Search result: Catalogue data in Autumn Semester 2021
Spatial Development and Infrastructure Systems Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Master Studies (Programme Regulations 2021) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Major in Spatial and Landscape Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0337-00L | Site and Project Development | W | 3 credits | 2G | A. Gonzalez Martinez, M. Sudau, J. Van Wezemael | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The focus of the lecture Site & Project Development is on larger contiguous areas or sites and their urban, open space and infrastructural development. In this course, students work on a semester exercise in which they "develop" a specific large-scale project from practice and evaluate it economically, strategically and in terms of feasibility. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students in this course will pursue the following learning objectives: - Investigate and understand a given concrete project area and identify, evaluate and articulate the current problems and relevant issues within this area. - Consolidate their knowledge in the essential topics of site & project development and apply this in a well-founded, argued and creative manner to address the task at hand. - Organize and structure themselves while acquiring responsibilities in their interdisciplinary project teams. The teams consist of three to five fellow students that must develop innovative, viable and resilient concepts for a real project development in a given area. Their considerations should be presented in written form (project report) and in linguistic-visual form (final presentation). At the end of the course, the students critically reflect on their experiences with the group work process together with the course instructors. - Acquire methodological knowledge in location & market analysis, 3D visualization of a project as well as in the financial assessment of a large-scale real estate project and use this knowledge to justify their considerations and evaluate their proposal. - Development and strengthening of their individual position as planners (spatial, urban, transport planners, etc.) in relation to the questions formulated in the proposed project within the field of Site & Development as well as within their own discipline. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture is divided into several thematic sections analogous to the essential topics of Site & Project Development. The students are accompanied both in the semester exercise and in the individual lectures by a large number of external guest speakers from the praxis-field, which means that the lecture will not only thematically examine the relevant areas of Site & Project Development, but also will offer the students exclusive, practice-oriented insights. The relevant methodological knowledge for the semester exercise is imparted and, due to the proximity to practice, the students gain exclusive insights into possible professional fields of activity. In this lecture, students apply their already acquired and newly learned skills, especially in interdisciplinary teams, and work on an exciting, motivating and relevant question from the practice. Major topics covered in the lecture include: - Urban planning - Location and market analysis - Real estate development, financing and valuation - Project development and decision-making from the perspective of investors - Open space design and landscape architecture - Sustainable building and sustainability certification - Mobility, parking issues, travel models - Cooperative planning and participation processes, mediation - Gendered planning in project development - Inner development & urban quality Parallel to the lecture series, students work in interdisciplinary teams on a real-life task. In the course of the semester exercise, the lecture material is deepened and what has been learned is applied. The students visit the project area at the beginning of the semester as part of an excursion. Specific large-scale projects such as the Gaswerkareal Bern, the Sihl-Manegg Areal Zurich (Greencity) or the Areal Alter Pilatusmarkt (Nidfeld) Lucerne will be dealt with. For the possible development of the given site, visions are developed by the students on the basis of a comprehensive location and market analysis and a utilization concept is developed. In the process, the students are accompanied by experts and regularly discuss their ideas and proposed solutions with their supervisors. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | -Handouts of the lectures -Extracts from relevant scientific articles and theory literature -Exercise material Download: https://irl.ethz.ch/de/education/vorlesungen/msc/project_developement.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | References in the lecture notes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0417-02L | Methodology of Planning Research and Practice Only for master students, otherwise a special permisson by the lecturer is required. | W | 3 credits | 2G | A. Peric Momcilovic, T. Hug, R. Streit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deals with scientific and applied methods and the ways of thinking that are useful in planning practice as well as in scientific research. Students are offered interdisciplinary knowledge from planning practice and research, behavioural economics and social sciences. New perspectives on planning are opened up, which can lead to better results in future projects and research. