UN IVE RS ITY Office of the Provost & Vice President for Academic Affairs
ATALBANY
State University of New York
April 11, 2014
Elizabeth L. Bringsjord i
Interim Provost and Vice Chancellor ‘
State University of New York
System Administration |
State University Plaza i
Albany, NY 12246 i
Dear Dr. Bringsjord,
On behalf of the faculty at the University at Albany, I am pleased to submit for establishment
and registration the attached New Undergraduate Degree Program Proposal for a BA in Urban
Studies and Planning.
This proposal has been fully considered and approved through our campus governance system :
and has completed the required external program review. Should there be a need for additional
information or clarification to facilitate processing, please contact Suzanne Freed, Assistant Vice
Provost for Undergraduate Education at sfreed@albany.edu.
Thank you for your consideration and assistance.
Sincerely,
Susan D. Philips, Ph.D.
Provost and Vice President for Academic Affairs
Enclosure
c. Dr. Jeanette Altarriba, Vice Provost and Dean for Undergraduate Education
Dr. Elga Wulfert, Dean, College of Arts and Sciences
Dr, Catherine Lawson, Chair, Department of Geography and Planning
Dr. John Pipkin, Department of Geography and Planning
Ms. Suzanne Freed, Asst Vice Provost for Undergraduate Education
University Hall, 308
1400 Washington Avenue, Albany, New York 12222
PH: 518-956-8030 ex: $18-956-8043
www.aibany.eda
New Program Proposal:
Undergraduate Degree Program
Form 2A
This form should be used to seek SUNY’ s approval and the State Education Department’ s (SED) registration of a proposed
new academic program leading to an associate’ s and/or bachelor's degree. Approval and registration are both required.
before a proposed program can be promoted or advertised, or can enroll students. The campus Chief Executive or Chief
Academic Officer should send a signed cover letter and this completed form (unless a different form applies'), which should
include appended items that may be required for Sections 1 through 6, 9 and 10 and MPA-1 of this form, to the SUNY
Provost at programreview@suny.edu. The completed form and appended items should be sent as a single, continuously
paginated document” If Sections 7 and 8 of this form apply, Extemal Evaluation Reports anda single Institutional
Response should also be sent, but in a separate electronic document. Guidance on academic program planning is available at
hittp://www.suny.edu/provost/academic_affairs/app/main.cfm.
Table of Contents
NOTE: Please update this Table of Contents autonntically after the formhas been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “ Update Field” and then
“Update Page Numbers Only.” The last itemin the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.
Section 3.
Section 4.
Section 5.
Section 6.
Section 7.
Section 8. Institutional Response to Extemal Evaluator Repotts.........ccssssssssssssssnees sissies OL
Section 9. SUNY Undergraduate Transfer..........sssescsssscssssesssnusssssuesssssssnnes cosesesssecesseeseaeee OL
Section 10. Application for Distance ECUcation........scsssssssssesssnecsueesseessnsecsueesscesnecsueesss sosseeeeeseesessesnnnmseeseeeeeeetesnea 2
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization.........sssccsecsssessseessseesseeessseeseee 32.
List of Appended and/or Accompanying Items.
1Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing certificate; be a
combination of existing registered programs (i.e. for a multi-award or multi-institution program); be a breakout of a
registered track or option in an existing registered program; or lead to certification as a classroom teacher, school or
district leader, or pupil personnel services professional (e.g., school counselor).
?This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it
should be emailed in parts.
1
Date of Proposal: | April 11, 2014
Institution’s 6-digit SED Code: | 210500
Institution’s Name: | University at Albany, State University of New York
Address: | 1400 Washington Avenue Albany, NY 12222
Dept of Labor/Regent*s Region: | Capital Region
List each campus where the éntire program will be offered (with each institutional or branch campus
| 6-digit SED Code); 210500
List the name and address of off-campus locations (i.¢., extension sites or exterision centers) where
courses will offered, or check here [ _] if not applicable: .
Program Title: | Urban Studies and Planning
Award(s) (e.g., A.A., B.S,):| BA
Number of Required Credits:; Minimum [120 J] If tracks or options, largest minimum [
]
Proposed HEGIS Code: |2214
Proposed 6-digit CIP 2010 Code: | 04.0301
if the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)’ to which the program leads:
Name and title; Suzanne K Freed
Assistant Vice Provost for Undergraduate Education
Telephone: 518-242-6046 E-mail: sfreed@albany.edu
ignature affirms that the proposal has met all applicable campus administrative and shared governance
rocedures for consultation, and the institution’s commitment to support the proposed program.
E-signatures are acceptable,
D Phillip
s, Proyvo}t and Vice President for Academic Affairs
j a fuifiy
artner institution’s name and 6-digit SED Code:
Name and title of partner institution's CEO:
ignature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):
Version 2013-10-15
‘ifthe proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this proposal.
? If the parlner institution is non-degree-granting, see SED’s CEO Memo 94-04,
| Section 2. Program Information
[ 2.1. Program Format
Check all SED-defined format, mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [ JEvening[ JWeekend [ ]JEvening/Weekend [ ]Not Full-Time
b) Modes: [X ]Standard [ ]Independent Study [ JExtemal [ JAccelerated [ ]Distance Education
NOTE: If the programis designed to enable students to complete 50% or more of the course requirements
through distance education, check Distance Education, see Section 10, and append a Distance Education
Format Pro
c) Other: [ ] Bilingual [ ] Language OtherThan English[ ] Upper Division[ ] Cooperative[ ] 4.5 year[ ]5
year
[ 2.2. Diploma Program
NOTE: This section is not applicable to a program leading to an associate's or a bachelor’s degree.
[2.3 Program Description, Purposes and Planning
a) Whatis the description of the programas it will appear in the institution's catalog?
The major in Urban Studies and Planning 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 leaming, and it requires considerable
awareness of intemational, 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
govemment, 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.
b) What are the program's educational and, if appropriate, career objectives, and the program’ s primary
student leaming outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on.
Higher Education in the Characteristics of Excellence in Higher Education as “ clearly articulated
written statements, expressed in observable terms, of key learning outcomes: the knowledge, skills and
competencies that students are expected to exhibit upon conpletion of the program”
The leaming objectives of the proposed departmental USP major are as follows:
To develop in students:
e Knowledge of urbanism and urbanization as historic, geographic, social, and cultural
processes.
e Anunderstanding of the historical development and contemporary condition of US
cities and metropolitan areas.
e A comparative understanding of global pattems of urbanism and urbanization,
stimulating global awareness and knowledge of the role of urbanization in global
3
e Anintroduction to the principles and practices of urban planning, in the United
States and other parts of the world.
e 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 mullti-dimensional participatory leaming 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.
c) How does the program relate to the institution’ s and SUNY’s mission and strategic goals and priorities?
What is the program’ s importance to the institution, and its relationship to existing and/or projected
programs and its expected impact on them? As applicable, how does the program reflect diversity
and/or intemational perspectives?
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, occuring 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 commumity based research agenda, intemships, coupled with the
department’ s collaboration with local professionals, all levels of govemment, and
community partners create a unique leaming 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.”
d) How wer faculty involved in the program's design, and describe input by extemal partners, if any (e.g.,
employers and institutions offering further education?
Unban Studies and Planning is a faculty-initiated concentration in the Interdisciplinary
Studies major, and was first developed in 1995. Over this period the major has
demonstrated its contributions to the University in a myriad of ways including collaborating
with Departments that have cognate disciplines. Our discussions with affected Departments
and Programs were instrumental in developing the new curriculum and the departments all
supported the changes. Arguably, the BA in Geography would be the affected the most.
Fortunately both are taught within the same department with faculty contributing to both
majors. This enabled us to redesign both programs in parallel to prevent any potential
conflicts. Indeed, there are mutually beneficial relationships between these Departments
and Programs that are discussed in more detail below.
In general, there was support for the revisions and formalization of the major. No
department or program has raised any objections to this proposal. With the SUNY system
striving to increase enrollment, the moderate estimated growth rate would result, in part,
from more students taking a lower division general education courses taught by Geography
and Planning faculty that inspires them to pursue this academic discipline or from increased
outreach to college bound seniors through increased community engagement. Thus we do
not anticipate any negative affect on similar disciplines nor were any voiced by the chairs of
4
the potentially affected departments.
There are three programs that might be affected by the proposed changes to the Urban
Studies and Planning program. These are Geography, Public Policy, and Environmental
Science. During the revision process the Geography & Planning faculty endeavored to
identify potential conflicts with the Geography program. As these two disciplines are
intrinsically linked through common multidisciplinary methods and research questions,
among others factors, this analysis enhanced the proposal. Moreover the benefits of the
intermingling of these programs are demonstrated by their intellectual histories and the
presence of many similar departments and even schools of Geography and Planning. The
Department also strongly encourages students to double major to broaden and deepen their
knowledge as well to better position them for the job market.
Urban Studies and Planning and Public Policy also share many attributes, but are distinct
from each other. Urban Studies emphasizes space and place, while Public Policy is
relatively a-spatial. Another important difference is the timeframe they train students to
operate within. Whereas Public Policy addresses present day considerations, Urban Studies
and Planning will tend to look at how issues play out over a longer time horizon.
Furthermore, the Urban Studies and Planning major is also markedly different as it infuses a
humanities perspective as well as a social science analytic framework to examine the issues.
Still, the programs are mutually supportive through cross listing courses as well as accepting
various courses to fulfill elective requirements for credit within their major. Indeed, the
Geography and Planning program was recently contacted by Dr. Stephen Weiner who is
spearheading the revisions to the Public Policy and Political Science undergraduate majors.
The end result was our support for listing over a dozen courses in Geography and Urban
Studies and Planning to support the revisions strengthening Geography and Planning’ s
relationship with Rockefeller College.
Environmental Science is an integral ingredient for environmental planning, sustainable
development practices and informing the practice of sound planning. However, it is not
planning. Again these are programs are complimentary.
Unban Studies and Planning has symbiotic interactions with History, Economics, Women’s
Studies, Anthropology, Sociology as well as Globalization Studies. As cognate disciplines
‘we recognize our common interests and the importance collaboration to ensure mutually
supportive curriculum.
e) Howdid input, if any, from extemal partners (e.g., educational institutions and employers) or standards
influence the program's design?
During the department’ s last assessment cycle, extemal reviewers were invited to participate in the
program assessment. It was their strong recommendation that Urban Studies and Planning be developed.
into a fully registered major.
f) Enter anticipated enrollments for Y ears 1 through 5 in the table below. How were they determined,
and what assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
Anticipated Headcount Enrollment Estimated
Year Full-time Part-time Total FTE
1 62 1 62.5
2 66 2 67
3 70 3 71,5
4 74 4 76
5 80 5 82.5
The very core of planning is to create sustainable communities through evidence based strategies developed in
partnership with communities. Hence, we anticipate that our commitment and capacity to support the
University’s missions through community-based scholarship, service leaming, and deep community networks
should lead to moderate growth at a minimum. Fonmalizing the program will permit the Department to
optimize the potential of expanded visibility, which we conservatively estimate would yield at minimal two or
three new students annually.
The moderate growth rate is based on three primary factors. Recent research on college bound young adults
suggests that approximately seventy percent consider institutional commitment to sustainability in selecting
what schools to apply to (Princeton Review 2011.) When considering academic majors, opportunities for
service leaming, intemships, and community engagement are all key factors (Furco 2010, 2002; Mcllrath and
Mac Labhrainn 2007). The SUNY and UAlbany strategic plans present a unique opportunity for the
institutions to evolve and flourish. Addressing the demand of the next generation will enhance instruction
through public minded scholarship that addresses the immediate needs of our communities (Billing and Furco
2002; Euler et al. 2000; Driscoll et al. 1996).
This program is planned to expand within our current staffing levels.
g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization
(track, concentration), intemship, capstone, and any other relevant component requirements, but do not list each
General Education course.
Five core courses (15 Credits) as follows:
USP 101: The American City
USP 203: World Cities: Geographies of Globalization.
USP 201: Introductory Urban Planning
USP 202: Introductory Urban Geography
One methods course chosen from the following list:
USP 375: Methods of Urban Analysis
GOG 390: Intermediate Cartography
GOG 414: Computer Mapping
GOG 479: Fundamentals of Global Positioning Systems
USP 456: Geographic Information Systems
USP 324: The City on Computer
USP 452: CADD in Planning
GOG 480: Advanced Urban Geography
GOG 484: Remote Sensing I
GOG 485: Remote Sensing II
GOG 498: GIS Management
Twelve (12) credits of elective courses chosen from the following:
USP 266: India: Developmental Debates
USP 315: State and Regional Planning
USP 320: Intemational Planning
USP 321: Exploring the Multicultural City
USP 328: Gender, Space, and Place
USP 330: Principles of Environmental
USP 425: Community Development and Neighborhood Planning
USP 426: Community Development and Neighborhood Planning Workshop
USP 430: Environmental Planning
USP 436: Landscape Planning
USP 443: Transportation History and Planning
USP 449: Bicycle and Pedestrian Transportation Planning
USP 451: Introduction to Computer Aided Design
USP 452: CADD in Planning
USP 460: People, Place and Power
USP 475: Urban Design
USP 480: Advanced Urban Geography
USP 485: Topics in Planning
USP 497: Independent Study in Planning
Three (3) Credits of community engagement work chosen from the following:
USP 437: Landscape Planning Workshop
USP 474: Site Design
USP 476: Urban Design Workshop
USP 490: Intemship in Planning
USP 497: Independent Study in Planning
Six (6) credits of cognate coursework:
As advised, chosen from upper- division urban-related coursework in departments outside Geography and
Planning 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.
AANT 355: Environment, Economy, and Culture
AANT 360: Social Anthropology
AANT 361: Anthropology and Public Policy
AANT 364: Introduction to Cultural Medical Anthropology
AANT 415: Nutritional Anthropology
AATM 300: Solar Energy
AATM 304: Air Quality
ABIO 311: World Food Crisis
ABIO 316: Biogeography
ABIO 320: Ecology
ABIO 327: Experimental Ecology
ABIO 343: Evolutionary Biology and Human Health
ABIO 402: Evolution
ACOM 372: Persuasion in Media
ACOM 378: Studies in Public Persuasion
ACOM 379: Rhetoric and Social Movements
ACOM 380: Political Campaign Communication.
