Post on 01-Dec-2014
description
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
1
Classes 14-16
Class Project Start-upand Charrette
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
14. Assignment and discussion
15. Guest speakers and key person interviews
16. Mock (mini) charrette
Next 3 classes
2
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Project• Develop a context sensitive solution
– Grade separation• Wellborn and George Bush
– Project “design” (plan, profile, cross-sections, photos of sample features)
– Use CSS approach– Provide project documentation– Present in PowerPoint form
• Presentation date: _______________• Design, documentation due:_____________
Project Assignment
3
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Use CSS approach– Context– Purpose and need– Vision– Scoping– Project goals and objectives– Needed multidisciplinary skills for project team– Develop alternatives (sketches, descriptions)– Evaluate alternatives, including environmental
impacts– Public involvement program plan– Key person interviews (questions – next class)
• Documentation (mini DEIS)
Project Assignment
4
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Base materials to be provided– Aerial photo for base– “As built” plans for existing conditions (??)– Examples of similar project
• Grade separation– Wellborn-Finfeather and Villa Maria– Wellborn and FM 2818
• Other (??)– Sample environmental document
Project assignment
5
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Expectations– Two project teams – work independently
outside class– Key person interview questions for next
class (guest speakers)– Field reconnaissance (1st time before next
class)– Minimum one “scale” project plan– Use AASHTO green book for design criteria
• OK to deviate, but need to document on exception form
– CSS process and features (documented)– No contact with corridor people outside
class
Project Assignment
6
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Grading35% use of CSS principles, characteristics,
outcomes20% Documentation10% Public involvement program 5% Key person interviews (questions,
participation)10% Design completeness10% Presentation10% Your own criterion (related to CSS)
Project Assignment
7
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
ScheduleClass 14 – assignmentClass 15 – guest speakers, key person
interviewsClass 16 – charrette – vision, objectivesClass 20, 24 (part) – project discussion (as
needed)Class 27 – submit draft documentation, plansClass 28 – presentations (25 min each)Class 29 – submit revised documentation,
plans (optional)
Project Assignment
8
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Questions?
Project Assignment
9
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Next class– Guest project stakeholders– Brief statements about project and similar
projects in area– You interview guests as stakeholders
• Turn in questions before class starts• Ask your questions (“round robin”)
Key Person Interviews
10
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Conduct combined project charrette– Instructors will facilitate– Topics
1. Define context (1-2 pages of lists due before start of class)– Existing conditions, issues, opportunities, threats,
strengths, weaknesses
2. Establish a project vision3. Set project objectives4. Discuss how you will assess how well your
project proposal will meet the vision, objectives– After Class 16 – conduct team work
sessions
Assignment for Class 16
11
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
• Stakeholder interviews
– Briefings
• Similar projects
• CSS process experiences
– “Round robin” questions
– Expert advice
Class 15
12
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Charrette• Background
– Charrette (French): Cart– Connection to current use
• Carts carried student drawings, plans, other exhibits produced over time in classes
– Current day description• Organized stakeholder work session
process• Committed to find solutions• Produces visions, alternatives, plan• Specific time period; usually several days• Requires carefully selected stakeholders
and experts
Class 16
13
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Charrette• Establish charrette objectives
(outcomes/products)• Background research
– Stakeholders*– Experts*– Project data
• Project organization– Work collaboratively– Produce winners
• Develop, evaluate alternatives• Develop plan
Class 16
14
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and DesignOne sample charrette schedule
Class 16
15
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Stakeholders
• Decision-makers
• Directly affected people
• People with power to promote project
• People with power to block project
Class 16
16
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Experts
• Needed technical knowledge
• Local familiarity
• Access to local data
• Ability to work quickly
Class 16
17
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Charrette• Objectives
– Describe context• From student assignment due before class
– Develop vision for project and area• Overall outcome• Issues, opportunities, threats, strengths,
weaknesses• Goals and objectives
Charrette
18
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
The Charrette HandbookBy Lennertz and LutzenhizerNational Charrette Institute
Published by American Planning Association
Resource
19
Context Sensitive Solutions in Transportation Planning, Environmental
Analysis and Design
Charrette results (to be filled in)• Context• Vision• Issues, opportunities, threats,
strengths, weaknesses• Goals, objectives
Class 16
20