AMST 20100/POL 42900

HEALTH, SUSTAINABILITY AND THE BUILT ENVIRONMENT

Spring 2015 T,TH 1:30-2:45 PM

Recitation Building 225

Jay M. Stein, PhD, FAICP

Visiting Professor

American Studies

Office: Heavilon Hall, Room G9

Phone: 765-496-0235

Office Hours: T 10:30-12 Noon

TH 3-4 PM and by appt.

Email: jaystein@purdue.edu

jay.stein@asu.edu

Course Description

The purpose of this course is to students the theoretical and practical skills

necessary to examine the interaction of health and well-being with the physical

environment as determined by the global economy, economic development,

social justice, community design and land-use patterns, transportation choices,

the quality of buildings - including interior materials, environmental justice, and

sustainability principles and practices.

The course is based on a Population Health approach that defines health as a

capacity or resource for everyday living that enables us to pursue our

sustainable goals, acquire skills and education, grow and satisfy our aspirations.

The population health approach recognizes that diverse factors, the

“determinants” and their interactions affect the health status of the population.

The focus of the course is on the diverse factors outside the traditional health

delivery system that nevertheless interact with the system and individual

characteristics to produce health outcomes. Examples of determinants include

the placement, layout and design of transportation systems, office complexes

and activity centers, parks and recreational facilities, public and private schools,

affordable housing and developments, and the countless physical elements

that make-up communities.

Other issues covered in the course include health impact indicators, health

impact assessments, relationship between health and happiness, and

developing policy recommendation and implementation strategies for both the

private and public sectors. Our concern is also with the needs of special

populations, such as children and the elderly, and the challenge of equity for

the poor and minorities.

Course Objectives

1. to increase student knowledge of the complex international and

national\local issues involved in population health;

2. to provide information on the important interface between health and urban

planning issues;

3. to help prepare students to be professional leaders in the emerging area of

health planning;

4. to interest students in further study in urban planning and/or careers in urban

planning. Learning Objectives 1. students will learn the basic terminology of urban planning and health

planning;

2. students will learn how to analyze programs from an equity and efficiency

perspective;

3. students will learn how to work in groups;

4. increase presentation skills;

5. engage in peer grading.

Course Requirements: I reserve the right to make changes in the course

assignments over the course of the semester. You will be given ample notice

about the changes, but please be alert to announcements and email messages.

Attendance

Mandatory (no matter how boring I am) and will be recorded. Your grade will be

reduced for each unexcused absence. Given that we meet only once a week,

your attendance at every class is critical. Excused absences generally apply to

medical and family emergencies and must be verified by a note from a doctor

or other mutually agreed to source. One unexcused absence is allowed with no

penalty; other absences will result in a 2-point penalty for each absence.

Students are expected to be present for every meeting of the classes in which they are

enrolled. Only the instructor can excuse a student from a course requirement or

responsibility. When conflicts or absences can be anticipated, such as for many University

sponsored activities and religious observations, the student should inform the instructor of

the situation as far in advance as possible…For unanticipated or emergency absences

when advance notification to an instructor is not possible, the student should contact the

instructor as soon as possible by email, or by contacting the main office that offers the

course. When the student is unable to make direct contact with the instructor and is

unable to leave word with the instructor’s department because of circumstances

beyond the student’s control, and in cases of bereavement, the student or the student’s

representative should contact the Office of the Dean of Students,

Grief Absence Policy Purdue University recognizes that a time of bereavement is very difficult for a student. The

University therefore provides the following rights to students facing the loss of a family member

through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for

funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence

of meeting the learning outcomes for misses assignments or assessments in the event of the

death of a member of the student’s family.

Emergencies

In the event of a major campus emergency, course requirements, deadlines and grading

percentages are subject to changes that may be necessitated by a revised semester calendar

or other circumstances beyond the instructor’s control. Relevant changes to this course will be

posted onto the course website or can be obtained by contacting the instructors or TAs via

email or phone. You are expected to read your @purdue.edu email on a frequent basis. Violent Behavior Policy Purdue University is committed to providing a safe and secure campus environment for

members of the university community. Purdue strives to create an educational environment for

students and a work environment for employees that promote educational and career goals.

Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any

University Facility or while participating in any university activity.

Students with Disabilities Purdue University is required to respond to the needs of the students with disabilities as

outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of

1990 through the provision of auxiliary aids and services that allow a student with a

disability to fully access and participate in the programs, services, and activities at

Purdue University.

If you have a disability that requires special academic accommodation, please make

an appointment to speak with me within the first three (3) weeks of the semester in order

to discuss any adjustments. It is important that we talk about this at the beginning of the

semester. It is the student's responsibility to notify the Disability Resource Center

(http://www.purdue.edu/drc) of an impairment/condition that may require

accommodations and/or classroom modifications.

Guest Lectures

Guest lecturers are uncompensated and deserve every courtesy - especially

attendance and promptness. Attendance is mandatory.

The guest lecturers greatly enhance the course experience. Although great

care is taken in the selection of lecturers, quality can be uneven. Nevertheless, I

expect all lecturers to be treated with respect and appreciation for their

volunteer efforts. It is often difficult to schedule the lecturers, and sometimes

there are last minute time conflicts, so the weekly schedule is subject to change. Required Texts

A course reader is available for purchase at the Xerox store in the Student Union

(765-494-5603); additional readings will be provided on our Blackboard site; the

on-line Purdue library is another resource.

Policies

Professionalism and Courtesy

1. I expect students to be on-time; if an emergency casues you to be late for

class, please make every effort to not disturb the class;

2. Cell phones may not be used and should be turned off.

3. Computers are to be used for taking class notes and not for any other activity

4. You should come to class prepared. Take notes, interpret the readings,

analyze, integrate, participate in discussions, and think critically.

Academic Dishonesty Purdue prohibits "dishonesty in connection with any University activity. Cheating,

plagiarism, or knowingly furnishing false information to the University are examples of

dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University

Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any

of their diverse forms (such as the use of substitutes for taking examinations, the use of

illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be

tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in

committing dishonest acts is in itself dishonest." [University Senate Document 72-18,

December 15, 1972]

Use of Copyrighted Materials Among the materials that may be protected by copyright law are the lectures, notes, and other

material presented in class or as part of the course. Always assume the materials presented by

an instructor are protected by copyright unless the instructor has stated otherwise. Students

enrolled in, and authorized visitors to, Purdue University courses are permitted to take notes,

which they may use for individual/group study or for other non-commercial purposes reasonably

arising from enrollment in the course or the University generally.

Notes taken in class are, however, generally considered to be “derivative works” of the

instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in

such presentations and materials. No individual is permitted to sell or otherwise barter notes,

either to other students or to any commercial concern, for a course without the express written

permission of the course instructor. To obtain permission to sell or barter notes, the individual

wishing to sell or barter the notes must be registered in the course or must be an approved visitor

to the class. Course instructors may choose to grant or not grant such permission at their own

discretion, and may require a review of the notes prior to their being sold or bartered. If they do

grant such permission, they may revoke it at any time, if they so choose.

Students are expected to be present for every meeting of the classes in which they are

enrolled. Only the instructor can excuse a student from a course requirement or

responsibility. When conflicts or absences can be anticipated, such as for many University

sponsored activities and religious observations, the student should inform the instructor of

the situation as far in advance as possible…For unanticipated or emergency absences

when advance notification to an instructor is not possible, the student should contact the

instructor as soon as possible by email, or by contacting the main office that offers the

course. When the student is unable to make direct contact with the instructor and is

unable to leave word with the instructor’s department because of circumstances

beyond the student’s control, and in cases of bereavement, the student or the student’s

representative should contact the Office of the Dean of Students,

Missed or Late Work The expectation is that work will be completed on time. However, the

instructor will work with the student and penalties will be determined on a

case by case basis. Nondiscrimination Purdue University is committed to maintaining a community which recognizes and values the

inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and

mutual respect among its members; and encourages each individual to strive to reach his or her

own potential. In pursuit of its goal of academic excellence, the University seeks to develop and

nurture diversity. The University believes that diversity among its many members strengthens the

institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

Purdue University prohibits discrimination against any member of the University community on

the basis of race, religion, color, sex, age, national origin or ancestry, genetic information,

marital status, parental status, sexual orientation, gender identity and expression, disability, or

status as a veteran. The University will conduct its programs, services and activities consistent with

applicable federal, state and local laws, regulations and orders and in conformance with the

procedures and limitations as set forth in Executive Memorandum No. D-1, which provides

specific contractual rights and remedies. Any student who believes they have been

discriminated against may visit www.purdue.edu/report-hate to submit a complaint to the

Office of Institutional Equity. Information may be reported anonymously.

Grading

First and Second Exams – 60 points

Group Project Paper and Presentation – 30 points

Class Participation – 10 points

Total: 100 POINTS

Grade Points

A+ 95.00-99.99

A 90.00-94.99

A- 85.00-89.99

B+ 80.00-84.99

B 75.00-79.99

C+ 70.00-74.99

C 65.00-69.99

D 60.00-64.99

F 50.00-59.99 and Below

(subject to possible revision)

DATE/MODULE MATERIAL

(available via Blackboard)

ASSIGNMENTS

Week 1:(1/13- 1/15)

Introduction to Course,

Assignments, Projects

Introduction to Course

Overview of “Health” and Planning issues

Health and Happiness

TBA

Smart Growth Principles and the Connection

to Public Health

Weeks 2 - 4 (1/20 – 2/5)

The Relationship

Between Health

Planning\Urban

Planning\Smart Growth

Lecture on the Population Health Approach

Readings:

Public Health Agency of Canada, “Population

Health Approach,” www.phac-

aspc.gc.ca/ph-

sp/phdd/approach/approach.html accessed

5/25/07.

UNICEF Innocenti Research Centre,

International Secretariat for Child Friendly

Cities,, “Building Child Friendly Cities: A

Framework for Action,” Florence, March 15,

2004, pp. 1-18.

Marya Morris, Integrating Planning and Public

Health: Tools and Strategies to Create Healthy

Places, PAS Report 539/540 (Chicago:

American Planning Association, 2006),

(chapter 1: “Planning and Public Health

Reunited: Exploring Shared Objectives and

Opportunities for Collaboration;” and chapter

2: “Five Strategic Points of Intervention and

Collaboration Between Planning and Public

Health.”)

J. Schilling and LS Linton, “The Public Health

Roots of Zoning: In Search of Active Living’s

Legal Genealogy,” American Journal of

Preventive Medicine (28: 2S2 February 2005),

pp. 96-104.

TBA

Marlon Boarnet, “Planning’s Role in Building

Healthy Cities,” Journal of the American

Planning Association (72:1 Winter 2006), pp. 5-

9.

Anthony Downs, “Smart Growth: Why We

Discuss It More Than We Do It,” Journal of the

American Planning Association (71:4 Autumn

2005), pp. 367-378.

Weeks 5 &6 (2/10 –

2/19) Chinese New

Year

The Global Economy,

Economic

Development and

Health

Lecture - The Global Economy and

Implications for Health

Lecture - The Relationship Between Economic

Development and Health

Special Project Assignments

Readings:

“Making a Living in Developing Countries:

Sustaining Growth, Enhancing Equity, Ensuring

Survival,” in Peter Dicken, Global Shift:

Reshaping the Global Economic Map in the

21st Century (London: Sage Publications, 2003),

Chapter 17, pp. 552-576.

Richard Welford, William Young, and Bjarne

Ytterus, “Toward Sustainable Production and

Consumption: A Conceptual Framework,” in

Nigel J. Roome, Sustainability Strategy for

Industry: The Future of Corporate Practice

(Washington, D.C. : Island Press: 1998), pp. 75-

98.

