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In general, students were appreciative of the course and its relevance in current unpredictable times. In addition to the UEP students, the course also had exchange students, as well as students from Geography and Sustainable Architecture, and a planner from Trondheim kommune, which made for a diverse class and consequently enriching discussions. This year also had new guest lecturers (who lectured on community resilience as well as humanitarian-development-peace nexus) who the students appreciated. Furthermore, the academic writing workshop by Gilbert Siame was well-received. The course has currently crossed the 5th year of its current iteration and presents a repertoire of complex theoretical concepts as well as approaches grounded in practice regarding planning for uncertainty.

Through this course, students have gained an enhanced understanding of complex concepts such as uncertainty, resilience, contingency, risk and adaptation and the interrelations between them. Furthermore, trajectory of planning, disaster risk reduction, climate change adaption and humanitarian response are also presented to help students understand various field perspectives towards uncertainty. Students also get an in-depth understanding of how to analyse an existing case using a complex concept through their academic essay assignment. In the group assignment, they understand how to work on a hypothetical scenario of heavy unprecedented floods in Trondheim in multi-disciplinary groups. This also contributes to out of the box thinking because of imposed opportunities and constraints.

the course is offered as an elective to students from Geography from the coming spring semester which gives more opportunity for inter-disciplinary learning. The course also has synergies with the newly piloted course on Humanitarian Design in the Department of Design. These also offer opportunities to explore inter-departmental research and teaching collaborations under the topic of dealing with compounded crises.

NTNU:TIA:REST

Institutt for arkitektur og planlegging

Department of Architecture and Planning

Engelsk

Læringsutbytte

Kunnskap: Kandidaten vil ha en avansert forståelse av planlegging under uforutsigbare forhold i sammenheng med ulike sosiale, miljømessige, økonomiske og politiske ustabiliteter og sjokk. Ferdigheter: Kandidaten vil kunne utarbeide områdebaserte planforslag for ulike situasjoner av kriser og usikkerheter. Generell kompetanse: Kandidaten vil kunne gjenkjenne ulike typer usikkerheter og kriser, og analysere deres konsekvenser for byutvikling og planlegging.

Byplanleggingspraksis i uforutsigbare forhold

Byforming og planlegging

Geografi

Arkitektur - masterstudium (2-årig)

Urban Ecological Planning (Master's Programme)

Arkitektur - masterstudium (5-årig)

Sustainable Architecture (Master's Programme)

Fysisk planlegging - masterstudium

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Overall, the students had a positive evaluation of the course commending on how it was the most well-structured course and well -organized with a good overview of different concepts such as uncertainty, contingency, resilience through the lens of spatial planning, scenario planning, disaster management, climate change adaptation, and humanitarian response. Based on feedback from the year before, more attention was paid to giving students feedback on the content of their individual assignments and not just on the structure of their paper. This year, students were satisfied with the work load, feedback and the general mix of perspectives from policy, practice and theory.

The students expressed that they were able to understand how to assess and analyse the social, economic, political and environmental uncertainties and how to develop contextualised and multi-scalar plans and design responses that are flexible and adaptable. The reference group expressed therefore that the course content corresponded fully with the course description. Workshops on individual and group assignments helped the students to understand how to integrate the complexities of the context and to integrate perspectives from policy, practice and theory on uncertainty and contingency from various disciplines. Since there were students from various backgrounds taking the course, this diversity was also showcased in their assignments. Going forward, more effort could be taken to have discussion sessions on complex academic papers in class so that students who struggle with English can absorb the content in a better way.

Kunnskap: Kandidaten vil ha en avansert forståelse av planlegging under uforutsigbare forhold i sammenheng med ulike sosiale, miljømessige, økonomiske og politiske ustabiliteter og sjokk. Ferdigheter: Kandidaten vil kunne utarbeide områdebaserte planforslag for ulike situasjoner av kriser og usikkerheter. Generell kompetanse: Kandidaten vil kunne gjenkjenne ulike typer usikkerheter og kriser, og analysere deres konsekvenser for byutvikling og planlegging. 

