corporate investment, and of citizen interests 
and participation are examined. Prerequisite(s): A PLN 220 or permission of the 
instructor.
A USP 449 Bicycle and Pedestrian Transportation Planning (3) (present PLN 449)
Covers planning, design, implementation and management of systems of non-motorized 
transportation, particularly the ‘human-powered’ modes of bicycling and walking. 
Involves students in the design of bikeways, walkways, intersections and parking 
facilities, and in the evaluation of alternative transportation technologies. Prerequisite(s): 
A PLN 220 or permission of instructor.
A USP 452 (formerly A PLN 450) CADD in Planning (3)  (present PLN 452)
Applies the concepts and theories underlying Computer Aided Design and Drafting 
(CADD) to site planning, urban design and land-use mapping, including 2D concept 
diagrams, site plan detail and 3D perspectives. Also reviews rendering, 4D applications, 
visualization, and CADD management.
A USP 456 (= A GOG 496) Geographic Information Systems (3)  (present PLN 456)
Introduction to the structure, design, and application of data base management systems 
designed to accept large volumes of spatial data derived from various sources. The 
student will learn how to efficiently store, retrieve, manipulate, analyze, and display these
data according to a variety of user-defined specifications. Prerequisite(s): familiarity with
maps and coordinate systems.
A PLN 460 People, Place, and Power
This course will examine the relationships between current energy supplies and alternatives that 
are renewable and more environmentally sustainable.  It begin with defining energy then turns to 
an analysis of the economic, social, political, and technological factors that determine the 
potential a carbon free energy future. At the end of this course, students will be able to 1) identify 
how normative bias influences planning and policy choices; 2) describe major conflicts in energy 
planning and policy; and 3) understand the differences between physical/technological barriers 
versus economic/political impediments to sustainable energy planning/policy options.
A USP 475 Urban Design (3)  (present PLN 475)
514febd2358bd36993fa1e7ec05590dc.docx
Page 38 of 61
Introduction to the theory, rationale and practice of urban design. Covers design and 
layout criteria, regulation and review, and case studies of the urban design process. 
Prerequisite(s): A PLN 220 or permission of instructor.  
A USP 480 Advanced Urban Geography (3) (= present GOG 480)
Explores some of the theoretical debates and empirical research conducted by 
geographers and planners interested in the contemporary city. Adopts a political/economy
approach to the investigation of social problems currently pervasive in the capitalist city, 
including: inner city poverty and the underclass, homelessness, gender-related issues, 
racial segregation; and crime problems. Prerequisite(s): A GOG 102Z or 102 or A GOG 
210 or A GOG 220.
A USP 485 Topics in Planning (1-4)  (present PLN 485)
Selected topics in specific sub-fields of planning. Topics will be indicated in the course 
schedule and in departmental announcements. May be repeated once for credit. 
Prerequisite(s): A PLN 220 and junior or senior class standing.
Community Engagement.  At least 3 cr. of:
A USP 437 Landscape Planning Workshop (3-4)  (present PLN 437)
Creation of a landscape plan for a local or regional agency or nonprofit. Plan will balance
protection of the natural and cultural environment with the need for human uses of the 
landscape including community growth and development. Draws from the practice of 
landscape architecture and community planning, and includes field research, community 
consultation, report writing and mapping. Students serve as team members in the 
preparation of the plan. Prerequisite(s): junior or senior class standing, A PLN 220 and 
GOG 101 or equivalents, and GIS (A GOG 496/A PLN 456 or proficient ArcView or 
MapInfo user skills). 
A USP 474 Site Planning (3)  (present PLN 474)
This course is designed as a workshop for students to be introduced to the practical 
aspects of site planning – a specific site in the region is studied and plans developed for 
future new use or renewal of the site. Experience is gained in recording site conditions, 
use; influence of microclimate, landform; condition of existing building on the site and 
adjacent to it. The site is analyzed for future potential within the context of existing 
community policies and regulations. Alternative proposals for future use are drawn up 
and evaluated for appropriateness, context, and design quality. During the course students
will record, photograph, annotate site information, draw up plans to scale, develop a 
concise planning report incorporating data, analysis, and plan. Team work is encouraged, 
with small teams organized to develop projects. 
A USP 476 Urban Design and Site Planning Workshop (1-4)  (present PLN 476)
514febd2358bd36993fa1e7ec05590dc.docx
Page 39 of 61
Involves students in supervised team projects doing practical urban design and/or site 
planning work. Through investigation, fieldwork and discussion, student groups prepare 
proposals for the design and layout of a specific site or axis. Prerequisite(s): A PLN 220.
A USP 490 Planning Internship (3)  (present 490)
Provides students with practical work experience in the general field of urban and 
regional planning. Internship placements are typically with federal, state, or local 
government agencies, consultancy firms, community development corporations, or 
private, voluntary or political action groups specializing in a specific sub-field relating to 
planning. Supervisor’s reference and final report required. Internships are open only to 
qualified juniors and seniors who have an overall grade point average of 2.50 or 
higher. Prerequisite(s): A PLN 220 and permission of instructor. S/U graded.
A USP 497 Independent Study in Planning (2–4)  (present PLN 497)
Provides an opportunity for students with a strong interest in a specific topic or sub-field 
in urban and regional planning to do directed reading, independent study or research with
faculty supervision. May be repeated once, but not for more than a total of 6 credit hours. 
Prerequisite(s): A PLN 220 and junior or senior class standing.
