ERST 630 – Environmental Planning and Policy 1 of 7 Department of Environmental Management Faculty of Environment, Society and Design Examiner Hamish Rennie Room: 169 Building: NRE Phone: 423-0437 Email: [email protected] Activity Day Time Room/Meet Lectures Tuesday 9.00-10.50am C5 Thursday 2.10-4.00pm AER002 Course Prescription History of policy analysis and planning; theoretical perspectives on policy and planning and their application to environmental policy and planning; issues in environmental policy analysis. Prerequisites None Recommended Preparation Those who have done ERST302, Resource Policymaking and/or ERST 340, Environmental Planning will benefit from that in this subject. Restrictions None Course Aims and Learning Outcomes Aim The aim of this course is to advance knowledge and understanding of: • concepts, perspectives and theories in the fields of public policy and environmental policy and planning • important issues in the development of environmental policy and planning • environmental policy and planning processes and institutions in New Zealand The course provides opportunities that contribute to achieving the following learning outcomes of the MPlan and BEPPHons graduate profiles. Knowledge 1. Apply sophisticated planning theory and critically analyse the findings and discussions in the planning literature (MPlan) 2. Engage in rigorous intellectual and professional planning analysis, criticism and problem-solving (MPlan) Office hours Day Time Room By appointment, via email (preferably same days as course lectures) ERST 630 Environmental Policy and Planning Semester 1, 2017 ERST 630 – Environmental Planning and Policy 2 of 7 3. Critically analyse planning issues and practice at scales ranging from local to global (MPlan) 4. Describe, explain and apply non-statutory planning processes and structures (MPlan) 5. Explain the relevance of environmental policy and planning theory covering nature and purpose of planning, history, current debates (BEPPHons) 6. Apply environmental policy and planning theory and methods at different (global to local) spatial, governance and temporal scales. (BEPPHons) 7. Describe the advantages of multiple disciplines of strategic significance to environmental policy and planning. (BEPPHons) 8. Outline the advantages and disadvantages of single, multi-disciplinary, inter-disciplinary and trans-disciplinary approaches to the formulation and resolution of environmental policy and planning issues. (BEPPHons) Skills 9. Locate, evaluate and use information from a range of sources (information literacy) (Both) 10. Think critically to solve problem and synthesise a wide range of knowledge (MPlan) 11. Acquire, evaluate and synthesize a wide range of knowledge. (BEPPHons) Values 12. Demonstrate familiarity with and sensitivity to gender, cultural, ethnicity and equity issues and perspectives. In particular, graduates will have an understanding of Maori and Pakeha perspectives and their implications for planning (MPlan) ERST 630 – Environmental Planning and Policy 3 of 7 Course Content The following table gives an indication of the timing of the content for this course. It may be necessary to make adjustments to the timetable. Week Commencing Module Topic Resource 1 27 February Real world environmental planning Wellington Runway extension Wellington Regional Council and Environment Court websites 2 6 March Rationality and traditional science Duncan Pawson et al. Momsen mauriOmeter website and Rennie 3 13 March Underpinning world views and policy implications. Roots of our ecological crisis White Berry Leopold Lovelock 20 March (23 March: Field Trip Day) Ecocentric v anthropocentr ic; the wild and the woolly Narayan Stone Armstrong 5 27 March Fragments of Natural capital Locke Castree Sharp Roberts et al Hollings 6 3 April (3 April: Field Trip Day) Environmental Planning Issues Resilient Commons in an Uncertain Panarchy Hardin Ostrom Hollings Berkes 10 April Mid Semester Break 17 April Mid Semester Break 7 24 April (Tuesday 25 ANZAC day: University closed) Policy models and processes Integration v. sector; Issues of scale and type Cant and Evans Welch Mitchell Momsen 8 1 May (2 May: Field Trip Day) Global challenges, crossing boundaries Sustainability Resilience Climate change Beatley and Manning More to be advised 9 8 May Biodiversity, Pollution More to be advised 10 15 May (17 May: Field Trip Day) Alternative approaches (Patrick Cobbinah) Theory and Practice of Environment al Planning in Africa More to be advised 11 22 May Theory and practice of environmental planning in New Zealand Makgill and Rennie More to be advised 12 29 May Revision Review ERST 630 – Environmental Planning and Policy 4 of 7 Learning and Teaching Arrangements Learning and Teaching Approach The teaching/learning style is interactive. Students are expected to contribute actively during all sessions on the basis of readings and reading analyses. Online Learning Activities Formally registered students in this course will be able to access the course LEARN site via http://learn.lincoln.ac.nz. Self-study material, review material, other relevant course material, and assessment activities will be made available on the course webpage. The course webpage will also be used as a means of communication with the class and students are advised to check the site and their “@lincolnuni.ac.nz” email regularly. Lecture Notes Lecture notes will be posted on LEARN. It is important to note