Adrienne Grêt-Regamey: Catalogue data in Autumn Semester 2021 |
| Name | Prof. Dr. Adrienne Grêt-Regamey |
| Name variants | Adrienne Gret Adrienne Grêt Adrienne Gret Regamey Adrienne Gret-Regamey |
| Field | Landscape and Environmental Planning |
| Address | Inst. f. Raum- u. Landschaftsentw. ETH Zürich, HIL H 51.3 Stefano-Franscini-Platz 5 8093 Zürich SWITZERLAND |
| Telephone | +41 44 633 29 57 |
| gret@ethz.ch | |
| URL | http://www.plus.ethz.ch |
| Department | Civil, Environmental and Geomatic Engineering |
| Relationship | Full Professor |
| Number | Title | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 101-0489-02L | Interdisciplinary Project Only for Spatial Development and Infrastructure Systems MSc, Programme Regulations 2009. | 12 credits | 26A | A. Grêt-Regamey | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The Interdisciplinary Project Activity (IPA) forms the key feature of the MSc RE&IS. Students work on an interdisciplinary task from the field of spatial development and infrastructure systems in a real application area. The focus of the IPA on interdisciplinary cooperation and strong communication skills are crucial expertise required in practice to communicate with and between relevant actors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Upon completion of the IPA, students have developed skills in: 1) Investigating and understanding a given project area in a real-world context as well as identifying, evaluating and formulating the current issues and relevant topics within that area. 2) Creating, designing/developing and evaluating an overall integrated strategy for the project area with relevant measures as well as an in-depth study of a certain area or topic within the project area visualizing, describing, presenting and reporting on these in a written project report. 3) Organising, structuring and promoting team work within an interdisciplinary group of 4-5 students in self-responsibility. 4) Applying previously learnt interdisciplinary methodological and theoretical skills from different fields as well as methods and design thinking learnt during the IPA. 5) Evaluating and choosing the right way of representation (e.g.: text, statistics, images, etc.) for all pieces of information, ideas and proposals throughout the whole semester. 6) Understanding, developing and strengthening and critically self-evaluating their individual disciplinary position and role. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Students apply the full range of their previously learned theoretical and methodological skills to solve the task together in their project team. Working closely with representatives of the case study area (e.g. officials, the wider public, different experts and decision-makers), which changes annually, as well as other experts, through site visits, and through individual mentoring by the six RE&IS chairs, students work in a stimulating and motivating environment to solve real-world spatial challenges. - The semester is structured through an intermediate and final presentation, bilateral discussions with the chairs involved as well as individual group mentoring. On these meetings, the work status has to be communicated with adequate representational means and is discussed with the professors, assistants and possibly external experts. - The project begins with a site visit of the project area at the beginning of the semester and the identification as well as precise formulation of the issues and opportunities observed within the project area. - The students work on a complex, rather rough task and define their exact objective independently on the basis of the as-is analysis. In the overall strategy, the future development direction for the project area is then determined and measures are formulated to steer the development in this direction. Within a focus area or focus topic, students further develop their project and deepen their overall strategy. They test and evaluate the impact of selected measures and finally reflect on their project, summarize the most important findings and make a recommendation formulated to decision-makers. - The project gets developed in an interdisciplinary group of students. The internal structuring of the group and distribution of work is to be organised by the students themselves. - The choice of software for the project development is up to the students. The software used should be applicable to data analysis, information processing, image production and word processing. This can include the Adobe programs such as InDesign, Illustrator or Photoshop, GIS, the Microsoft programs such as Word, PowerPoint or Excel, CAD, R, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0020-00L | Interdisciplinary Project Only for Spatial Development and Infrastructure Systems MSc, Programme Regulations 2021. | 16 credits | 34A | A. Grêt-Regamey | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The Interdisciplinary Project Activity (IPA) forms the key feature of the MSc RE&IS. Students work on an interdisciplinary task from the field of spatial development and infrastructure systems in a real application area. The focus of the IPA on interdisciplinary cooperation and strong communication skills are crucial expertise required in practice to communicate with and between relevant actors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Upon completion of the IPA, students have developed skills in: 1) Investigating and understanding a given project area in a real-world context as well as identifying, evaluating and formulating the current issues and relevant topics within that area. 2) Creating, designing/developing and evaluating an overall integrated strategy for the project area with relevant measures as well as an in-depth study of a certain area or topic within the project area visualizing, describing, presenting and reporting on these in a written project report. 3) Organising, structuring and promoting team work within an interdisciplinary group of 4-5 students in self-responsibility. 