Relevant bibliographies by topics / School of Architecture and Urban Planning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School of Architecture and Urban Planning'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "School of Architecture and Urban Planning"

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Cataldai, Giancarlo, Gian Luigi Maffei, and Paolo Vaccaro. "Saverio Muratori and the Italian school of planning typology." Urban Morphology 6, no. 1 (January 5, 2002): 3–14. http://dx.doi.org/10.51347/jum.v6i1.3899.

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This paper outlines the development of the Muratorian school of urban morphology and building typology. Starting from Muratori's experience as a talented architect, deeply rooted in the Roman interpretation of Italian rationalism, the authors describe the growth of Muratori's interest in history as a means of recovering a sense of continuity in architectural practice. Adopting a theoretical approach grounded in architecture and urban design, he started working on a critical framework which could explain the creation and transformation of urban form over the centuries. He had many followers. The resurgence of interest in Muratori's work in the 1990s is described.
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Kantarek, Anna. "The tradition and the network of urban form research in Poland." SAJ - Serbian Architectural Journal 15, no. 3 (2023): 96–119. http://dx.doi.org/10.5937/saj2301096k.

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This article presents an overview of research on urban form in Poland. Within historical geography this tradition is continued today by geographers from the University of Łódź where for years professors Mark Koter and Mariusz Kulesza have been implementing the research methodology of the English school. This research presents a descriptive approach, while research in the field of architecture and urban planning tends to be prescriptive. They have been, and continue to be, conducted at various architectural universities both in the fields of history and monuments conservation, urban planning, spatial planning, and landscape architecture.
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Bueno Chahin, Samira. "A Brazilian Response to 20th Century School Infrastructure Planning." Encounters in Theory and History of Education 23 (December 19, 2022): 48–76. http://dx.doi.org/10.24908/encounters.v23i0.15661.

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Taking school spaces as an interdisciplinary issue encompassing the fields of education, architecture, and urbanism/urban planning, this article gathers theoretical and technical references from among these disciplines throughout the first half of the 20th century in order to locate possible exchanges carried out by Anísio Teixeira while shaping his Park-school, Class-schools program. The argument rests on the reading of documents taken from a variety of circumstances in his career as an educational administrator, even though not necessarily produced by him. The aim is to encourage a debate regarding a Brazilian response to the international challenge of providing a spatial infrastructure consistent with a modern school program. Keywords: school space, modern architecture, urban planning, historiography, circulation of ideas, Anísio Teixeira
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Gupta, Shweta, and Renjin Cherian. "Evolution of Landscape Architecture and Urban Design discourse in B.Arch. Schools, India." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 07, no. 12 (December 1, 2023): 1–10. http://dx.doi.org/10.55041/ijsrem27558.

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Architectural Discourse in a typical B.Arch. program across architecture schools in India was dominated by the “Star Architect”, for the most part in post independence India. It probably continues to do so in many schools or is at least an inherent thinking block in the minds of most young architects. However there are many compartments that post independent India can be categorised into, depending on the location and associated growth pattern. The late 90s to 2000s heralded a construction boom in the country, importing many building prototypes mainly from the western world. Landscape Architecture and Urban Design were more peripheral in this context, being limited to historical studies and as a secondary context to the architectural built form. Landscape Architecture was seen through a decorative lens, to be considered post finishing the construction of a building, as an afterthought, as mere decoration. On the other hand Urban Design was not necessarily taught even as an elective in many schools. It was found buried under the aegis of town planning, in very introductory formats in B.Arch. schools. At best it found a place in master’s programs trying to imagine the future India but tied to history in its thinking. Economic growth and associated development became the focus, further blurring boundaries of development, planning and design. Amongst the major centers of architectural training, the School of Planning and Architecture, New Delhi, Centre for Environmental Planning and Technology (CEPT), Ahmedabad and Sir J J College of Architecture, Mumbai and many other schools in Mumbai, a certain shift in this viewing lens started to occur post liberalisation in the 1990s. Growth fuelled urbanisation and urban sprawl forced the focus on these disciplines at the bachelors study level also. This paper brings forth observations in these changes and how the viewing lens and discourse of these two disciplines now informs architectural education, particularly outside these centres of excellence. Key Words: Discourse, architectural education, viewing lens
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Tostões, Ana. "Manuel Salgado interviewed by Ana Tostões." Modern Lisbon, no. 55 (2016): 74–77. http://dx.doi.org/10.52200/55.a.wdsh9h4l.

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On August 2016, Ana Tostões interviewed the architect Manuel Salgado, councilor of the Municipality of Lisbon since 2007, in order to discuss the main policies undertaken and his ideas on urban planning in its connection to mobility infrastructures, public space and the continuous reconstruction of park and green areas, in Lisbon. Manuel Salgado was born in 1944, Lisbon, and studied architecture at the Lisbon School of Fine Art (1968). From 1971 to 1982, he was the technical responsible for the architectural office CIPRO and in 1984 he became manager of the architectural office Risco. From 2002 to 2008, he was architecture professor, at Instituto Superior Técnico. He has participated in conferences worldwide and widely published, on urban planning, and has designed major urban projects and buildings in Portugal: the Belém Cultural Centre (with Vittorio Gregotti), the Lisbon Theatre and Film School, the Polytechnic Institute of Setúbal, the Expo’98 public areas, the FC Porto Dragão Stadium, the Lisbon Luz Hospital, etc. His architectural and public space projects received several awards: the Valmor Award (1980, 1998), the International Award Architecture in Stone (1993), the AICA Award (1998); the Portuguese National Design Award (1999) and the Brick in Architecture Award (2003). Within the Municipality of Lisbon, he took the position of councilor of the Urbanism and Strategic Planning Department in 2007, which accumulates, from 2009 to 2013, with the Municipality Vice-Presidency. Currently, as councilor, heads the Department of Planning, Urbanism, Urban Rehabilitation, Public Space and Construction of the Municipality of Lisbon.
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Pozdnyakov, A. L., E. V. Pozdnyakova, J. V. Skripkina, and T. A. Efanova. "PRINCIPLES AND DESIGN TRENDS OF MODERN EDUCATIONAL SCHOOLS." Proceedings of the Southwest State University 22, no. 6 (March 27, 2019): 72–80. http://dx.doi.org/10.21869/2223-1560-2018-22-6-72-80.