514febd2358bd36993fa1e7ec05590dc.docx
Page 40 of 61
Appendix 2:  Geography and Planning Program Trends
(Source:  G&P Self-Stud and UAlbany Registrar Data)
The following data (courtesy of Barbara Wilkinson) show the number of students 
matriculating in each of the department’s programs since 2001.   The current faculty-
initiated USP major is the department’s largest undergraduate program.
Urban Studies BA Program, Declared Majors
Annual Cohort
Full-time
Part-time
Total
2001-2002
38
3
41
2002-2003
44
3
47
2003-2004
49
3
52
2004-2005
46
2
48
2005-2006
41
2
43
2006-2007
40
3
43
2007-2008
31
6
37
2008-2009
48
4
52
2009-2010
52
8
60
5-year ave.
42.5
3.3
45.8
514febd2358bd36993fa1e7ec05590dc.docx
Page 41 of 61
Appendix 3:  Characteristics of Recent USP students
(Source:  G&P Self-Study)
The distribution of the cumulative GPA for the 85 most recent graduates with an 
Urban Studies and Planning major is shown in the Figure below. For these 85 
students the mean GPA was 2.90 and the median was 2.83, with a standard 
deviation of .40   Twenty of these students graduated with a cumulative average of
3.25 or greater (Cum Laude, or Magna, or Summa cum Laude).
 
Transfer vs. Freshman-admit Status  Of the 85 recent Urban Studies and Planning 
graduates for whom transfer status could be established, 53 are listed on their transcripts 
as admitted to the University as freshman, and 32 (37%)  are listed as transfer students.   
For comparison, in Fall 2004 31.3 % of all undergraduate admissions at Albany were 
transfers. This is a smaller proportion of transfers than in the Geography BA, and it 
suggests that the Urban Studies program is more attractive to “native” (freshman-admit) 
students. 
514febd2358bd36993fa1e7ec05590dc.docx
Page 42 of 61
Transfer Sources of Recent Urban Studies and Planning Graduates 
(in descending order of frequency)
Source School
Number of Transfers
Hudson Valley Community College
5
Suffolk County Community College             3
Nassau County Community College             2
Queens College, NY                                     2
Westchester Community College                 2
One transfer each:
Alfred University
Brigham Young University
Champlain College
Clarkson University
Erie Community College, North Campus
Fairleigh Dickinson University
Fulton Montgomery Community College
Herkimer County Community College
Manhattan College
Ramapo College, NJ
Sarah Lawrence College
St Johns University, Staten Island
St. Josephs, Patchogue
SUNY Binghamton
SUNY Morrisville
SUNY Oswego
University of New Hampshire
University of Hartford, NH
Like the BA in Geography, the Urban Studies and Planning Program also attracts students
for a broad range of institutions in the Northeast, with the vast majority of transfers 
students coming from other schools in the State of New York, particularly our sister 
SUNY institutions. The Program has a strong appeal to students from 2 year schools in 
the New York City region. This outcome has two possible interpretations: on the positive 
side, the data suggest that the program is able to attract students from a region with a 
number of competing similar programs in urban studies and planning, including the ones 
available at Hunter College, NYU, and Rutgers University. Both program quality and 
value for money are the probable factors behind the student selection in this case.  
Combined with the findings from the BA in Geography, the conclusion that the 
Department as a whole is both visible to and held in high esteem by our peer SUNY 
schools can be made.
514febd2358bd36993fa1e7ec05590dc.docx
Page 43 of 61
Gender Breakdown of Recent Urban Studies Graduates
Though we could not locate any published national statistics on gender participation in 
Urban Studies programs, we have made some tentative conclusions based on faculty 
interaction with colleagues in other programs.  Based on this anecdotal data, we have 
estimated that the gender split national is most likely ranges for a 40-60 to 50-50 split, 
females to males.  Within our Urban Studies and Planning  the gender gap is slightly 
wider, 29 of the 85 current students in 2004 were female, or 34% relative to 66% male.  
One of the reasons for this may be the nature of the USP program. As an interdisciplinary
program, without a permanent home, the program may suffer from the lack of advertising
and “visibility” within the University. One potential option to improve the gender gap 
would be to create a permanent home department for the program by seeking official 
status through SUNY Central Administration. This would increase the program visibility 
within UAlbany, provide a forum to advertise the program more effectively, and increase 
resource commitments to the program by the home department’s faculty and 
administrative by restructuring the incentives. As noted elsewhere, we have proposed a 
thorough restructuring of the USP major as one of the department’s strategic initiatives in
the new and ongoing Compact Planning process. Another way to increase the visibility of
the USP major, and hopefully to attract more women into the program, is for joint 
endeavors between our department and the Department of Women’s Studies. In fact, this 
has already begun, and in the Spring 2006 semester, for the first time a new course: 
Gender, Space and Place is being taught. The new course, developed and executed by Dr 
David Lewis, has about 30 students enrolled in its first term – (roughly one-quarter of the
enrollments are in WSS, one-quarter in GOG, and half in PLN, with a handful of other 
majors; exactly half the students are women) – and in addition to its specific learning 
objectives, we are expecting its very presence to act in a positive way to enhance the on-
campus visibility of the USP major. In an informal poll of the Women’s Studies students 
in the course, it is apparent that many of them were not previously aware of the USP 
major!  