ACOM 420: Communication and Social Protest
AECO 330:
AECO 341:
AECO 355:
AECO 356:
AECO 361:
AECO 385:
AECO 474:
AENV 450:
AGEO 350:
AGEO 455:
AGEO 497:
AGLO 366:
AHIS 314:
AHIS 316:
AHIS 317:
AHIS 318:
AHIS 327:
AHIS 329:
AHIS 390:
AHIS 425:
AJRL 480:
AJRL 487:
ALCS 354:
ALCS 359:
ALCS 360:
ALCS 361:
APHI 425:
APHI 474:
APSY 385:
ASOC 325:
ASOC 326:
ASOC 340:
ASOC 341:
ASOC 342:
ASOC 344:
ASOC 345:
ASOC 350:
ASOC 351:
ASOC 357:
ASOC 359:
ASOC 360:
ASOC 370:
ASOC 371:
ASOC 373:
ASOC 375:
ASOC 395:
AWSS 303:
Economics of Development
Urban Economics
Public Finance
State and Local Finance
Development of the Latin American Economy
Environmental Economics
Industrial Organization
Paleoclimatology
Environmental Geochemistry
Special Topics in Environmental or Geological Science
Independent Study
India: Field Study of Development Issues
The Progressive Generation, 1900-1932
Workers and Work in America, 1600- Present
History of the American City to 1860
History of the American City Since 1860
The Roles of Law in American History
American Environmental History
Advanced Topics in American History
American Intellectual History Since 1860
Public Affairs Joumalism
Investigative Reporting
Environment & Development
Workers & Globalization in the Americas
Political Economy of the Caribbean
Development of the Latin American Economy
Contemporary Ethical Theory
Society and Values
Evolutionary Psychology
Sociology of Science
Sociology of Race, Gender, and Class
Social Control
Social Inequality
Organizations in Society
Sociology of Women in the Political Economy
Industrial and Economic Organization
Social Movements
Social Conflict
Sociology of Work
Medical Sociology
Processes of Socialization
Social Demography
Urban Economics
Community and Urban Sociology
U.S. Urban Neighborhood Diversity
Capitalize on Community
Popular Technology: Advocacy and Activism in an Age of IT
8
AWSS 309:
AWSS 330:
AWSS 344:
AWSS 360:
AWSS 365:
AWSS 401:
AWSS 416:
AWSS 430:
AWSS 433:
AWSS 451:
ECPY 360:
HSPH 310:
HSPH 341:
HSPH 343:
HSPH 381:
RPAD 300:
RPAD 301:
RPAD 302:
RPAD 303:
RPAD 307:
RPAD 316:
RPAD 321:
RPAD 324:
RPAD 325:
RPAD 328:
RPAD 329:
RPAD 340:
RPAD 341:
RPAD 342:
RPAD 364:
RPAD 366:
RPAD 390:
RPAD 395:
RPAD 396:
RPAD 410:
RPAD 424:
RPAD 490:
RPAD 499:
RPOS 319:
RPOS 320:
RPOS 334:
RPOS 337:
RPOS 364:
RPOS 365:
RPOS 368:
RPOS 438:
RPOS 473:
RSSW 301:
RSSW 408:
UUNI 391:
Activism and Health
Gender, Class, and Community in Modem China
Sociology of Women in the Political Economy
Feminist Social and Political Thought
The Anthropology of New Reproductive Technologies
Sex/uality, Race, and Class in Science and Health
Topics in Gender, Sexuality, Race, or Class
Environmental Justice: Racism, Classism, Sexism
Women, Politics, and Power
Gender & Class in Latin American Development
Psychology, Cultural Diversity, & Social Justice
Health Care in the U.S.: Key Policy Issues
Promoting Healthy People and Communities
Mass Media and Health Behavior
Economics of Health Care
Public Administration and Policy
The Philosophy of Public Policy
Understanding Public Organizations
Public Administration and
Professional Applications for Public Administration and Policy
Methodological Tools for Public Policy
State and Local Goverment
Introduction to System Dynamics
The Govemment and Politics of New Y ork State
Law and Policy
Bureaucratic Politics
Introduction to Policy Analysis
Washington in Perspective
Washington Intemship
Approaches to Development
Intemational Environmental Policy
Intemship: Political Science/Public Administration & Policy
Intemational Political Economy
Energy Policy, Domestic and Intemational
Minorities and the Politico-Legal System.
Systems Thinking and Strategic Development
Research and Writing in Washington
Policy Capstone
American Political Development
American Federalism
American Political Parties and Groups
Campaigns and Elections in U.S.
Building Democracy
Govemment and the Mass Media
Information Technology and World Politics
Political Behavior
Economic Relations in the Global System.
Human Behavior and The Social Environment
Organizational and Community Theory
Senate Session Assistants Program
h)()
h)Q)
h)(3)
h)(4)
h) Program Impact on SUNY and New Y ork State
Neeck What is the need for the proposed program in tenns of the clientele it will serve and the
educational and/or economic needs of the area and New Y ork State? How was need determined? Why
are similar programs, if any, not meeting the need?
The USP major addresses directly the problems of metropolitan areas, especially the Capital Region and
the New Y ork 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.
Enployment For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and state their specific number of
itions needed. If letters from employers support the program, they may be appended at the end of this form.
‘Need: Projected posili
Employer In initial year In fifth year
See Appendix 1
Over the past three years an average of 20 students graduated with a BA in Interdisciplinary Studies
with a faculty-initiated concentration in Urban Studies and Planning annually. Twenty percent of those
entered the Master's in Regional Planning program at UAlbany and another twenty five percent pursued.
graduate studies in this ora related field.
The remainder of the graduates have started their employment careers across a broad array of
opportunities ranging from bicycle and pedestrian planning with a private consulting firm, public sector
Planning agencies from the local to national scale as well as a variety on non-profit community based
planning organizations. The areas of specializations vary from water resource planning, housing,
economic development, transportation, to various other environmental fields. A list of current employers
can be found in Appendix 1.
Similar Prograns: Use the table below to list similar programs at other institutions, public and
independent, in the service area, region and state, as appropriate. Expand the table as needed.
Institution Program Title Degree Enrollment
Buffalo State Urban and Regional Analysis BS 37
Hunter College Urban Studies BA 62
Collaboration: Did this program's design benefit from consultation with other SUNY campuses? If so,
what was that consultation and its result?
There were no comments from other SUNY campuses.
h)G)
h)(6)
Cancems or Objections: If concems and/or objections were raised by other SUNY campuses, how were
they resolved? N/A
Undergraduate Transfer: The State University views as one of its highest priorities the facilitation of transfer for
undergraduate students. To demonstrate adequate planning for transfer under SUNY’’s student mobility policy,
10
Section 9 of this formon SUNY Undergraduate Transfer must be completed for programs leading to Associate
in Arts (A.A.) and Associate in Science (A.S.) and for baccalaureate programs anticipating transfer enrollment.
[ 2.4. Admissions
a) What are all admission requirements for students in this program? Please note those that differ from
the institution’ s minimum admissions requirements and explain why they differ.
Admission to this major is unrestricted.
b) Whatis the process for evaluating exceptions to those requirements?
NA
c) Howwill the institution encourage enrollment in this program by persons from groups historically
underrepresented in the institution, discipline or occupation?
An important goal of the University at Albany involves reaching-out to minority populations in the
Capital Region and other metropolitan regions in New Y ork 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 leam about and
discuss a variety of issues related to ethnic diversity, both in the local and the global context. Ina
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.
[ 2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
The Advisement Services Center at the University at Albany provides mandatory academic advising for
all students until they have completed their first year and/or are admitted into their academic major of
choice - whichever comes later. Each student is assigned an individual academic advisor and is
encouraged to meet regularly with that advisor. The advisor will assist the student in identifying the
major that best suits their interests, skills and goals. Additionally, the advisor will provide assistance in
making a successful transition to college-level studies.
Once a student decides to major in Urban Studies and Planning, and has completed at least a year of
study, that student will be advised by a faculty member from the Urban Studies and Planning 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 aclvised 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 of many
intemships 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
il
intellectual affinity. As part of program update, a minimum of two Department of Geography and.
Planning faculty will be responsible for advising the USP majors and minors.
Advisors will play 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 have been intemships with.
avariety 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 will step 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 Intemship.
At the end of the semester the supervisor and the advisor will have another conversation to discuss how
well the student has performed his/her duties, including consulting about the final grade for the course
(most intemships are S/U graded).
Advising PLUS is a university-wide service that offers “the help you need, when you need it.” Students
in academic difficulty receive personal consultation in which the source of the difficulty is identified,
and a strategy for addressing it is created. Advising PLUS sponsors review sessions, individual tutoring,
facilitates referrals and follow up to services such as departmental tutoring, university counseling, and
the full range of student appeals and services available on campus.
| 2.6. Prior Learning Assessment
If this program will grant credit based on Prior Leaming Assessment, describe the methods of evaluating the leaming and the
maximum number of credits allowed, or check here [ X | if not applicable.
| 2.7. Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY
policy, including the date of the program’s initial assessment and the length (in years) of the assessment
cycle. Explain plans for assessing achievement of students’ learning outcomes during the program and
success after completion of the program. Append at the end of this form, a plan or curriculum map
showing the courses in which the program’s educational and, if appropriate, career objectives - from
Item 2.3(b) of this form - will be taught and assessed.
The reviews of graduate and undergraduate programs at the University at Albany, considered essential
components of the academic planning process, are being conducted on a seven-year cycle. Program review
includes the preparation of a self-study document, a site visit by extemal reviewers, an extemal reviewer
report, administrative and govemance review of the documents and recommendations, a departmental
response, and a faculty- driven plan for ongoing program improvement.
The last cycle of assessment was in 2004. One of the conclusions supported by the recommendations of the
site visitors was to formalize the Urban Studies and Planning major. After some setbacks and the
announcement that the General Education requirements would be revised, the Department submitted the
updated proposal, which is tailored to integrate seamlessly into SUNY 2020, UAlbany 2020, and contribute
to lower division general education curriculum.
Indeed, our self-assessment revealed that our program goals and objectives support the University’s
mission, and our lower division general education courses (which are core courses for our majors) are our
12
most productive recruiting tool. About half of our students indicated that they decided to pursue this degree
after taking either American Cities (AGOG125) and/or Introduction to Urban Planning (APLN220).
The Program is also in the initial stages of the next program review cycle as we are evaluating the how the
curriculum meets the stated leaming objectives as well as working with our adjuncts to eliminate
redundancies, promote the leaming outcomes and evaluate to enhance their effectiveness. We have moved.
our next review ahead so as to incorporate these changes. We anticipate our next Program Review to occur
in 2014-2015.
[Section 3. Sample Program Schedule and Curriculum
Complete the SUNY Undergraduate Sample Program Schedule to show how a typical student may progress through
the program.
a) Ifthe program will be offered through a nontraditional schedule (i.e., not on a semester calendar),
what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with your
campus financial aid administrator for information about nontraditional schedules and financial
aid eligibility.
NA
b) Foreach existing course that is part of the proposed undergraduate major (including cognates and.
restricted electives, but not including general education), append a catalog description at the end of
this document.
See Appendix 3
c) Foreach new course in the undergraduate program, append a syllabus at the end of this document.
NOTE: Syllabi forall courses should be available upon request. Each syllabus should show that all
work for credit is college level and of the appropriate rigor. Syllabi generally include a course
description, prerequisites and corequisites, the number of lecture and/or other contact hours per week,
credits allocated (consistent with SUNY policy on credit/contact hours), general course requirements,
and expected student leaming outcomes.
See Appendix 4
d) If the program requires extemal instruction, such as clinical or field experience, agency placement, an
intemship, fieldwork, or cooperative education, append a completed Extemal Instruction form at the end of this
document.
NA
13
SUNY Undergraduate Sample Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this
line, and delete the rest of this page.)
SUNY Undergraduate Sample Program Schedule
Campus Name University at Albany, State University of New York
Program/Track
Title and Award Bachelor's of Arts, Urban Studies and Planning
Semeste Trimest
r Quarter er Other
Calendar Type x
SUNY Transfer os Use
Path Name (if one N/A Dropdown
exists) Arrow.
Use the table to show how a typical student may progress through the program.
Check all columns that apply to a course or enter credits where applicable.
KEY Course Type: Required (R), Restricted Elective (RE), Free Elective (FE). Course Credits: Number of Credits for
individual course (Enter number.) GER Area: SUNY General Education Requirement Area (Enter Area Abbreviation
from the drop-down menu.) GER Credits: (Enter number of course credits.) LAS: Liberal Arts & Sciences Credits (Enter
X if course is an LAS course.) Major: Major requirement (Enter X.) TPath: SUNY Transfer Path Major & Cognate
Courses (Enter X.) Elective/Other: Electives or courses other than specified categories (Enter X.) Upper Div: Courses
intended primarily for juniors and seniors outside of the major (Enter X.) Upper Div Major: Courses intended
primarily for juniors and seniors within the major (Enter X.) New: new course (Enter X.) Co/Prerequisite(s): List
co/prerequisite(s) for the noted courses. SUNY GER Area Abbreviations (the first five listed in order of their frequency
of being required by SUNY campuses): Basic Communication (BC), Math (M), Natural Sciences (NS), Social Science
(SS), Humanities (H), American History (AH), The Arts (AR), Other World Civilizations (OW), Western Civilization (WC),
Foreign Language (FL).
The table will automatically update the number of credits,
courses and categories in the program totals table at the
bottom of the chart.
Label each term in sequence, consistent with the institution’s academic
calendar (e.g., Fall 1, Spring 1, Fall 2.