4) Applying previously learnt interdisciplinary methodological and theoretical skills from different fields as well as methods and design thinking learnt during the IPA. 5) Evaluating and choosing the right way of representation (e.g.: text, statistics, images, etc.) for all pieces of information, ideas and proposals throughout the whole semester. 6) Understanding, developing and strengthening and critically self-evaluating their individual disciplinary position and role. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Students apply the full range of their previously learned theoretical and methodological skills to solve the task together in their project team. Working closely with representatives of the case study area (e.g. officials, the wider public, different experts and decision-makers), which changes annually, as well as other experts, through site visits, and through individual mentoring by the six RE&IS chairs, students work in a stimulating and motivating environment to solve real-world spatial challenges. - The semester is structured through an intermediate and final presentation, bilateral discussions with the chairs involved as well as individual group mentoring. On these meetings, the work status has to be communicated with adequate representational means and is discussed with the professors, assistants and possibly external experts. - The project begins with a site visit of the project area at the beginning of the semester and the identification as well as precise formulation of the issues and opportunities observed within the project area. - The students work on a complex, rather rough task and define their exact objective independently on the basis of the as-is analysis. In the overall strategy, the future development direction for the project area is then determined and measures are formulated to steer the development in this direction. Within a focus area or focus topic, students further develop their project and deepen their overall strategy. They test and evaluate the impact of selected measures and finally reflect on their project, summarize the most important findings and make a recommendation formulated to decision-makers. - The project gets developed in an interdisciplinary group of students. The internal structuring of the group and distribution of work is to be organised by the students themselves. - The choice of software for the project development is up to the students. The software used should be applicable to data analysis, information processing, image production and word processing. This can include the Adobe programs such as InDesign, Illustrator or Photoshop, GIS, the Microsoft programs such as Word, PowerPoint or Excel, CAD, R, etc.) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0313-00L | Spatial Planning and Landscape Development | 5 credits | 4G | A. Grêt-Regamey, K. Hollenstein, J. Van Wezemael | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture introduces into the main-features of spatial planning. Attended will be the subjects planning as a national responsibility, instruments of spatial planning, techniques for problem solving in spatial planning and the Swiss concept for national planning. The lecture is complemented with in-depth topics and international examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Die Studierenden kennen die Grundzüge der Raumplanung, ihre wichtigen Instrumente und Problemlösungsverfahren. Sie können das vermittelte theoretische Wissen direkt an konkreten, praxisorientierten Übungsaufgaben umsetzen. - Grundzüge der Raumplanung und ihre wichtigsten Instrumente kennenlernen - Erarbeiten der Fähigkeit, räumliche Probleme zu erkennen und Problemlösungsverfahren auf diese anzuwenden - Planung und Landmanagement als interaktiven Prozess kennenlernen und anwenden - Verstehen der mit Fläche und Boden verbundenen Potentiale, Nutzungen und Prozesse - Das vermittelte theoretische Wissen direkt an konkreten, praxisorientierten Fallbeispielen umsetzen können | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Die Vorlesung deckt die Grundlagen der (Schweizerischen) Raumplanung und Landschaftsentwicklung ab: - Was ist Raumplanung (Begriffe) - Prinzipien der Raumplanung - Die Raumplanung als staatliche Aufgabe - Raumordnungspolitik - Instrumente der Raumplanung auf den Planungsebenen (u.a. Sachpläne und Konzepte, Richtplanung, Nutzungsplanung, Sondernutzungsplanung, Landumlegungsverfahren) - Problemlösungsverfahren in der Raumplanung - systemtechnisches Vorgehen - Das schweizerische Raumordnungskonzept Der Schwerpunkt der Vorlesung liegt auf der Erläuterung der Raumplanung als Problemlösungsverfahren. Das dabei vermittelte theoretische Wissen wird direkt an einer konkreten, praxisorientierten Übungsaufgabe umgesetzt. Im Rahmen der Übung wird das Projektgebiet während einer Exkursion besucht. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Prof. Dr. W.A. Schmid et al. (2006, Stand 2017): Raumplanung GZ - Eine Einführung für Ingenieurstudierende. IRL-PLUS, ETHZ - Handouts of the lectures - Exercises Download: http://www.plus.ethz.ch/de/studium/vorlesungen/bsc/spatial_planning_and_landscape_development.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0347-00L | Landscape Planning and Environmental Systems  | 3 credits | 2V | A. Grêt-Regamey | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the course, students learn about methods for the identification and measurement of landscape characteristics, as well as measures and policies for landscape planning. Landscape planning is put into the context of environmental systems (soil, water, air, climate, flora and fauna) and discussed with regard to socio-political questions of the future. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aims of this course are: 1) To illustrate the concept of landscape planning, the economic relevance of landscape and nature in the context of the environmental systems (soil, water, air, climate, flora and fauna). 