Double majors and minors of recent graduates in Geography and USP
At Albany a minor is mandatory in addition to a major, except in certain disciplines 
which offer a combined major-minor degree. The department’s two disciplines may each 
be taken as a major or minor, or the disciplines may both be taken as a double major. For 
students listing a double major, a minor is optional. Students in all degrees may list 
multiple minors.  (See Undergraduate Bulletin for details.)   The order in which double 
majors are listed on the transcript is somewhat arbitrary, so in this report students with a 
double GOG/USP major are treated symmetrically. Thus these students are double 
counted in the tabulations below.  
514febd2358bd36993fa1e7ec05590dc.docx
Page 44 of 61
Second Majors listed by Students with a Geography Major  (n= 101)
Urban Studies and Planning 15   (15%)
Interdisciplinary 
  1
No second major 
      
85   (85%)
Second Majors listed by Students with an Urban Studies and Planning Major 
(n=85)
Geography
15  (18%)
Anthropology
  1
Communication
  1
English
  1
History 
  1
Sociology
  1
No second major
65  (76%)
Minors listed by Students with a Geography Major.
(A few students declare 2 minors, double majors declare no minor,  number of minors 
tabulated  = 90 )
 
Minor
Number of Students
Urban Studies and Planning 26  (29%)
Business
11  (12%)
Sociology 
  8
Anthropology
  6
History 
  5
Psychology  
  5
Computer Science 
  4
Biology 
  2
Economics 
  2
Political Sciences 
  
  2
Spanish 
  2
One Student Each:
Africana Studies
Art
Chinese
Computing in the Social Sciences
English
General Education Studies
German
Greek and Roman Civilization
Journalism
Mathematics
Music
Philosophy
Religious Studies
514febd2358bd36993fa1e7ec05590dc.docx
Page 45 of 61
Statistics
Theater
Urban Education
Women’s Studies
Minors listed by Students with an Urban Studies and Planning Major.
(A few students declare 2 minors, double majors declare no minor, number of minors 
tabulated  = 73 )
Minor
Number of Students
Geography 
15  (21%)
Business 
10 (14%)
Sociology 
  8
History 
  7
Psychology 
  7
Political Science 
  5
Art 
  3
Economics 
  3
Urban Education 
  3
English 
  2
Spanish 
  2
One Student Each:
Anthropology
Geology
Greek and Roman Civilization
Latin American and Caribbean Studies
Mathematics
Physics
Religious Studies
Theater
514febd2358bd36993fa1e7ec05590dc.docx
Page 46 of 61
514febd2358bd36993fa1e7ec05590dc.docx
Page 47 of 61
Undergraduate Bulletin
Degree Requirements for a BA in Urban Studies and Planning
The Urban Studies and Planning Major is designed for students interested in a liberal arts 
education focusing on urban and suburban environments; environmental planning; 
sustainable development policy and practices; as well as urban, community and 
neighborhood development. The program of study mixes conventional classes with 
fieldwork and computer-based learning, and it requires considerable awareness of 
international, multicultural and policy issues. Students with training in Urban Studies and
Planning may enter careers in housing and community development, real estate, local and
state government, local economic development, or local planning. They can pursue 
further study in graduate or professional schools to specialize in city and regional 
planning, public policy, real estate, architecture, or landscape architecture.
General Program B.A.: A minimum of 36 credits including:

Five core courses (15 Credits) as follows: USP 101 (=GOG 125), USP 203
(=GOG 225, GLO225), USP 201 (=PLN 220), USP 202 (=GOG 220);  
plus one methods course chosen from the following list, or as advised:  
USP 385, GOG 390, GOG 414, GOG 479,  USP 456 (= GOG 496), USP 
324 (=GOG 324), USP 452, GOG 480, GOG 484, GOG 485, GOG 498.

12 credits of elective courses chosen from the following:  USP 266 
(=GOG 266 = GLO 266), USP 315, USP 321 (=GOG 321), USP 320, USP
330, USP 328 (=GOG 328 =WSS 328), USP 425, USP 426, USP 430, 
USP 436, USP 443, USP 449, USP 451, USP 452, USP 460, USP 475, 
USP 480 (=GOG 480), USP 485, USP 497  

3 Credits of community engagement work chosen from the following:  
USP 437, USP 474, USP 476, USP 490, USP 497.

6 credits of cognate coursework:  as advised, chosen from upper-division 
urban-related coursework in departments outside G&P including but not 
limited to:  Anthropology, Economics, Education, History, Political 
Science, Public Administration and Policy, Sociology, Latin American and
Caribbean Studies,  Women’s Studies, Environmental Science, and 
selected courses in the Humanities (including English and Art).
514febd2358bd36993fa1e7ec05590dc.docx
Page 48 of 61
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action
Form
Proposal No.
11-070A
Please check one:
X
Course Proposal
Program Proposal
Please mark all that apply:
X
New Course
Revision of:
Number
Description
X
Cross-Listing w/GOG 375
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as 
appropriate)
Other (specify):
Department:
Geography and Planning
Effective Semester, Year: Fall 2012
Course Number
Current:
New: USP 375
Credits: 3
Course Title:
Methods of Urban Analysis
Course Description to appear in Bulletin:
Course overview and objectives:  This class will build a foundation for the lager field of statistical analysis and 
planning methodology.  Students will develop fundamental skills, such as data collection and presentation, descriptive 
analysis, and data interpretation.  When the course successfully completed, students will be to identify different types 
of data, accurate present data in table and graphic format, describe and analysis data using statistic tools such as 
measures of central tendency and dispersion, conduct hypothesis testing, build confidence intervals and use these 
tools to analyze places. 