Mark Suhrcke, Lorrenzo Rocco, Martin McKee,

Health: a vital investment for economic

development in Eastern Europe and Central

TBA

Asia, the World Health Organization (United

Kingdom: The Cromwell Press, 2007), Chapter

2: “The challenge: combating poverty and

promoting economic development (pp. 7-14);

and Chapter 4: “Health and Economic

Development” (pp. 91- 136).

Weeks 7 & 8 (2/24- 3/5)

Economic

Development -

Continued\Health

Impact

Assessments\Health

and Social Indicators

Lecture- Economic Development and Health

Lecture - Health Impact Assessment

Readings:

Ruth Barnes and Alex Scott-Samuel, “Health

Impact Assessment: A Ten Minute Guide,”

http://ihia.org.uk/hiaguide.html accessed

10/12/2006

National Institute for Health and Clinical

Excellence, “Health impact Assessment

Gateway,” http://hiagateway.org.uk/

accessed 7/12/2007

Heidi Hoernig and Mark Seasons,

“Understanding Indicators,” in Rhonda Phillips,

Community Indicators Measuring Systems,”

(Hants, England: Ashgate Publishing, 2005), pp.

3-32.

FEBRUARY 26

FIRST EXAM

Weeks 9 -11 (3/10-

3/26) Spring Break

3/16-3/21

Special Populations –

Children, Elderly, Poor,

Disabilities, Social

Equity, and Justice

Lecture: The U.N. Commission on Child Friendly

Cities

Lecture: Social justice and Health: A Global

Challenge

Readings:

Rae Bridgman, “Child-Friendly Cities:

Canadian Perspectives,” Children, Youths and

Environments,” vol. 14, no. 2, pp. 178-200.

Patricia Anderson and Kristin F. Butcher,

“Childhood Obesity: Trends and Potential

Causes,” The Future of Children (Spring 2006),

vol. 16, no. 1, pp. 19-46.

David T. Ellwood, “The Changing Structure of

American Families,” Journal of the American

Planning Association (Winter 1993), vol. 59, no.

1 pp. 3-8.

Kristen Day, “Active Living and Social Justice:

Planning for Physical Activity in Low-income,

Black, and Latino Communities,” Journal of

the American Planning Association (72:1

Winter 2006), pp. 88-99.

Tony Poscio, Schools, Community and

Development: Erasing the Boundaries,

(Columbia, MD.: the Enterprise Foundation,

2004), pp. 1-29.

Robet D. Putnam, “Education and Children’s

Welfare,” in Robert Putnam, Bowling Alone:

The Collapse and Revival of American

Community (New York: Touchstone, 2000), pp.

296-306.

Roland Sturm, “The Economics of Physical

Activity: Societal Trends and Rationales for

Interventions,” American Journal of Preventive

Medicine (2004:27(3S):126-135).

Howard Frumkin, Lawrence Frank and Richard

Jackson, “Health Concerns of Special

Populations” in Frumkin, Frank and Jackson,

Urban Sprawl and Public Health: Designing,

Planning and Building for Healthy Communities

(Washington, D.C.: Island Press, 2004), pp. 186-

200.

Weeks 12 -14 (3/31 -

4/16)

Physical Form - Urban

Design, Sprawl,

Transportation, Housing,

Community,

Construction, Safety

Video: American Planning Association,

“Planning the Physically Active Community,”

audio conference training series (May 21,

2003)

Video: Center for Disease Control - Richard

Jackson, “Active Living,” (Atlanta: CDC, 2004)

Readings:

Lawrence Frank, et al, “Understanding the Built

Environment,” in Health and Community

Design: The Impact of the Built Environment on

Physical Activity (Washington, D.C.: Island

Press, 2003), pp. 99-115.

James F. Sallis and Karen Glanz, “The Role of

Built Environments in Physical Activity, Eating

and Obesity in Childhood,” The Future of

Children (Spring 2006), vol. 16, no.1, pp. 89-108.

Anastasia Loukaitou-Sideris, “Is it Safe to Walk?

