Search result: Catalogue data in Spring Semester 2025
Spatial Development and Infrastructure Systems Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Master Studies (Programme Regulations 2021) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Compulsory Courses Compulsory courses see Autumn Semester. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Major in Spatial and Landscape Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-2700-00L | Land Markets and Land Policy | W | 2 credits | 2G | G. M. Giuliani | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course the students acquire knowledge on the particularities of agricultural land markets and the effects of policy interventions such as ceiling prices and land redistributions on land markets. Special emphasis is placed on the knowledge of land market structures and on the forms of land markets. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In this course the students acquire knowledge on the particularities of agricultural land markets and the effects of policy interventions such as ceiling prices and land redistributions on land markets. Special emphasis is placed on the knowledge of land market structures and on the forms of land markets. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The first part of the course deals with the following topics: historical outline of land use; historical models of individual and collective land regulations; Swiss land regulations and land policies; specific theoretical aspects of agricultural land markets; empirical investigations on land property and land markets; interconnections between land policy and agricultural policy. The second part of the course focuses on land property structures in developing countries and in transition countries. After a general systematic and theoretical introduction on land policies and land reforms in these countries, case studies and topcis of current political relevance are discussed. This course provides principles contributing to the evaluation of the sustainability of land use and to the establishment of sustainable land use systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Please note that the script is available exclusively in German. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Are included in the lecture notes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0458-00L | Economical Land Use Only for MSc Students or special approval by the lecturer. | W | 3 credits | 2G | R. Nebel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture is dedicated to the current challenges for the economical use of land. The lecture presents instruments and procedures for the implementation of quality inward settlement development. This is considered on different planning levels. Various external guest lectures from research and practice complement the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students learn to understand backgrounds, basic principles, goals and approaches of appropriate and economical use of land as a scarce resource. They are able to summarise in a comprehensible way the core arguments for redevelopment before new development. Furthermore, students can illustrate how to implement economical land use in a differentiated and customised manner. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - settlement development and land use: facts, trends, causes and consequences - redevelopment before new development: basic principles and strategic goals - formal and informal instruments and procedures - comprehensive settlement management: implementation on municipal, regional and national level - complementary current external inputs from research and practice - contextualization and reflection of external contributions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The documents for the lecture are available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Eligible only for master students, otherwise a special permisson by the lecturer is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0318-02L | GIS-Based 3D Landscape Visualization  Limited number of participants. Please send an email to the lecturer to make sure that places are still available. | W | 3 credits | 2G | U. Wissen Hayek, A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Concepts, methods and techniques for 3D landscape visualization and auralization and their application in landscape and environmental planning. Practical application of a workflow for audiovisual 3D landscape simulation. Reflection of relevant aspects such as the choice of viewpoints, the landscape sections, or the level of detail, and their effects on the perception of the visualized landscape. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The main goals of this lab are (1) to know digital techniques for audiovisual 3D landscape simulation, (2) to know different examples and application areas for GIS-based audiovisual 3D landscape simulations, (3) to establish software skills in 3D landscape visualization and auralization, and (4) to be able to explain principles of audiovisual 3D landscape simulation, which are important for landscape and environmental planning situations, and to apply these for the evaluation or the planning of 3D landscape visualizations and auralizations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lectures provide an introduction to the area of GIS-based 3D landscape visualization and on visualization principles. Examples of audiovisual 3D landscape simulations generated and applied in different projects are presented. The theoretical principles for 3D landscape visualization and auralization are consolidated in small exercises during the whole course. These exercises are organized in a way, that a workflow for audiovisual 3D landscape simulation can be reproduced. Thereby aspects such as the choice of viewpoints, the sections of a landscape, or the level of detail, and their effects on the perception of the visualized landscape are reflected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts of the slides used in the lectures will be made available for download. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | English The course is limited to 24 participants. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0428-02L | Urban Design Studio for Planners Only for MSc Students or special approval by the lecturer. | W | 6 credits | 4G | A. Kuitenbrouwer, C. Sinatra | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course Urban Design Studio for Planners is an introduction to urban design through design workshops supported by tutorials and input lectures. What added value can the tools and concepts of urban design give to planning approaches? In this course students will learn how to observe, analyse, and design functional, desirable, equitable, sustainable urban spaces. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The overall aim of the course is to develop design skills for planners, from design thinking to project creation, in an urban context. On completion of the course a student should be able to • understand the multidisciplinary nature of urban design and implement it • autonomously conduct analysis and learn from case studies • create proposals in view of a particular objective and develop an urban design project | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Planners are responsible for developing urban areas that meet the needs of communities and prepare territories, cities, towns and villages for the challenges of the future. This practice draws from many disciplines: architecture, engineering, economics, sociology, political science, public health, finance and many others. As planning seeks to address numerous elements of city life, it is intrinsically linked to design understanding and design thinking. Urban design is the process of shaping the physical setting for life in cities, towns and villages. It involves the design of buildings, public spaces and landscapes, among others, and establishing the processes that make successful spatial development possible. Urban design is essential in making places that are successful both socially and economically, good to live in, and attractive to visit. It is effective planning in the widest sense, helping to deliver better public services, achieve value for money in new developments, and to make good use of scarce resources The course focuses on both design principles and design methodologies. This is mirrored in the hybrid structure of the course made of both of workshops, tutorials and input lectures applied in a studio setting. The design workshops will focus design methodologies in a step-by-step process, learning through tutorials how to use computer based drawing and mapping tools to develop and illustrate design proposals. The tutorials will provide the setting to learn technical skills and cover following tools: • Basic Drawing Tutorials • Project Storytelling and Graphics The input lectures will focus on design principles and design processes through presentations. They will introduce necessary key concepts on the design process and cover following theme packages: • Context Analysis • Case Studies • Developing Scenarios • Design Proposal In a studio setting, students will collaborately follow an iterative and reflective process to build design skills and graphic approaches. Through synthesis of collective learning, they will develop a project-based exchange and application of interdisciplinary ideas and techniques. This work will use a site in Switzerland as a context for exploring the complex interactions between users, program, buildings, public spaces, infrastructure, and environmental systems, and ultimately reach a multilayered outcome - the urban design project. During studio time students will therefore have the opportunity to apply concepts and tools for developing their final urban design project. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0338-00L | Project Week in Landscape Development | W | 5 credits | 9P | S.‑E. Rabe, E. Celio, A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In particular, the aspects measuring, understanding and assessing of landscape-relevant land-use, requirements and developments will be taught. Concerning the landscape development in a project area, aims will be developed and corresponding actions defined. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to: - recognize and undestand the context of arrangement of a landscape - assess a landscape in its entirety and in its single-elements - understand and apply the concepts of the landscape approach - prepare and provide substantiated actions | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of - theoretical inputs from internal and external speakers - a preliminary excursion to the project area - group work - the project week and the preparation of a report Depending on the subject area to be processed (eg. water, landscape aesthetics, natural hazards, nature conservation), appropriate methods are used. This applies to both the methods of investigation of landscape-elements and characteristics as well as the methods for evaluation of landscape-elements and characteristics. Subjects and methods are developed and defined in the preparation to be applied in the project week. Based on the assessments actions will be developed that are adapted to the definde question or problem in the light of a desirable development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script. The