Prerequisites statement to be appended to description in Bulletin:
MAT108 Elementary Statistics or equivalent
If S/U is to be designated as the only grading system in the course, check 
here:
This course is (will be) cross listed with (i.e., CAS ###):
GOG 375
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
As part of formalizing the Urban Studies and planning undergraduate major, this class will be part o the requirement for
the methodological component of the degree.  It will focus on data sources, uses of data, data presentation, elementary
statistics and population modeling  
Other departments or schools which offer similar or related courses and which have certified that this proposal does 
not overlap their offering:
Chair of Proposing Department
Date
Christopher J. Smith
9.9.11
Approved by Chair(s) of Departments having cross-listed 
course(s) [Copy of e-mail approval on following page.]
Date
Dean of College
Date
Christopher J. Smith
Gregory Stevens
11/22/11
Chair of Academic Programs Committee
Date
Dean of  Undergraduate or Graduate Studies
Date
Pinka Chatterji
11/10/11
514febd2358bd36993fa1e7ec05590dc.docx
Page 49 of 61
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action
Form
Proposal No.
11-070B
Please check one:
X
Course Proposal
Program Proposal
Please mark all that apply:
X
New Course
Revision of:
Number
Description
X
Cross-Listing w/USP 375
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as 
appropriate)
Other (specify):
Department:
Geography and Planning
Effective Semester, Year: Fall 2012
Course Number
Current:
New: GOG 375
Credits: 3
Course Title:
Methods of Urban Analysis
Course Description to appear in Bulletin:
Course overview and objectives:  This class will build a foundation for the lager field of statistical analysis and 
planning methodology.  Students will develop fundamental skills, such as data collection and presentation, descriptive 
analysis, and data interpretation.  When the course successfully completed, students will be to identify different types 
of data, accurate present data in table and graphic format, describe and analysis data using statistic tools such as 
measures of central tendency and dispersion, conduct hypothesis testing, build confidence intervals and use these 
tools to analyze places. 
Prerequisites statement to be appended to description in Bulletin:
MAT108 Elementary Statistics or equivalent
If S/U is to be designated as the only grading system in the course, check 
here:
This course is (will be) cross listed with (i.e., CAS ###):
USP 375
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
As part of formalizing the Urban Studies and planning undergraduate major, this class will be part o the requirement for
the methodological component of the degree.  It will focus on data sources, uses of data, data presentation, elementary
statistics and population modeling  
Other departments or schools which offer similar or related courses and which have certified that this proposal does 
not overlap their offering:
Chair of Proposing Department
Date
Christopher J. Smith
9.9.11
Approved by Chair(s) of Departments having cross-listed 
course(s) [Copy of e-mail approval on following page.]
Date
Dean of College
Date
Christopher J. Smith
Gregory Stevens
11/22/11
Chair of Academic Programs Committee
Date
Dean of  Undergraduate or Graduate Studies
Date
Pinka Chatterji
11/10/11
514febd2358bd36993fa1e7ec05590dc.docx
Page 50 of 61
Syllabus
Methods of Urban Analysis
Instructor:  David A. Lewis
Course number USP 375/ GOG 375
Phone (518) 442-4595
M W 2:45-4:05
Fax  (518) 442-4742
Fall 2007
Email: dalewis@albany.edu
AS Room 121
Office hours: M, W 9:00-11:00
Or by appointment
Course overview and objectives:  Essentially, this class will build a foundation for the lager 
field of statistical analysis and planning methodologies.  Students will develop fundamental 
skills, such as data collection and presentation, descriptive analysis, and data interpretation.  
When the course successfully completed, students will be to identify different types of data, 
accurate present data in table and graphic format, describe and analysis data using statistic tools 
such as measures of central tendency and dispersion, conduct hypothesis testing, build confidence
intervals and use these tools to analyze places. 
Grading Policy:  No late work will be accepted and class attendance is mandatory. 
All violations of the academic integrity policy at the minimum will result in a failure for the 
assignment.
Midterm
30%
Class participation
 5%
Quizzes
20%
Homework assignments
15%
Final exam
30%
There are required reading for each class. In addition, each week there will be a homework 
assignment due the following class session.  There will be two exams and 10 unannounced 
quizzes. 
Required Texts: (available at Mary Jane’s Books)
Ott and Mendall.  1994.  Understanding Statistics, Sixth edition.  Belmont California: Duxbury 
Press. (or comparable introduction to statistics text book)
Klosterman, Richard.  1990.  Community Analysis and Planning Techniques.  Lanham, MD: 
Rowman and Littlefiled Publishers.
Other readings will be handed out in class or available online at: 
http://eres.ulib.albany.edu/coursepage.  The case sensitive password is pln430.  
Schedule:
August 27:  Introduction: Data Collection and presentation and class overview.
Due next class read in Mott and Mendall, chapters  1 and 2 (skip sections 2.3 and 2.4). 
514febd2358bd36993fa1e7ec05590dc.docx
Page 51 of 61
Read Chapter1 in Cuzzort and Vrettos.  1996.  The Elementary Forms of Statistical Reason.  NY: 
St. Martins Press. (e-reserve)
Homework due next class, problems 1.1, 1.2, 1.3, 1.4. All in Mott and Mendall
Using Census Data City Description Project Due September 19th. See hand out for details.
August 29: Data Collection and presentation
Due next class read in Mott and Mendall chapter 3 up to page 67.