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The article talks about the practice of designing and building modern secondary schools, as well as the need to rethink the material component of this process, a new look at the adoption of space-planning decisions of similar institutions, based on modern urban planning and typological requirements for the organization of educational work, including the existing level of architectural and urban science. The aim of the study is to analyze the principles and recommendations on the architectural and planning formation of secondary schools that correspond to the specifics of the modern educational process. The study examines the formation of architectural-planning and functional solutions for school buildings based on the search for new approaches in design. The analysis of the modern system of the educational process and its requirements in the development of a new spatial organization of the school environment. In addition to this, the existing structure of education in modern schools is considered, which may further affect the design, change the architectural quality and improve school buildings. It explains how the school space can make an educational sense and what it should be for it to become. The article deals with the problem of reforming the modern Russian school architecture, which stopped in its development at the Soviet stage, which includes most of the school buildings of standard construction. As a result, trends in the design of general education spaces were studied and the main problems encountered in the development of new plans in schools were identified and methods for their solutions were proposed. The necessity of introduction of the modular principle of designing schools with a fundamental difference from the standard building is shown. Each specific project may contain individuality both in visual perception and in the layout of the modules, functional meaning, scale.
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Artyuhova, Lyudmila. "Interaction of urban planning activities in the de-velopment of preschool education." Construction and Architecture 11, no. 3 (September 20, 2023): 8. http://dx.doi.org/10.29039/2308-0191-2023-11-3-8-8.

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The article provides information about previously conducted studies of general educational organizations. Based on this experience, the article examines the positive effects of architectural principles of designing pre-school educational institutions on the development of rural settlements. Implementation of new projects aimed at improving the quality of the living environment of the younger generation. One of the most important qualities of architecture for children is its adaptability and the possibility of space transformation during the life cycle of a children's institution building. The principles of sustainable architecture in digital projects of preschool educational institutions are described, which are the basis for space-planning solutions that combine aspects of energy conservation, environmental safety, organization of a comfortable living environment and provide guarantees of high-quality realization of the needs of future generations. The article shows how seven components of industrial activity are implemented in urban development: territorial planning; urban zoning; territory planning; architectural and construction design; construction; capital repairs; reconstruction of capital construction facilities. These elements of industrial activity are proposed to describe the conditions for improving the quality of the living environment in preschool educational institutions. They include such parameters as children's health, social qualities and improvement of preschool facilities for elementary school students.
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Folic, Branislav. "The contribution to the research into the role of Bogdan Bogdanovic in the creation of the New School of architecture in Belgrade." Spatium, no. 27 (2012): 19–25. http://dx.doi.org/10.2298/spat1227019f.

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Following student protests in 1968, the reform of universities began in Yugoslavia. The idea of the humanization of architectural profession and the reform of Belgrade Faculty of Architecture towards the environmental studies was launched. The article examines the impact of the New School on the humanization of the architectural profession as part of a general movement to humanize the society of the sixties, as well as the significant role of Bogdan Bogdanovic in the realisation of such an endeavour. First steps towards creating a New School could be foreseen in Bogdan Bogdanovic's text Arhitektura je nauka (The Architecture is a Science) in 1969, which suggests the introduction of the humanistic disciplines in architectural education as well as in the analytical texts of Professor Branislav Milenkovic ?O nastavi na arhitekstonskom fakultetu? (About Teaching at the Faculty of Architecture, 1945-1968) and assistant lecturer Ranko Radovic ?Ucenje neimarstva? published in the magazine Arhitektura-urbanizam (Architecture-Town Planning) No.52 in 1968. During his stay in America, Bogdanovic gained some experience visiting multidisciplinary schools of environmental design. Analyzing the school curriculum and current trends in the education of architects, he set the basis for the application of environmental design. The reform was carried out transparently with equal participation of students, teachers and former students of the Faculty of Architecture. The team for the creation of the New School, led by Bogdan Bogdanovic, after each meeting published announcements that contained conclusions on the implementation of reforms. These announcements and processed materials represented the content basis of the New School of architecture.
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Nagashima, Koichi. "Local identity through low-rise compact city in Japan: In search of Zushi-ness." Ekistics and The New Habitat 73, no. 436-441 (December 1, 2006): 148–58. http://dx.doi.org/10.53910/26531313-e200673436-441110.

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The author, an architect , urban designer and planner - a graduate of Waseda University, School of Architecture, Tokyo (B.A. Architecture), Harvard University, Graduate School of Design (M.A. Architecture) and the Graduate School of Ekistics, Athens Center of Ekistics, Athens, Greece - is currently Principal Partner, AUfì (Architecture- Urban Design & Research) Consultants, Tokyo, and former visiting Professor of Architecture, Waseda University. He is nationally and internationally known for the large number of architectural, landscaping and planning projects he has undertaken (for which he has received high order prizes and other distinctions), for his numerous publications, and for his teaching activities at universities in Japan, Australia and the UK. He is a member of the World Society for Ekistics and Japan correspondent of Ekistics. The text that follows is a slightly revised and edited version of a paper presented at the international symposion on "Globalization and Local Identity," organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September, 2005. He was a member of the Steering Committee for this symposion together with (in alphabetical order): Takashi Doi, Haruhiko Goto, Catharine Nagashima and Koichi Tonuma.
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Mohd Abd Majid, Hayati Adilin, Ajau Danis, Siti Khuzaimah Ahmad Sharoni, and Mastura Khalid. "Environmental Mapping Framework and Childhood Obesity in Selangor, Malaysia." Environment-Behaviour Proceedings Journal 1, no. 1 (June 26, 2016): 97. http://dx.doi.org/10.21834/e-bpj.v1i1.201.

