Deepening the skills in planning and design of urban and territorial space, urban sustainability and climate adaptation of settlements on different scales.
teacher profile teaching materials
As part of the Sustainability and Climate adaptation component of the course, the various problems induced on the city by climate change will be explained, and then the experiences of climate adaptation carried od by the main European cities (Copenhagen, Rotterdam, London, Stockholm) and by some Italian cities will be illustrated (Bologna, Rome) to increase urban resilience, with particular reference to reduce the hydraulic risk, to contain the heat island, to protect public transport, urban green areas and biodiversity.
The course starts with a series of theoretical communications on the main macro-themes of innovation, and by the provision to students of abundant bibliographic and documentary material in digital format. The student will have to choose among the proposed macro-themes which theme to deepen in his study, bringing original research contents and critical-design elaborations.
Planning & Climate Change Coalition, 2012
https://www.aecb.net/wp-content/uploads/2012/05/PCC-Guide_April-2012.pdf
Programme
The course “Innovations in planning” is made up of two components: Urban Regeneration and Sustainability and climate adaptation.As part of the Sustainability and Climate adaptation component of the course, the various problems induced on the city by climate change will be explained, and then the experiences of climate adaptation carried od by the main European cities (Copenhagen, Rotterdam, London, Stockholm) and by some Italian cities will be illustrated (Bologna, Rome) to increase urban resilience, with particular reference to reduce the hydraulic risk, to contain the heat island, to protect public transport, urban green areas and biodiversity.
The course starts with a series of theoretical communications on the main macro-themes of innovation, and by the provision to students of abundant bibliographic and documentary material in digital format. The student will have to choose among the proposed macro-themes which theme to deepen in his study, bringing original research contents and critical-design elaborations.
Core Documentation
planning for climate change – guidance for local authoritiesPlanning & Climate Change Coalition, 2012
https://www.aecb.net/wp-content/uploads/2012/05/PCC-Guide_April-2012.pdf
Reference Bibliography
Carfree Cities - http://www.carfree.com/ Cecchini D, Castelli G (2012), Città Sostenibili. Gangemi De Pascali P. (2008 ) “Città ed energia”, Angeli, Milano Elmqvist T. and others (eds.) 2018 “Urban Planet. Knowledge towards sustainable cities”, Cambridge University Press https://www.cambridge.org/core/books/urban-planet/05E1CEDF6B9DF4E4B95AB8B4474C3C71Type of delivery of the course
The activities subsequent to the theoretical communications provide, alternatively, between them: - a planning exercise in the preparation of a masterplan for the environmental regeneration of a jointly chosen area, in which it is possible to intercept the essential components of structural planning: settlement system, infrastructural system, environmental system; - The production of a thematic research, with data processing, comparison between cases and drafting of a text that will have the characteristics of a scientific publication. The educational activities of the application type will receive help from the didactic support guaranteed by the Course, in particular for the use of GIS systems. The course will activate forms of coordination with the Resilient City Graduation Laboratory, Resilient Society; the thematic in-depth studies carried out in the course will find development in the drafting of the thesis, in which must be identifiable as a result of the course.Attendance
Attendance at the course is mandatory, attendance will be collected.Type of evaluation
The verification of the learning takes place through the oral discussion during the examination of the chosen study topics and the evaluation of the prepared papers, as well as through a critical analysis of the didactic experience carried out.