Homework due next class problems 3.1, 3.2, 3.3, 3.4, 3.9, 3.14, and 3.17. All in Mott and Mendall
September 5:  Numerical Description of data; measures of central tendency and dispersion
Due next class read in Mott and Mendall chapter 3 pages 67-70 and chapter 4 pages 90-97.
Homework due next class problems 3.18, 3.19, 3,20, 3.23, 4.1, 4,2. All in Mott and Mendall
September 10:   Numerical Description of data; measures of central tendency and 
dispersion
Due next class read Tufte, Edward.  1983.  The Visual Display of Quantitative Information.  
Chesire, CN: Graphics Press.  Pages 13-53. (e-reserve)
September 17: Students present city data, review homework assignments and quizzes, open 
question and answer session
Due next class read in Mott and Mendall chapter 5 pages.
Homework due next class problems 5.3, 5.4, 5.5, 5.14, 5.16, 5.24. All in Mott and Mendall
September 19:  Probability and relationships
Due next class read in Mott and Mendall chapter 5 focus on pages 175-188..
Homework due next class problems. 5.24, 5.30, 5.32, 5.36, 5.40, 5.42, 5.56 All in Mott and 
Mendall
September 24: Probability laws and binomial experiments
Due next class read in Mott and Mendall chapter 6 pages 198-218.
Homework due next class problems 6.4, 6.6, 6.9, 6.11, 6.13. All in Mott and Mendall
  
September 26: Probability laws and binomial experiments
Due next class read in Mott and Mendall chapter 6 pages 198-218.
Homework due next class problems 6.15, 6.6.16, 6.19, 6.24, 6.30, 6.32, 6.26, 6.40. All in Mott 
and Mendall
October 1:  Estimation and confidence intervals
514febd2358bd36993fa1e7ec05590dc.docx
Page 52 of 61
Due next class read in Mott and Mendall chapter 7 (omit sections 7.4 and 7.6).
Homework due next class problems 7.4, 7.6, 7.8. All in Mott and Mendall
OCTOBER 3: MIDTERM EXAM (covers every thing up to and including probability and 
binomials)
October 8: Review Midterm and Introduction to hypothesis testing
Due next class read in Mott and Mendall chapter 8 (omit sections 8.3, 8.5, 8.6 and in section 8.2 
pages 301-303).
Homework due next class problems 8.3, 8.5, 8.6, 8.7. All in Mott and Mendall
October 10: Introduction to hypothesis testing
Due next class read in Mott and Mendall chapter 10 sections 10.3, 10.7, 10.8
Homework due next class problems 7.3, 7.5, 7.8, 7.10, 7.11, 7.12, 7.29, 7.32, 8.2, 8.4, 8.10, 8.28, 
8.30 All in Mott and Mendall
October 15:  Hypothesis testing continued
Review Homework assignments and quizzes from 9/19 to 10/10
Due next class read in Mott and Mendall chapter 11 pages 445-474.
Homework due next class problems 10.3, 10.6, 10.8, 10.11, 10.30, 10.48, 10.50, 10.56 All in Mott
and Mendall
October 17: Chi-square analysis
Due next class read in Mott and Mendall chapter 12 sections pages 505-518.
Homework due next class problems 111.34, 11.32, 11.44, 11.50 All in Mott and Mendall
October 22: Correlation and analysis of variance ANOVA.
Due next class read in Mott and Mendall chapter 12 sections pages 505-518.
Homework due next class problems 11.34, 11.32, 11.44, 11.50 All in Mott and Mendall
October 24:  Least square regression analysis
Due next class read in Klosterman chapters 1 and 2
Homework due next class see handout
October 29: Population forecasting using extrapolation techniques
Due next class read in Klosterman chapter 3 
Homework due next class see handout
514febd2358bd36993fa1e7ec05590dc.docx
Page 53 of 61
October 31: Population forecasting using extrapolation techniques
Due next class read in Klosterman chapter 4 
Homework due next class see handout
November 7:  Time-Cohort Component Technique
Due next class read in Klosterman chapter 9
Homework due next class see handout
November 12: Location Quotients
Due next class read in Klosterman chapter 10 
Homework due next class see handout
November 14: Economic Base Analysis
Due next class read in Klosterman chapter 11
Homework due next class see handout
November 19:  Review Homework assignments, quizzes from 10/15 to 11/19
November 26: More Economic Base Analysis
Homework due next class see handout
November 28:  Critiques of Economic Base
December 3: More Data Sources Explored
December 5:  Review
Final Exam: To Be Announced
514febd2358bd36993fa1e7ec05590dc.docx
Page 54 of 61
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action
Form
Proposal No.
11-070C
Please check one:
X
Course Proposal
Program Proposal
Please mark all that apply:
X
New Course
Revision of:
Number
Description
X
Cross-Listing w/GOG 460
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as 
appropriate)
Other (specify):
Department:
Geography and Planning
Effective Semester, Year: Fall 2012
Course Number
Current:
New: USP 460
Credits: 3
Course Title:
People, Place and Power
Course Description to appear in Bulletin:
Course overview and objectives:  Course Description:
This course will examine the relationships between current energy supplies and alternatives that are renewable and 
more environmentally sustainable.  It begins with defining energy then turns to an analysis of the economic, social, 
political, and technological factors that determine the potential a carbon free energy future.