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The schools environment might be one of the factors that contribute to childhood obesity since children spent most of their time at school. This study aimed to identify the compliance of selected schools in Selangor, Malaysia with whole-school mapping framework and prevalence of obesity among primary school children in rural and urban environmental settings. A total of 1200 children aged 10-11 years from 60 schools in rural and urban area in Selangor involved in this study and their BMI was calculated. The compliance of each school environmental factors was determined by using whole-school environmental mapping framework's questionnaires.© 2016 The Authors. Published by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Childhood obesity; whole-school environmental mapping; BMI status; rural and urban settings
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Dissertations / Theses on the topic "School of Architecture and Urban Planning"

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Halem, Adam Douglas. "Discover a new approach to communicating architecture through the design of a school for special education." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/66777.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1997.
Includes bibliographical references (p. 30).
Communication is a shortcoming of our profession. Go ahead and ask the ordinary person on the street to name a few famous architects. Hmmm- Frank, maybe Le Corbusier, maybe. How can we express our ideas and convey our process? How can we show our design in all its glory so that the client, the funder, the trustee, the guy that pays our bills, understand its purpose, form and function? Clearly we could just write a paper. We could include a couple of models, even a walk through on videotape. We could go to the client and show him all these things and try and convince him to hire us. Then we could hope that he will tell others involved in the funding and the building what we showed him. We could do this. We do, do this. I wanted to discover a novel approach to communicating architecture. I want you to see my approach. This thesis is my new approach to th is age old problem. I believe, as do a small number of other architects and designers, that the new approach lies in the use of today's multimedia technology. Oh a big buzz word "MULTIMEDIA". What a weird word. Multi - meaning many and Media - meaning, well just about anything, pictures, video, text, audio, 3D, 20, you name it. So multimedia means lots of anything! The word tells me everything and yet it tells me nothing. Its ambiguous. You see this is just the point. I cannot tell you. I cannot show you. You need to experience it yourself. This does not mean turning on a tape and playing it from beginning to end. It means much more; it means anything. We are finally free to do anything and everything to convey our ideas as much or as little as we want, and the whole time leaving the viewer, the client, in control. This thesis is embodied in an interactive CD-ROM which is attached to this document or available from the librarians desk. It requires an interaction with the reader. This mode of interaction results from my investigation of how communication between the lay person and the architect should occur. I argue that this affords a richer and more complete understanding of a building and its purposes than do conventional methods.
by Adam Douglas Halem.
M.C.P.
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Addo-Atuah, Kweku. "Northview Elementary School: an iterative participatory process in schoolyard planning & design." Kansas State University, 2012. http://hdl.handle.net/2097/13716.

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Master of Regional and Community Planning
Department of Landscape Architecture/Regional & Community Planning
Mary Catherine (Katie) Kingery-Page
There is currently a dearth of planning literature concerning participatory processes relative to children, particularly in the planning and design of schoolyard or playground spaces. Through a local, place-based, participatory approach emphasizing local knowledge and active listening, this master's report seeks to confirm the value of children in the planning and design of a schoolyard space. The study took place at the Northview Elementary School in Manhattan, KS comprising students as primary stakeholders, teachers/administrative staff as secondary stakeholders and parents as tertiary stakeholders. Additionally, the study employed Piaget’s and Vygotsky’s childhood cognitive development theories and five operational play categories in guiding the development of a learning landscape design aimed at supporting and maximizing cognitive development, physical activity and recreation. The report concludes with a set of five (5) recommendations designed to equip prospective researchers in undertaking participatory processes within school settings. The implication of this study is that sustained stakeholder engagement during planning and design processes of schoolyards will result in spaces reflective of the target audience.
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Bernhard, Jayne M. "Stores as Schools: An Adaptive Reuse Alternative For Communities Dealing With Underutilized Commercial Space and Overcrowded Schools." Connect to this title, 2008. http://scholarworks.umass.edu/theses/144/.

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Mello, Bruno César Euphrasio de. "O urbanismo dos arquitetos : genealogia de uma experiência de ensino." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/151140.

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Este é um trabalho historiográfico. Realiza uma genealogia do ensino de urbanismo na Faculdade de Arquitetura da UFRGS (FA-UFRGS). Busca, com isso, compreendê-lo e identificar seus sentidos subjacentes. Para tanto, recupera a trajetória do ensino da arquitetura e do urbanismo nas instituições que a deram origem – a Escola de Engenharia e o Instituto de Belas Artes – e percorre suas três primeiras décadas de existência. O recorte temporal se encerra nos anos 1970, momento em que ocorrem fatos que se revelariam capitais para o programa de ensino até hoje oferecido pela instituição: a extinção do curso de urbanismo, existente desde os anos 1940, a criação do Programa de Pós-Graduação em Planejamento Urbano e Regional (PROPUR) e a “migração” dos conteúdos do curso desaparecido ao PROPUR e à graduação em arquitetura. A tese sustenta que, na FA-UFRGS – desde o início, e até hoje – o ensino do urbanismo é tributário de saberes e práticas análogos aos do ensino da arquitetura, voltados essencialmente para o projeto de edificações. Sendo assim, a instrução em urbanismo buscou desenvolver a aptidão para elaborar projetos, entendidos como momento de síntese dos conhecimentos-diretores da produção de artefatos, em ponto grande ou pequeno (Alberti). Este seria o eixo central, o tronco ou a espinha dorsal do ensino de urbanismo naquela instituição, abordado finalmente como uma extensão (marginal) da arquitetura. O trabalho dialoga teórico e metodologicamente com a pesquisa historiográfica. De um lado, com a história dos conceitos, que articula seus sentidos a um tempo. Mas também com aquela que trata da constituição do urbanismo como domínio de saberes e práticas. Todavia, o faz a partir de corpo documental pouco usual, relativo ao ensino.
This is a historiographical study on the genealogy of urban planning teaching at the School of Architecture of the Federal University of Rio Grande do Sul, Brazil (FA-UFRGS), aiming at understanding and identifying its underlying directions. It retraces the first three decades of the history of architecture and urban planning from its origins - the School of Engineering and the Institute of Fine Arts. The last period studied is the 1970s, when landmarks of the current trajectory were established: the extinction of urban planning course that existed since the 1940s, the creation of the Graduate Program in Urban and Regional Planning (PROPUR) and the "migration" of the contents of the extinct course to PROPUR and to the undergraduate course in architecture. The thesis argues that at FA-UFRGS, since the beginning and until today, urban planning teaching is secondary to knowledge and practices applied in the teaching of architecture, essentially focused on building design. Therefore, urban planning education has sought to develop skills to develop projects, understood as the synthesis between guiding knowledge and the production of artifacts, according to Alberti. This is be the central axis, the trunk or the backbone of urban planning teaching, which has been essentially approached as an (marginal) extension of architecture. This thesis establishes a theoretical and methodological dialogue with historiographical research. On one hand, the history of concepts that links their meanings to a determined period, and on the other hand, it also discusses urban planning as a domain of knowledge and practices. However, this discussion is made from an unusual perspective – that of teaching.
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Luken, Eleanor. "Children's power over play a cultural geography of playspaces in America /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.