Afrikastudier

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The reference group expressed overall satisfaction with the lectures on contingency, resilience, and uncertainty. They found the lectures informative and engaging with several cases as examples of areas that have faced various unexpected events. Similar thoughts were observed for the lectures on scenario planning, and disaster and risk management. The guest lectures on resilience, humanitarian response, and climate change adaptation were also appreciated by the students. The students appreciated the breadth of articles in the compendium but expressed that 4 articles in a week were difficult to comprehend. The compendium contained only the requisite number of articles that are expected for a 7.5 credit course at Master's level. The students preferred the physical sessions in relation to the digital sessions as it harder to engage and some students tended to drop out during the digital session. The students appreciated the workshops on academic writing by Riny for the individual essay, as well as workshops on the group assignment. Group work was considered to be challenging by some students since COVID restrictions meant that some students were not physically present in Trondheim. Students who did not have an arhcitecture\urban planning background were not familiar with visual tools such as Adobe Photoshop and Illustrator and this has influenced the outcome of the group assignments. However, having students from different backgrounds has been an advantage to address persisting climate change challenges in a transdisciplinary manner.

Dealing with uncertainty from an urban planning perspective is a newly emerging dimension and this course tries to capture the complexities related to this in a transdisciplinary manner. So the articles, reading material, examples, and case studies are recent developments and therefore up to date and relevant. The lectures were in a hybrid fashion, partly because of COVID regulations and partly because the guest lectures were not physically present in Trondheim. Almost all lectures followed an interactive methodology, where space was given for students to raise questions and discuss a question posed by the lecturer in pairs or in small groups. This was found useful to engage the students with each other. The compendium was given beforehand as well as the course schedule with the elongated titles conveying the topic of each lecture. In addition, the lecturer would mention in each class, the topic of the following lecture. The urban contingency practice and planning course are designed to complement the other courses in UEP as well as in physical planning, sustainable architecture, and allied disciplines. The intention is to get the students to think of planning not as a static goal-oriented domain but as a set of flexible and adaptable tools that can deal with various types of uncertainties.

The learning activities were designed for interaction and engagement among students from different educational backgrounds and places of origin. In each session, one question was posed that had to be discussed by the students for 10-15 minutes and then they would express their discussion points publicly in class. In addition, an impromptu debate was held to gauge the understanding of students on the various topics held in class. Workshops were held on academic writing to facilitate working on the individual essay. Feedback was given to all students on the draft of the abstract. An extended half-day workshop was held for facilitating group work. In addition, slots were allotted for students to ask for feedback on their assignments if needed. In general, the student cohort of this semester was motivated and proactive, expressing enthusiasm for undertaking complex challenges. Group work was challenging for some students as all members of the group were not situated in Trondheim due to COVID regulations. Academic writing was found challenging for some students primarily because of English language abilities. Overall, students expressed satisfaction and enthusiasm that this course was one of the few that was held in person. After the entire autumn semester was conducted digitally, this was helpful for the students to be part of a student life on campus and interact in person with their classmates.

The assessment was in two parts. Firstly, an individual essay that accounted for 50% of the grade. In addition to gauging academic writing skills, the essay was designed to facilitate the student's ability to use a theoretical framework\concept and analyse a case\context. Weightage was given to the level of argument and justification as well as understanding and elucidation of theoretical concepts based on literature from the compendium as well as other relevant literature. The second assignment was group work, wherein each group was given a hypothetical scenario of unexpected floods in Trondheim due to sea-level rise or heavy rainfall. Each group was given a different set of institutional and resource constraints. The task was to formulate a contextualized contingency plan encompassing a response strategy, implementation plan, preparedness plan, operational support plan and budget. This assignment accounted for the remaining 50 % of the grade. Both assignments required a thorough reading of the articles in the compendium, an understanding of the concepts of contingency, uncertainty, resilience etc, and their interrelations. It also required students to understand the context and to design spatial and organizational interventions that are specific to the case. The brief of both assignments were presented early on in the class so that students could use the time to decide what direction they would like to adopt in the assignments.

Kunnskap: Kandidaten vil ha en avansert forståelse av planlegging under uforutsigbare forhold i sammenheng med ulike sosiale, miljømessige, økonomiske og politiske ustabiliteter og sjokk.

Ferdigheter: Kandidaten vil kunne utarbeide områdebaserte planforslag for ulike situasjoner av kriser og usikkerheter.

Generell kompetanse: Kandidaten vil kunne gjenkjenne ulike typer usikkerheter og kriser, og analysere deres konsekvenser for byutvikling og planlegging.

Sustainable Urban Transitions (Nordic Master's Programme)

Diverse studier AD-fakultetet

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Byplanleggingspraksis i uforutsigbare forhold - AAR5220