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Keeping the general aim of exploring the basic methodologies in spatial planning research and practice, the specific course learning objectives are as follows: - to address complex real-world spatial problems in adequate ways - to know relevant theories and maxims that are subject to specific methods of problem solving - to identify key questions and key concepts in contemporary planning research - to select appropriate research methods to properly address the research questions In practical terms, students: - learn to deal with uncertainties and estimate quantities - improve their ability to take decisions based on incomplete data and information - are informed about different (qualitative and quantitative) methods and techniques for spatial research - learn about different types of research (theoretical, empirical, action-oriented, qualitative, quantitative) - get skilled for writing simple research essays - are urged to question their own knowledge and challenge the course of action taken in planning processes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is based on the following questions: How do we deal with complex issues in planning? - Forms of knowledge, half-knowledge and not knowing - Occurrence and explanation patterns for irrational behaviour - Spatial research and planning practice - Planning maxims - Mapping complex topics in research questions How do we generate knowledge about complex issues? - Methods for scientific data generation - Applied handling of quantities and probabilities - Estimating despite uncertainties - Opportunities of digitisation in planning (Participation, BigData) How do we react to complex questions in planning? - Methods of scientific data analysis - Making decisions despite incomplete information - Dealing with robustness and fragility More specifically, the lectures focus on the following topics (NB: Some content units will be presented in English, they are marked with *asterisk below) - (Half-) knowledge/behaviour/irrationalities - Initial situation: Solving complex problems - Forms of knowledge, knowing of not knowing something, not knowing of not knowing something - Behavioural patterns, occurrence and explanation patterns for irrational behaviour - Methods for solving complex tasks in planning practice - Spatial research and planning practice - connections, differences, overlaps - Challenges in the solution of complex tasks: System delimitation, interdisciplinarity, retrospective vs. prospective approach (descriptive vs. action-oriented, "reflected scenario building") - Planning maxims - *Methodology in spatial research - *Research design - *Research questions (types of research questions; research questions, hypotheses and theories); justification of research question - Data generation methods (interviews and questionnaires, ethnography and observation, documents, official statistics) - Dealing with quantities, estimations, anchor effect - Importance of scales and key figures in planning - Estimation methods - Danger of the anchor effect - Digitization in planning - New data sources and sizes - Opportunities and challenges through digitisation in planning - Data analysis methods (quantitative and qualitative data; quantitative analysis of survey data; qualitative analysis - content analysis, discourse analysis, case study, comparative research) - *Research ethics - Decisions based on incomplete information - Dealing with complex systems/roughness - *Role of science in planning - the perspective of both research and practice | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Learning materials: available online (Moodle) before corresponding lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Farthing, S. (2015). Research Design in Urban Planning: A Student’s Guide. London: Sage. Schönwandt W., Voermanek K., Utz J., et al. (2013): Solving Complex Problems. A Handbook. Jovis, Berlin Kahnemann, D. (2013). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0707-00L | Space Planning Law and Environment Particularly suitable for students of D-ARCH, D-BAUG, D-USYS | W | 2 credits | 2G | O. Bucher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | System of swiss planning law, Constitutional and statutory provisions, Space planning and fundamental rights, Instruments, Application, legal protection, enforcement, Practical training. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic unterstanding of nature and function of space planning from a legal point of view. Basic knowledge of space planning instruments, relationship between space planning and constitutional law (especially property rights), solving of practical cases. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Die Vorlesung basiert wesentlich auf der Mitwirkung der Studenten. Es finden 3 Sitzungen im Hörsaal statt, in welchen sich in der Praxis stellende Probleme erörtert werden. Die Vorbereitung auf die jeweiligen Sitzungen erfolgt an Hand von Fallbearbeitungen und einem Selbststudium an Hand des Lehrbuchs zum Raumplanungs- und Baurecht. Lösen von drei Aufgaben (praktischen Fällen) mit je genügender Leistung für die Erlangung der KP. Als Lernhilfe werden Anleitungen und insbesondere ein Musterfall mit Musterlösung zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Haller, Walter/Karlen, Peter, Raumplanung-, Bau- und Umweltrecht, 3.A., Zürich 1999 Hänni, Peter, Planungs-, Bau- und besonderes Umweltschutzrecht, 6.A., Bern 2016 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0327-00L | History of Spatial Planning | W | 3 credits | 2V | M. Koll-Schretzenmayr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course examines the patterns of cleavage, conflict, convergence of interest, and consensus that have influenced spatial planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course aims to provide students with knowledge of the historical background to understand the current spatial structure and to face the current challanges in spatial planning. Social, cultural, and economic forces will be analyzed for the roles they have played in shaping the landscapes and cityscapes and the answers spatiall planning had to spatial development. The course focuses on the history of planning ideas, paradigms and approaches. A link is made to current challanges in spatial planning. Students will critically discuss the challenges spatial planning is facing today. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Martina Koll-Schretzenmayr (2008): gelungen-misslungen? Die Geschichte der Raumplanung Schweiz. NZZ Libro. Martina Schretzenmayr, Andreas Teuscher, Simona Casaulta-Meyer: Die Schweiz plant. Zürich 2017. Michael Koch, Städtebau in der Schweiz 1800-1990, Zürich 1992. Angelus Eisinger: Städte bauen: gta Verlag 2004. Daniel Kurz: Die Disziplinierung der Stadt - Moderner Städtebau in Zürich 1900 bis 1940. gta Verlag 2008 Leendertz, Ariane: Ordnung schaffen. Deutsche Raumplanung im 20. Jahrhundert. Wallstein Verlag, Göttingen 2010 Jörn Düwel, Niels Gutschow: Ordnung und Gestalt: Geschichte und Theorie des Städtebaus in Deutschland 1922 bis 1975. 2019. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0569-00L | European Aspects of Spatial Development | W | 3 credits | 2G | A. Peric Momcilovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Following the insight into historical perspective and contemporary models of governance and planning, the course focuses on the international dimension of spatial planning in Europe. This includes a discussion of how European spatial policy is made and by whom, how planners can participate in such process and how they can address transnational challenges of spatial development cooperatively. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Keeping the general aim of exploring the European dimension of spatial planning in mind, the specific course learning objectives are as follows: - to interpret the history of spatial planning at the transnational scale - to understand and explain the content of the European spatial policy agenda - to describe and analyse the role of territorial cooperation in making European spatial development patterns and planning procedures - to discuss the changing role of planners and evaluate the ways of their engagement in European spatial policy-making | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - European spatial policy agenda: introduction and basic directives - governance models - planning models; collaborative planning model (main concepts & critics) - post-positivist approach to spatial planning - transnational spatial planning in Europe; questioning the European spatial planning; spatial development trends in Europe - EU as a political system: EU institutions & non-EU actors - planning families in Europe; the European spatial planning agenda - spatial planning strategies and programmes on territorial cooperation - the notion of planning culture and planning system; planning cultures in Europe - basic characteristics of planning systems in Europe - the relevance of European transnational cooperation for spatial planning - European transnational initiatives | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The documents for the lecture will be provided at the moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Obligatory literature: - Dühr, S., Colomb, C. & Nadin, V. (2010). European Spatial Planning and Territorial Cooperation. London: Routledge. Recommended literature: Governance models: - Martens, K. (2007). Actors in a Fuzzy Governance Environment. In G. de Roo & G. Porter (Eds.), Fuzzy Planning: The Role of Actors in a Fuzzy Governance Environment (pp. 43-65). Abingdon, Oxon, GBR: Ashgate Publishing Group. Planning models: - Davoudi, S. & Strange, I. (2009). Conceptions of Space and Place in Strategic Spatial Planning. Abingdon, Oxon, GBR: Routledge. - Allmendinger, P. (2002). The Post-Positivist Landscape of Planning Theory. In P. Allmendinger & M. Tewdwr-Jones (Eds.), Planning Futures: New Directions for Planning Theory (pp. 3-17). London: Routledge. - Healey, P. (1997). Collaborative Planning - Shaping places in fragmented societies. London: MacMillan Press. EU as a political context: - Williams, R. H. (1996). European Union Spatial Policy and Planning. London: Sage. Territorial cooperation in Europe: - Dühr, S., Stead, D. & Zonneveld, W. (2007). The Europeanization of spatial planning through territorial cooperation. Planning Practice & Research, 22(3), 291-307. - Dühr, S. & Nadin, V. (2007). Europeanization through transnational territorial cooperation? The case of INTERREG IIIB North-West Europe. Planning Practice and Research, 22(3), 373-394. - Faludi, A. (Ed.) (2002). European Spatial Planning. Cambridge, Mass.: Lincoln institute of land policy. - Faludi, A. (2010). Cohesion, Coherence, Cooperation: European Spatial Planning Coming of Age? London: Routledge. - Faludi, A. (2014). EUropeanisation or Europeanisation of spatial planning? Planning Theory & Practice, 15(2), 155-169. - Kunzmann, K. R. (2006). The Europeanisation of spatial planning. In N. Adams, J. Alden & N. Harris (Eds.), Regional Development and Spatial Planning in an Enlarged European Union. Aldershot: Ashgate. Planning families and cultures: - Newman, P. & Thornley, A. (1996). Urban Plannning in Europe: international competition, national systems and planning projects. London: Routledge. - Knieling, J. & Othengrafen, F. (Eds.). (2009). Planning Cultures in Europe: Decoding Cultural Phenomena in Urban and Regional Planning. Aldershot: Ashgate. - Stead, D., de Vries, J. & Tasan-Kok, T. (2015). Planning Cultures and Histories: Influences on the Evolution of Planning Systems and Spatial Development Patterns. European Planning Studies, 23(11), 2127-2132. - Scholl, B. (Eds.) (2012). Spaces and Places of National Importance. Zurich: ETH vdf Hochschulverlag. Planning systems in Europe: - Nadin, V. & Stead, D. (2008). European Spatial Planning Systems, Social Models and Learning. disP - The Planning Review, 44(172), 35-47. - Commission of the European Communities. (1997). The EU compendium of spatial planning systems and policies. Luxembourg: Office for Official Publications of the European Communities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Only for master students, otherwise a special permission by the lecturer is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises)  | W | 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1631-00L | Foundations of Ecosystem Management | W | 5 credits | 3G | J. Ghazoul, C. Garcia, J. Garcia Ulloa, A. Giger Dray | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course introduces the broad variety of conflicts that arise in projects focusing on sustainable management of natural resources. It explores case studies of ecosystem management approaches and considers their practicability, their achievements and possible barriers to their uptake. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to a) propose appropriate and realistic solutions to ecosystem management problems that integrate ecological, economic and social dimensions across relevant temporal and spatial scales. b) identify important stakeholders, their needs and interests, and the main conflicts that exist among them in the context of land and resource management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Traditional management systems focus on extraction of natural resources, and their manipulation and governance. However, traditional management has frequently resulted in catastrophic failures such as, for example, the collapse of fish stocks and biodiversity loss. These failures have stimulated the development of alternative ‘ecosystem management’ approaches that emphasise the functionality of human-dominated systems. Inherent to such approaches are system-wide perspectives and a focus on ecological processes and services, multiple spatial and temporal scales, as well as the need to incorporate diverse stakeholder interests in decision making. Thus, ecosystem management is the science and practice of managing natural resources, biodiversity and ecological processes, to meet multiple demands of society. It can be local, regional or global in scope, and addresses critical issues in developed and developing countries relating to economic and environmental security and sustainability. This course provides an introduction to ecosystem management, and in particular the importance of integrating ecology into management systems to meet multiple societal demands. The course explores the extent to which human-managed terrestrial systems depend on underlying ecological processes, and the consequences of degradation of these processes for human welfare and environmental well-being. Building upon a theoretical foundation, the course will tackle issues in resource ecology and management, notably forests, agriculture and wild resources within the broader context of sustainability, biodiversity conservation and poverty alleviation or economic development. Case studies from tropical and temperate regions will be used to explore these issues. Dealing with ecological and economic uncertainty, and how this affects decision making, will be discussed. Strategies for conservation and management of terrestrial ecosystems will give consideration to landscape ecology, protected area systems, and community management, paying particular attention to alternative livelihood options and marketing strategies of common pool resources. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No Script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Chichilnisky, G. and Heal, G. (1998) Economic returns from the biosphere. Nature, 391: 629-630. Daily, G.C. (1997) Nature’s Services: Societal dependence on natural ecosystems. Island Press. Washington DC. Hindmarch, C. and Pienkowski, M. (2000) Land Management: The Hidden Costs. Blackwell Science. Millenium Ecosystem Assessment (2005) Ecosystems and Human Well-being: Synthesis. Island Press, Washington DC. Milner-Gulland, E.J. and Mace, R. (1998) Conservation of Biological Resources. Blackwell Science. Gunderson, L.H. and Holling, C.S. (2002) Panarchy: understanding transformations in human and natural systems. Island Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1453-00L | Ecological Assessment and Evaluation | W | 3 credits | 3G | F. Knaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides methods and tools for ecological evaluations dealing with nature conservation or landscape planning. It covers census methods, ecological criteria, indicators, indices and critically appraises objectivity and accuracy of the available methods, tools and procedures. Birds and plants are used as main example guiding through different case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able to: 1) critically consider biological data books and local, regional, and national inventories; 2) evaluate the validity of ecological criteria used in decision making processes; 3) critically appraise the handling of ecological data and criteria used in the process of evaluation 4) perform an ecological evaluation project from the field survey up to the descision making and planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Powerpoint slides are available on the webpage. Additional documents are handed out as copies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Basic literature and references are listed on the webpage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course structure changes between lecture parts, seminars and discussions. The didactic atmosphere is intended as working group. Suggested prerequisites for attending this course are skills and knowledge equivalent to those taught in the following ETH courses: - Pflanzen- und Vegetationsökologie - Systematische Botanik - Raum- und Regionalentwicklung - Naturschutz und Naturschutzbiologie | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 052-0705-00L | Landscape Architecture I | W | 2 credits | 2V | D. Richter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the history and theory of garden design and landscape architecture. Analysis of the design of historical gardens and landscapes within the cultural background. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course covers the basic history and theory of garden design and landscape architecture from its beginnings to the 21th century. The course aims to raise awareness of a changing perception of nature and landscape. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture series on “History and Theory of Garden Design and Landscape Architecture” deals with the historical development of designed nature, from the beginnings of cultural landscapes and gardens to 21th century landscape architecture. In the analysis of each era, the focus is on the spatial and cultural relationship between the garden, the city and the landscape, as well as the changing perceptions of nature and its representation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts and a reading list will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A reading list will be provided for the exams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | General Information for the final exam: Bachelor students: The content of the lectures as well as texts and exam-relevant literature provided by the Chair make up the basis for preparing for the exam. The lecture series is conceived as a yearlong course. Since the written session examination will test knowledge from both semesters, it is necessary to fully attend the lectures of both courses "Landscape Architecture I" and "Landscape Architecture II". The themes of the examination will be announced at the end of the semester. The Chair will provide literature and texts available for download as pdfs. These allow a more in-depth understanding of the lecture material. Exchange students or students from other departments: Students, who are attending only one semester, may pass the oral end-of-semester examination. Test-relevant literature will also be made available for download for this purpose. The students are requested to get in touch by email with the Chair. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0468-00L | Participatory Modeling in Integrated Landscape Development | W | 3 credits | 2G | E. Celio, N. Salliou | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture accompanies students into a participatory modelling process. We explore topics such as urban agriculture or climate-resilient city. Students will know participatory modelling tools as well as concepts and approaches related to it. Students elaborate the processes from questions to interactive operational models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | With this course, students … … know the phases of a participatory modelling process … are able to estimate in which case the involvement of stakeholders is necessary, hence are able to discuss advantages and disadvantages of stakeholder involvement at different levels of participation. … get to know diverse modelling tools and are able to select the proper tool according to the context. … are able to set-up and apply a functional model in a participatory manner on a real case study. … get to know techniques to analyse simulations and are able to inform stakeholders in an adequate way … are able to discuss results together with stakeholders in a structured way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 102-0317-00L | Advanced Environmental Assessments Master students in Environmental Engineering choosing module