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Thesis (M.S.)--University of Cincinnati, 2009.
Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
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Scriba, Christian. "Neurosis - Continuum [ Architecture As Urban Therapy ]." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23033.

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This dissertation is rooted within the personal struggle to understand the absurdity of spaces which exist within Woodstock, Cape Town. The project draws a psychological connection between the site and its absurdities, implying that spatial absurdity is the effect of problems of the personified "sitemind". By visualizing what are called "neurosis spaces" the expressions of site-mind anxieties, and arranging them into a speculative site, the project creates a space of analogy. A space for which architecture becomes a therapy. Architecture in application thereby embodies therapy, forming an intervention which itself enacts the speculative analogy. The proposal is therefore seated firmly between the real and the imagined. A victim Offender Rehabilitation center mediates the analogy physically creating an architecture that plays on spatial experience and programming to create a place of therapy, a machine of sublimation.
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Figueredo, Michael. "Reactive architecture : Urban Recreational center." FIU Digital Commons, 2005. https://digitalcommons.fiu.edu/etd/3595.

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This thesis explores how architecture can be designed to react to changing conditions. In the design I address how the occupants of a building may change the exterior façade based on a change of events or on group size. This creates an architectural language on the façade for pedestrians and motorists to read those activities that are occurring. The design project is a hybrid recreational center and plaza that is designed for the use of small groups and can be adapted for larger groups. By manipulating the ground plane I create spaces where the spectator becomes the display and the display becomes the spectator. The public spaces at the center are a casual stage for movement, while private spaces at the edge offer places for spectators to overlook events. The movements at the center and edge are displayed on the façade creating a system of information.
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Segerholm, Alma. "How history can beremembered & reusedin urban planning." Thesis, KTH, Arkitektur, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-298818.

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This project is a research of finding out a method; how to get to know a site and what to be remembered and acknowledged.Stockholm is becoming denser, like many other cities. The lack of housing is urgent. But at what price do we build new urban development projects and what can be lost when we do so? I have applied this method on Liljeholmen old train station in Stockholm. Today the site is called Marievik. Sites that are about to be transformed, have more or fewer preserved buildings and monuments from ancient times.This is a way to connect to history in this specific site. In other sites the solution may be different, depending on the findings. The result of my research of finding out a method are this three statements: 1. Keep the monuments, to remember the railways history.2. Re-establish the bridge, to connect the two different levels.3. Honouring the old station, with a new bus station. I think Stockholm city’s way of remembering and re-using a site’s history is insufficient. My project is therefore a method, on how to understand a historical background. It’s a possibility to take a proper farewell and give valuable insights, on what to be kept or translated into the new.
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Williams, Barika X. (Barika Xaviera). "Planning for school choice." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59771.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 66-71).
The image of the picturesque urban schoolhouse is increasingly becoming a thing of the past. City schools were viewed with fear or disdain. The urban school's image shifted to an unruly coop for 'dangerous' unteachable students. This stark juxtaposition reflects the gradual transition in the urban environment. Charter schools have emerged as a relatively new component available to meet urban families' education needs and provide a new image of the city school, yet to be formed. Planning has largely failed to acknowledge or address the changing urban education environment. We continue to plan our cities with the assumption of the old image of the neighborhood schoolhouse. However, through charter schools, the urban education environment is being redefined. This thesis analyzes the educational environment of students and school location in Washington, DC to assess to what extent charter schools revitalize the possibility of obtaining high quality, neighborhood schools. Through analysis of quantitative data, I compare three factors between neighborhood schools and area charter school options: student population characteristics, school academic results, and student mobility and access to the school. The analysis identifies three distinct school systems within the city, each with a different role for charter school. I suggest how urban planners might respond to city's new educational environment in order to repair the links between schools and neighborhoods.
by Barika X Williams.
M.C.P.
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Yip, Po-chi Pamela. "Urban development and modern architecture in Beijing." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41548784.

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Books on the topic "School of Architecture and Urban Planning"

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architettura, Premio Bergamo di, ed. Trame urbane e connessioni architettoniche: Progetti, strategie, ricerche per la città contemporanea = Urban texture and architectural connections : designs, strategies and research for the contemporary city : International Ph.D. Summer School, Bergamo, Urban Center 15-17 luglio 2010, Premio Bergamo di architettura, mostra dei progetti e seminario conclusivo, Bergamo, Urban Center, 5-6 novembre 2010. Santarcangelo di Romagna (RN) [i.e. Rimini, Italy]: Maggioli, 2011.

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São Paulo (Brazil). Secretaria de Habitação and Columbia University. S.L.U.M. Lab, eds. São Paulo, projetos de urbanização de favelas: São Paulo, architecture experiment / S.L.U.M. Lab -- Sustainable Living Urban Model, Columbia University, Graduate School of Architecture, Planning & Preservation ; organização, Alfredo Brillembourg ... [et al.]. [São Paulo, Brazil]: Superintendência de Habitação Popular, 2010.

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Planning and Preservation) C-lab (Columbia University. Graduate School of Architecture. Crisis: Urban China bootlegged by C-lab for Volume : Jiang Jun, Cory Booker, Lucia Allais, Mark Wigley, Eyal Weizman, Keller Easterling, Omar Freilla ... [New York]: Columbia University, 2009.

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Franklin, Monica D., and Benjamin Harwood. Las Vegas, Nevada: The Strip, urban studies & proposals. [Cambridge, Mass: Harvard University Graduate School of Design], 2009.

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England) Architecture and Urban Culture of Financial Crisis (Conference) (2008 London. The architecture and urban culture of financial crisis: A one-day urban research workshop investigating the relationship of finance and the built environment, 24 October 2008, 09.30-1730, the Bartlett School of Architecture, Wates House, 22 Gordon Street, WC1. London: Louis Moreno, 2009.