Term 1:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
AUSP 201
Introduction to
Urban Planning 3 Ss 3 xX x
Natural Science Gen
Ed 3 NS x
Arts Gen Ed 3 AR xX
Elective 3 xX
Elective 3
Term Totals 15 3 9 9 3 6 (xX)
14
Term 2:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS | Major ther Div | Major | h se e
AUSP 101 The
American City xX x
Humanities Gen Ed H 3 x
UUNI 110 Writing
and Critical Inquiry BC 3 x
Elective xX
Elective xX
Term Totals 15 2 6 9 3 6 (x)
Term 3:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
AUSP 203 World
Cities 3 ow 3 x x
A Mat
AUSP Methods class (ex, 108, |
AUSP 375 Methods of Statistic
Urban Analysis) 3 xX xX xX x xX s
Challenges 21st
Century Gen Ed 3 x
Foreign Language
Gen Ed FL 3 x
Liberal Arts Elective xX
Term Totals 15 2 6 15 6 0 3 3 1 (xX)
Term 4:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
AUSP 202
Introdutory Urban
Geography Ss x x
Math Gen Ed M xX
US Historical
Perspectives Gen Ed AH 3 x
Minor course x
Liberal Arts Elective x
Term Totals 15 3 9 12 3 3 (xX)
15
Term 5:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
USP Elective (ex. A
USP 460: People,
Place and Power) 3 xX xX xX xX x None
USP Cognate
discipline course 3 x x x x
Minor course 3 x
Liberal Arts Elective 3 x
Liberal Arts Elective 3 xX
Term Totals 15 12 6 3 6 6 1 (xX)
Term 6:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
USP Cognate
Discipline Course 3 xX xX xX x
USP Elective 3 x xX x x
Minor course 3 x
Liberal Arts Elective 3 x
Liberal Arts Elective 3 x
Term Totals 15 12 6 3 6 6 (x)
Term 7:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div | at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS | Major ther Div | Major | h se e
USP Community
Engagement Course xX x xX
USP Elective x x x
Minor course xX x
Upper level Liberal
Arts Elective 3 xX xX
Upper level Liberal
Arts Elective 3 x xX
Term Totals 15 12 6 3 15 6 (x)
16
Term 8:
Numb Upp | Upper | TP | New | Co/Prer
Course Number & er of GER GE Elective/O | er Div at | Cour | equisit
Title (& Type) Credits | Area | Credits | LAS Major ther Div | Major | h se e
USP Elective xX x xX x
Minor course x x
Minor course x x
Upper level Liberal
Arts Elective 3 x xX
Upper level Liberal
Arts Elective 3 xX xX
Term Totals 15 9 3 6 15 3 (X)
Program Total Total SUNY SUNY | Liberal | Major | Electiveand | Upp | Upper | To | New
s Credits GER GER Arts & | Credits | OtherCredits | er | Division | tal | Cours
ummary Areas | Credits | Science Divis | Major | TP | es
s ion | Credits | at
Credits Credi h
ts Co
urs
es
120 9 30 90 36 30 45 24 2
GER'AreA pa cogs The Arts
Summary Communication 1 (AR) al
(BC)
Mathe American History
matics 1 (AH) 1
(mM)
Natural Sciences 1 Western
(NS) Civilization (WC)
P F Other World
Social Sciences ayes
(ss) 2 Civilizations 1
(ow)
Huma Foreign Language
nities 1 a Coe eee a1
(H)
7
[Section 4. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOIE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally fimded projects.
NewYork State's requirements for faculty qualifications are in Part 55.2(b) of the Regulations of the Commissioner of
Education.
c) Whatis the institution's definition of “full-time” faculty?
A full time faculty member is one who holds an appointment with a 100% time commitment.
18
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course
inthe major. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
(a) (b) © (d) () )
Program Highest and
% of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | dto This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) _— Title) or =e Earned m field.
PART 1. Full-Time Faculty
Bromley, Ray - PROF 20 TBD PHD Geography - Vice Provost for Intemational
Cambridge Education .He has been a
University member of the American
Institute of Certified Planners
since 1992 and has directed the
Master of Regional Planning
program for two extended
periods (1991-1999 and 2002
-2005)
Pipkin, John- PROF 20 GOG 125 - PHD Geography - The built environment from an
American Northwestem historical perspective, urban
City, University design and the history of public
PLN 475 space, and nineteenth century
Unban Design Jandscape understandings.
Smith, Christopher- PROF 20 GOG 225 - PHD Geography - His work has been concemed
Wodld Cities, University of with the social and cultural
Gog 480 Michigan consequences of China's
Advanced transition away from socialism;
Urban he was one of the pioneers of the
Geography University at Albany’s Urban
China Research Network.
Huang, Yougin- ASSOC PROF | 20 GOG 350 - PHD Geography- Her research has mainly focused.
Urban University of on two areas: one on housing,
Development Califomia, Los residential mobility, and
19
(a)
(b)
©
(d)
(e)
0)
Program Highest and
% of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
in China Angeles neighborhood change; and the
GOG 160 - other on migration and
China: People urbanization. She also has a
and Places regional focus on China, where
GOG 344- profound socioeconomic and.
Word spatial transformations are
Population taking place.
Lapenis, Andrei - ASSOC PROF | 20 GOG 304- PHD Climatology, His research has been supported
Climatology State by the National Science
GOG 201 Hydrological Foundation,
Environmenta Institute, St United States Forest Service,
1 Analysis Petersburg, Environmental Protection
Russia Agency and US Geological
Survey. Andrei is an author of
more than 50 papers in such
joumals as Nature, Climate
Change, Global Change Biology,
Global Biogeochemical Cycles
and others.
Lawson, Catherine - ASSOC 20 USP 443 PHD Urban Department Chair. Was a
PROF Transportation Studies/Regional | practicing planner for the City of
History Policy Science - Portland. Affiliate faculty in
Portland State Department of Informatics.
University Active member of the
Transportation Research Board.
20
(a)
(b)
©
(d)
(e)
0)
Program Highest and
% of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
Lewis, David - ASSOC PROF 20 USP 485 PHD Urban Planning | Research interests have focused
People, Place and Policy on the intersection
and Power Development - of innovation, regional
Rutgers development and environmental
Univesity change in the pursuit of
amore sustainable future, witha
recent focus on business
technology incubators. He was
called to testify to the US House
of Representatives regarding the
efficacy of business incubation.
Mower, James- ASSOC PROF | 20 GOG 290 PHD Geography - His body of research concems
Into to University of real time 3D visualization of the
Buffalo, SUNY | environment using techniques
GOG 414- from augmented reality. Jim is
Computer also working on algorithms for
Mapping the automated depiction of
GOG 406 Jandscapes in pen and ink style
Special rendering. He is currently
Topics in GIS focusing on parallel processing
GOG 479 techniques to enhance animation
Fund appl speed rendering.
Global Pos
Systems
Scally, Corianne - ASSOC PROF | 20 PLN 425 PHD Urban Planning | Directs Master's in Urban and
Community and Public Regional Planning program.
Devel and Policy - Rutgers | Prior work in community
Neighborhood. University development organizations in
Planning Chicago.
Buyantuev, Alexander, Asst Prof | 20 GOG 484 PHD Geography - Interactions between spatial
Remote Russian pattems and ecological processes
21
(a)
(b)
©
(d)
(e)
0)
Program Highest and
of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
Sensing 1 Academy of on multiple spatial scales from
GOG 485 Sciences, and. the experimental plot to the
Remote Plant Biology- | regional landscape. Spatial
Sensing 11 Arizona State pattems include fine to broad-
GOG 406 University scale variations in climatic, soil,
Landscape and other biophysical conditions
Ecology as well as land use and land
cover pattem in a geographic
area.
Kwadwo Joseph Sarfoh, Prof 20 GOG 270 - PHD Geography - African resource development
Geography of University of with particular reference to water
Africa Cincinnati resources. He is also interested
in population mobility and
migration in Africa as well as in
African immigrants in New
York State.
PART 2. Part time faculty Cs |
Ferraro, Rocco - Lecturer N/A* USP 220 - MCRP City and Exec Director of Capital District
Introductory Regional Regional Planning Commission.
Urban Planning- Ohio | SUNY Chancellor's award for
Planning State University | Excellence in Teaching
Egetemeyr, Elisabeth NA GOG 102 - PhD Political Science | NY State Education dept
Human researcher
Ge f
GOG 220-
Urban
Geography
Fabozzi, Todd NA USP 456 - MRP Regional Prgm Mgr and GIS Specialist
Geographic Planning - with Capital District Regional
22
(a)
(b)
©
(d)
(e)
0)
Program Highest and
% of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
Information. University at Planning Commission. Serves on
Systems Albany NYS Geospatial Advisory
Council.
Harland, Glenn NA Gog 101 - MA Geography - TT consultant for NY S Office of
Introduction University at Mental Health. Has consulted
to Physical Albany widely on GIS and other
Geography computing topics.
Kees, Marcia NA PLN 432 - MA City and arecognized expert
Parks, Regional on the development and
Preservation Planning, management of state and.
and Heritage Comell National heritage areas, serving
Planning Univesity recently on the National Park
Service “Panel of Experts” to
conduct a congressionally
mandated
evaluation of twelve national
heritage areas. 35 years at NYS
Office of Parks, Recreation and.
Historic Preservation
O’Comnor, Christopher NA USP 456 - MA Geography -
Geographic University at
Information. Albany
Systems
Olson, Jeff NA USP 449 MA Empire State Principal with Alta Planning +
Bike&Pedstn, College; Design / Alta Bicycle Share, the
Transportatin Bachelor's in largest company in North
Plan Architecture, America
RPI specializing in sustainable
transportation, recreation and
innovation. Jeff has been
23
(a)
(b)
©
(d)
(e)
0)
Program Highest and
% of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
involved
in major projects including the
Jackson Hole Pathways System,
the NW Arkansas Razorback
Greenway, the Dubai
Bike/Pedestrian Plans and the
NYC Bike Share system. From.
1998-2001, Jeff served as
Director of the White House
Millennium Trails initiative, and
he was the NY State Pedestrian
and Bicycle Program Manager
from 1993-
98. Jeff was the team leader
for the award winning Greenway
Project at Grand Canyon
National Park.
Swartz, Kurt NA USP 485 - MS Forestry, NYS Dept of Environmental
Advanced. Resource Conservation - formed the GIS
GIS and | section of the Division of Lands
Forest Soil and Forests
Science
S. Thyagarajan NA USP 474- MA City Planning, Director of Urban and Regional
Site Planning Ohio State Planning with Energy Answers
and USP 320 Univesity Intemational. Has served as the
Intemational Chief
Urban Transportation Planner for the
Planning Greater London Council,
England, Executive Deputy and
Executive Director of
24
(a) (b) © (d) (O) 0)
Program Highest and
of Courses Other Discipline(s) of
Faculty Member Name and Time Which May Applicable Highest and | Additional Qualifications: List
Title/Rank Dedicate | BeTaught | Earned Degrees Other related certifications, licenses
(Include and identify Program | d to This | (Number and | (include College Applicable and professional experience in
Director with an asterisk.) Program Title) or University) | Earned Degrees field.
the Tri-State Regional Planning
Commission of NY C Region
and
Director of Facilities Planning &
Development at the NYS
Division for Y outh.
*Adjuncts are hired for specific
courses and are not subject to a
determination of percentage of
time dedicated to this program.
25
| Section 5. Financial Resources and Instructional Facilities
a) Whatis the resource plan for ensuring the success of the proposed program over time?
Summarize the instructional facilities and equipment committed to ensure the success of the
program. Please explain new and/or reallocated resources over the first five years for operations,
including faculty and other personnel, the library, equipment, laboratories, and supplies. Also
include resources for capital projects and other expenses.
This program has existed as a BA in Interdisciplinary Studies with a faculty-intitiated concentration
in Urban Studies and Planning since 1995. The program has been operating at the current capacity
over the past ten of so years. We do not anticipate any changes in the allocation of resources to
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources
that will be engaged specifically as a result of the proposed program (e.g., a new faculty position
or additional library resources). If they represent a continuing cost, new resources for a given
year should be included in the subsequent year(s), with adjustments for inflation or negotiated
compensation. Include explanatory notes as needed.
NA
SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)
Expenses (in dollars)
Before Academic | Academic | Academic Academic | Academic
Pre E Cc i
Soran rhense Catesnris Start Year 1: Year 2: Year 3: Year 4: Year 5:
@) Personnel Gnduding
faaulty and all others)
@) Library
© Equiprent
@ Laboratories
© Supplies
@® Capital Expenses
@ Other Gpecify):
(h) Sum of Rows Above
26
[ Section 6. Library Resources
a) Summarize the analysis of library collection resources and needs for this program by the
collection librarian and program faculty. Include an assessment of existing library resources
and accessibility to those resources for students enrolled in the program in all formats,
including the institution’ s implementation of SUNY Connect, the SUNY -wide electronic
library program.
The University Libraries collect, house, and provide access to all types of published materials in
support of the research and teaching of the schools, colleges, and academic departments of the
University. This evaluation considers those portions of the libraries’ collections and services that
support a Bachelor of Arts Degree in Urban Studies and Planning, which will rely on existing
resources that support various programs in the social sciences, including those in Geography and
Planning, Sociology, Environmental Sciences and Earth Sciences.
Library Collections
The University Libraries are among the top 115 research libraries in the country. The University
Library, the Science Library, and the Dewey Graduate Library contain more than two million
volumes and over 2.8 million microforms. The Libraries subscribe or provide access to over 75,000
serials. Many thousands more are made available via subscriptions to full-text databases. Whenever
possible, current subscriptions are available online. Additionally, the Libraries serve as a selective
depository for U.S. Govemment publications and house collections of software and media. The print
collection supporting Geography and Planning is housed in the University Library. Law resources
are housed in the Dewey Library. Other print resources for related subjects like Business, Sociology,
and Earth and Atmospheric Sciences are housed in the University Library. Online resources
(joumals, databases, e-books, digital libraries) are available on and off campus, all hours of the day
through the website of the libraries.
Books
Since urban studies is a multidisciplinary field the list of subject categories can be very long. This list
includes the most obvious categories:
CC 1-9999 Archaeology 1,702
GF 1-900 Human ecology [ includes Settlements. Urban geography] 1,375
HB 848-3697 Urban population 3,262
HC 79.D5, HD 58 Industrial Location 1,158
HD101-1395.5 Land Use 2,713
HD 4023 - HD 4470.7, HD 7,289 slums, urban homesteading 324
HE 1-9900 Transportation and Communications 7,533
HF 1021 1027, HF 5429 - HF 5431 Commercial Geography, Store/retail location 656
HJ 1-9999 Public Finance 2,609
HT 1 -9999 Communities, Races, Classes 7,992
HV1-9960 Social pathology. Social and public welfare. Criminology 42,058
JF1 - JZ9999 Political Institutions and Public Administration 61,415
27
K1 - KZ9999 Law 94,305
NA 1-9999 architecture 2,349
QH 75-77 Nature conservation 625
S 900-972 Conservation of natural resources 524
SB 469-480 Landscape architecture 191
SB 481-598 Parks 142
SD 391-410 Sylviculture 91
TD 1-1066 Environmental Technology. Sanitary Engineering 5,113
The University Libraries employ the approval plan services of Yankee Book Peddler. The approval
plan is used to obtain from selected major publishers and university presses current English language
books written at the university or research level in the areas that comprise urban studies and planning.
Books are acquired according to a profile, which outlines subject areas to be included or excluded.
Standing orders are another means of book acquisitions. Annuals, multi-volume series, and
conference proceedings are among the types of materials received in this manner.
Books that are not acquired on approval or by standing order may be selected for purchase by the
Geography and Planning Bibliographer, as well as bibliographers in social sciences and
environmental sciences, public policy and administration and law. Suggestions for book purchases
are accepted from faculty and students. Books may be purchased in print or e-book formats.