Course objectives include:  At the end of this course, students will be able to 1) identify how normative bias influences 
planning and policy choices; 2) describe major conflicts in energy planning and policy; and 3) understand the 
differences between
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check 
here:
This course is (will be) cross listed with (i.e., CAS ###):
GOG 460
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
As part of formalizing the Urban Studies and Planning undergraduate major, this class will be part o the requirement for
the upper division component of the degree.  It will expand the opportunities for students interest in environmental and 
sustainability issues.  
Other departments or schools which offer similar or related courses and which have certified that this proposal does 
not overlap their offering:
Chair of Proposing Department
Date
Christopher J. Smith
9.9.11
Approved by Chair(s) of Departments having cross-listed 
course(s) [Copy of e-mail approval on following page.]
Date
Dean of College
Date
Christopher J. Smith
Gregory Stevens
11/22/11
Chair of Academic Programs Committee
Date
Dean of  Undergraduate or Graduate Studies
Date
Pinka Chatterji
11/10/11
514febd2358bd36993fa1e7ec05590dc.docx
Page 55 of 61
University at Albany – State University of New York
College of Arts and Sciences
Course and Program Action
Form
Proposal No.
11-070D
Please check one:
X
Course Proposal
Program Proposal
Please mark all that apply:
X
New Course
Revision of:
Number
Description
X
Cross-Listing w/USP 460
Title
Prerequisites
Shared-Resources Course
Credits
Deactivate/Activate Course (boldface & underline as 
appropriate)
Other (specify):
Department:
Geography and Planning
Effective Semester, Year: Fall 2012
Course Number
Current:
New: GOG 460
Credits: 3
Course Title:
People, Place and Power
Course Description to appear in Bulletin:
Course overview and objectives:  Course Description:
This course will examine the relationships between current energy supplies and alternatives that are renewable and 
more environmentally sustainable.  It begins with defining energy then turns to an analysis of the economic, social, 
political, and technological factors that determine the potential a carbon free energy future.
Course objectives include:  At the end of this course, students will be able to 1) identify how normative bias influences 
planning and policy choices; 2) describe major conflicts in energy planning and policy; and 3) understand the 
differences between
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check 
here:
This course is (will be) cross listed with (i.e., CAS ###):
USP 460
This course is (will be) a shared-resources course with (i.e., CAS ###):
Explanation of proposal:
As part of formalizing the Urban Studies and Planning undergraduate major, this class will be part o the requirement for
the upper division component of the degree.  It will expand the opportunities for students interest in environmental and 
sustainability issues.  
Other departments or schools which offer similar or related courses and which have certified that this proposal does 
not overlap their offering:
Chair of Proposing Department
Date
Christopher J. Smith
9.9.11
Approved by Chair(s) of Departments having cross-listed 
course(s) [Copy of e-mail approval on following page.]
Date
Dean of College
Date
Christopher J. Smith
Gregory Stevens
11/22/11
Chair of Academic Programs Committee
Date
Dean of  Undergraduate or Graduate Studies
Date
Pinka Chatterji
11/10/11
514febd2358bd36993fa1e7ec05590dc.docx
Page 56 of 61
Syllabus
People, Place, and Power
Instructor:  David A. Lewis
Course number USP 460/ GOG 460
Phone (518) 442-4595
M &W 2:45-4:05
Fax  (518) 442-4742
Fall 2011
Email: dalewis@albany.edu
AS Room 121
Office hours: M & W 9:00-11:00
Or by appointment
Grading Policy:  No late work will be accepted and class attendance is mandatory. 
All violations of the academic integrity policy at the minimum will result in a failure for the 
assignment.
Newspaper article reviews
20%
Class participation
10%
Quizzes
25%
Final exam
25%
Advocacy Letter
20%
There are required reading for each class. In addition, each week you will review a recent major 
newspaper article that addresses an environmental planning issue.  This journal will be reviewed 
in the middle of the term and during the last week of the term.  In addition, there will be 10 
unannounced quizzes throughout the semester based on the readings for the class.
Course Description: This course will examine the relationships between current energy supplies 
and alternatives that are renewable and more environmentally sustainable.  It begin with defining 
energy then turns to an analysis of the economic, social, political, and technological factors that 
determine the potential a carbon free energy future.
Course objectives include: At the end of this course, students will be able to 1) identify how 
normative bias influences planning and policy choices; 2) describe major conflicts in energy 
planning and policy; and 3) understand the differences between physical/technological barriers 
versus economic/political impediments to sustainable energy planning/policy options.
Required Texts: (available at Mary Jane’s Books)
Gilding, Paul.  2011.  The Great Disruption: Why Climate Change Will Bring On the End of 
Shopping and the Birth of a New World. New York: Bloomsbury Press.
 
Other readings will be handed out in class or available online at the University at Albany’s 
Library E-Reserve website.  The case sensitive password is pln485. 
Schedule:
August 39:  Introduction
514febd2358bd36993fa1e7ec05590dc.docx
Page 57 of 61
August  31: What changes peoples environmental actions? 
Ridley, Matt and Low, Bobbi.  1996.  Can Selfishness Save the Environment? in Readings in 
Planning Theory edited by Campbell and Fainstein.  New York: Blackwell.
SEPTEMBER 5: NO CLASS
September 7:  Energy Policy in the US
Readings:
GAO.  2005.  U.S. National Energy Policy: Inventory of Major Federal Energy Programs and 
Status of Policy Recommendations.  Washington, DC. U.S. Government Accountability Office.  
Pages 1-63.