documents, consisting of presentation documents of the individual preparatory inputs and associated materials, are available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be named in the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements are an interest in landscape-related issues and commitment to developing proposals for solutions. Prerequisite: Knowledge and skills equivalent the course 103-0357-00 Umweltplanung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0326-01L | Site Management | W | 2 credits | 2G | C. Abegg | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture examines the competition between locations at different spatial scales. The basis for this is a sound understanding of location selection behaviour and regional competitiveness. The lecture illustrates how cities and regions can respond to the challenges of increasing location competition and retain their ability to act based on a comprehensive understanding of location management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To identify, in theoretical and practical terms, the procedures and factors, which determine the spatial development of an area To understand regional development proceses in a local as well as an international context. To interpret responses by private and public stakeholders to challenges of the development and the management of locations and regions. Understand current developments and be able to place them in a broader context | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Location competition - Choice of Location by the population and businesses - Regional competitiveness - Spatial development and regional policy - Basic model of Location Management and (applicable) fields of action of location management - Location as a brand, Location marketing - Guest lectures and project examples | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Supplementary literature will be provided on a voluntary basis for each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0330-00L | Landscape Aesthetics | W | 2 credits | 2G | R. Rodewald | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Landscape aesthetics - Theory and practice of the sensuous cognition of landscape qualities.The lecture comprises short excursions as well as theoretical and practical applications of landscape quality and their development goals. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Becoming familiar with the concepts of landscape aesthetics and obtaining an overview of the im-portance, methods and applicability of aesthetical landscape valuation and development. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Aesthetic qualities of landscapes are difficult to measure. However, they play a big role in evaluating landscape change. In recent years there has been a growing interest in theoretical and practical sen-sory methods that enable the assessment and understanding of landscape perception. Practical analyses of landscapes and their development requires knowledge of the concepts of "beauty" and "aesthetic cognition and evaluation". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Rodewald, R., Hangartner M., Bögli, N., Sudau, M., Switalski, M., Grêt-Regamey, A. 2020: Landscape Aesthetics: Theory and Practice of the Sensuous Cognition of Landscape Qualities – Lecture Script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Bourassa, S.C. 1991. The aesthetics of landscape, London Nohl. W. 2015. Landschaftsästhetik heute. Auf dem Wege zu einer Landschaftsästhetik des guten Lebens. Ausgewählte Aufsätze aus vier Jahrzehnten, München Rodewald, R., Gantenbein, K. 2016. Arkadien. Landschaften poetisch gestalten, Zürich Rodewald R, Liechti K. 2016. From Campagna to Arcadia: Changes in the reception of terraced landscapes in art and their practical implications. Annales Series Historia et Sociologia 26(3): 363-374. Wöbse, H. H. 2002. Landschaftsästhetik, Stuttgart | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The lecture of Bourassa The aesthetics of landscape, 1991, will be expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0570-00L | Urban Planning and Urban Policy | W | 4 credits | 2G | D. Kaufmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | We live in an urban and urbanizing society. Cities and dense regions are places where transformations such as climate change, economic globalization, settlement expansions, migration, or digitization manifest themselves first and most clearly. In this lecture, we study how cities plan for and react to these global transformations by making use of planning approaches and policy instruments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Overall learning goal: Students can describe and explain the problems that arise in dense urban settings and they can analyze and compare how cities plan for and react to these urban problems through planning and policy-making Learning objective 1: Students can explain and infer what kind of problems emerges in cities Learning objective 2: Students discover and analyze different urban policy sectors Learning objective 3: Students can compare and evaluate different types of urban planning and policy-making approaches | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Description of content (max 4000 characters): In this course, we cover the following topics: - Urbanization and urban governance - Urban planning and policy - Densification and urban development - Gentrification - Affordable Housing - Public spaces - Gender-sensitive planning - Transportation - Smart cities - Climate change - Economic development - Platform economies - Security - Migration policies - Urban sustainable development We approach each topic by a mix of in-class discussions of one mandatory reading, inputs