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Australasian Urban History/Planning History Conference (6th 2002 Auckland, New Zealand). Southern crossings: Waka whitiwhiti au Tonga : proceedings for the sixth Australasian Urban History/ Planning History Conference, School of Architecture and Department of Planning, University of Auckland, Auckland, New Zealand, February 13-16, 2002. Edited by Haarhoff E. J, Brand Diane, Aitken-Rose Elizabeth, Flanagan Sean, Cockeram Judy, University of Auckland. School of Architecture., and University of Auckland. Dept. of Planning. Auckland, N.Z: University of Auckland, 2002.

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interviewee, Wigley Mark, ed. Columbia University: GSAPP Report 2014. [New York, N.Y.]: Graduate School of Architecture, Planning, and Preservation, 2014.

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Victor, Arias Montes J., and Universidad Nacional Autónoma de México. Facultad de Arquitectura., eds. Carlos Contreras: Planos reguladores, 1946-1953 : planificación y arquitectura. [Ciudad de México?]: Facultad de Arquitectura, Universidad Nacional Autónoma de México, 2008.

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1905-1982, O'Gorman Juan, and Arias Montes J. Victor, eds. Juan O'Gorman: Arquitectura escolar 1932. [Mexico]: Facultad de Arquitectura, Universidad Nacional Autónoma de Mexico, 2005.

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Ethniko Metsovio Polytechneio (Greece). Scholē Architektonōn Mēchanikōn. Diplōmatikes ergasies 02+03: Architektonikos schediasmos, syntheseis technologikēs aichmēs, poleodomia kai chōrotaxia, architektonikē glōssa, epikoinōnia kai schediasmos = Diploma projects 02+03 : building technology, urban and regional planning, architectural design, interior design and landscaping. Athēna: Panepistēmiakes Ekdoseis E.M.P., 2007.

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Book chapters on the topic "School of Architecture and Urban Planning"

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Morais, Maria Juliana, and Terezinha Silva. "School Architecture: Components to Improve Quality and Sociability in a City in the Northeast of Brazil." In Advances in Human Factors, Sustainable Urban Planning and Infrastructure, 303–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94199-8_29.

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Dudzinski, Andrzej. "Human Scale in Architecture of Schools Located in Dense Urban Fabric." In Advances in Human Factors, Sustainable Urban Planning and Infrastructure, 377–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94199-8_36.

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Le Nepveu, Simon. "Progressive Pedagogies and Community Connections: Fifty Years of Urban Planning and Architectural Design." In Schools as Community Hubs, 175–89. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_12.

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AbstractThis chapter reflects on fifty years of design industry experience working with schools to create better learning environments and community connections. It draws on the work of ClarkeHopkinsClarke Architects to explore changes over time with a focus on schools in Victoria, Australia. Starting with the work of co-founder, the late Les Clarke AM on Eltham College in the early 1970s, the chapter traces developments in school as community hub planning and design since that time and concludes with lessons learned about ‘Impacting Tomorrow’ through design that is sustainable socially, environmentally and financially. With a view towards scaling the concept, it is suggested that research-based evidence is needed to establish policies and practices that will enable schools to be developed as community hubs through joined-up approaches that involve enduring partnerships between educators, governments, and communities.
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Fiesoli, Irene. "Digital Transformation Projects for the Future Digicircular Society." In The Urban Book Series, 403–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_37.

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AbstractThe rapid technological development leads us to identify innovation with technology itself. This becomes the core piece of the innovation process in all sectors. In reality, digital transformation has the power to change the meaning of things (Epifani in Digital sustainability: why sustainability cannot disregard digital transformation. Digital Transformation Institute, Rome, 2020) and therefore needs to cultivate a strategic vision of systems and scenarios that can be implemented only through creative design. Designers, thanks to their ability to see, show, predict (Zurlo in Le strategie del design. Disegnare il valore oltre il prodotto. Libraccio editore, Milan, 2021), and design the future, have the role of meeting the challenges posed by digital evolution. This dichotomy between digital and sustainability is analyzed in the article thanks to the workshop “Space Transformation/Industrial Living Environment,” a pilot project for the valorization of productivity in the Valdelsa Senese area that involves, in interdisciplinary groups, students from the various design fields of the School of Architecture of the University of Florence. Another example of planning is the project SMAG—SMArt Garden (Tuscany Region Call RSI—POR FESR 2014–2020), which develops a product-service system equipped with an advanced technological set-up able to control vital parameters of public or private green spaces, using the Internet of things. These examples underline how the physical and digital worlds are interfacing more and more and getting closer. In this scenario, the role of the project is even more important because it allows to manage and direct the innovation and change processes in the direction of a “digicircular” transformation (Epifani in Digital sustainability: why sustainability cannot disregard digital transformation. Digital Transformation Institute, Rome, 2020).
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Theodore, Louis, and R. Ryan Dupont. "Architecture and Urban Planning." In Chemical Process Industries, 349–60. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003283454-24.

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Robinson, Betsey A. "Urban Planning and Infrastructure." In A Companion to Greek Architecture, 239–53. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118327586.ch17.

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Casablanca, G., J. M. Evans, and S. de Schiller. "Solar Rights and Planning Codes." In Architecture and Urban Space, 61–66. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-017-0778-7_8.

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Di Salvo, Santina. "New Technologies for Adaptive Architecture." In Urban and Transit Planning, 457–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17308-1_41.

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Willis, Katharine S., and Alessandro Aurigi. "Planning, urban design and architecture." In Digital and Smart Cities, 137–69. 1 Edition. | New York : Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315712451-10.

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Walker, J., M. Wilson, Y. Dean, J. van Heyningen, B. Haward, and N. Choudhury. "A Low Energy Design for King Alfred School, London." In Architecture and Urban Space, 755–60. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-017-0778-7_113.

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Conference papers on the topic "School of Architecture and Urban Planning"

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Alegre, Alexandra, and Evangelia Raikidou. "Learning (in/from/the) city: reconfiguration of urban space into a sustainable ‘macro-school’." In 3rd Valencia International Biennial of Research in Architecture, VIBRArch. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/vibrarch2022.2022.15972.