that the images shown in lectures will not all be available in the PDFs of the notes, as copyright regulations prevent this. Some readings will be placed on the relevant LEARN site. Teaching on Field Trip Days Face-to-face activities and office hours will be held on field trip days. Any student who feels that they might be disadvantaged by this should contact the examiner so that alternative arrangements can be made. Assessment Formal assessment items The schedule of assessment activities and their contribution to the overall mark for the course is as follows: Assessment Due date Weighting Learning outcomes covered Key resources Assignment one – resource consent analysis 17 March 10% 2, 3, 6, 8, 9, 10, 11. Readings; online resource consent WIAL Assignment 2 - Reading analyses At the end of each module 30% All except 9. Readings Assignment 3 Policy or Plan 31 May 30% All Readings; lecture notes; feedback on first essay Exam TBA 30% All, except 1, 9 & 10 Readings and reading analyses; lecture notes In due course you will be able to download from LEARN a cover sheet that sets out on the back the criteria against which your work will be assessed. Assessment Summaries (Assignment/essay etc) The assignment is to be submitted by 3.30 on the due date in Turnitin. The assignment is to be completed individually. The assignment contributes to a maximum of (x) percent as shown on the table of the final grade. Assignment one – Resource Consent Analysis Using the application made by Wellington International Airport Limited (WIAL) for a runway extension (see website for resources) and the Guardians of the Bay (GOTB) as your focal point for a submitter, analyse the application and submitters positions. Identify the key environmental issues that are involved in each, and identify and discuss the underlying policy issues. In doing so comment also on the process being used to address this conflict. Among issues you should consider are worldviews, property rights, knowledge, and conflict resolution/planning mechanisms being used. ERST 630 – Environmental Planning and Policy 5 of 7 Assignment two – Critical Reading of Readings (total 30%) There are six modules, each with readings included. Submit two page (single space) critical reviews synthesizing, comparing and contrasting at least three readings from each module. The due dates for each set of readings is the start of the next module. Each set of module readings will be marked and will be accumulated as your grade for this assignment. Assignment three – Preparing a Policy or Plan (total 30%)). Either: A) prepare a draft policy recommendation for one of : (i) the protection of aquifers or (ii) the protection of domesticated animal diversity Or B) prepare a draft Department of Conservation policy to guide Government responses to potential requests for government support for a Geopark proposal, using the possibilities of proposals for Geoparks at one of more of: (iii) Kaikoura, (iv) Tekapo, or (v) Banks Peninsula (including Kaitorete Spit and Lake Ellesmere Whether you choose to do A or B you must show how the proposal implements international conventions/treaties, relates to other national policies, fits with the current government’s overall policies, the knowledge on which the case is made (including scientific and economic), assesses the pros and cons, the key implementation decisions that would need to be made, and the process through which you propose that buy-in is achieved. The assignment is to be no more than 6 pages in length in 12pt Times Roman font, single spaced. Maps, diagrams and references may be appended. Final Examination The final examination is two hours in duration. Material covered during lecture, self-study and online material, review material, assigned readings and supplementary material are examinable unless otherwise stated by the Examiner. A review session for the final exam will be held in the last lecture. Penalties Students who do not submit a reasonable attempt of the following items of internal assessment may be awarded a grade of NC (Not Complete) for the assignment. In order to be awarded a pass grade in the course students must attain 40 percent or more in the final examination and 50 percent or more in the course overall. A student may receive a grade of F (fail) for this course if he or she obtains a mark of 50 percent or more in the course overall, but obtains a mark of less than 40 percent in the final examination. Mandatory Course Requirements Satisfactory completion of all internal assessment assignments is a requirement of the course. These assignments complement (i.e., do not necessarily duplicate) the material assessed in the final examination. Failure to submit these pieces of work without the appropriate paperwork and processes carried out that seek exemption or extension may result in an NC (not complete) grade being entered as a semester result and you will be required to submit outstanding work before your final grade can be released. Lateness Policy If you are ill or have personal circumstances such as the death of a family member you should apply for an aegrotat so that approval can be given for the last submission of your work. Aegrotat forms are available from the department secretary in the NRE Building. Otherwise assignment work handed in after the specified due time and date will be penalised. Late assignments should be lodged through turnitin. In order to gain any credit towards the