Laird, Frank.  2009.  A Full-Court Press for Renewable Energy.  Issues in Science and 
Technology. 25(2): 53-56. 
Jennings, Philip.  2009.  New Direction in Renewable Energy Education.  Renewable 
Energy: An International Journal. 34(2): 435-439.  
September 12:  Current Energy Consumption and Fuel Sources
List of Elected Official and Contact Information Due
DOE.  2009.  Annual Energy Review, 2009.  Washington, DC. U.S. Department of Energy. 
Review tables in sections 1, 2, 4, and 10.
Sovacool, Benjamin.  2007. Coal and Nuclear: Creating a False Dichotomy for American Energy 
Policy. Policy Sciences. 40(2): 101-122.
September 14: Available Renewable Energy Resources
National Academy of Science.  2010.  Electricity from Renewable Resources: Status, Prospects, 
and Impediments.  Washington, DC: National Academies Press. Pages 1-63.
September 19:  Impacts of Current Energy Supplies and Consumption
Dincer, Ibrahim .  2001.  Environmental Issues: I-Energy Utilization. Energy Sources. 23(1) 
Dincer, Ibrahim.  1998. Energy and Environmental Impacts: Present and Future Perspectives.  
Energy Sources. 20: 427-453,
September 21: Energy, the Environment and the Economy
Elected Official Review Due
Readings
Bezdak, Roger.  1995.  The Net Impact of Environmental Protection on Jobs and the Economy.  
In Environmental Justice: Issues, Policies and Solutions. Edited by Bryant, B.  Washington, DC: 
Island Press.  
More readings next page
Meyer, Stephen. 1995.  The Economic Impact of Environmental Regulation.  Journal of 
Environmental Law and Practice. 3(2): 4-16.
September 26: Policy not Politics
Readings:
514febd2358bd36993fa1e7ec05590dc.docx
Page 58 of 61
Norberg-Bohm, Vicki.  2000.  Creating Incentives for Environmentally Enhancing Technological 
Change: Lesson from 30 Years of U.S. Energy Policy.  Technological Forecasting and Social 
Change.  65: 125-148.
Jacobsson, Staffan and Johnson, Anna.  2000. The Diffusion of Renewable Energy Technology: 
An Analytical Framework and Key Issues for Research.  Energy Policy. 28: 625-640.
September 28: NO CLASS
October 3:  Wind Power  
Topic of the Advocacy Letter Due
Readings:
Bolinger, Mark.  2004.  Making European-style community wind power development 
work in the US. Renewable and Sustainable Energy Reviews.  9(6): 556-575.
Wickersham, Jay. 2004.  Sacred Landscapes ad Profane Structures:  How the Offshore 
Wind Power Challenges the Environmental Impact Review process.  Environmental 
Affairs.  31(325): 325-347.  
October 5: Wind Power
Readings:
Lewis, Joanna and Wiser, Ryan.  2007.  Fostering a Renewable Energy Technology industry: An 
International Comparison of Wind Industry Policy Support Mechanisms.  Energy Policy.  35: 
1844-1857.
Leithead, W.E. 2007. Wind Energy.  Philosophical Transactions of the Royal Society. 365: 957-
970.
October 10: Wind Power
Journal Dues for Review: Six weekly entries should be completed.
Readings:
Peel, Deborah and Lloyd, Gregory.  2007.  Positive Planning for Wind-Turbines in an Urban 
Context. Local Environment. 12(4): 343-354.
Katherine Richardson, Dorthe Dahl-Jensen, Jørgen Elmeskov, Cathrine Hagem, Jørgen 
Henningsen, John Korstgård, Niels Buus Kristensen, Poul Erik Morthorst, Jørgen E. 
Olesen, Mette Wier, Marianne Nielsen, Kenneth Karlsson.  2011.  Denmark’s Road for 
Fossile Fuel Independence.  Solutions for a Sustainable and Desirable Future. 2(4): 
http://www.thesolutionsjournal.com/node/954 
October 12:  ACSP NO CLASS
October 17: Hydrofracturing
Film: Gasland
Readings:
To be announced
October 19:  Draft Supplemental Generic Environmental Impact Statement (SGEIS)
514febd2358bd36993fa1e7ec05590dc.docx
Page 59 of 61
Readings:
NYSDEC.  2011.  Preliminary Revised Draft SGEIS on the Oil, Gas and Solution Mining 
Regulatory Program.  Albany, NY: NYS Department of Environmental Conservation.  
(July 2011).  Pages to be announced. 
October 24:  Renewable Options in NYS
Readings:
Van Haaren, Rob and Fthenakism Vasikis.  2011.  GIS Based Wind Farm Site Selection using 
multi-criteria analysis (SMCA): Evaluating the case of New York.  Renewable and Sustainable 
Energy Review. 15: 3332-3340.
Hevesi, Alan. 2005.  Energizing the Future.  The Benefits of Renewable Energy for New York 
State.  Albany, NK:  New York State Comptroller’s Office.
October 26: Conservation
Readings: 
National Academy of Science.  American’s Energy Future: Technology and Transformation; 
Summary Edition.  Washington, DC: National Academies Press. Pages 9 through 49 and pages 82 
through 94.
ASSINGMENT:  
What is the most effective per dollar way to improve energy efficiency in a residential household?
What is your carbon footprint?
October 31:  Local Level Actions
Draft of Advocacy Letter Due
 
Readings:
Parker, Paul and Rowlands, Ian. 2007.  City Planners Maintain Climate Change Despite National 
Cuts: Residential Energy Efficiency Programme Valued at Local Level.  Local Environment.  