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This paper intends to intertwine the fields of educational space, architecture and urban design, as well as sustainable development, and it is grounded in two main arguments. The first argument is that in recent decades there have been trends of breaking boundaries between independent spatial units within the school building, as well as within the planning/design process, with the ultimate goal of opening the educational environment to public space and public debate. Consequently, as the urban environment is progressively recognised as a canvas of multiple learning experiences, open-air space is approached as an environmental tool for informal/non-formal education and sustainability. The breaking of spatial boundaries within the school building to outdoor spaces and the city renders the city as a sustainable ‘macro-school’. This discussion is theoretically framed in the educational perspective about the relationship between education and the city defended by Trilla (1993); the city as a context for education; as a medium for education; and as an educational subject; and in the dimensions mentioned by Palmer (2002): education about, in and for the environment. Thus, open-air learning space is explored as a tool of environmental education, through participatory planning processes, the co-creation of liveable urban spaces, and their use for spatial literacy, socialisation, environmental action and bottom-up activism. The interpretation of a set of examples of individual urban sites, that cover a diversity of purposes and geographies, brings some insights into this debate and enables us to understand how urban space is being reconfigured into a sustainable 'macro-school'.
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Charitonidou, Marianna. "Revisiting Civic Architecture and Advocacy Planning in the US & Italy: Urban Planning as Commoning and New Theoretical Frameworks." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.61.

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Under the headers of ‘advocacy planning’, ‘collaboration’, ‘participatory design’, ‘co-production’, ‘commoning’ and ‘negotiated planning’, participation is, nowadays, at the centre of the debate on urban design. Architects and urban designers are developing new concepts, tools and roles to comply with these new participatory modii operandi. The participatory concern in the urban design process has not only a long history in practice but also in urban design education. Various experimental initiatives with participation emerged in the domain of architectural pedagogy in the late sixties, often starting from student initiatives. Representative cases are The Architects’ Resistance (TAR) - a group formed in 1968 by architecture students from Columbia GSAPP, MIT Department of Architecture, and Yale School of Architecture, - the National Organization of Minority Architecture Students (NOMAS), the Black Workshop, the City Planning Forum, and Associazione Studenti e Architetti (ASEA). Many of these groups emerged within the context of the struggles for civil rights and thus made a plea to have non-hegemonic or ‘other’ voices heard in the urban design process. These initiatives explored how new concepts, roles and tools for participation could become part of the education of the architect and urban designer. The paper investigates an ensemble of counter-events, counter- publications in the US and Italy during the sixties, shedding light on their impact on the institutional status of academia and on how activism can reinvent the relationship between architecture and democracy. Its objective is to reveal the tensions between enhancing equality in planning process and local bureaucracy in the case of advocacy planning strategies, on the one hand, and to reflect upon the necessity to reshape the urban planning models in order to respond to the call for a more democratic society, on the other.
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Carriere, Michael, and David Schalliol. "Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.

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Our recent book, "The City Creative: The Rise of Urban Placemaking in Contemporary America" (University of Chicago Press, 2021), details how participatory design and community engagement can lead to democratically planned, inclusive urban communities. After visiting more than two hundred projects in more than forty cities, we have come to understand that planning, policy, and architectural design should be oriented by local communities and deep engagement with intervention sites. Of course, we are not the first to reach such a conclusion. In many ways, our work builds off contributions made by individuals, including Jane Jacobs, Kevin Lynch, and Christopher Alexander, and such movements as Team 10 and the advocacy architecture movement of the 1960s. Nevertheless, we need to broaden this significant conversation. Importantly, our classroom work has allowed us to better understand how histories often left out of such discussions can inform this new approach. To that end, we have developed community-student partnerships in underserved neighborhoods in cities like Milwaukee and Detroit. Through these connections and their related design-build projects, we have seen how the civil rights movement, immigration narratives, hip-hop culture, and alternative redevelopment histories, such as in urban agriculture, can inform the theory and practice of design. We want to bring these perspectives into dialogue with the mainstream approach to development and design. How does this look and work? Using a case study from the Milwaukee School of Engineering (MSOE) University Scholars Honors Program curriculum, we highlight the redevelopment of Milwaukee’s Fondy Park, an effort to create community-centered spaces and programming in an underserved African American community. Lessons include those essential for pedagogy and education, as well as for how these issues are theorized and professionally practiced, with implications for institutions, programs, and individuals.
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Perna, Valerio. "Playful Design Strategies. The Introbots Experience: Enhancing Co-Design Practices for Inclusive and Engaging Urban Spaces with Children." In International Conference of Tirana Planning Week. POLIS University Press, 2024. http://dx.doi.org/10.37199/c41000701.

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Western Culture has stigmatized introversion as a less desirable trait of personality especially for designers and people involved in creative activities. According to many studies, an extroverted character is considered a plus and leads to a more successful and satisfying life. But is true that introverts are at a disadvantage? The Introbots are a group of fluffy and goofy playful artefacts that aim to create an exploration and a commentary of what it means to be introverted and to pave the way for educators and students to reflect on the misconception that extroversion is positive and introversion is a disadvantage to be corrected. In 2018, they were the protagonists of a workshop at the School of Architecture (SOU) in Favara children, when they were used to sensibilize the young students to the topic of introversion and to empower them to design more inclusive playground and urban spaces in the urban environments. The chapter discusses the results of that experience and implicitly shows how the relationship between play and learning is not unilateral but rather biunivocal, and the playful artefacts are not just mere instruments but real tools that can help us to disclose the power of play when it comes to the design of our urban landscapes.
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Turaga, Vasanta Sobha. "Fading urban memories: status of conservation of historic Samsthan/Zamindari Palaces in Small and medium town master plans in Telangana, India." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/wzuc7012.