from the lectures, oral presentations of students as well as written reflections by students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0388-00L | Planning of Underground Space | W | 3 credits | 2G | A. Cornaro | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Urban underground space is an underutilized asset with the potential to shape the cities of the future. Effective planning of the urban subsurface requires a multidisciplinary approach, bringing together professionals to create a new layer of urban development beneath our cities. Integrating the subsurface into urban planning is crucial for building future-proof, resilient, and sustainable cities, | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Develop an appreciation for the hidden world beneath our feet and recognize the immense value underground spaces offer to our cities. Planning these spaces is inherently more complex than surface-level development due to their invisibility and, in some areas, impenetrability. We explore innovative methods and tools to understand the subsurface, addressing the unique challenges and critical issues involved in planning this vital asset through a hands-on interdisciplinary group project on an actual topic. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Weekly lectures on various topics involving cities and the subsurface: •Major aspects of urban development •The Subsurface as the final frontier •Historical approaches to underground space development •Urban sustainability aspects •Modelling and mapping the underground •Policy building and urban planning •Design and architecture -creating a new urban tissue •Constructability of underground spaces •Future cities -resilient cities •Governance and legal challenges •Investment aspects and value capture •Future proofing our infrastructure •Best practice of underground space use •Excursion to underground facility (if possible) •Guest speakers on relevant topics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | •Presentation slides •Book: Underground Spaces Unveiled: Planning and Creating the Cities of the Future, ICE Publishing, 2018, Admiraal, H., Cornaro, A., ISBN 978-0-7277-6145-3 •Numerous additional relevant book excerpts and articles, as well as relevant videos •Material from guest presenters •See also link "learning materials" | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | various articles and books will be recommended during the course please see also weblinks "learning materials" | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 052-0710-00L | Perspectives on Landscape and Urban Transformation II | W | 2 credits | 2V | F. Persyn, L. Fink, C. Schaeben | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This is the second semester of the course Perspectives on Landscape and Urban Transformation. We will collectively explore the different roles and professional practices that represent and collectively shape our environment. The course is collectively organized by the Institute of Landscape and Urban Studies (LUS), with the NEWROPE chair taking up the coordination. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Through the different Perspectives on Landscape and Urban Transformation, students will learn to understand the complexity of the (urban) landscape. The various perspectives, readings and key terms will enrich and expand the vocabulary and theoretical knowledge of students. Tools for observation and activation will give students agency to observe and intervene in processes of urban transformation. At the end of the course students will be able to perceive and identify a multitude of actors and professional roles and recognize how they are overlapping, entangled and ever-shifting. Students will practice to textually and visually illustrate complex processes, including the many different stakeholders involved and the notion of time. Students will learn to reflect about and formulate their possible personal positions in relation to others. The formulated learning goals are aligned with the teaching activities, the exercises, and the final evaluation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is titled Perspectives on Landscape and Urban Transformation I+II. By bringing forward the term ‘landscape’ the course stresses the need to put the natural environment and the landscape at the core of urban thinking. Accordingly, every architect requires a basic knowledge of the landscape and nature. Also, to focus on ‘urban transformation’, instead of ‘urban design’ is a conscious choice. It comes out of the recognition that materials, energy and space are finite, which forces us to engage first with what is already there, instead of producing even more new things. This course presents designers as facilitators of complex urban transformation processes. This position requires both an understanding of a great diversity of perspectives and positions constituting a city, and of the different professional roles one can take up to detect and utilize this diversity of – specific and often conflicting – needs, wishes, ambitions and actions. In each lecture one of these perspectives is presented. The list of different perspectives presented in both semesters is deliberately left incomplete, leaving space for students to think of other perspectives, needs and desires that one could take into account when working on a design or (redevelopment) of a space. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Students will be provided with a reader at the first lecture. The reader for the course Perspectives on Landscape and Urban Transformation I+II is a container which holds together a collection of different hand-outs, brochures, and materials. All in all, it is a ‘bag’ and a personal organizer which invites students to fill over the course of the year. It allows them to individually structure and curate the content of the course. It is deliberately designed to be open-ended and to be individually extended and adapted. Towards the end of the semester, students will get a glossary where all key terms and concepts, presented in the various lectures, are combined. Each week students will receive a small leaflet that gives an overview of the individual lecture, as well as an additional reading. All documents can be downloaded via moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Wöchentliches Handout von Lektüren. Alle Dokumente können über moodle heruntergeladen werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course takes place at the Fokushalle, E7, ONA Building from 18:00h-19:30h. The course will be under the formal responsibility of Prof. Freek Persyn and collectively coordinated by a core team consisting of Freek Persyn , Michiel van Iersel, Lukas Fink and Charlotte Schaeben. Students can contact: Charlotte (schaeben@arch.ethz.ch) for organisational, technical and personal questions Lukas (fink@arch.ethz.ch) for questions regarding the reader, weekly exercises and the final exam Michiel (mvaniersel@arch.ethz.ch) for questions regarding guests and literature | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0468-00L | Participatory Environmental Modeling | W | 3 credits | 2G | N. Salliou, B. Black, A. Grêt-Regamey, J. Schuur | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture engages students in a participatory modelling process of diverse, real-world, environmental problems working alongside a partner organisation. This years case studies come from three external organisations: Rewilding Appenines, University of Belize and Consorzio Forestale del Canavese. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In this course students will learn: • The process of developing a model to address an environmental problem: from choosing an appropriate technique (Agent-based modelling, Bayesian Networks and System dynamics), to conceptualization and model building. • Communication and facilitation skills to foster effective and legitimate collaboration with stakeholders. Students then apply this knowledge and skills to a real-life case study, creating a model with stakeholders to address an environmental problem. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This year the case studies will be : • Coexistence between Bears and Humans in the Apennines (Italy) in and around Abruzzo National Park. Partner: Paula Mayer from Rewilding Appenines • What is the land suitability for the Mayan Nut production in Belize. Partner: Ivis Chan from University of Belize - Environmental Research Institute • How sugar production impact local communities well being in Belize? Partner: Anwar Wade from University of Belize - Environmental Research Institute • What are the socio-ecological impacts of the Consorzio Forestale del Canavese (Italy) forest management plan? Partner: Igor Vigna from the Consorzio Forestale del Canaveze • Exploring the spatial suitability for Solar Energy infrastructure in Switzerland. Partner: Franziska Walther - ETH | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0571-00L | Urban Sustainable Development | W | 4 credits | 2G | S. D. Wolfe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course explores urban sustainable development from the global to the local. In the context of the United Nations Sustainable Development Goals, we evaluate socio-spatial issues, challenges in defining and achieving sustainability, and explore mega-events like the Olympics and the Men’s Football World Cup. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course explores the problems and potential of urban sustainable development, thinking through multiple scales from the local to the global. In a rapidly urbanizing world, the pursuit of sustainability – always a vital issue – has gained new relevance to wider publics. At the same time, global policymaking has not kept pace with the complexities of urban-led dynamics, despite the multiple overlapping crises facing cities around the world. This course begins from the United Nations Sustainable Development Goals, unpacking the aspirations and commitments promised therein. It contrasts these principles with lived realities on-the-ground and, in so doing, introduces students to leading theories on urban sustainable development. Through discussions of key texts and research in geography, planning, and urban studies, the course offers new ways to think sustainability through the urban. The course will focus particularly on critical approaches to the notion of sustainability, highlighting the socio-spatial inequalities resultant from purportedly sustainable development initiatives. Focusing on the need to build a just world within planetary boundaries, the course takes into account the overlaps between sustainability and mega-events like the Olympics and the Men’s Football World Cup. These watershed events are held up as transformative for host cities, with the potential to move entire nations towards more sustainable futures. The course critically analyzes several cases of “green” mega-events, while students are encouraged to diagnose what went wrong between noble aspirations and deleterious results on the ground. Finally, the course challenges students to ask fundamental questions about building just societies within planetary boundaries. What does sustainability actually mean, particularly in the context of urban development? How does this differ among different political and economic contexts? What are the implications for cities and societies of hosting mega-events, and can anything “mega” actually be sustainable? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0572-00L | Key Concepts in Urban Planning Theory | W | 4 credits | 2G | J. Da Cruz Paulos, K. Hofer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course delves into foundational concepts and pivotal articles in planning theory, providing a comprehensive exploration of theoretical underpinnings. It emphasises critical reflection on integrating theory with existing planning practices and aligning planning processes with contemporary challenges. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will develop the ability to interpret, translate, and critically reflect on key concepts and foundational aspects of planning theory, often presented in abstract terms, and apply them to processes, cases, and contexts. * Understand the existing landscape of planning theory research (e.g., ethics, advocacy, incrementalism, radical planning). * Interpret conceptual and heuristic tools shaping planning research (e.g., knowledge, power, justice). * Describe planning processes and instruments from theoretical, reflective, and ethical perspectives. * Critically examine planning from the inside out, questioning the circumstances, cases, and conditions influencing it. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is structured around three key areas, each addressing fundamental aspects of planning theory and its application: 1. Foundations of planning theory * Explore the evolution of key planning concepts and ideas. * Examine the epistemic and ethical underpinnings of planning practices. * Understand the diversity of theoretical approaches (e.g., advocacy, incrementalism, radical planning). 2. Processes in planning * Analyse how planning theories translate into actionable processes. * Investigate the nexus between governance and planning from a theoretical perspective * Assess the concepts and theories used to implement participatory planning. 3. Contextual applications of planning theory * Explore how contexts influence planning practices. * Reflect on the adaptability of planning theories to specific cases and conditions. * Examine the interplay between culture, environment, and socio-economic circumstances in shaping planning outcomes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The Syllabus will be shared during the first lecture. All course contents will be provided via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0574-00L | Urban Qualities in Practice | W | 3 credits | 2G | D. Jerjen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course deals with the various aspects of urban quality. Using practical examples from Switzerland, the success factors of high-quality urban development are examined and reviewed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The overarching aim of the course is to sensitize students to the importance of high-quality densification. The goal will be achieved through lectures, discussions with practitioners, and exercises. By the end of the course, students should be able to analyze an urban area in terms of its quality. They will be familiar with suitable spatial planning instruments that can be used for high-quality densification. Students will ...becomefamiliar with various aspects of urban quality ...discuss these critically and develop them further if necessary ...differentiate between the levels, scales and tasks of spatial planning instruments and processes ...identify, weight and weigh up the various interests in planning ...select and apply suitable (spatial planning) instruments ...acquire the theoretical, methodological and practical knowledge to investigate, clarify and solve spatial planning tasks | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Spatial Planning Act (RPG) requires the federal government, cantons and municipalities to densify, “taking into account an appropriate quality of living”. The aim is to create compact urban areas that also offer quality. There is no generally valid definition of what constitutes the desired urban quality in detail. The Swiss Spatial Planning Association EspaceSuisse has identified 10 aspects based on the experience gained from advising municipalities and analyzing good examples. If these are present, the chances of a high quality is good - both in urban and rural areas. In the course “Urban qualities in practice”, these aspects are examined and further developed using specific examples - with a focus on Swiss practice. The course consists of lectures on the basics and current concepts of high-quality densification as well as exercises and on-site inspections. The lecture series introduces the relevant concepts and covers the following main topics: - Current challenges and legal foundations for high-quality densification - Analysis and further development of the various aspects of urban qualities - Method of weighing up interests and their significance for high-quality densification - Interaction of formal and informal planning instruments to create urban qualities | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A course will be set up on Moodle in which lectures and documents will be made available and group work can be uploaded. All documents provided are intended exclusively for use within this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course is held in German | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 052-0716-25L | Topology | W | 2 credits | 2K | P. Urech, M. Vollmer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The elective course "Topology" in the Spring Semester of 2025 will investigate places in Zürich. We will embark the participants on a terrain between science and art that we will shape through spatial mapping and imagination, adopting different perceptual perspectives supported by technology, literature and history. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This elective course gives architecture students the opportunity to further develop their perception of space through a site-specific approach in the field of landscape architecture. The students will learn to use 3D point cloud technology and other spatial sensing technologies in order to analyze complex urban landscape and develop new ways of editing and representing these intertwined spaces. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course enhances digital literacy for students at D-ARCH and D-BAUG. It builds on a long standing specialization in the spatial exploration of urban landscapes, and integrates digital methods continuously developed at the Landscape Virtualization and Modeling Lab (LVML). Students will become acquainted to working with point cloud models produced with laser-scanning technology. They will learn to use a Terrestrial Laser Scanner to digitalize the site of investigation and reveal its place-specific character, sensory qualities and potential for change. Collected samples from the field will be assembled for interactive audiovisual use in the Laboratory. Through a series of steps, the students will learn how a laser-scanning survey is conducted, how the raw data is processed, how point cloud models are assembled, what qualities these models can provide to analyze, explore and represent space as an audiovisual experience. This understanding will be gained through digital modeling and audiovisual composition. In particular, we will develop a new, comprehensive sectional model of a topologically interesting site situation. All software required is open source and can also be installed on private laptops, facilitating work from home if necessary. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will be provided during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | - Students will work in groups of 2, based on available computer stations - The lectures will be held in English, assistance in English and German | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 052-0728-25L | 4D-Geodesign for Urban Transformation | W | 3 credits | 3G | S. Wälty, H. Klumpner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This interdisciplinary blended course (50% online, 50% in-class) tackles urban planning, design, and policy issues in various global case study cities. Each semester focuses on a different city. Students reconstruct land use rules using 3D models and simulate 4D urban transformation scenarios for 500-meter-radius neighborhoods, which will be presented and discussed in class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | GIS Skills: Gain skills in using ArcGIS Online, ArcGIS Urban, and ArcGIS StoryMaps through hands-on online assignments. Urban Planning and Design Insight: Understand urban planning, design, and policy through presentations and Q&A sessions with professionals. Collaborative Skills: Develop critical thinking and teamwork through interactive discussions and collaborative methods. Project Application: Apply knowledge to create and present a final project, demonstrating urban planning solutions and receiving feedback from guest reviewers. Practical Experience: Enhance learning through city tours that connect theory to real-world urban planning practices. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course explores critical urban transformation issues at the 10-minute neighborhood level. By leveraging technology, communication tools, and online resources, it combines opportunities for online interaction with traditional place-based teaching methods. The course can be offered as an elective with exercises or integrated into design classes, with online materials supporting self-paced learning. (i) Students will actively engage with building and land use regulations by reconstructing them in a 3D model, developing new regulations based on design and land use criteria, and simulating potential developments in 4D. Collaborative work in diverse teams fosters cross-disciplinary learning, encouraging knowledge sharing and peer reviews. (ii) Urban design lecturers will benefit from having more time to focus on design aspects in their classes, as the course structure alleviates the need to teach software tools. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A time and workload (in addition to the course) of 70 hours is to be expected. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Major in Transport Systems and Behaviour | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0488-01L | Active Mobility | W | 6 credits | 4G | U. Walter, E. Bosina, M. Meeder | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Basics of pedestrian transport planning and planning of cycle traffic facilities, Transport-related attributes of the human being, Design of pedestrian and cycle traffic networks, Pedestrian and cycle traffic facilities, Microsimulation of pedestrian flows, Assessment of performance and level of service | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Acquisition of basic knowledge in the field of pedestrian and bicycle traffic planning, Knowledge and understanding of the transport-related attributes of human beings and the consequences for the design and planning of appropriate transport facilities, Initial practical experience in the design of facilities and road space for pedestrian and bicylce traffic, Ability to assess level of service and performance, Basic knowledge about pedestrian microsimulation as an up-to-date instrument for planning and analysis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | 1) Introduction to active mobility 2) Characteristics of bicycle