Journals and Databases
The University Libraries has current subscriptions to 75 journals in the fields of geography and
Planning. The Libraries have current subscriptions to 234 journals in the social sciences, including the
fields of criminal justice (48), sociology (88) and social welfare (98), 45 journals in the fields of
public administration and policy, 89 joumals regarding the field of law, and 233 joumals in the fields
of business, management and economics. Considering the extent of full-text joumal literature
available in the databases listed below, the numbers of joumals are somewhat higher than this count
of subscriptions.
To evaluate the strength of the joumal holdings in planning, the University Libraries journal
holdings were compared to the planning and development list of joumals in the 2012 Journal
Citation Reports database. The study found that the University Libraries owns or provides access to
49 (89%) of the 55 joumals listed. This indicates a strong joumal collection in support of the area of
planning.
The University Libraries subscribe to the following selected list of databases, all of which have either
Planning and related fields content or index joumals, magazines, books, or conference proceedings
related to planning and related fields.
ABC-CLIO eBook Collection
Academic Search Complete
Business Source Complete
Catalog of US Govemment Publications
28
Directory of Open Access Journals
Dissertations and Theses
Dissertations @ SUNY
EconLit with Full Text
Economist Intelligence Unit Publications
Environment Complete
EUR-Lex
Gale Virtual Reference Library
GeoRef
Green File
Homeland Security Digital Archive
ICPSR
Index to Current Urban Documents
Index to Legal Periodicals and Books
Intemational Bibliography of the Social Sciences
JSTOR
Lexis Nexis Academic
OECD iLibrary
PAIS Intemational/PAIS Archive
POPLINE
Public Administration Abstracts
Science Direct
Web of Science
Social Sciences Abstracts
Social Services Abstracts
Sociological Abstracts
Westlaw Campus
Reference Collections
The reference section of the University Library houses a collection of resources in support of
geography and planning as well as other related programs. Numerous reference books related to
Planning are available; these include titles such as Handbook of Urban Studies, Information Sources
In Urban and Regional Planning: a Directory and Guide to Reference Sources, Encyclopedia of
Urban Planning, Global Urban Growth: a Reference Handbook, Urban Spraw:: a Comprehensive
Reference Guide, World Encyclopedia of Cities, Encyclopedia of the City, Encyclopedia of Urban
Cultures: Cities and Cultures Around the World, and Dictionary of Development Terminology: the
Technical Language of Builders, Lenders, Architects and Planners, and Encyclopedia of Urban.
History. The University Libraries also provide access to online reference resources like
Demngraphic Yearbook, Concise Encyclopedia of Statistics, State and Metropolitan Area Data
Book, 21% Century Economics: A Reference Handbook, OECD Factbook, and African Development
Indicators.
The more general reference resources available in the Science and Dewey libraries augment this
collection. There are also numerous general online reference resources available to the University
29
community. This includes resources like Books in Print, Ulrich’s International Periodicals
Directory, , Dissertation Abstracts, Encyclopedia of Housing and WorldCat.
Interlibrary Loan and Delivery Services
The University Libraries’ Interlibrary Loan (ILL) Department borrows books and microforms, and
obtains digital copies of joumal articles and other materials not owned by the Libraries from sources
locally, state-wide, nationally, and intemationally. ILL services are available at no cost to the user for
faculty, staff, and students currently enrolled at the University at Albany. Users can manage their
requests through the use of ILLiad, the University Libraries’ automated interlibrary loan system,
which is available through a Web interface at https://illiad.albany.edu/.
The University Libraries also provide delivery services for books and articles housed in any of the
three libraries. Books can be delivered to one of the libraries or departmental addresses. Articles are
scanned and delivered electronically via email. The Libraries also provide free delivery services to
the home addresses of online leamers and people with disabilities. Delivery services are managed
through ILLiad as well.
Access to Research Collections
memberships provide access to many other libraries in the Capital District region, in New
York State, and throughout the United States and Canada. In the Capital District, the Capital District
Library Council (CDLC) sponsors the Direct Access Program (DAP). Upon presentation of a CDLC
DAP card, students and faculty may borrow from or use 47 academic, public, law, medical, and
technical libraries, including the Rensselaer Polytechnic Institute Libraries. Students and faculty may
also use the collections of the New Y ork State Library. Statewide, students and faculty may use and
borrow materials from most of the SUNY -affiliated institutions.
Summary and Conclusions
The University Libraries are and have been committed to build and maintain collections in support of
the primary areas associated with urban planning, such as regional planning, environmental planning,
public administration and policy, law, geography and GIS. There are robust book, joumal, magazine,
and proceedings collections to support the students in the Urban Studies B.A. program’s areas of
concentration. Online collections are available on and off campus, and online leamers can request
books and articles using the Libraries’ document delivery services. Materials not owned by the
University Libraries may be obtained through interlibrary loan.
b) Describe the institution’ s response to identified collection needs and its plan for library
development.
NA
30
| Section 7. External Evaluation
SUNY requires extemal evaluation of all proposed bachelor’s degree programs, and may request an
evaluation for a proposed associate degree or certificate program in a new or emerging field or for
other reasons.
Is an extemal evaluation required? [ ]No [X ]Yes
If yes, list below all SUNY -approved evaluators who conducted evaluations (adding rows as needed),
and submit a separate electronic document to accompany this form that contains each original,
signed External Evaluation Report as well as the single Institutional Response to all reports, as
described in Section 8. NOTE: To select external evaluators, a campus sends 3-5 proposed
evaluators’ names, titles and CVs to the assigned SUNY Program Reviewer, expresses its preferences
and requests approval.
Evaluator #1
Name: Robert Kent
of Urban Studies and Planning
Institution: Califomia State University,
Northridge
Title. Chair and the James H. Ring Professor
Evaluator #2
Name: Manijoan Bull
and Regional Planning
Institution: Westfield State University
Title: Associate Professor, Dept of Geography
[ Section 8, Institutional Response to External Evaluator Reports
As applicable, send a single Institutional Response to all External Evaluation Reports in the same file
that contains the verbatim, signed External Evaluation Reports.
| Section 9. SUNY Undergraduate Transfer
The State University views as one of its highest priorities the facilitation of transfer.
a) Foraproposed Associate in Arts (A.A.) or an Associate in Science (A.S.) degree, demonstrate
that the program’ s graduates will be able to transfer into at least two parallel SUNY baccalaureate
programs and complete them within two additional years of full-time study, per SUNY policy, by
listing the transfer institutions below and appending at the end of this document:
— twocompleted SUNY Transfer Course Equivalency Tables, one for each transfer institution;
and
— aletterfrom the Chief Academic Officer of each transfer institution asserting acceptance of
the completed Transfer Course Equivalency Table.
Baccalaureate Degree Institution
Baccalaureate Program SED Code and
Title
Degree
b) Foraproposed baccalaureate program, document articulation with at least two parallel SUNY
associate degree programs for seamless transfer, by appending documentation of articulation,
31
such as SUNY Transfer Course Equivalency Tables and/or letters of support from Chief Academic
Officers at associate degree institutions or their designees. If transfer does not apply to this
rogram, please explain why.
Associate Degree Institution Associate Program SED Code and Title _| Degree
Hudson Valley Commumity College _| General Studies AA
Monroe Community College Individual Studies AA
| Section 10. Application for Distance Education ]
a) Does the program's design enable students to complete 50% or more of the course requirements
through distance education? [X ] No [ ] Yes. If yes, append acompleted SUNY Distance
Education Format Proposal at the end of this proposal to apply for the program to be registered for
the distance education format.
b) Does the program's design enable students to complete 100% of the course requirements through
distance education? [X ]No [ ]Yes
| Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
a) Based on Guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[X]No_ [ ] Yes, acompleted Master Plan Amendment Formis appended at the end of this proposal.
b) Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[X1No [ ] Yes, once the program is approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
32
|_List of Appended and/or Accompanying Items
a) Appended Items: If materials required in selected items in Sections 1 through 4 and Sections 9,
10 and MPA-1 of this form apply to this proposal, they should be appended as part of this
document, after this page, with continued pagination. In the first colunm of the chart below,
please number the appended items, and append them in number order.
Number Appended Items Reference Items
For multi-institution programs, a letter of approval from partner .
institution(s) Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’ s components meet the requirements of
specialized accreditation, Commissioner’ s Regulations for the
profession, or other applicable extemal standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form a Section 2.3, Item (e)
completed version of that form
OPTIONAL: For programs leading directly to employment, letters-ef
support from current employers, if available Section 2, Item 2.3 (h)(2)
For all prograns, a plan or cuniculum map showing the courses
2 in which the program’ s educational and (if appropriate) career Section 2, Item 7
objectives will be taught and assessed.
For all programs, a catalog description for each existing course that is
3 part of the proposed undergraduate major (including cognates and. Section 3, Item (b)
restricted electives)
4 For all programs with new courses in the major, syllabi for all new
courses in a proposed undergraduate major Section 3, Item (c)
For programs requiring external instruction, a completed External
Instruction Form and documentation required on that form Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
for faculty to-be-hired Section 4, Item (b)
For all AA. and AS, programs, Transfer Equivalency Tables and
letters of support from at least two SUNY baccalaureate institutions;
5 for baccalaureate programs that anticipate transfer student Section 9
enrollment, documentation of seamless transfer with at least two
SUNY two-year programs
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format Section 10
Proposal
For programs requiring an MPA, a Master Plan Amendment Form Section MPA-1
b) Accompanying Items - External Evaluations and Institutional Response: If Sections 7 and 8 of this
form indicate that extemal evaluation is required as part of this proposal, please send a separate electronic
document to program review@suny.edu that contains the original, signed External Evaluation Reports and.
asingle Institutional Response to all reports. The file name should indicate the campus, program title,
award and content of the file (e.g., BuffaloU-English- PhD-ExEval).
33
IA UNIVERSITYATALBANY
NY
State University of New York
New Undergraduate Program Proposal
Urban Studies and Planning
APPENDIX 1
Selected Employers of recent graduates from the Interdisciplinary Studies major with a
concentration in Urban Studies and Planning
Alta Planning
Americorp
Berkshire Regional Planning Commission
Capital District Regional Planning
Commission
Capital District Transportation Authority
City of Albany, Planning Department
City of Buffalo
City of Cohoes, Planning Department
Comell University, Mohawk Watershed
Erie Canalway National Heritage Comidor
Hudson River Valley Greenway
Intemational Paper
New Y ork Parks and Conservation
New Y ork Preservation League
New Y ork State Dept of Economic
Development
NYS DEC Dept of Lands and Forests,
Forest Health and Protection.
NYS DEC, Division of Water
NYS DEC, Office of Environmental
Enforcement
Saratoga Associates
US Department of Transportation
Village of Cobleskill
1136
1400 Washington Avenue, Albany, NY 12222
px: 518-442-3960 www.albany.edu/advisement
Appendix 2
Urban Studies and Planning
Mapping Student Learning Objectives
Develo
knowle
dge of
urbanis
mand
urbani
zation
as
historic
geogra
phic,
social,
and
cultura
1
process
Underst
and the
historic
al
develop
ment
and
contem
porary
conditio
nofUS
cities
and
metropo
litan
areas.
urbanis
mand
urbaniz
ation.
from
the
local to
global
scale.
and
knowle
dge of
the role
of
urbaniz
ation in
global
change.
Develop a
multidisci
plinary
understan
ding of
urban
related
issues
growing
from
exposure
to the
discipline
sof
Geograph
y,
Planning,
and at
least one
cognate
field
A
multi-
dimensi
onal
particip
atory
learnin
g .
experie
nce,
combin
ing
convent
ional
classes,
fieldwo
rk, and
indepen
dent
study.
Access
to
career
training
network
ing with
professi
onal,
and
other
resume-
enhanci
ng
opportu
nities.
Ethic
al
princ
iples
and
practi
ce
Course Code
Course Title
AGOG 266(Y)
AUSP 315Z.
AUSP 320
AGOG 321
AUSP 328
AUSP 330
AGOG 366(Y)
AUSP 420Y
AUSP 425
AUSP 426
AUSP 430(Z)
AUSP 432
Elective C ourses
India: Development Debates
State and Regional Planning
Intemational Planning
Exploring the Multicultural City
Gender, Space and Place
Principles of Environmental
Management
India: Field Study of Development.
Tssues
Introduction to Real Estate
Appendix 3 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 modem urban.
systems; and the intemal structure of the city, emphasizing social and economic pattems.
A USP 203 World Cities (3) (=present GOG 225 and GLO 225)
Introduction to the geography of cities around the world and to the role of cities in the word
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 pattems. 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.
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
fora 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
pemnission of instructor.
A GOG 479 Fundamentals of Applied Global Positioning Systems (G PS) (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.
Elective Courses: 12 Credits fronz
A USP 315Z State and Regional Planning (3) (present PLN 315Z)
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 pemission.
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 Y ork City. The course utilizes a variety of methods to introduce
students to the multicultural city, beginning in the classroom but ending with fieldwork ina
specific New Y ork 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 pemnission 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 pemmission of instructor. [OD]
A USP 420 Introduction to Real Estate Development (3) (present PLN 420)
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 rec-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 commumities (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
pemnission 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 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 altemative transportation technologies. Prerequisite(s): A PLN 220 or penmission
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 leam 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 altematives that are
renewable and more environmentally sustainable. It begin with defining energy then tums 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)
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 orA 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. Atleast 3 cx. of:
A USP 437 Landscape Planning Workshop (3-4) (present PLN 437)
Creation of a landscape plan fora 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.
Altemative 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)
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. Intemship placements are typically with federal, state, or local govemment 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 pemission 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.
Cognate Courses: 6 credits
A ANT 355/355Z Environment, Economy, and Culture (3)
Cross-cultural survey of the systematic relations between environment, behavior and culture.
Analysis of production and exchange systems at hunting and gathering, agricultural, and
industrial stages of social evolution. Environmental and economic disruption, perception and
Management in cultural perspective. Only one version of A ANT 355 may be taken for credit.
Prerequisite(s): A ANT 108 or 102 or 104 or permission of instructor.
A ANT 360/360Z Social Anthropology (3)
Comparative study of social systems, tribal, traditional, and modem societies. Deals with
economic, kinship, political, and other aspects of social structure. Social systems in functionalist,
evolutionary, and dialectic perspectives. Combines in one course kinship, political, economic,
and stratificational anthropology. Only one version of A ANT 360 may be taken for credit.
Prerequisite(s): A ANT 108.
A ANT 361/361Z Anthropology and Public Policy (3)
The practical application of anthropological theory and research to policy areas such as
economic development, environment, welfare, and mass media. The ethics of applied
anthropology. Only one version of A ANT 361 may be taken for credit. Prerequisite(s): 3 credits
in anthropology or political science or sociology.