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‘Public memores’ are an imporant aspect in preserving a place’s culture and heritage. Actions of the government and society many times define/redefine identities of places, impacting collective memory of people in perceiving places. Conscious efforts are required to make and keep public memories alive. Insensitive and uninformed Urban Planning can lead to erasing history and heritage not just physically but from public memories as well. This Paper discusses the issues of Fading Urban Memories by taking case studies of two historic towns in the South Indian State of Telangana. Most of the Small & Medium Towns in Telangana, India, developed over the last two centuries from their historic core areas of the Capitals of erstwhile Samsthans/Zamindaris, land revenue admistration units/sub-regional authorities under the British and the Princely States’ Rulesin India till Independence in 1947. These Samsthans/Zamindars/ Jagirdars were ‘Chieftains’ of their own territories and ruled from ‘Palaces’ located in their Capital city/town. The palaces and historic areas of old Samsthan/Zamindari settlements represent local histories whose significance, memory, heritage needs to be preserved for posterity. Gadwa and Wanaparthy were two such towns, which developed mid-17 Century onwards becoming present day Municipalities of different Grades. The Department of Town and Country Planning, Govt. Of Telangana, prepares Master Plans for development of Municipalities. The surviving Fort/Palaces is marked by their present land use in the development plans, unrecognized for thier heritage status, thus posing threat to heritage being erased from collective Urban memory. The case studies presented in this paper are from the ongoing doctoral research work being done by the author at School of Planning and Architecture, Jawaharlal Nehru Architecture and Fine Arts University, Hyderabad, on the topic of ‘Planning for Conservation of Samshtan/Zamindari Palaces of Telangana and Andhra Pradesh’.
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Haarhoff, Errol. "David Crane’s ‘Capital Web’: Crossings Between Architecture, Urban Design and Planning as Disciplines and Practices from the 1950s." In The 39th Annual Conference of the Society of Architectural Historians Australia and New Zealand. PLACE NAME: SAHANZ, 2023. http://dx.doi.org/10.55939/a5021pjvlm.

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Architecture and planning have historically struggled to find agreement on defining urban design and a relevant body of theory. In the 1950s, Dean Josep Lluís Sert first used the term ‘urban design’ for proposed new programmes of study at the Harvard Graduate School of Design (GSD). However, facing opposition to the move, urban design was introduced as extensions to established teaching programmes. At the same time, Dean George Holmes Perkins at the University of Pennsylvania (Penn) took a different approach, embedding urban design into a joint Master’s programme. Louis Kahn and David Crane were appointed to lead the architecture and city planning studios respectively. Despite a relatively short tenure at Penn from 1958 to 1964 and publishing relatively little, it is argued that David Crane significantly influenced thinking about urban design at a time when Modernism was failing. Crucial was the revalidating of public spaces and amenities as a key to urban place making and social identity. Importantly he argued that the role of the urban designer was establishing the framework to guide future development: what he called a ‘capital web’. The paper traces Crane’s core ideas and how they intersected with other urban thinkers at that time. Also examined is the way Crane’s teaching shaped the career development of two graduates, Roelof Uytenbogaardt and Denise Scott Brown, and how this propelled their subsequent practices. The conclusions argue that Crane’s ‘capital web’ remains a potent conceptualisation finding new relevancy in the twenty-first century.
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Martínez, Anna, Claudia Rueda, Jordi Gordon, and Juan José Ospina. "Estratègies per a la regeneració sostenible d’assentaments turístics a la costa mediterrània." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Instituto de Arte Americano. Universidad de Buenos Aires, 2013. http://dx.doi.org/10.5821/siiu.5970.

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La comunicació presenta el procés d’anàlisi del litoral mediterrani català que s’ha portat a terme en el marc del projecte de recerca I+D+i “Estratègies per a la Regeneració Sostenible d'Assentaments Turístics a la costa Mediterrània” pels membres del grup IAM de l’Escola d’Arquitectura la Salle, URL. Aquest projecte té com a objectiu establir directrius d'actuació urbana i arquitectònica per a la regeneració sostenible de poblacions costaneres de la Mediterrània. La hipòtesis que es proposa és la intervenció sobre elements arquitectònics o urbans concrets perquè actuïn com a impulsors de la transformació urbana i territorial al seu entorn. Per això s’establiran una sèrie de pautes per a la seva regeneració des de criteris de sostenibilitat. Aquesta comunicació presenta la primera fase, que consisteix en la representació d’un mapa tipològic del territori, sobre el que es detecten els diferents objectes d’estudi, i en la definició del procés metodològic d’aproximació urbanística i arquitectònica a cada un dels casos. The paper presents the analysis process of the Catalan Mediterranean coast that has been carried out within the research project I+D+i "Strategies for Sustainable Regeneration of Tourism Settlements in the Mediterranean coast" by members of the IAM of the School of Architecture La Salle URL. It aims to establish urban and architectural guidelines for a sustainable regeneration of coastal towns in the Mediterranean. The hypothesis proposed is to develop a proposal for intervention in specific urban and architectural elements to act as drivers of change in the urban and regional environment. We therefore establish a series of guidelines for regeneration from sustainability criteria. This paper presents the first phase, which consists in representing a typological map of the territory on which detects the different objects of study, and the definition of the methodological process of urban planning and architectural approach to each case.
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Schelotto, Salvador. "SEMINARIOS MONTEVIDEO (1998-2017). Interface e innovación en urbanismo." In Seminario Internacional de Investigación en Urbanismo. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2024. http://dx.doi.org/10.5821/siiu.12713.