subject, assignments must be lodged in tutrnitin within five days of the due date. ERST 630 – Environmental Planning and Policy 6 of 7 Period of Lateness Deduction Up to 24 hours after the due time 10% of the value of the assignment From 24 hours to 48 hours after the due time 20% of the value of the assignment From 48 hours to 72 hours after the due time 30% of the value of the assignment From 72 hours to 96 hours after the due time 40% of the value of the assignment From 96 hours to 120 hours after the due time 50% of the value of the assignment Late assignment work will not be accepted or graded if it is handed in more than 120 hours after the due time; however, to receive a final mark for this subject you may have to have completed all assignments and/or requirements related to field-trips, tutorials and labs. Academic Dishonesty The examiner will apply the discipline regulations to any incidents of academic dishonesty, e.g. cheating or plagiarism. Your attention is drawn to the Universal Course Regulations and Policies http://learn.lincoln.ac.nz/pluginfile.php/8614/block_html/content/Universal_Course_Regulations.pdf (also available on the bottom right hand column on the front page of LEARN). Feedback Opportunities Students are welcome to drop-by the Examiner’s office at other times (although they may not always be available), and to contact the Examiner to make an appointment at a mutually agreeable time. Students will be advised of the details via the News Forum on the course webpage. Feedback Opportunities Feedback is welcomed and appreciated throughout the semester. Contact information for staff is provided at the top of this course outline. Students may give feedback in any format you feel comfortable with (e.g. in person, with a support person, through a student rep, via a note, or email). Constructive feedback is welcomed and appreciated throughout the semester to allow the Examiner to improve the course and their lecturing style. There will be an opportunity to formally evaluate the course at the end of the semester. Guest lecturers Professionals from a range of industry sectors may present lectures on relevant and topical issues. The provision of guest lecturers is dependent upon availability of external individuals and may be affected by external circumstances. There are also relevant on campus talks, seminars and presentations that you should make every endeavor to attend (e.g., the Kim Hill debate). Student Workload The total student workload of 200 hours in this course represents the minimum amount of time that an average or B grade student might be expected to spend in tuition and applied learning to receive a passing grade. The total student workload for a course is not spread evenly from week to week and students are expected to proactively manage their workload through the semester. Achievement in a course is based on how well a student performs, not on the time committed to studying the course. No matter how many hours a student puts into this course, he/she is not guaranteed a pass. The following time-use guidelines are provided as an example of how the 200 hours may be allocated in this course. Hours Total hours Face to face contact hours, e.g. lectures, tutorials, field trips, exams 46 Non-contact Hours Reading for lectures 55 Assignment Two - Reading analyses 20 Assignment One – Resource Consent 17 Assignment Three- Policy or plan preparation 40 ERST 630 – Environmental Planning and Policy 7 of 7 Exam preparation/exam 22 Total Student Workload 200 Student Help and Support Library, Teaching and Learning The Learning and Teaching team in Library, Teaching and Learning offers free programmes and resources that can help you to succeed in your studies. The Learning Advisors provide workshops, individual appointments and resources for students who would like to further develop their academic writing, study, and mathematics / statistics skills. http://www.lincoln.ac.nz/Student-Life/Study-Resources/Library-Teaching-Learning/ Advice and Support A range of advice and support services are available to students. These include, but are not restricted to Inclusive Education (support for illness, injury and disability), International Student Support, Māori Student Support and Students’’ Association, Student Health, Counselling, Pastoral Support. For details please visit: http://www.lincoln.ac.nz/student-life/student-support/ For any additional support, there are drop in sessions in the Library from 10.30-11.30 every day or you can book a one on one session at the library or online. https://ltl.lincoln.ac.nz/advice/study-skills/book-a-workshop-or-appointment/ Student Reps A Student Rep’s role is to facilitate communication between the students and the University. They can help with matters relating to the course (assessment, lectures, etc.) and can also assist with the appeals procedure. Your student rep should make her/himself known at the start of each semester. LUSA - Student Advice and Support The student advice and support that LUSA offers is separate from the University and is completely confidential. The team can provide advice on a range of issues and can assist in representation in any formal appeals process. http://www.lusa.org.nz/sas Appeals Procedure The appeals framework is designed to enable students grievances to be addressed and resolved as close to the level at which they arose. Students are advised to contact LUSA or their student rep in the first instance.