Neighborhood Safety and Security

Considerations and Their Effects on Walking,”

Journal of Planning Literature (20:3 February

2006), pp. 220-232.

Daniel A. Rodriguez, Asad J. Khattak and Kelly

R. Evenson, “Can New Urbanism Encourage

Physical Activity? Comparing a New Urbanist

Neighborhood with Conventional Suburbs,”

Journal of the American Planning Association

(Winter 2006), vol. 72, no. 1, pp. 43-54.

Howard Frumkin, Lawrence Frank and Richard

Jackson, “What is Sprawl? What Does It Have

to do With Health?” in Frumkin, Frank and

Jackson, Urban Sprawl and Public Health:

Designing, Planning and Building for Healthy

Communities (Washington, D.C.: Island Press,

2004), pp. 1-22.

TBA

GROUP

PRESENTATIO

NS

Weeks 15-16 (4/21-4/30)

Health and

Sustainability, Campus

Planning - Our Own

Backyard,

Company\University

Initiatives to Promote

Health

Lecture: Greening the University

Lecture: Campus Sustainability Initiatives that

Can Promote Healthy Living

Readings:

Catherine O’Brien, “Planning for Sustainable

Happiness: Harmonizing Our Internal and

External Landscapes,” prepared for Rethinking

Development:2nd International Conference

on Gross National Happiness, Antigonish, Nova

Scotia, Canada (June 2005), pp. 1-22.

Will Tour and Spenser Havlick, “Transportation

and Sustainability in Campus Communities,” in

Transportation & Sustainable Campus

Communities (Washington, D. C: Island Press,

2004), pp. 17-30.

TBA

GROUP

PRESENTATIO

NS

4/30

Project Presentations (Dates TBA)

SECOND EXAM

GROUP ASSIGNMENTS –

INTRODUCTION The class will be divided into six (6) groups.

You may list your first and second choices for the group project – and then you

will be assigned. There will be a mix of undergraduate and graduate students

assigned to each group.

Each group will be required to make a group presentation and prepare a

written Planning Report. Your presentation dates will be assigned and the written

report is due the last day of classes.

Grade: Group Presentation; Written Report; Group Self-Evaluations; 30 points.

Oral Presentation: It will be up to each group to organize the presentation. It is

preferable if all group members participate in the presentation. You should have

good visuals and/or handouts for the entire class. The expectation is that this will

be a professional presentation at a high level.

Written Planning Report: the report will be of good quality writing, contain a

literature review, proper citations and references. It will give you the opportunity

to prepare a Planning Report based upon your independent research.

Specifically, you will:

a. Conceptualize the problem and define and clearly your group’s

research question;

b. Identify and summarize relevant literature and sources;

c. Collect and analyze data as relevant to research question;

d. Reach sophisticated conclusions based on the results of the

analysis;

e. Show how the analysis and findings fit into the larger context of the

literature and current professional practice

f. Plagiarism Alert! - include citations where appropriate, and format

footnotes and bibliographies properly.

EVALUATION OF PEER GROUP MEMBERS

Instructions: These evaluations are confidential but you must identify yourself. Please submit to Dr. Jay Stein either by email or in my mailbox by 12 noon, last day of class. On a scale of 1-5 (5= highest) please evaluate each member of your group as follows: Name of Group_____________________________________________ Name___________________________________________________________

1. Leadership

2. Willingness to go the extra mile

3. Cooperativeness

4. Quality of Work

5. Reliability and Finishing Tasks

General Comment________________________________________________

Name_______________________________________________________________

1. Leadership

2. Willingness to go the extra mile

3. Cooperativeness

4. Quality of Work

5. Reliability and Finishing Tasks

General Comment_______________________________________________ Name______________________________________________________________ 1. Leadership 2. Willingness to go the extra mile 3. Cooperativeness 4. Quality of Work 5. Reliability and Finishing Tasks General Comment_________________________________________________ Name_____________________________________________________________

1. Leadership

2. Willingness to go the extra mile

3. Cooperativeness

4. Quality of Work

5. Reliability and Finishing Tasks

General Comment_________________