Ecological Systems Design are not allowed to enrol 102-0317-00 Advanced Environmental Assessments (3KP) as already included in 102-0307-01 Advanced Environmental, Social and Economic Assessments (5KP). | W | 3 credits | 2G | S. Pfister, R. Frischknecht | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deepens students' knowledge of the environmental assessment methodologies and their various applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course has the aim of deepening students' knowledge of the environmental assessment methodologies and their various applications. In particular, students completing the course should have the - Ability to judge the scientific quality and reliability of environmental assessment studies, the appropriateness of inventory data and modelling, and the adequacy of life cycle impact assessment models and factors - Knowledge about the current state of the scientific discussion and new research developments - Ability to properly plan, conduct and interpret environmental assessment studies - Knowledge of how to use LCA as a decision support tool for companies, public authorities, and consumers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Inventory developments, transparency, data quality, data completeness, and data exchange formats - Allocation (multioutput processes and recycling) - Hybrid LCA methods. - Consequential and marginal analysis - Recent development in impact assessment - Spatial differentiation in Life Cycle Assessment - Workplace and indoor exposure in Risk and Life Cycle Assessment - Uncertainty analysis - Subjectivity in environmental assessments - Multicriteria analysis - Case Studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script. Lecture slides and literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Basic knowledge of environmental assessment tools is a prerequisite for this class. Students that have not done classwork in this topic before are required to read an appropriate textbook before or at the beginning of this course (e.g. Jolliet, O et al. 2016: Environmental Life Cycle Assessment. CRC Press, Boca Raton - London - New York. ISBN 978-1-4398-8766-0 (Chapters 2-5.2)). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0703-00L | Architecture of Territory: Territorial Design in Histories, Theories and Projects This core course (ending with «00L») can only be passed once! Please check before signing up. | W | 2 credits | 2V | M. Topalovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture series sets up an agenda for widening the disciplinary field of architecture and urbanism from their focus on the city, or the urban in the narrow sense, to wider territorial scales, which correspond to the increasing scales of contemporary urbanisation. It discusses the concepts of territory and urbanisation, and their implications for the work of architects and urbanists. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course will enable students to critically discuss concepts of territory and urbanisation. It will invite students to revisit the history of architects’ work engaging with the problematic of urbanising territories and territorial organisation. The goal is to motivate and equip students to engage with territory in the present day and age, by setting out our contemporary urban agenda. The lectures are animated by a series of visual and conceptual exercises, usually on A4 sheets of paper. All original student contributions will be collected and bound together, creating a unique book-object. Some of the exercises are graded and count as proof of completion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Within the theme My Species, the four guest speakers engaged in fields ranging from art and landscape representation to bioethics and environmental philosophy, will approach territory through the notions such as multispecies, coexistence, and diversity. With a more-than-human perspective on the territory, the guest speakers will elaborate their take on “telling horrible stories in beautiful ways,” debate “the dignity of plants,” expound upon “mankind’s fascination to better the world,” and confer “the non-human turn” and what is to come after. 23. 09. 2021 On Territory MILICA TOPALOVIĆ 30. 09. 2021 Architecture and Urbanisation MILICA TOPALOVIĆ 07. 10. 2021 Methods in Territorial Research and Design MILICA TOPALOVIĆ 14. 10. 2021 Multispecies Worldbuilding Guest lecture by FEIFEI ZHOU 21. 10. 2021 Better Nature Guest lecture by ALEXANDRA DAISY GINSBERG 04. 11. 2021 Planetary Urbanisation: Hinterland MILICA TOPALOVIĆ 11. 11. 2021 Tomatoes Talk, Birch Trees Learn – Do Plants Have Dignity? Guest lecture by FLORIANNE KOECHLIN 18. 11. 2021 Disappearance of the Countryside MILICA TOPALOVIĆ 25. 11. 2021 What is Soul? On the Idea of Species Being Guest lecture by OXANA TIMOFEEVA 09. 12. 2021 Our Common Territories: An Outlook MILICA TOPALOVIĆ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lectures will take place on Thursdays, 10.00-12:00, at ONA Fokushalle E7 and on ZOOM. Lecturer: Prof. Milica Topalovic Team: Prof. Milica Topalović, Dr. Nazlı Tümerdem Student Assistant: Michiel Gieben With the support of Hans Hortig, Evelyne Gordon, Vesna Jovanović, and Jan Westerheide Contact: Nazli Tümerdem tuemerdem@arch.ethz.ch Our website: https://topalovic.arch.ethz.ch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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