2) To show landscape planning as an integral information system for the coordination of different instruments by illustrating the aims, methods, instruments and their functions in landscape planning. 3) To show the importance of ecosystem services. 4) To learn basics about nature and landscape: Analysis and assessment of the complex interactions between landscape elements, effects of current and future land use (ecosystem goods and services, landscape functions). 5) To identify and measure the characteristics of landscape. 6) Learn how to use spatial data in landscape planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | In this course, the following topics are discussed: - Definition of the concept of landscape - Relevance of landscape planning - Landscape metrics - Landscape change - Methods, instruments and aims of landscape planning (policy) - Socio-political questions of the future - Environmental systems, ecological connectivity - Ecosystem services - Urban landscape services - Practice of landscape planning - Use of GIS in landscape planning | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script. The documentation, consisting of presentation slides are partly handed out and are provided for download on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The contents of the course will be illustrated in the associated course 103-0347-01 U (Landscape Planning and Environmental Systems (GIS Exercises)) or in Project LAND within the Experimental and Computer Lab (for Environmental Engineers). A combination of courses is recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | 3 credits | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course content of the lecture Landscape Planning and Environmental Systems (103-0347-00 V) will be illustrated in practical GIS exercises (e.g. habitat modelling, land use change, ecosystem services, connectivity). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Practical application of theory from the lectures - Quantitative assessment and evaluation of landscape characteristics - Learning useful applications of GIS for landscape planning - Developing landscape planning measures for practical case studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Applications of GIS in landscape planning - Landscape analysis - Landscape structural metrics - Modelling habitats and land use change - Calculating urban ecosystem services - Ecological connectivity | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script and presentation slides for each exercise will be provided on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be named in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic GIS skills are strongly recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0377-10L | Basics of RE&IS Only for Spatial Development and Infrastructure Systems MSc. | 3 credits | 2G | K. W. Axhausen, B. T. Adey, A. Grêt-Regamey, C. Sailer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course Basics of RE&IS provides essential basic knowledge for the Master's degree program in Spatial Development & Infrastructure Systems and is divided into the three main topics of technical-scientific working, writing & presenting. The students deepen and apply the learned knowledge in the context of three performance elements and one ungraded semester performance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students will be able to identify, name, and be able to define the content taught. - The students can assess, discuss and explain the necessity, significance and application of the standards in scientific work. - Students will be able to apply the content, implement it in different examples and use it to solve the exercises and the semester assignment. - With the techniques learned in the course, students will be able to analyze and differentiate scientific sources and apply them in their work in a structured way. - The knowledge learned will help students to be able to assess, decide, evaluate and critically evaluate in the context of the semester assignment. -Students are able to systematically compare and present their results in an argumentative manner. -Students are able to produce their results in collaboration with their group and are able to develop, formulate and design a scientific and technical report to complete the assignment. -The students are able to present their results in an engaging presentation together with their project group and use attractive and formally correct visualizations, maps or diagrams for this purpose. -The students thus develop a common understanding with regard to their methodological knowledge and can henceforth work scientifically at an appropriate level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Students will learn the basics of scientific work and practice their skills within the framework of three performance elements as well as an ungraded semester work, which will be worked out in groups of two to three students. In the first half of the semester, students will learn the theoretical basics and apply and understand these in the context of the exercises (=performance elements) in groups of maximum of two. The final ungraded semester exercise in the second part of the course, students will work in groups of maximum two on an assignment, which they will document and communicate in the form of a written report and a final presentation at the end of the course. -Exercise 1: Citations & Referencing 20% -Exercise 2: Searching, Reading and Summarizing 20% -Exercise 3: Maps, Graphs & Visualizations 20% -Exercise 4: Review 20% -Presentation of review 20% Students will be supervised by at least three assistants and one professor throughout the course. The main course lead changes periodically between the following RE&IS chairs: Infrastructure Management (IM), Transportation Systems (TS), Traffic Engineering (SVT), Transport Planning (VPL), Spatial Development and Urban Policy (SPUR), Planning of Landscape and Urban Systems (PLUS) and Spatial Transformation Laboratories (STL). