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We have not used the online review tool Perusal any more. It is a very good tool, but it was too much for the workload of this class. We will explore the toll in other contexts.

Note: Wed not see whether the student report has arrived automatically from Teams. So it was also uploaded it in addition and also the two interim reports. The class in Spring 2023 was taught by Gilbert Siame (Assistant Professor) and Peter Gotsch (Professor ) at UEP. From our perspective we delivered all learning goals at highest satisfaction as the two teachers could contribute their complementary expertise. Lectures covered a range of topics such as : globalisation and ... urbanisation, the global city, planning, infrastructure, privatisation, urban marketing, environment, social movements . The students assignments comprised to complete an essay on one of the core topics (individual assignment) and to complete a group report on a case study of an urban regeneration project (urban rivers). Moreover the students had to complete weekly readings (ca 36 readings of scientific papers in total). On the critical side students wanted more time for the second assignment (group report on a case study), In this context they also wanted to have more supervision time for this assignment. The student feedback was overly positive. Some excerpts: "The content of the course was well aligned with the learning outcome. It was a good combination of lectures, group discussions and writing assignements. Especially the individual report writing was good for each student to conduct one’s own analysis and reflections." "There was a broad agreement that the curriculum was interesting. The impression is that all the students enjoyed the literature a lot. It was very varied and appealing to a broad range of study fields - which the class consisted of. "  "The class environment was interactive and brought various topic on to the table for discussion regarding Globalisation. The course was well structured, introducing and linking different agendas, although the it seemed more theoretical. The plan to introduce the topic and then later engaging-the class in discussion helped the students to understand the concept and give their inputs. "

NTNU:TIA:REST

Institutt for arkitektur og planlegging

Department of Architecture and Planning

Engelsk

Anbefalte forkunnskaper

Ingen men kurs anbefalt på master nivå.

Globalisering og byutvikling

Byforming og planlegging

Samfunnsgeografi

Fysisk planlegging - masterstudium

Urban Ecological Planning (Master's Programme)

Arkitektur - masterstudium (2-årig)

Arkitektur - masterstudium (5-årig)

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The course Globalisation and Urban Development in the spring semester of 2022 had a focus on Public Space and Urban Rivers and was delivered at a high quality. A special element was a workshop on street trading by visiting Professor Prof. Pratap Raval and And PhD Mrudhula Mangankar in week 9-12. Both teachers and students were highly satisfied. Even so challenges persisted as COVID-19 has remained a issue.

The learning goals had veep fully achieve. In their evaluation through a survey, students clearly express their satisfaction about new learning contents and on the quality of lectures and supervision. The contact with professors and lecturers received the best of the ratings. . Moreover they they prefer physical lecture to online lectures. the ask for more discussion time in general; some students wanted better reading materials. Some students have been sceptical about the format of the course assignment in an online BLOG. A majority did not like the learning platform Perusal. The learning environment was rated as only satisfactory, due to the fact that seem lectures were offered digitally . This was due to covid issues of the lecturers.

An important critical comment was: "Too much virtual unfortunately, most of the course in physical should be nice to meet other students and discuss, virtual discussion or less relevant I think." The best comment by a student was: "In my five years of studying urban planning, probably one of the best courses I have chosen so far. Fantastic topics, open for new ideas and discussions, great guest speakers from all over the world. Really interesting and exactly my kind of course. Thank you!" The Reference Group has never submitted a final report. But they have completed a survey with the class that was very useful and that is attached to this report.

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The course Globalisation and Urban Development in the spring semester of 2021 had a focus on Housing and was delivered at a high quality. Both teachers and students were highly satisfied. Even so challenges persisted as a majority of the class meetings had to be done online due to COVID-19. Compared to the last year (Spring 2019) the course had a new staff (coordinator and instructors) and a new format that focused on case study work in combination with theory. The course attracted a diverse and very good group of participants from several programs at NTNU such as urban ecological planning (IEP) physical planning (IAP), real estate development (IAP), and globalisation and sustainable development (geography).

The learning goals were very relevant and current.The learning goals have been communicated through the course syllabus that was discussed during the first lesson and were available on Blackboard. Furthermore, learning goals have been continuously mentioned throughout the semester.The course combination of theory and field work is well aligned with UEPs field work approach.

The course had lectures (teaching staff and guest lecturers), collaborative reading of the course literature using an online platform, student's presentations and report on a chosen topic, a field visit, and a case-study (short field work) on a chosen topic. Consultations were also offered to the groups.The possibility to choose the own theory topic and also field work topic increased motivation and promoted a very good level of achievement of the learning goals. A second factor promoting quality of learning was the fact that students were asked to do group work.The learning environment suffered from the COVID -19 context. Experience of each other was limited online. Real field work was limited.

The assessment was based on one field work report (exam).Other exercises such as a theory report have been completed as a prerequisite to the final "exam".In the future it will be desirable to include some grading for participation and activity in class and also for the first theory report.It is proposed to include more self-assessment/ peer assessment in the future

Sustainable Urban Transitions (Nordic Master's Programme)

Globalization (Master's Programme)

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Students found the lectures useful in general, particularly those covering globalization theories were useful for the final assignment. The two individual assignments were good exercises to equip students with “writing a paper” tools. Most students found it very helpful to prepare for the final assignment. However, others found the assignments disconnected from the lectures. The field visits were useful to those who chose a relevant topic for the final assignment. However, the purpose of the visits and their relevance to the course were not immediately apparent for some. Therefore, there were confusions for example, during the small group discussion at Uroptruljen. In accordance to the students, there were no significant challenges when the course was made online due to the coronavirus situation. The recorded lectures worked as good substitutes.

The learning outcome was communicated early to the students. Parallell to the topics of globalization and urban development, the students learn to collect first-hand data within a set topic through case study methodology and interviews (migration and urbanization) and to write an academic article. Some students thought that the topic of interviews is taught in other courses and did not see the repetition as necessary.The overall course could be improved by clarifying how each lecture and activity fits into the overall objectives of the course – not only to be addressed in the introductory lecture but also to remind students as the course proceeds. For field visits, students will benefit from making their objectives clearer. It is also recommended to have a back-up to contact lecturers on site as some students struggled finding the exact location. While students were provided with generous feedback on assignments, detailed comments when applicable could further enhance students’ learning.

The motivation was variable and after corona hit, some students disappeared. The motivation was fluctuating but we tried to address this by adding video lectures and mandatory question and answer sessions and discussions to make them feel the course was still running as normal.

It is quite easy to see the understanding each student has reached in the topic by reading the final deliverables, and it is a good opportunity for the students to show their progression. The article format works well while the early introduction to a case was not as useful as expected.

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Globalisering og byutvikling - AAR5270