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Since the 1990s, the debate between “planning” and “project” deepened in Uruguay at the same time that a new urban culture was taking shape. Vectors of this process were the Municipality of Montevideo (in decentralization, strategic planning, land planning and heritage), the National Directorate of Land Planning and university contributions. Within this framework, the “Montevideo Seminars-Urban Project Workshops” (1998-2017) constituted a space for liaison and innovation in urban thought and practice, linking the School of Architecture with the Town Hall of Montevideo. They relied on the prestige of guests: global architects, teachers, from workshops, conferences, debates and jurys, who contributed to this innovation, resulting in the experience in an urban project laboratory from an original relationship between academia and state, and generating critical reflection about the large-scale project. This research aims to reveal the keys to this successful experience and its impact on practices. Keywords: Urban Project, Montevideo Workshops, Montevideo, Uruguay Desde los años 90, se profundizó en Uruguay el debate entre “planificación” y “proyecto” al tiempo que se gestaba una cultura urbanística nueva. Vectores de ese proceso fueron la Intendencia de Montevideo (en descentralización, planificación estratégica, ordenamiento territorial y patrimonio), la Direccion Nacional de Ordenamiento Territorial y los aportes universitarios. En ese marco, los “Seminarios Montevideo-Talleres de Proyecto Urbano” (1998-2017) constituyeron un espacio de enlace e innovación en pensamiento y práctica urbanísticas, vinculando la Facultad de Arquitectura con la Intendencia de Montevideo. Se apoyaron en el prestigio de invitados: arquitectos globales, docentes, desde talleres, conferencias, debates y jurys, quienes contribuyeron a esa innovación,, resultando la experiencia en un laboratorio de proyecto urbano desde una relación original entre academia y estado, y generando reflexión crítica acerca del proyecto de gran escala. La presente investigación apunta a develar las claves de esa experiencia exitosa y su impacto en las prácticas. Palabras clave: Proyecto Urbano, Seminarios Montevideo, Montevideo, Uruguay
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Zhang, Ye, Xiangya Xie, and Jie Zhang. "Exploring transformation of small and medium-sized historical towns in China with network analysis and user-generated open data." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6000.

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Ye ZHANG1, Xiangya XIE2, Jie ZHANG2 1 Department of Architecture, School of Design and Environment, National University of Singapore, 4 Architecture Drive, Singapore 117566 2 School of Architecture, Tsinghua University, Beijing100084, P. R. China E-mail: akizy@nus.edu.sg; xiexy15@mails.tsinghua.edu.cn; zjzhangjie@tinsghua.edu.cn Keywords (3-5): urban transformation, small and medium-sized historical Chinese cities, big data While an increasing number of research on transformation and conservation of historical areas of major Chinese cities have been witnessed in recent years (e.g. Whitehand et al, 2011; Whitehand et al 2014; Whitehand et al 2016, among many others), endeavours to studying more ordinary and small and medium-sized historical towns in China are rare. In the near future, those historical towns will be confronted with a new wave of developments, given that urbanisation of small and medium-sized cities and towns is high on China’s 13th five-year plan (2016-2020). This will pose a serious challenge to the conservation of their already vulnerable traditional urban fabric. This study aims to develop an accurate description of the transformation of built form, in particular street and block patterns, of the small and medium-sized historical towns, and how this is associated with the change of spatial distribution of urban activities. A total number of 36 towns in Zhejiang province, China are selected as case studies. Transformation of the urban fabric is examined based on cartographical maps of different historical periods using combined methods of urban network analysis and field survey. A large amount of user-generated geo-referenced open data, such as social media reviews, point-of-interest mapping, microblogs and night time illumination maps, are harnessed to produce a detailed description of urban activity patterns, of which the relationships to the transformation of urban form are investigated using multi-variate regression models. The results show how basic built form parameters such as spatial integration, between-ness centrality, block size and block depth can effectively and accurately describe the transformation of the small and medium-sized historical towns and how the formal changes are linked to the geographical shift of different urban activities. In which ways the findings can inform decision making in urban conservation practice to better address the tension between conservation and developments is discussed at the end.References: Whitehand Jeremy WR, Gu Kai, and Whitehand Susan M. (2011). "Fringe belts and socioeconomic change in China." Environment and Planning B: Planning and Design 38 (1):41-60 Whitehand Jeremy WR, Gu Kai, Conzen Michael P, and Whitehand Susan M. (2014). "The typological process and the morphological period: a cross-cultural assessment." Environment and Planning B: Planning and Design 41 (3):512-533. Whitehand Jeremy WR, Conzen Michael P, and Gu Kai. 2016. "Plan analysis of historical cities: a Sino-European comparison." Urban Morphology 20 (2):139-158.
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Schaefer, Shawn. "Community Engagement and Service-Learning Reciprocity." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335074.

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As part of the University of Oklahoma’s Christopher C. Gibbs College of Architecture, the Urban Design Studio prepares graduate students from diverse backgrounds in its Master of Urban Design program to practice as urban design professionals. The studio uses a reciprocal community engagement and service-learning approach that benefits cities and residents of Oklahoma and provides students with meaningful educational experiences. Four case studies of studio projects are considered here. Each case study focuses on a different type of project, including creative urban design practice, participatory action research, community-based planning, and real-life, real-time placemaking. The studio regularly collaborates with communities on urban design studies and interventions. One such project focused on the revitalization of a three-mile stretch of Route 66 running through the heart of Tulsa. Participatory action research is represented by Tulsa Photovoice, an example of how studio faculty and students collaborate with communities to discover knowledge. Working in a more traditional framework, studio students led a community-based planning process for the downtown plan of the city of Muskogee, Oklahoma, entitled a Landscape of Hope. Finally, placemaking activities like the one for the Chapman Green illustrate how students learn by making. Each case study explains how the project was initiated, what community engagement techniques were used, and how students participated. Project outcomes are also summarized.
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Reports on the topic "School of Architecture and Urban Planning"

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Orfield, Myron, and Will Stancil. Magnet schools and metropolitan civil rights planning: A strategy to revitalize and stabilize distressed communities. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/197.312.

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This report presents a policy proposal for a new, federally coordinated approach to magnet school development, conducted under the framework of the Fair Housing Act’s mandate to affirmatively further fair housing. This proposal envisions an interagency effort conducted by both the U.S. Department of Housing and Urban Development and the U.S. Department of Education, and potentially incorporating programs managed by other federal agencies, such as the Internal Revenue Service’s Low-Income Housing Tax Credit. This report offers an opportunity to improve and refine several legal and policy tools for desegregating schools and communities.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.
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4

Listen Up! How can social and behavior change programming improve reproductive health and family planning behaviors of out-of-school youth in the Philippines? Population Council, 2021. http://dx.doi.org/10.31899/pgy18.1032.

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The Breakthrough RESEARCH project, in collaboration with De La Salle University’s Social Development Research Center in Manila, conducted a targeted study to better understand which social and behavior change programming approaches are most effective for encouraging out-of-school youth (OSY) ages 15 to 19 to adopt priority reproductive health (RH) and family planning (FP) behaviors. The study was conducted among OSY in four urban regions of the Philippines: Manila, Quezon City, Cebu City, and Davao City.
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