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | All documents relevant for the course (slides, literature, further links, etc.) are provided centrally via the moddle platform. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | American Psychological Association (APA) (2010) Publication Manual of the American Psychological Association, 6th edition, APA, Washington, D.C. Axhausen, K.W. (2016) Style Guide for Student Dissertations, IVT, ETH Zürich, Zürich (available as download under learning materials) Backhaus, N. and R. Tuor (2008): Leitfaden für wissenschaftliches Arbeiten, 7. überarbeitete und ergänzte Auflage. Schriftenreihe Humangeographie 18, Geographisches Institut der Universität Zürich, Zürich. ZürichChapman, M. and C. Wykes (1996) Plain Figures, HM Stationary Office, London. ETH (2017) Citation etiquette: How to handle the intellectual property of others, ETH, ETH Zürich, Zürich (last retrieved 29.11.2017) Modern Language Association of America (MLA) (2016) MLA Handbook, 8th edition, MLA, New York. Monmonier, M. (1991) How to lie with maps, University of Chicago Press, Chicago. Tufte, E. R. (2001) The Visual Display of Quantitative Information, Graphics Press USA Wilkinson, L. (1999) The Grammar of Graphics, Springer, Berlin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0378-00L | Introduction to the Programming Language R | 3 credits | 2G | M. J. Van Strien, A. Grêt-Regamey | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | R is one of the most popular programming language in science and practice for data analysis, modelling and visualisation. In this course, you will learn the basics of R and some common applications of R, such as making plots, regression analysis and working with spatial data. The weekly computer labs start with a short lecture followed by exercises that have to be handed in to pass the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The overall objective of this course is to provide an introduction to the programming language R and to build confidence to apply R in other courses. More specifically, the objectives are: - Understand how to import and export data, and how to work with the most important types of R-objects (e.g. vectors, data frames, matrices and lists). - Learn how to create meaningful and visually attractive graphics and apply this knowledge to several datasets. - Learn how to apply several types of important functions (e.g. for- and while-loops, if-else statements, data manipulation). - Understand descriptive statistics and regression analysis and apply this knowledge to analyse several datasets. - Understand the possibilities of analysing and plotting spatial data. - Learn how to write own functions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course has a strong focus on “learning by doing”. During the weekly computer lab sessions, students will be given an introduction to the programming language R. Each lab session will start with a short introductory lecture, after which students work through the script and complete the exercises. During the lab sessions, the lecturers will be available to answer individual questions. The main topics that will be covered in the lab sessions are: - importing and exporting data - types of R-objects - data scraping - plotting data - descriptive statistics - data manipulation - conditionals and loops - regression analysis - plotting and analysing spatial data - writing own functions In the 7th and 14th week of the course, students have the time to finish the exercises that should be handed in at the end of those weeks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script with theory, examples and exercises will be handed out at the beginning of the course. Data for the exercises will be made available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Optional supplementary reading is the book: Venables, Smith & R Core Team (2021) An Introduction to R. This book can be downloaded for free from: https://cran.r-project.org/doc/manuals/r-release/R-intro.pdf. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No prior knowledge of R or any other programming language is required for this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0817-00L | Geomatics Seminar | 4 credits | 2S | K. Schindler, K. W. Axhausen, A. Grêt-Regamey, L. Hurni, W. Kuhn, M. Rothacher, A. Wieser | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to general scientific working methods and skills in the core fields of geomatics. It includes a literature study, a review of one of the articles, a presentation and a report about the literature study. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Learn how to search for literature, how to write a scientific report, how to present scientific results, and how to critically read and review a scientific article. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | A list of topics for the literature study are made available at the beginning of the semester. A topic can be selected based on a moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Agreement with one of the responsible Professors is necessary. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 115-0504-00L | Lecture Week 04: Landscape and Environmental Planning Only for MAS, DAS and CAS in Spatial Planning. | 2 credits | 1G | A. Grêt-Regamey, U. Wissen Hayek | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Discussion of the proposition of sustainability in landscape and environmental planning; comprehending landscape development with a system dynamics approach; planning of landscape development across cantonal and communal boundaries; negotiating various stakeholder interests based on the example of current practical cases; instruments and approaches for sustainable landscape development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Overview of tasks of landscape and environmental planning as well as essential theories; insights in planning approaches and application of new instruments related to current problems for a sustainable landscape development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||