A ANT 364 Introduction to Cultural Medical Anthropology (3)
Introduction to cultural approaches to medical anthropology. Cross-cultural examination of
different views of health, disease, healing and the body, their effect on medical care and
maintenance of health of individuals and communities. Also examines the intersection between
health, sickness, and social and economic inequalities globally and in the U.S. Prerequisite(s): A
ANT 108 or permission of instructor.
A ANT 415 Nutritional Anthropology (3)
This course provides an introduction to the biological, ecological, and social factors influencing
diet and nutrition. Basic nutritional physiology and biochemistry are presented in the first part of
the course. Later topics include paleonutrition as well as nutritional issues of contemporary
human population groups. The core focus is on the concept of energy balance. Time is spent in
the metabolic laboratory leaming how to measure metabolic energy expenditure and assess
nutritional status in humans. Students participate in the collection and analysis of individual and
class data on nutritional intake and energy expenditure, with an emphasis on basic techniques of
data presentations, analysis, and interpretation. Prerequisite(s): A ANT 211.
A ATM 300Z Solar Energy (3)
Discussion of solar energy technology, including solar energy measurement and distribution;
direct use of the sun’s energy; solar architecture; energy from wind, tides, waves, currents, and
salinity gradients; biomass and geothermal energy; energy use, conservation, and other major
environmental issues. Prerequisite(s): 6 credits in mathematics including one course in calculus;
A PHY 108 or 150 or 151 orT PHY 151; junior or senior standing. May not be offered in 2013-
2014.
A ATM 304/304Z Air Quality (3)
Designed for undergraduate students not pursuing the B.S. in Atmospheric Science. Topics
include air pollution criteria standards and regulations, basic air pollution monitoring (including
quality assurance), simple statistical analysis of data, and pollutant transport, transformation and.
deposition. Does not yield upper level credit for the Atmospheric Science degree. Only one
version of A ATM 304 may be taken for credit. Prerequisite(s): A MAT 111 or 112 or 118 orT
MAT 118; A PHY 105 or 140 or 141 orT PHY 141. May not be offered in 2013-2014.
A BIO 311 (=A GOG 311 & U UNI 311) World Food Crisis (3)
Interdisciplinary approach to understanding world food problems through analyses of social,
political, economic, nutritional, agricultural, and environmental aspects of world hunger. Faculty
from several departments in the sciences, humanities, and social and behavioral sciences present
from various disciplines. Does not yield credit toward the nyjor in biology. Only one
version of A BIO 311 may be taken for credit. Prerequisite(s): junior or senior class standing or
pemnission of instructor. May not be offered in 2013-2014.
A BIO 316 Biogeography (3)
Evolutionary ecology of geographic dispersal and range size; ecological niches and local
abundance; allometry and population density; speciation and extinction; invasive species; island.
biogeography, metapopulations; ecological communities under climate change. Prerequisite(s):
15 credit hours in biology; A MAT 106 orA PHY 140. May not be offered in 2013-2014.
A BIO 320 Ecology (3)
Natural selection as an organizing principle; single-species population dynamics, geometric-
mean growth, density-dependence, chaos in ecology; age structure, selection on life-histories,
population projection; models for competition, predation, epidemics, and mutualism; species
diversity, abundance models during community development. Prerequisite(s): A MAT 106 orA
PHY 140, A BIO 212Y.
A BIO 327 (formerly A BIO 445) Experimental Ecology (3)
Fundamental ecological concepts are demonstrated with experimental manipulations and.
comparative assessment techniques. Local ecosystems are stuciies; the focus is on the effects of
land use on ecosystem structure and function. Ecological assessment skills are developed in the
field and laboratory. Lectures couple fundamental and applied topics, balancing understanding of
ecological principles with realistic environmental problem solving. Students contribute to a
report that becomes part of the record for a municipal wetland. Prerequisite(s): A BIO 201 and
202Z.
A BIO 343 Evolutionary Biology and Human Health (3)
This course illustrates the importance and utility of evolutionary perspectives on various topics
related to human health. In addition to the "how" questions, this course also introduces the "why"
questions. Various evolutionary hypotheses are examined. Arguments for and counter-arguments
against each hypothesis are presented to foster understanding of each topic. Selected topics
include infectious diseases, pathogen virulence, allergy/asthma, mental health/addiction, genetic
disorders, diseases of civilization, sex, pregnancy, and aging. Prerequisite(s): a course in
genetics. May not be offered in 2013-2014.
A BIO 402 Evolution (3)
The pattems and processes of biological change with time from the origins of life, through major
evolutionary innovations, to the development of human culture. Fundamental concepts in
biology will be stressed, including information, mutation, selection, random drift, and adaptation.
Prerequisite(s): A BIO 212Y.
A COM 372 Persuasion in Media (3)
The purpose of this course is to challenge traditional assumptions about persuasion with the
everyday practice of persuasion in our mediated world, and vice versa. At the end of the course
the student should have acquired an understanding of effective techniques of persuasion and
propaganda, an appreciation for how these are applied in practices such as advertising and public
relations campaigns, and an appreciation of the problems of persuasion that challenge
contemporary corporations. Prerequisite(s): A COM 265 and junior or senior standing, or
pemnission of instructor.
A COM 378/378Z Studies in Public Persuasion (3)
Application of the student's critical skills to the rhetoric of a particular public figure or
movement; or to the rhetorical practice of a particular historical period or genre of public
persuasion, such as television advertising, propaganda in mass movements, American campaign
thetoric. May be repeated for a total of 15 credits when content varies. Prerequisite(s): A COM
265 and junior or senior standing, or penmission of instructor.
A COM 379 Rhetoric and Social Movements (3)
Social movements are unique because, lacking other financial and political resources, they must
rely upon rhetoric and persuasion. This course surveys the major approaches for studying the
thetoric of social movements and uses a case study approach to identify, describe, and evaluate
the thetoric of current social movements. Prerequisite(s): A COM 265 and junior or
senior standing, or permission of instructor.
A COM 380 Political Campaign C ommunication (3)
This course examines from both a theoretical and a practical standpoint the planning, execution,
and evaluation of campaign communication strategies. It focuses mainly on modem presidential
campaigns—the organization, the candidate, the audience, and the media. Forms examined
include speeches, debates, television commercials, polling, news stories, and interpersonal
contact. This course often has a co-requirement of A COM 297 for 1 credit. Prerequisite(s): A
COM 265 and junior or senior standing, or permission of instructor.
A COM 420 Communication and Social Protest (3)
This course provides students with an understanding of the communication strategies and
challenges in social protest. By the end of the course, students should understand different goals
and forms of activism, communication challenges for each, and issues regarding mainstream and
altemative media. Students will also become familiar with specific social movements, and their
various communication strategies. Prerequisite(s): A COM 265, and junior or senior standing.
A ECO 330/330Z Economics of Development (3)
Introduction to the analysis of economic growth and development. Historical, descriptive, and
analytical approaches to the problems of fostering economic growth. Consideration of altemative
theories of the causes and problems of underdevelopment. Only one version of A ECO 330 may
be taken for credit. Prerequisite(s): A ECO 110 and 111.
A ECO 341/341Z (=A SOC 371/371Z) Urban Economics (3)
Analysis of the city-metropolis and the economic forces which condition its growth pattem and
allocation of scarce resources. The public sector, especially local govemment, is examined in its
tole of solving the problems of inadequate jobs, housing, education, and other services. Only one
version of A ECO 341 may be taken for credit. Prerequisite(s): A ECO 110 and 111.
A ECO 355 Public Finance (3)
Introduction to the financial problems of govemments: public expenditures, basic kinds of taxes
and tax systems, grants-in-aid, public borrowing, debt management, and fiscal policy.
Prerequisite(s): A ECO 110 and 111.
A ECO 356/356Z State and Local Finance (3)
Problems of financing state and local goverment within the context of a federal system.
Relevance and limits of fiscal theory for state and local govemment tax and expenditure policy.
Only one version of A ECO 356 may be taken for credit. Prerequisite(s): A ECO 110 and 111.
A ECO 361 (=A LCS 361) Development of the Latin American Economy (3)
Economic change in Latin American societies. Comparative study of the growth of various Latin
American countries emphasizing the variables associated with development: population,
technology, capital information, output, resources and income distribution. Only one version of
A ECO 361 may be taken for credit. Prerequisite(s): A ECO 110 and 111.
A ECO 385/385Z Environmental Economics (3)
Environmental pollution; social costs; population control; zoning; economics of public health;
conservation of endangered species, natural wonders, and artifacts; natural resource exhaustion;
and the end of progress hypothesis are examined and analyzed. Only one version of A ECO 385
may be taken for credit. Prerequisite(s): A ECO 110 and 111.
A ECO 474 Industrial Organization (3)
Relationship between market structure, behavior of the firm, economic performance, and
analysis of U.S. antitrust activities. Prerequisites): A ECO 300.
A ENV 450 (= A GEO 450) Paleoclimatology (3)
Introduction to the field of Paleoclimatology. Focus will be on the use of sediments and other
biological and geological archives to reconstruct environmental, climatic, and oceanographic
change over a range of time scales. Lecture will also provide an introduction to the fields of
climatology, age dating techniques, climatic environmental proxies (tracers), micropaleontology,
and time-series analysis. In addition to lectures, the class will involve review of current scientific
studies, class presentations by each student, and a review paper on a relevant topic of choice.
‘Three lectures each week and 2 hours each week of oral presentations by students.
Prerequisite(s): A CHM 120 or 130 orT CHM 130, A MAT 108, or pennission of instructor.
Offered altemate fall semesters only. Will next be offered in fall 2015.
A GEO 350Y (=A ENV 350Y) Environmental Geochemistry (4)
Contemporary topics are used to develop concepts of geochemical processes operating in Earth’ s
environmental system. These topics (a) PCBs in the Upper Hudson River, (b) biogeochemical
cycles in the global climate system, and (c) geochemical constraints on long-term disposal of
high-level, nuclear wastes. Three hours per week in classroom setting -11 hour per week of oral
presentations by students. Only one version of A GEO 350Y may be taken for credit.
Prerequisite(s): A ENV 250. May not be offered in 2013-2014.
A GEO 455 (= A ENV 455) Special Topics in Environmental or Geological Science (2-3)
A structured program of reading and seminars leading to an in-depth understanding of a chosen
topic in environmental science or geology. May be repeated once for credit. Prerequisite(s): A
ATM 210, A GEO 221, and permission of instructor. May not be offered in 2013-2014.
A GEO 497 (=A ENV 497) Independent Study (1-3)
Field or laboratory investigation of a chosen environmental or geologic problem, including the
writing of a research report to be undertaken during the senior year. May be repeated once for
credit. Prerequisite(s): permission of instructor. Offered fall or spring semesters.
A GLO 366 (=A GOG 366) India: Field Study of Development Issues (3)
A faculty-led field course requiring a minimum of three weeks full-time study in India. Broadens
and deepens the agenda of A GOG/A GLO 266 “India: Development Debates,” examining urban.
and rural development issues in and around three major Indian cities. Each city will be home to
the course for one week. Students will study major issues (e.g., the management of urban traffic
flows, the organization of small-scale retailing, the redevelopment of poor neighborhoods, and.
the work of micro-business and social welfare NGO’ s) through a combination of direct
observation, institutional visits, and conversations with local experts. Prerequisite(s): permission
of instructor and the Office of Intemational Education.
A HIS 314/314Z The Progressive Generation, 1900- 1932 (3-4)
Intensive examination of society and politics in the United States in an age of reform and
reaction. Special emphasis on important personalities, such as Theodore Roosevelt, Woodrow
Wilson, and Herbert Hoover, also consideration of major themes, such as progressivism, World
War I, and the business civilization of the 1920s. Only one version of A HIS 314 may be taken
for credit. Prerequisite(s): junior or senior standing, or 3 credits in History
A HIS 316/316Z Workers and Work in America, 1600- Present (3-4)
A survey of the transformation of work and workers in America from the years of the first white
settlement to the present. Topics will include: indentured servants; artisan work and culture;
household production and the revolutionizing role of merchant capitalism; slave labor;
industnialization; race, gender, ethnicity and the segmentation of work and workers; the rise of
the labor movement; labor radicalism. Only one version of A HIS 316 may be taken for credit.
Prerequisite(s): junior or senior standing, or 3 credits in History. May not be offered in 2013-
2014.
A HIS 317/317Z History of the American City to 1860 (3-4)
Chronological and topical survey of the American urban scene, with emphasis on the causes and
consequences of urban growth, the similarities and differences among various cities, and the
attempts to fulfill the needs of an urban environment. This session begins in the colonial period
and traces development to the second half of the 19" century. Only one version of A HIS 317
may be taken for credit. Prerequisite(s): junior or senior standing, or 3 credits in History.
A HIS 318/318Z History of the American City Since 1860 (3-4)
Chronological and topical survey of the American urban scene, with emphasis on the causes and
consequences of urban growth, the similarities and differences among various cities, and the
attempts to fulfill the needs of an urban environment. This session examines the urban scene
from the late 19” century to the present. Only one version of A HIS 318 may be taken for credit.
Prerequisite(s): junior or senior standing, or 3 credits in History.
A HIS 327/327Z The Roles of Law in American History (3)
This course explores law in the American social and political context, focusing on the use of law
by various groups in the American past for different purposes. It is composed of topical units in
which students read mostly primary materials (cases, laws, and treatises), as well as monographs,
and meet to discuss them. Only one version of A HIS 327 may be taken for credit.
Prerequisite(s): junior or senior standing.
A HIS 329/329Z American Environmental History (3-4)
This course examines the changing relationship between North Americans and nature from.
precolonial times to the present. It explores the ways in which environmental factors (e.g.
disease, animals) have shaped human history, delineates the effects of human actions on the
environment, and traces changing ideas and attitudes towards nature over time. Only one version
of A HIS 329 may be taken for credit. Prerequisite(s): junior or senior standing, or 3 credits in
History.
A HIS 390/390Z Advanced Topics in American History (1-4)
Specific topics to be examined will be announced during advance registration periods. May be
repeated for credit when content varies. Prerequisite(s): permission of instructor, junior or senior
standing, or 3 credits in History.
A HIS 425/425Z American Intellectual History Since 1860 (4)
Key ideas and significant pattems of thought in American life: the impact of economic
expansion, Darwinian evolution, pragmatism, war and changing ideologies of liberalism,
progressivism, and conservatism. Only one version of A HIS 425 may be taken for credit.
Prerequisite(s): junior or senior standing, or 3 credits in History. May not be offered in 2013-
2014.