12(5): 505-517.
Condon, Patrick; Cavens, Duncan; and Miller, Nicole.  2009.  Urban Planning Tools for Climate 
Change Mitigation.  Cambridge, MA: Lincoln Institute of Land Policy.
November 2:  Why Equality Matters
Readings
Moyers, Bill.  2003.  The Progressive Story of America.  Washington, DC.
MacEwan, Arthur and Miller, John.  2011.  Economic Collapse, Economic Change: 
Getting to the Roots of the Crisis.  London: M.E. Sharpe.  Pages 33-52.  
Also, review www.Equalitytrust.org 
Look at the graphs regarding the effect of inequality on social outcomes
November 7:  But There is No Money
514febd2358bd36993fa1e7ec05590dc.docx
Page 60 of 61
Readings:
Ludder, Sunshine and Parrott, James.  2010.  New York has the Ways and Means: How 
and Why Wall Street Should Give Back to Main Street.  New York: Fiscal Policy Institute.
Greenhouse, Steven.  2011.  The Wageless, Profitable Recovery.  New York Times.  
August 3, 2011. Accessed on 8/3/11 at 
http://economix.blogs.nytimes.com/2011/06/30/the-wageless-profitable-recovery/
Krugman, Paul. 2011.  Corporate Cash Con.  New York Times, online July 3, 2011.  at 
http://www.nytimes.com/2011/07/04/opinion/04krugman.html
November 9:  Taxes, Investment, and Other Factors
Readings:
Simon, Christopher.  2009.  Cultural Constraints on Wind and Solar Energy in the U.S. 
Context. Comparative Technology Transfer and Society. 7(3): 251-269.
Delbeke, J.; Klaassen, G.; van Ireland, T.; Zapfel, P. 2010. The Role of Environmental 
Economics in Recent Policy Making at the European Commission.  Review of 
Environmental Economics and Policy. 4(1): 24-43. 
ASSINGMENT:
Who developed and built the internet?
Who financed the development of computers?
Who developed GPS?
Where does Google Earth get most of its geographical shape files from?
November 14:  Global Supplies and Other Issues
Film: Crude Awakening: The Oil Crash
Readings:
Chow, Jeffrey; Kopp, Raymond; and Portney, Paul.  2003.  Energy Resources and Global 
Development.  Science. 302(5650): 1528-1531.
Ferguson, Andrew.  2001.  Population and the Demise of Cheap Energy.  Politics and the Life 
Sciences. 20(2): 217-226.
November 16: What Lies Ahead, I
Readings:
Gilding, Paul.  2011.  The Great Disruption: Why Climate Change Will Bring On the End of 
Shopping and the Birth of a New World. New York: Bloomsbury Press.  Chapters 2 & 3.
November 21: What Lies Ahead, II
Final Draft of Advocacy Letter Due
Readings:
Gilding, Paul.  2011.  The Great Disruption: Why Climate Change Will Bring On the End of 
Shopping and the Birth of a New World. New York: Bloomsbury Press.  Chapters 4&5.
514febd2358bd36993fa1e7ec05590dc.docx
Page 61 of 61
NOVEMBER 23: NO CLASS
November 28: What Lies Ahead, III
Readings:
Gilding, Paul.  2011.  The Great Disruption: Why Climate Change Will Bring On the End of 
Shopping and the Birth of a New World. New York: Bloomsbury Press.  Chapters 11 &12.
November 30:  Alternatives
Readings:
Ivner,, Jenny. 2009.  Energy Planning with Decision-Making Tools: Experience from an Energy-
Planning Project. Local Environment. 14(9): 833-850.
Owen, Steve and Boyer, Jeff.  2006.  Energy, Environment, and Sustainable Industry in the 
Appalachian Mountains, United State. Mountain Research and Development. 20(2): 115-118.
Heiman, Michael and Solomon, Barry.  2004.  Power to the People: Electric Utility Restructuring 
and the Commitment to Renewable Energy.  Annals of the Association of American Geographers.
94(1); 94-116.
December 5: Alternatives:
ALL 12 JOURNALS ENTRIES are DUE
Readings:
Loiter, Jeffrey and Norberg-Bohm, Vicki.  1999.  Technology policy and Renewable Energy: 
Public Roles in the Development of Renewable Energy.  Energy Policy.  27: 85-97.
Sigfusson, Thorsteinn. 2007. Pathways to Hydrogen as an Energy Carrier. Philosophical 
Transactions of the Royal Society. 365: 1025-1042.
Amor, Mourad Ben; Lesagem Pascal; Pineau, Pierre-Oliver; and Samson, Rejean.  2010.  
Can distributed generation offer substantial benefits in a Northeastern American context? 
A case study of small-scale renewable technologies using a life cycle methodology.  
Renewable & Sustainable Energy Reviews. 14(9): 2885-2895.
December 7:  Alternatives
Readings:
Gilbert, Lewis. 2010, Sustainability is More Than Green: A Framework for University 
Leadership.  Solutions Journal. 1(6): 54-55. 
Yung-Chi, Shen; Chou, Chiyang James; and Lin, Grace T.R.  2011.  The Portfolio of 
Renewable Energy Sources for Achieving the Three E Policy Goals. Energy. 36(5): 2589-
2598. 
Final Exam: Monday Dec 12 3:30pm-5:30pm