Adrienne Grêt-Regamey: Catalogue data in Autumn Semester 2024 |
| 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0020-00L | Interdisciplinary Project | 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-life application . The interdisciplinary cooperation and strong communication skills are crucial skills required in practice to communicate with and between relevant actors and other stakeholders. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Upon completion of the Interdisciplinary Project Activity, students will have gained experience in: 1) Investigating and understanding the project area as well as identifying, evaluating and formulating the current challenges and relevant topics within that area. 2) Creating, designing, developing and evaluating an overall integrated strategy for an urban area with relevant interventions as well as an in-depth study of either a focus area or focus topic within the given urban area. 3) Organising, structuring and fostering teamwork within an interdisciplinary group of 4-5 students in self-responsibility. 4) Applying previously learnt interdisciplinary methodological and theoretical skills from different fields to create solutions to real-world challenges as well as arguing for the solutions’ suitability. 5) Evaluating and choosing effective ways of presenting and communicating information (e.g., text, statistics, images, etc.), ideas, and recommendations throughout the whole semester. 6) Understanding, developing, strengthening, and critically self-evaluating their disciplinary position and role in planning urban development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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), 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 case study area changes every year. - The semester is structured through an intermediate and final presentation, bilateral discussions with the chairs involved as well as individual group mentoring. During these meetings, the work status has to be communicated and presented with appropriate means. The status of the work 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 challenges 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 interventions 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. The students test and evaluate the impact of selected interventions 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 could be applicable to data analysis, information processing, image production and word processing, e.g., the Adobe programs such as InDesign, Illustrator or Photoshop, GIS software, the Microsoft programs such as Word, PowerPoint or Excel as well as CAD, R, Python etc. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Competencies |
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| 103-0116-00L | Ecology and Soil Science | 3 credits | 2G | A. Grêt-Regamey, T. Keller, C. Küffer Schumacher | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture deals with ecological and pedological basics, especially from an engineering and spatial planning perspective. Students learn about soil properties, genesis, ecosystem functions and cycles. Soil changes due to natural and human intervention, the resulting soil degradation and functional restrictions as well as soil protection and management are taught. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students know the basic concepts of soil science and ecology. - Students can explain soil properties, soil ecosystems and material cycles. - Students can understand, calculate, analyze and assess the effects of human activities on soils and their functions. - Students can understand and apply engineering and spatial planning approaches to soil protection and management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Basics of soil science & ecology: Basic terms, definition of soil, soil functions, soil formation, soil composition, soil types and key parameters, connection between soil and ecology, Soil use & hazards: Soil compaction, erosion, material pollution of the soil, water balance changes & disturbances Soil protection & management: soil recultivation and soil monitoring, soil in the city, soil and spatial planning, soil monitoring and the role of the federal government | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture notes and slides (in German) can be found on the Moodle page of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Krebs, R. Egli, M., Schulin, R. & Tobias, S. (Hg.) (2017): Bodenschutz in der Praxis. 1. Auflage. Haupt Verlag. Bern. ISBN: 978-3-8252-4820-8 Scheffer F. Scheffer/Schachtschabel - Lehrbuch der Bodenkunde, 17. Auflage, Springer Spektrum, Berlin, 2018. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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| 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 |
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| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | 3 credits | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein, I. Nicholson Thomas | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 |
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| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 135-0303-00L | Modul 3: Landschaft und Ökosysteme | 2 credits | 1G | A. Rupf, A. Grêt-Regamey, M. Pütz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | How can the energy and climate transition be successfully achieved—planning-wise, politically, and economically? This module explores various approaches through different concepts, methods, and instruments on how spatial development can promote biodiversity, mitigate climate change, and protect the climate—from circular economy practices to achieving net-zero. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To develop an understanding of the challenges in the field of energy and climate change, and to be able to identify the various approaches to addressing them. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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