A JRL 480/480Z Public A ffairs J ournalism (3)
The Capital District offers a unique laboratory for reporting on public affairs at all levels, from.
the local to the national. These include govemmental affairs, but also judicial matters, relations
between New Y ork State and the State's indigenous Indian tribes, and policy issues conceming
medicine, technology, business, and education. Public affairs journalism is now part of a large
debate about the lengths to which joumalists should go in hosting community events and creating
an informed citizenry. Along with numerous writing assignments, students will engage in wide
reading of journalists who have staked out positions to this debate and operated effectively as
reports or advocates in the public arena. Prerequisite(s): A JRL 200Z and either A JRL 201Z or
A JRL 270X; or permission of instructor.
A JRL 487Z Investigative Reporting (3)
Intensive reading and analysis of the history, strategies, techniques, ethics and practical problems
of the craft of investigative reporting. Emphasis will be on hands-on experience with documents,
sources, state agencies and ethical dilemmas. The goal is to produce a substantial piece of
original, in-depth reportage by semester's end. Prerequisite(s): A JRL 201Z or A JRL 270X; or
pennission of instructor.
A LCS 354 (=A GOG 354) Environment & Development (3)
A survey of intemational development issues, focusing on the impact of economic growth,
population growth, and increased consumption of natural resources on global and local
environments. This course focuses primarily on the poorer countries of the world, and.
particularly on tropical environments. It discusses issues of deforestation, desertification, and
increased vulnerability to man-made and natural hazards. Prerequisite(s): A GOG 101 or 102, or
pemnission of instructor. May not be offered in 2013-2014.
A LCS 359 Workers & Globalization in the Americas (3)
This course explores the following questions: How is “globalization” changing the lives of male
and female workers in Latin America and the Caribbean? What links the expansion of global
markets and global production networks, to the restructuring of workplaces, households and.
communities throughout Latin American and the Caribbean? What types of strategies are Latin
American workers using to defend living standards and assert their rights in the emerging context
of globalization?
A LCS 360 Political Economy of the Caribbean (3)
An intensive evaluation of political and economic forces as they have shaped the Caribbean
region during the 20" century to the present. particularly the period since World War II. Special
attention given to social conflicts and political movements, population growth and migration,
urbanization, problems of industry and agriculture, economic planning, education, and
superpower confrontations. Prerequisite(s): A LCS 269. May not be offered in 2013-2014.
A LCS 361 (=A ECO 361) Development of the Latin American Economy (3)
Economic change in Latin American societies. Comparative study of the growth of various Latin
American countries emphasizing the variables associated with development: population,
technology, capital formation, output, resources, and income distribution. Only one version of A
LCS 361 may be taken for credit. Prerequisite(s): A ECO 110 and 111. May not be offered in
2013-2014.
A PHI 425 Contemporary Ethical Theory (3)
Selected normative and meta-ethical theories, with emphasis on issues of interest in
contemporary discussions of values and the nature of valuation. Prerequisite(s): A PHI 212 anda
300 level course in philosophy.
A PHI 474 Society and Values (3)
Critical study of ethical and/or political concepts, such as freedom, equality, happiness, duty,
rights, virtue, or theories, such as liberalism, pluralism, consequentialism, deontology, and virtue
theory through the examination of historical and contemporary works. Prerequisite(s): A PHI
212 and a 300 level course in philosophy, or pemmission of instructor.
A PSY 385 Evolutionary Psychology (3)
Review of the genetic, ecological, and adaptive correlates of behavior. Topics include the
comparative development of higher mental processes, aggression, anti-predator behaviors,
biological constraints on leaming, and behavior genetics, with emphasis on animal behavior and
evolution as a model for understanding human behavior. Prerequisite(s): A PSY 101.
A SOC 325/325Z (formerly A SOC 457/457Z) Sociology of Science (3)
Characteristics of scientific belief systems: social background of the development of science; the
social organization of scientific activity; the impact of science on society. Only one version of A.
SOC 325 may be taken for credit. Prerequisite(s): A SOC 115.
A SOC 326 (=A WSS 326) Sociology of Race, Gender, and Class (3)
Examination of contemporary social constructions of race, gender, and class (primarily) in the
United States. Analysis of race, gender, and class as interlocking systems that stratify society.
Discussion of key institutions that construct race, gender, and class - especially the media,
education, and the political economy. Focus on: both oppressed and privileged positions in the
social hierarchies; how we leam about our own and others’ race/ethnicity, gender, and social
class; how being a member of a particular social category (e.g., a woman or a man; a white
person or a person of color; rich, poor or middle class) affects perspectives and opportunities.
Prerequisite(s): A SOC 115.
A SOC 340 Social Control (3)
Examines how societies maintain social order and discusses ways that governments define and.
respond to deviance. Primary emphasis is on the sociological study of conflict management,
punishment, and crime control. Prerequisite(s): A SOC 115.
A SOC 341 Social Inequality (3)
Diverse fonms of inequality in human society; causes and consequences of inequality;
sociological approaches to the study of inequality. Prerequisite(s): A SOC 115.
A SOC 342/342Z Organizations in Society (3)
Analysis of the structure and processes of different types of organizations (e.g., banks, schools,
government agencies, computer firms); intra- and inter-organizational relationships;
organizations and their environments; organizational effectiveness. Only one version of A SOC
342 may be taken for credit. Prerequisite(s): A SOC 115.
A SOC 344/344Z (=A WSS 344/344Z) Sociology of Women in the Political Economy (3)
The different economic roles women play. The socio-historical determinants of these roles and
their implications for the individual and society. Only one version of A SOC 344 may be taken.
for credit. Prerequisite(s): A SOC 115 or pennission of instructor.
A SOC 345 Industrial and Economic Organization (3)
Examination of the relationship between market developments and pattems of industrial
organization. The emergence of capitalist market systems and implications for the organization
of work. The relationship between markets and production systems in developed industrial
economies. Prerequisite(s): A SOC 115.
A SOC 350 Social Movements (3)
Mobilization of social, ethnic, national, and gender groups is the focal concem. Both macro and.
micro approaches will be employed. Motivations, resources, ideologies, pattems, and outcomes
will be discussed. Major theoretical models will be presented and evaluated. Prerequisite(s): A
SOC 115.
A SOC 351/351Z (formerly A SOC 444) Social Conflict (3)
Sources and effects of social conflict; stages in the conflict process; strategies of conflicting
parties; social control over conflict situations. Only one version of A SOC 351 may be taken for
credit. Prerequisite(s): A SOC 115.
A SOC 357 Sociology of Work (3)
Nature and outcome of work for the individual and the society; considerations of gender, age,
race, and ethnicity as they interact with employment and unemployment and career pattems;
relationships between work and family; the potential for changing work, and the role of power in.
the workplace. Prerequisite(s): A SOC 115.
A SOC 359/359W /359Y /359Z Medical Sociology (3)
Comprehensive introduction to sociological factors in disease etiology and illness behavior and
to the sociology of the organization of medical practice and the health professions. Only one
version of A SOC 359 may be taken for credit. Prerequisite(s): A SOC 115.
A SOC 360 Processes of Socialization (3)
Exploration of socialization processes with similarities and differences in occurrence in various
social institutions; aspects of socialization in the life cycle of the individual. Prerequisite(s): A
SOC 115 and 260, or equivalent.
A SOC 370 Social Demography (3)
The purpose of this course is to provide the student with an in-depth introduction to the field of
demography and population studies. Specifically, the course emphasizes the impact of
population processes and events on human societies. Sociology, along with other social science
disciplines, will be employed to facilitate the understanding of how social and demographic
factors interact to create problems throughout the world. Prerequisite(s): A SOC 115.
A SOC 371/371Z (=A ECO 341/341Z) Urban Economics (3)
Analysis of the city-metropolis and the economic forces which condition its growth pattem and
allocation of scarce resources. The public sector, especially local govemment, is examined in its
tole of solving the problems of inadequate jobs, housing, education, and other services. Only one
version of A SOC 371 may be taken for credit. Prerequisite(s): A ECO 110 and 111.
A SOC 373 Community and Urban Sociology (3)
Approaches to the study of community and urban form and process. The city as a coercive
product and as a social artifact. The impact of urbanization and other changes on the physical
and social structure of communities. The impact of the urban setting upon social institutions,
city, metropolis, and megalopolis, the future of cities. Prerequisite(s): A SOC 115.
A SOC 375 U.S. Urban Neighborhood Diversity (3)
Examines racial and ethnic diversity in neighborhoods in contemporary urban America. Explores
various definitions of neighborhood and measures used to examine neighborhood segregation. It
discusses the importance of one’s neighborhood in structuring other aspects of life, including
friendships, schools, crime, and health. Attitudes toward integration will be linked to
neighborhood change and metropolitan wide pattems of residential segregation. Prerequisite(s):
A SOC 115.
A SOC 395 Capitalize on Community (3)
Community forums, focus groups, and face-to-face interviews will be utilized to understand why
there is a disconnect between the faith-based commumity, healthcare providers and the
population most at-risk of HIV/AIDS. Students will have an opportunity to provide leadership in
the development of programs and policies to enhance efforts to prevent the spread of this dread
disease. May be repeated once for credit. Prerequisite(s): A SOC 115.
A WSS 303 Popular Technology: Advocacy and Activism in an Age of IT (3)
How can activists, scientists, and scholars democratize science and technology? This seminar
explores the social, historical, and ethical dimensions of modem technology through the lens of
global social movements and activism. Students will be introduced to basic social movements
and activism. Students will be introduced to basic social movement theory as well as concepts
from science and technology studies (STS) and feminist theory in order to examine the socio-
economic and ideological barriers to creating science and technology oriented more toward
human needs. Topics may include appropriate technology in the “developing” world; women’s
and community health movements; community supported agriculture; popular epidemiology in
global AIDS organizing; environmental justice; and the Indy Media movement. The course
offers the option of completing a team-based, service-leaming project in collaboration with a
local community-building organization. Community partners include organizations focusing on.
community health, environmental justice, technology access, independent media, etc.
A WSS 309 Activism and Health (3)
This course investigates current concems about health through transnationalfeminist analysis and
activism in the context of social change movements. Feminist and related movements for social
justice have long recognized health as a basic human right. Many of the world’s nations,
however, including the United States, do not. Topics will vary with current critical issues but
may include achievements and struggles of women’s health movements; the control of birthing
practices and reproduction; illness and mortality across socio-economic status, race/ethnicity,
sexualities, and geographic regions; and scientific evidence, cultural beliefs, and economic
interests in different healthcare systems. Mainly for sophomores and juniors. Prerequisite(s):
preferably at least one course in women’s, gender and sexuality studies or health/biology. A
WSS 109 is the best preparation for this course. May not be offered in 2013-2014.
A WSS 330 Gender, Class, and Community in Modern China (3)
This course examines the meanings of gender, class, and community in the Chinese cultural
context. Topics include: construction and representations of gender and sexuality in modem
China; family and kinship systems; media and consumer culture; urbanization and modemism.
Developments in Taiwan will be included where appropriate. May not be offered in 2013-2014.
A WSS 344/344Z (=A SOC 344/344Z) Sociology of Women in the Political Economy (3)
The different economic roles women play. The socio-historical determinants of these roles and
their implications for the individual and society. Only one version of A WSS 344 may be taken
for credit. Prerequisite(s): A SOC 115 or pemmission of instructor.
A WSS 360 Feminist Social and Political Thought (3)
Study of the sources of contemporary feminist thought and the directions feminism has taken
since the 60s. Contemporary feminism analyzed both as a historical movement and as a body of
political theory. Particular attention will be paid to diversity within feminist theory and its
differences with traditional political theory. Prerequisite(s): A WSS 101 or 220 or R POS 101, or
pemnission of instructor.
A WSS 365 (= A ANT 365) The Anthropology of New Reproductive Technologies (3)
A qioss-cultural perspective on how new reproductive technologies (including in vitro
fertilization, surrogacy, ultrasound, prenatal screening for disability, sex selection, fetal surgery,
and neonatal intensive care) are transforming the experience of procreation and challenging
cultural notions of kinship, personhood, and what it means to be human. Only one version of A
WSS 365 may be taken for credit. Prerequisite(s): 3 credits in anthropology, philosophy, or
‘women’s, gender and sexuality studies.
A WSS 401/401Z Sex/uality, Race, and Class in Science and Health (3)
This seminar will investigate the rich and problematic relationship between the sciences and
issues of sex/gender, sexuality, race, class, and ableness, including cultural biases in science and
health. Drawing on the new scholarship about women in the sciences in this country, we will
investigate the changing status and activities of women over the past two centuries and the
consequences for the sciences and technology. Within an historical context, the course will
emphasize the impact of anti-racist feminism on the sciences and health in the past three decades.
Key analytical questions include: How is scientific knowledge made, believed, and used? What
forces control its production and use? What constitutes evidence in science—for scientists and
for citizens, and how is that decided? What role do “westem’” science and technology play in
globalization and its impact on people’s lives within the U.S. and throughout the world? What
forces are working to transform science to increase social, political, and economic justice? What
theoretical and practical insights accrue from intersectional feminist analyses (working with the
intersections of sex/gender, racial/ethnic heritage, class, ableness, and global status) of science
and health? What is the potential for feminist science studies to transform the sciences and
health? Examples of specific topics that may be addressed are biological determinism,
environmental pollution, and breast cancer science and politics. Only one version of A WSS 401
may be taken for credit.
A WSS 416 (= A ENG 416) Topics in Gender, Sexuality, Race, or Class (3)
Focused examination of topics in the study of gender, sexuality, race and/or class, as they are
positioned and defined in literary or other texts from any period(s) or geographic region(s).
Individual semesters may focus on, among other areas: a particular historical period, genre, or
theme; theories of gender, sexuality, race, and/or class as related to literary or other forms of
representation; a particular cultural problem. May be repeated once for credit when content
varies. Prerequisite(s): senior standing, at least one literature course, and permission of
instructor.
A WSS 430Z (=A LCS 430Z) Environmental J ustice: Racism, Classism, Sexism (3)
In Environmental Justice: Racism, Classism, and Sexism, we will explore how racism, classism,
and sexism impact current environmental “events,” including environmental policy-making,
public health outcomes, and the rhetoric and politics of environmentalism. Surveying the
development of environmental awareness among the public, philosophies behind such
awarenesses, and resulting shifts in policy, we will focus on the growth of the environmental
justice movement, and will consider how various groups have addressed environmental
degradation and injustice. Also under consideration will be a set of related issues: how
globalization has impacted these events, the feminist critique of science and its impact,
relationships between grass-roots activism (for example, native American activists and other
Environmental Justice groups) and between these groups and more scholarly approaches, and
contributions by artists, labor-rights groups, religious leaders, animal rights activists, and deep
ecologists. Prerequisite(s): Students, at whatever level, are welcome. The requirements will
differ for graduate and undergraduate students. For example, gracuate students will be reading
more theoretical articles, and will be responsible for explaining these to the undergraduate
students. In addition, graduate students will be required to submit a final research paper that is
much longer (12-20 pages) than that required for undergraduate students. Only one version of A
WSS 430Z may be taken for credit. May not be offered in 2013-2014.