transport 3) Principles of bicycle networks 4) Exercise: design of a bicycle network 5) design and development of bicycle traffic facilities 6) Characteristics of pedestrians, walking speed 7) Quality of traffic conditions and capacity of cycling and walking facilities 8) design and development of pedestrian traffic facilities 9) Planning of pedestrian networks 10) Configuration and design of pedestrian traffic facilities in public transport hubs 11) Obstacle free traffic areas - Demands of people with disabilities 12) Surveys and data on pedestrian and bicycle traffic 13) Pedestrian simulations 14) Technologies for pedestrian micro-simulations 15) Exercise: Design of pedestrian facilities 16) Shared Space 17) Promoting pedestrian and bicycle transport 18) Excursions to selected topics in pedestrian and bicycle transport | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Slides and other course materials will be provided on this course's Moodle page. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | References for further reading will be provided during the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | During the semester there will be 2 supporting exercises as well as 2 field trips covering pedestrian and bicycle transport. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0481-00L | Readings in Transport Policy Does not take place this semester. | W | 3 credits | 2G | E. Heinen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course will explore the issues and constraints of transport policy through the joint readings of a set of relevant papers. The class will meet every three weeks to discuss the texts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Familiarize the students with issues of transport policy making and the conflicts arising. Train the ability to read critically and to summarize his/her understanding for him/herself and others through a review paper, paper abstracts and a paper review. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0459-00L | Logistics and Freight Transportation | W | 6 credits | 4G | F. Corman, Z. Ansarilari, B. Martin Iradi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Basics and concepts of logistics and freight transport; offers, infrastructure and production processes of different transport systems; regulatory framework | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Identification and understanding the interconnections between logistic requirements, market, transport offers, operational processes, transport means and regulation in freight transport of all transport systems (road, rail, intermodal, waterborne and air). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Basics and concepts of logistics, actors in logistics and freight transport, transport demand (1) inventory-management, in-house logistics, storage, transport safety, dangerous goods (2), basics to transport offers, production processes and infrastructure for road, rail, intermodal, waterborne (sea and inland waterways) and air transport, urban logistics (3), transport policy, regulation, spatial planning, location issues and network design with optimization methods (4) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The course is in english. Lecture slides in English will be provided. Books and reference material will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 227-0524-00L | Railway Systems II | W | 6 credits | 4G | M. Meyer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Characteristics of traction drive systems: - electrical systems and their components - thermal propulsion systems - vehicles with battery storage systems System integration: - train control - energy consumption - electrical system compatibility | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Know-how about the design and construction principles of rail traction systems - Overview of overall-system tasks (electrical system integration, train control, energy consumption) - Insight into the activities of the railway vehicle industry and railway operators in Switzerland - Motivation of young engineers to start a career in the railway vehicle manufacturers, railway infrastructure and operating companies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | EST II (Frühjahrsemester) - Vertiefung Antriebssysteme, Systemfragen 1 Traktionsausrüstung: 1.1 Systemkonzepte für Traktionsantriebe 1.2 Haupttransformator 1.3 Fahrmotoren 1.4 Stromrichter 1.5 Hochspannungskreise und Erdung 1.6 Thermische Auslegung 1.7 Diesel-Antriebssysteme 1.8 Batteriespeicher 2 Systemintegration 2.1 Zugbeeinflussung 2.2 Energieverbrauch 2.3 Aufbau der Bahnstromversorgung 2.4 Elektrische Systemkompatibilität Geplante Exkursionen: - Engineering und Leistungslabor, ABB Turgi - Sicherungsanlagen, Siemens Wallisellen - 2-tägige Schlussexkursion (Besichtigungen und Führerstandsfahrten, ausschliesslich für regelmässige Vorlesungsteilnehmer) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Abgabe der Unterlagen (gegen eine Schutzgebühr) zu Beginn des Semesters, schwarzweiss, oder gegen Aufpreis in Farbe. Die Unterlagen sind schwarzweiss ebenfalls aussagekräftig. Aus urheberrechtlichen Gründen keine digitale Abgabe der Unterlagen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Dozent: Dr. Markus Meyer, Emkamatik GmbH Voraussichtlich Gastvortrag über ETCS von einem SBB-Referenten. EST I (Herbstsemester) ist als Voraussetzung empfohlen, aber nicht notwendig. EST II (Frühjahrssemester) kann bei Interesse an Antriebssystemen auch als separate Vorlesung besucht werden. Für Maschineningenieur-Studenten bei Interesse ebenfalls geeignet, insbesondere als Ergänzung zu EST I. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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