A WSS 433 (= R POS 433) Women, Politics, and Power (3)
Examines the role of women within American society; identifies the systematic factors that have
contributed to women’s sociopolitical exclusion; investigates selected contemporary ideologies
that posit a redefinition of the power relationships within society as the primary political
objective. Only one version of A WSS 433 may be taken for credit. Prerequisite(s): R POS 101
or pemnission of instructor.
A WSS 451 (=A HIS 451 & A LCS 451) Gender & Class in Latin American Development
(3)
The study of the historical interplays of cultural, ideological, and structural factors affecting
women's lives during the course of Latin America’s experience with modemization and.
industrialization during the 19 and 20" centuries. Topics covered may include: household work,
paid work, migration, growth of female headed households, women’s political participation, and
‘women's participation in social movements. Only one version of A WSS 451 may be taken for
credit. Prerequisite(s): any course in Latin American studies and/or women’s studies and/or
history.
E CPY 360 Psychology, Cultural Diversity, & Social J ustice (3)
This course will examine several aspects of diversity as it relates to U.S. culture and society.
Moreover, the course will examine and explore the psychological effects of various types of
oppression (i.e., racism, heterosexism, and classism) as they impinge upon specific communities
within the U.S. and individuals within those communities. In addition, this course will include
topics related to social justice and advocacy related to the improvement and empowennent of
marginalized groups studied. The course will incorporate various sources of knowledge and
content to provide a comprehensive perspective on the multiple layers of cultural diversity
represented in U.S. culture. These sources include readings, class discussions, video
presentations, experiential activities, and guest lecturers.
H SPH 310 (=H HPM 310) Health Care in the U.S.: Key Policy Issues (3)
This course is an overview of the status, trends, and key issues conceming U.S. health care
delivery today. It will include a comparative assessment of health policies by determining which
issues in the U.S. health economy have similar causes with those in other nations, and which are
specific to domestic circumstances. Only one version of H SPH 310 may be taken for credit.
Prerequisite(s): A ECO 110 or permission of instructor.
H SPH 341 Promoting Healthy People and Communities (3)
This course focuses on how health promotion strategies influence healthy behaviors, healthy
people, and healthy communities. Current public health issues will guide us in examining key
health promotion concepts, health concems at different ages, and the causes of different health
behaviors. Health inequalities and mass media's role will also be highlighted.
H SPH 343 Mass Media and Health Behavior (3)
The course will focus on examining how entertainment media, including the Intemet, influences
health behavior, including topics such as tobacco use, obesity, and violence. The course will also
look at the role that advertising has on health, and discuss how the media can be used to educate
people about healthy behavior.
H SPH 381 (= H HPM 381 & A ECO 381) Economics of Health Care (3)
Economics concepts are used to explain the nature of demand and supply in the health care field.
The behavior of consumers and health care providers is examined from an economic perspective.
Areas of market failures and the rationale for govemment intervention are also described. Only
one version of H SPH 381 may be taken for credit. Prerequisite(s): A ECO 300 or permission of
instructor.
R PAD 300 (formerly R PUB 300) Public Administration and Policy (1)
For Honors students, R PAD credit used to designate an existing 300 level R PAD course as
taken for honors credit and entailing an additional research and writing component to be
determined by course instructor. Must be taken three separate occasions in at least three separate
300 level or above R PAD classes to meet Honors requirements. Prerequisite(s): must
accompany enrollment in R PAD 300 level course.
R PAD 301 (formerly R PUB 301) The Philosophy of Public Policy (3)
Examination of the various theoretical approaches to the study of public policy and of the ethical,
epistemological, ideological, and logical problems encountered in an examination of the claims
of contemporary policy science. Prerequisite(s): R POS 101 and R POS/R PAD 140.
R PAD 302 Understanding Public Organizations (3)
The major objective of this course is to provide students with an opportunity to explore basic
ideas about how people work in large (work) organizations, and the processes and structures that
operate day to day in such organizations. The course examines how people act and interact
within organizations and attempt to change those organizations, and how organizations react to
the individuals who comprise the organization. The course uses multiple perspectives or frames
as a way of understanding of individual and organizational behavior in work organizations. Only
one version of R PAD 302 may be taken for credit.
R PAD 303 Public Administration and Management (3)
Introduction to the field of public administration as its theory and practice have developed in the
United States, emphasizing current trends and problems of organization and management in such
areas as personnel policy, budget making, policy research, and planning. Prerequisite(s): junior
or senior standing.
R PAD 307 Professional Applications for Public Administration and Policy (3)
Course emphasizes the early development of professional skills, the ability to work in teams,
career planning, and an awareness of trade-offs in modem administration. Prerequisite(s): R.
PAD 204.
R PAD 316 (= R POS 316; formerly R PUB 316) Methodological Tools for Public Policy (3)
Introduction to research design, statistics, and computer usage in public policy with an emphasis
on the interpretation of results. Students examine experimental, quasi-experimental, and non-
experimental research designs, summarize and present univariate distributions, perform bivariate
and multivariate analyses including simple cross-tabulations and multiple regression analysis,
and leam to use a computer to perform statistical and data management operations. Only one
version of R PAD 316 may be taken for credit.
R PAD 321 (=R POS 321) State and Local Government (3)
Course focus is on intergovemmental relations; the interdependent roles of govemors,
legislatures, and courts in policymaking and implementation; the organization, functions, and
jurisdiction of local govemments; interaction of political parties and interest groups with formal
institutions and processes; and problems in selected functional areas. Emphasis will be placed
upon socio-economic trends leading to change in state and local govemments, consequent issues
raised, and proposals made in response to such issues. Only one of R POS 321 may be taken for
credit. Prerequisite(s): R POS 101.
R PAD 324 Introduction to System Dynamics (3)
System Dynamics applies computer simulation to the study of feedback-rich systems in the
social, behavioral, environmental, and management sciences. This course teaches the basic
principles of system dynamics with a hands-on approach involving frequent problem sets and
case studies. Students will leam the basic principles goveming systems modeling as well as how
to create computer-based simulation models. Prerequisites(s): R PAD 204.
R PAD 325 (=R POS 325; formerly R PUB 325) The Government and Politics of New Y ork
State (3)
Introduction to the major political govemmental institutions in New Y ork. Examines the
executive, legislative, and judicial branches of govemment; the nature of parties and election,
and of selected policy questions. Only one version of R POS 325 may be taken for credit.
Prerequisite(s): R POS 321.
R PAD 328 (=R POS 328; formerly R PUB 328) Law and Policy (3)
Examination of the role of the of the courts in the public policy process and in substantive policy
fields; integrates the literature of law and policy and applies it to such areas as mental health
care, corrections, human resources, education, and housing policy. Only one version of R POS
328 may be taken for credit.
R PAD 329/329Z (= R POS 329/329Z) Bureaucratic Politics (3)
Examination of political behavior within and among administrative agencies, focusing on the
sources of power in the bureaucracy, and the ways in which agencies use their political resources
to shape public policy. Only one version of R PAD 329 may be taken for credit. Prerequisite(s):
RPOS 101 and 102, orjunior or senior standing.
R PAD 340 (= R POS 340; formerly R PUB 340) Introduction to Policy Analysis (3)
Policy analysis involves advising policy makers about political, technical, and implementation.
feasibility of their options. This course will introduce students to different roles played by
analysts, techniques of analysis, and to the range of generic policy implements. Only one version
of R POS 340 may be taken for credit. Prerequisite(s): R PAD/R POS 140, R PAD/R POS 316,
A ECO 110. May substitute R PAD 316 with an altemate introductory statistics course. May
waive R PAD 140 with pemission of the instructor.
R PAD 341 (= R POS 341; formerly R PUB 341) Washington in Perspective (3)
A course using current goverment and politics to evaluate political science treatments of the
process. Offered as part of the spring Washington Semester program. Admission by application.
Enrollment limited. Preference given POS Honors students. For information and applications,
see Department of Political Science office or website. Deadlines and interviews in the early fall.
Prerequisite(s): R POS 101, one 300 level course in American govemment, junior standing.
Corequisite(s): R POS 342 and 495Z, or R PAD 342 and 490Z.
R PAD 342 (= R POS 342; formerly R PUB 342) Washington Internship (9)
This is the intemship component of the department's spring Washington Semester program.
Admission by application. Enrollment limited. Preference to POS Honors students. For
information and applications, see Department of Political Science office or website. Deadlines
and interviews in early fall. Does not count toward a Public Policy and Management major or
minor. Prerequisite(s): R POS 101, one 300 level course in American goverment, junior
standing. Corequisite(s): R POS 341 and 495Z or R PAD 341 and 490Z. S/U graded.
R PAD 364 (= R POS 366) Approaches to Development (3)
Leaders and citizens of low and moderate income countries have long worked to increase
economic, social and political development. After reviewing the origin and evolution of these
concepts, the class will focus on how national leaders, intemational institutions as the World
Bank, and nongovemmental organizations have pursued development. The class will address the
steps that can be taken to address persistent problems of global poverty, public health, deficits in
democracy, and widespread armed conflict. The course will take an interdisciplinary approach
that will blend insights from the disciplines of economics, political science, and anthropology in
order to generate fresh thinking on important policy issues facing govemments in developing and
developed countries. Aside from readings, and class discussions, groups of students will work
together to address important issues in policy memos that will be presented to the class. Only one
version may be taken for credit. Prerequisite(s): junior or senior status.
R PAD 366 International Environmental Policy (3)
The class investigates how environmental consciousness arose in major industrial countries and
the subsequent formation of environmental policies and institutions in China and India. After
reviewing US experience, the class considers critical dilemmas including climate change, water
scarcity and renewable energy. Prerequisite: junior or senior status.
R PAD 390 (= R POS 390; formerly R PUB 390) Internship: Political Science/Public
Administration & Policy (3)
Students will actively participate in the political process through working in a staff position at a
recognized political agency, organization or institution to test — in a nonacademic setting — the
concepts and theories examined in the classroom. Intemships are open only to qualified juniors
and seniors who have an overall grade point average of 2.50 or higher. Only one version of R
POS 390 may be taken for credit. Permission of instructor required. S/U graded.
R PAD 395 (= R POS 395; formerly R PUB 395) International Political Economy (3)
Examines would trade conflicts and impact of economic nationalism on global economy.
Emphasizes U.S. policy formulation in recent decades and trade protection and economic
Nationalism as exercised in U.S. domestic and foreign policy. Only one version of R POS 395
may be taken for credit. May not be offered in 2013-2014.
R PAD 396 (= R POS 396; formerly R PUB 396) Energy Policy, Domestic and International
(3)
Analyzes present and future shortfall of energy supplies, availability of fuel sources to replace
imported oil or U.S. energy production, and conflicts between OPEC, OECD consumers, and
U.S. govemment. Projections of future conflict over energy controls within and between nation
states. Only one version of R POS 396 may be taken for credit. Prerequisite(s): R POS 101 or
140, orjunior or senior standing. May not be offered in 2013-2014.
R PAD 410Z (= R POS 410Z; formerly R PUB 410Z) Minorities and the Politico-Legal
System (3)
Selected minority problems that appear in connection with the politico-legal system. Considers
legislative, administrative and judicial responses and explores altemative public policy options.
Only one version of R POS 410Z may be taken for credit.
R PAD 424 Systems Thinking and Strategic Development (4)
The course represents a set of concepts and tools for thinking through complex system-wide
problems that challenge goverment managers’ ability to design and manage cross-agency and.
intergovemmental policies and programs. Students will leam to diagnose and solve complex
system-level problems by applying systems thinking and strategic planning tools to case
examples. Prerequisite(s): permission of instructor.
R PAD 490Z (= R POS 495Z; formerly R PUB 490Z) Research and Writing in
Washington (3)
This is the research and writing component of the department's spring Washington Semester
program. Admission by application. Enrollment limited. Preference to POS Honors students. For
information and applications, see Department of Political Science office or website. Deadlines
and interviews in early fall. Prerequisite(s): R POS 101, one 300 course in American
govemment, junior class standing. Corequisite(s): R POS/R PAD 341 and R POS/R PAD 342.
POS majors who wish to use R POS 495Z for an Honors essay (in lieu of R POS 499Z) should
also enroll in R POS 400.
R PAD 499 (formerly R PUB 499) Policy Capstone (3)
This course builds on the analytical tools and theoretical concepts developed in the Public Policy
and Management core to explore the field of policy analysis, rationales for policy intervention,
anda range of policy tools. Students will leam how to locate and apply extemal information.
sources, evaluate the strengths and weaknesses of existing policy analyses, develop a plan to
study anew policy issue, and effectively communicate these complex ideas in writing. May not
be taken by students with credit for R POS/ R PAD 340. Prerequisite(s): R PAD 140, R PAD
316, A ECO 110, A ECO 111.
R POS 319 American Political Development (3)
A study of the historical shaping of American politics. Encompassing institutions, public
policies, political culture, and political economy, American Political Development uncovers
pattems of political stability and change. It explores critical episodes in American political
history in a theoretically-informed fashion. Only one of R POS 319 and T POS 219 may be taken
for credit. Prerequisite(s): R POS 101.
R POS 320 American Federalism (3)
This course focuses on the theoretical, constitutional, and political dimensions of American
federalism, including the tensions between the planes of govemment, interstate relations, and the
problenrsolving capabilities of the federal system. Particular emphasis is placed upon the formal
powers of each plane of goverment and the limitations upon these powers. The reasons for and
the political significance of the increasing use of preemption powers by the Congress will be
examined.
R POS 334 American Political Parties and Groups (3)
Examination of the theory, organizational forms, and dynamics of political group formation and
activity, with special attention given to the political party system, interest groups, political
leadership and electoral behavior.
R POS 337 Campaigns and Elections in U.S. (3)
This course will examine how people run for office in the United States. We will examine
elections for the presidency, Congress, etc. Topics will include the decision to run prenomination.
and general election campaigns; the role of parties; interest groups; media; campaign finance;
advertising and other campaign techniques. The assignments also include historical comparisons
to consider what makes some elections more significant than others. We need to ask what
elections really decide besides who holds office. Ultimately, the basic issue is whether the
structure and content o R POS 365 Government and the Mass Media (3)
Study of the relation of the mass media to the American political process, including an
examination of the effect of the mass media on legislative actions, the executive, voting
behavior, and the bureaucracy. f U.S. elections fosters or distorts democratic representation.
R POS 364 Building Democracy (3)
A key shift in politics around the world has been the increasing number of democracies. This
shift has important implications for everything from human rights to economic policy. This
course will explore the causes and effects of democratization focusing on topics such as political
econonyy, intemational pressures, and coalition building.
R POS 365 Government and the Mass Media (3)
Study of the relation of the mass media to the American political process, including an
examination of the effect of the mass media on legislative actions, the executive, voting
behavior, and the bureaucracy.
R POS 368 Information Technology and World Politics (3)
Broad overview of the information revolution and its political consequences. Examines the
impact of information technologies on diplomacy, global security, the intemational political
economy, and intemational organization with a particular emphasis on the use of administrative
information systems and the Intemet by govemments and other public sector organizations
R POS 438Z Political Behavior (3)
Politically relevant behaviors are discussed in terms of their psychological and sociological
determinants. Emphasizes manifest and latent political training in numerous contexts.
R POS 473Z Economic Relations in the Global System (3)
An inguiry into intemational trade relations, energy and foreign economic policies adopted by
industrial and developing nations, and the exchange relations that govem the course of
transnational politics. Prerequisite(s): R POS 101, 102, and junior or senior standing.
R SSW 301 Human Behavior and The Social Environment (3)
Knowledge of human behavior and the social environment as a basis for generalist practice with
individuals, families, groups, and communities. Includes theoretical and empirical knowledge
about the range of normal bio-psycho-social development and the nature and impact of
oppression and discrimination on individuals and families throughout the life course. For majors
only. Prerequisite(s): permission of instructor.
R SSW 408 Organizational and Community Theory (3)
An introduction to social work practice at the organizational and community levels, with
emphasis on oppressed populations. Includes the history of commumities, organizations, and
macro-practice in social work; major approaches to organizational behavior and community
dynamics; the nature of non-clinical social work; the organizational and community contexts for
the provision of social services; and skills for working in organizations and communities. For
majors only. Prerequisite(s): permission of instructor, R SSW 210 and 301.
UUNI 391 Senate Session Assistants Program (15)
The Senate Sessions Assistant Program aims to foster an appreciative understanding of the role
of processes, personalities, and problem solving in state govemment. Through the orientation.
process, the academic program administered by the Student Program Office, and activities
assigned throughout placement, intems become conversant with Senate procedures and
resources, and interact with a range of key persons
University at Albany
Urban Studies and Planning
Appendix 4
Syllabi for new courses
Syllabus
Methods of Urban Analysis Instructor, David A. Lewis
Course number USP 375/ GOG 375 Phone (518) 442-4595
MW 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 larger
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 Califomia: Duxbury
Press. (or comparable introduction to statistics text book)
Klosterman, Richard. 1990. Comnumity Analysis and Planning Techniques. Lanham, MD:
Rowen and Littlefiled Publishers.
Other readings will be handed out in class or available online at:
hittp://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).
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 19”. 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
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
October 31: Population forecasting using extrapolation techniques
Due next class read in Klosterman chapter 4
Homework due next class see handout
November 7: Time-C ohort 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
Syllabus
People, Place, and Power Instructor, David A. Lewis
Course number USP 460/ GOG 460 Phone (518) 442-4595
M QW 2:45-4:05 Fax (518) 442-4742
Fall 2011 Enuil: 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 altematives that are renewable and more environmentally sustainable. It begin with defining
energy then tums 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
nonmative 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 Y ork: 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
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 Y ork: 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. Govemment 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 Lawand Practice. 3(2): 4-16.
September 26: Policy not Politics
Readings:
Norberg-Bohm, Vicki. 2000. Creating Incentives for Environmentally Enhancing Technological
Change: Lesson from 30 Y ears 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
Intemational 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, Jorgen Elmeskov, Cathrine Hagem, Jergen
Henningsen, John Korstgard, Niels Buus Kristensen, Poul Erik Morthorst, Jorgen E.
Olesen, Mette Wier, Marianne Nielsen, Kenneth Karisson. 2011. Denmark’s Road for
Fossile Fuel Independence. Solutions for a Sustainable and Desirable Future. 2(4):
hittp://www.thesolutionsjoumal.com/node/954.
October 12: ACSP NO CLASS
October 17: Hydrofracturing
Film: Gasland
Readings:
To be announced
October 19: Draft Supplemental G eneric Environmental Impact Statement (SG EIS)
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 Y ork State Comptroller's Office.
October 26: Conservation
Readings:
National Academy of Science. American's Energy Future: Technology and Transformation;
Sumery 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, Arthurand 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
Readings:
Ludder, Sunshine and Parrott, James. 2010. NewYork has the Ways and Means: How
and Why Wall Street Should Give Back to Main Street. New Y ork: Fiscal Policy
Institute.
Greenhouse, Steven. 2011. The Wageless, Profitable Recovery. New York Times.
August 3, 2011. Accessed on 8/3/11 at
hittp://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
hittp://www.nytimes.cony/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
Environrental Economics and Policy. 4(1): 24-43.
ASSINGMENT:
Who developed and built the intemet?
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 Y ork: 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 Y ork: Bloomsbury Press. Chapters 4&5.
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 Y ork: 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 Northeastem 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, GraceT.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
University at Albany
Urban Studies and Planning Proposal
Appendix 5
Articulation Agreements
Hudson Valley Community College
Monroe Community College
fy UNIVERSITYATALBANY
ANY State University of New York
TRANSFER ARTICULATION AGREEMENT
URBAN STUDIES & PLANNING PROGRAM
HUDSON VALLEY COMMUNITY COLLEGE
AND
THE UNIVERSITY AT ALBANY
This transfer articulation agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Hudson Valley Community College.
Academic programs at Hudson Valley Community College provide strong preparation for and
ready access to baccalaureate programs at the University at Albany. Therefore, we have
developed an agreement with Hudson Valley Community College that will provide the
maximum number of transfer credits applied to the Urban Studies & Planning degree program at
the University at Albany. We strongly believe that many students in a two-year program of
study at Hudson Valley Community College will benefit from the information, guidance and
transfer course equivalencies this agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Hudson Valley Community College and we are proud to offer each student the opportunity to
earn both an Associate’s degree and baccalaureate degree within the State University of New
York system.
Susan D. Phillips, Ph.D.
Provost and Vice President for Academic Affairs
University at Aibany
State University of New York
AY
UNIVERSITYATALBANY
State University of New York
The attached University at Albany and Hudson Valley Community College transfer equivalency
table represents the required and suggested elective courses that are similar and parallel to those
completed by degree-seeking students at the University at Albany. Hudson Valley Community
College students who complete the program as outlined in these arrays will be awarded full
transfer credit and afforded the opportunity to complete the Bachelor’s degree in Urban Studies
& Planning in four additional semesters of study at UAlbany.
Students compieting the Individual Studies A.A. or A.S. degree at Hudson Valley Community
College will be fully admitted to the Urban Studies & Planning major at UAlbany.
Hudson Valley Community College students pursuing programs that do not conform to those
specified herein will be considered for admission on an individual basis. The transfer course
equivalency table in this agreement will be amended or expanded with mutual consent through
an annual review by both institutions.
Approved for Approved for
Hudson Valley Community College University at Albany
State University of New York a an
Carolyn G. Curtis, Ph.D. rl Altarriba, Ph.D.
Vice President of Academic Affairs Vice Provost and Dean for Undergraduate Education
Title Title
Date: Date: Zi PC } oz, a, 30/ 7
SUNY TRANSFER COURSE EQUIVALENCY TABLE
Hudson Valley Community College University at Albany
AA or AS in Individual Studies an Studies & Planning
Ce SUN EM E 5 : ae : 8
ees | Focused | Leen
x 3 AENG 010_| English Elective xX 3
x 3 ACAS 010 _| Humanities Elective x 3
nce Elective X : 3 ASOC 010_| Social Science Elective xX 3
Social Science Etective x 3 ASOC 010_| Social Science Elective xX 3
American (US) History Gen Ed Elective Xx 3 ‘AHiS 010 _| American (US) History Gen Ed Elective Xx 3
Arts Gen Ed Elective x 3 AART.010_| Aris Gen Elective x 3
Foreign Language Gen Ed Elective Xx 3 ASON 010 | Foreign Language Gen Ed Elective x 3
Math Gen Ed Elective (Suggest MATH 135) x 3 AMAT 108 _| Math Gen Ed (Statistics) xX 3
Nalural Science Gen Ed Elective x 4 ABIO.010__| Natural Science Gen Ed Elective x 4
Liberal Arts Elective 3 Lberal Arts Elective 3
Liberal Arts Elective 3 Liberal ‘Arts Elective 3
Liberal Arts Elective 3 Liberal Arts Elective 3
Liberal Arts Elective 3 Liberal Arts Ele 3
Liberal Aris Elective 3 Liberal Arts Elective 3
Elective as Advised E 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 3
aa ee
‘ AUSP 101 x 3
AUSP 201_| introduction to Urban Planning x 3
f AUSP 202 _| Introduction to Urban Geography x 3
AUSP 203 _| World Cities x 3
‘AUSP 376 _| Methods of Urban Analysis (300-level example) x 3
AUSP XXX_|_AUSP Elective x 3
AUSP XXX_| AUSP Elective x 3
AUSP XXX_| AUSP Elective xX 3
AUSP XXX_| AUSP Elective x 3
AUSP XXX | Community Engaged Learning AUSP Elective Xx 3
Cognate Course Elective 3
Cognate Course Elective 3
Minor Course Req. 3
Minor Course Req. 3
Minor Course Reg. 3
Minor Course Reg. 3
Minor Course Req 3
Challenges for the 21% Century x 3
Liberal Arts Elective 2 3
Total Credits: 61 Total Credits Transferred: 61
Total Credits Needed for Graduation after Transfer: 60
Total Credits for BA in Urban Studies & Planning: 121
UNIVERSITYATALBANY
AY State University of New York
TRANSFER ARTICULATION AGREEMENT
URBAN STUDIES & PLANNING PROGRAM
MONROE COMMUNITY COLLEGE
AND
‘THE UNIVERSITY AT ALBANY
This transfer articulation agreement is the result of thoughtful cooperation between the faculty
and staff of the University at Albany and Monroe Community College.
Academic programs at Monroe Community College provide strong preparation for and ready
access to baccalaureate programs at the University at Albany. Therefore, we have developed an
agreement with Monroe Community College that will provide the maximum number of transfer
credits applied to the Urban Studies & Planning degree program at the University at Albany. We
strongly believe that many students in a two-year program of study at Monroe Community
College will benefit from the information, guidance and transfer course equivalencies this
agreement provides.
The University at Albany is delighted to continue our longstanding, close relationship with
Monroe Community College and we are proud to offer each student the opportunity to earn both
an Associate’s degree and baccalaureate degree within the State University of New York system.
Susan D. Phillips, Ph.D.
Provost and Vice President for Academic Affairs
University at Albany
State University of New York
UNIVERSITYATALBANY
State University of New York
The attached University at Albany and Monroe Community College transfer equivalency table
represents the required and suggested elective courses that are similar and parallel to those
completed by degree-seeking students at the University at Albany. Monroe Community College
students who complete the program as outlined in these arrays will be awarded full transfer
credit and afforded the opportunity to complete the Bachelor’s degree in Urban Studies &
Planning in four additional semesters of study at UAlbany.
Students completing the Individual Studies A.S. degree at Monroe Community College will be
fully admitted to the Urban Studies & Planning major at UAlbany.
Monroe Community College students pursuing programs that do not conform to those specified
herein will be considered for admission on an individual basis. The transfer course equivalency
table in this agreement will be amended or expanded with mutual consent through an annual
review by both institutions.
Approved for Approved for
Monroe Community College University at Albany
State University of New York State an
CN, a C
—
Michael McDonough, Ph.D.
Jeanetté Altarriba, Ph.D.
Provost/Vice President of Academic Services
Vive Provost and Dean for Underpraduate Education
Title
Date:
Title
Date: Aes FB /
SUNY TRANSFER COURSE EQUIVALENCY TABLE
Monroe Community eae University at Albany
BA in Urban Studies & Planning
edits =
ise # J ere cepted
ENG 101 3 AENG 010 “English Elective x 3
3 ACAS 010_| Humanities Elective xX 3
Literature Elective 3 -AENG 010 _| English Elective 3
Social Science Elective x 3 ASOC 010_| Social Science Elective x 3
Social Science Elective 3 ASOC 010_| Social Science Elective 3
American (US} History Gen Ed Elective Xx 3 AHIS 010 | American (US) History Gen Ed Elective Xx 3
Arts Gen Ed Elective x 3 AART 010 | Arts Gen Elective x 3
Foreign Language Gen Ed Elective x 3 ASON 010 _| Foreign Language Gen Ed Elective x 3
Math Gen Ed Elective (Suggest MTH 104) Xx 4 AMAT 010_|_Math Gen Ed Elective x 4
X 4 ABIO010 | Natural Science Gen Ed Elective x 4
xX 3 AHIS 010__| Western ation Elective X 3
Other World Civilization Gen Ed xX 3 ‘AHIS 010 __[ International.Perspectives Gen Ed Elective Xx 3
Liberal Arts Elective 3 beral Arts Elective 3
Liberal Arts Elective 3 iberal Arts Elective 3
Liberal Aris Elective 3 Liberal Arts Elective 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
Elective as Advised 3 Elective as Advised 3
3 Elective as Advised 3
Physicai Education 2 DPEC 010 | Elective Course 2
AUSP 104_| The American City x 3
AUSP 201 _| introduction to Urban Planning xX 3
AUSP 202 _! introduction to Urban Geography x 3
AUSP 203 _| World Cities x 3
AUSP 375 | Methods of Urban Analysis (300-level example) x 3
AUSP XXX | AUSP Elective X 3
AUSP XXX _| AUSP Elective xX 3
AUSP XXX | AUSP Elet x 3
AUSP XXX_|_AUSP Elective x 3
AUSP XXX | Community Engaged Learning AUSP Elective Xx 3
Cognate Course Elective x 3
Cognate Course Elective x 3
Minor Course Req. 3
Minor Course Req. 3
Minor Course Req. 3
Minor Course Req 3
Minor Course Rea. 3
Challenges for the 24% Century x 3
Liberal Arts Elective 3
Total Credits: 61 Total Credits Transferred: 61
Total Credits Needed for Graduation after Transfer: 60
Total Credits for BA in Urban Studies & Planning: 124
