Students are expected to complete all the required readings before the scheduled class time, actively participate in class discussions and presentations, write several short essay assignments, write 15 short reading responses.  Evaluation of your work will be based on two areas: the quality of your analysis (70% of the grade), and writing quality (30%). (Here are some tips on writing)   Late assignments will result in point reductions.

NOTE: this is a tentative list of assignments: I may slightly alter the due dates and/or update the final project steps and intermediate deadlines.

Short Reading Responses

Ahead of each class, I will post a question/prompt (on Canvas) about a session's readings. Please write a brief response to the question. Length: 1-2 paragraphs. Please upload your response to Canvas BEFORE the start of the class session.

The purpose of the responses is to encourage you to be more active readers of the texts, to help you organize your thoughts, and to provide the instructors with feedback about the readings and ideas.

Please complete fifteen (15) responses over the semester (out of 24 response questions). Grading: You will receive one point for each response submitted on time (up to a maximum total of 15 points). (We give you 24 different possible entries so that you have flexibility about which assignments you choose to do.) Note: Several of the assignments are not in the form of reading responses, but rather preparing a google slide (e.g., Sept 7: Pandemic Urbanism; Sept 14: Climate Change/Natural Hazards; Oct 26: Arguments for/against planning; Nov 16: public space -- this last one on a google web page entry,) and uploading an image + brief commentary.

Tentative Dates of responses (remember: you need only complete 15 out of ca. 22-23:

Aug 31
Sep 7*, 12, 14*, 19, 21, 26, 28
Oct 3, 5, 10, 12, 19, 24, 26*, 31
Nov 2, 7, 9, 14, 16*, 21, 28, 30

* These assignment days are not in the form of reading responses, but rather preparing a slide.

Format:

• Please use the "text entry" option (paste or type your entry in the response box) on Canvas.
• Do PROOF-READ your entry before submitting.
• Be sure that you properly cite any direct quotes or ideas from sources. [citation guidelines here]. Get into the good scholarly habit of citing sources -- whether your writing is a long essay or just a paragraph.

Three Short Essays

Throughout the semester students will write several essays in response to questions tied to the course readings.

Format and Style Guidelines (READ CAREFULLY):

Essay One (due Friday Oct 7, 11:59 pm)

Answer ONE of the questions below. Page length: 5 pages (not counting the bibliography). Please read the formatting guidelines above, including our request that you submit both a digital and a paper version. Thank you.

1. Pandemic Urbanism: The COVID-19 pandemic has not only led to specific questions about the future of office space, work-from-home (WFH), the commute, the fate of public transit, the prospects for public spaces, etc., but also to larger debates about the future viability of cities themselves — both the resilience and vulnerabilities of high density urban life. Some authors have argued (perhaps with a certain Schadenfreude) that the pandemic will mark the end of the post-industrial, “triumph of the city” / “back to the city” era (heralded by Ed Glaeser, Richard Florida, etc.) and trigger a renewed flight to the suburbs and beyond. Yet others have argued that cities remain robust, competitive locations and will bounce back after the pandemic. These debates reflect not only empirical analysis of early observations and data, but also seem to tap into deeper assumptions, biases and ideologies about the virtues or flaws of urban life — including a specifically American tradition of anti-urbanism. Referring to a selection of readings (from the syllabus and/or elsewhere), how have the divergent reactions to the pandemic — and predictions about either the resurgence or the decline of cities in the wake of COVID — revealed underlying beliefs and biases (either positive and/or negative) about the value and dangers of cities? What gaps have been revealed in our existing urban systems and communities? What changes might we expect to see?

2. Race, Ethnicity and Planning: The planning profession faces a paradox: the discipline ostensibly places high priority on socio-spatial justice (i.e., on promoting racial, ethnic and gender equality in communities and workplaces). However, the discipline has a surprisingly low percentage of planners from underrepresented groups. (The profession has arguably been far more successful in achieving gender equality than racial/ethic equality in planning education and practice.) Drawing from the course readings (and optionally, from other sources), how can we explain this relative lack of African-Americans, Hispanics, Native Americans and other underrepresented racial/ethnic groups in the profession of planning? Explore the implications of what it means for planners not always to be members of the public or segments of the public they claim to represent. (If useful, define and differentiate themes such as “diversity,” “equity” and “inclusion.”)

3. Social-spatial injustices and the culpability of urban planners: Contemporary urban planners often emphasize the discipline’s commitment to social justice and the potential of their discipline’s concepts and tools to promote greater equality and fairness. But planners have also reflected on the darker side of this relationship between racism and government policies and laws, including a legacy of spatial practices used to codify and reinforce racial segregation and inequality. How has planning engaged with the criticism that the profession has been historically responsible for entrenched spatial patterns of racial inequality? (Note: in these discussions about the role of planning, sometimes “planners” refer specifically to professional urban planners working for municipal and regional-level governments. But often “planners” is used loosely as a proxy term for a broad set of public and private actors, such as city councils, planning commissions, mayors, developers, architects, redevelopment agencies, state government, federal government, the courts, etc.).

4. Sustainability: One function of planning theory is to identify and articulate the core ideas and values of the discipline. (At various moments during the history of planning, scholars have debated about the field’s central organizing principle (i.e., paradigm), such as the rational-comprehensive planning model, or Modernism, or communicative action/participatory planning.) To what extent does sustainability offer planning a useful organizing principle (for either planning theory and/or practice)? Does sustainability give meaning and coherence to the varied and disparate themes and sub-disciplines within planning? What are the limitations or dangers of sustainability as the core idea for planning? Refer to class readings where relevant.

5. How planners/urbanists view nature: As the profession’s name indicates, urban planning emphasizes cities and other built environments (and ostensibly defers to conservation biologists, landscape architects, geologists, etc. to research and engage natural environments). But planning continually engages the interaction between the built and natural environments. Sometimes we emphasize the potential harmony and balance between the urban and the rural. Frequently we acknowledge the collision between human and natural systems. In recent years, wildfires and drought in the US West, massive flooding in Pakistan, tropical cyclones in east and southeast Asia, floods in Europe, earthquakes in Haiti, and hurricane flooding along the US Gulf and East Coasts are stark reminders that humans frequently settle in vulnerable natural settings. We often face the contradictory paradox of human settlements: we both depend on nature (to locate our settlements, to feed ourselves, to access water and air, to transport ourselves and our materials, to power our machines, to provide lovely vistas, etc.) and yet in the process we expose ourselves to risks from nature (storms, heat, cold, floods, etc.) and bespoil the Earth. Select several readings and discuss each author’s conception of nature and its interaction with the urban. (Note: some authors provide an explicit discussion of nature, while other authors might only implicitly have a view of nature embedded in their text.) Do you see recurring patterns in how authors (planners and others) engage the urban-nature relationship in their work?

Essay Two (due Friday Nov 4, 11:59 pm)

Answer ONE of the questions below. Page length: 5 pages (not counting the bibliography). Please read the formatting guidelines above, including our request that you submit both a digital and a paper version. Thank you.

1. Scales of planning: The celebration of Jane Jacobs and the vilification of Robert Moses and Le Corbusier might suggest that planners have rejected large-scale planning (and large-scale projects) and instead embraced small-scale strategies and fine-grained, diversified, human-scaled neighborhoods. Yet if one toured New York, Seoul, Shanghai, Mumbai and many other world cities, one would see an abundant propagation of new high-rises, tower blocks, mega-projects, often on super-blocks. Have Moses’ and Le Corbusier’s visions of the city won after all? Do we need to rethink the moral lessons arising from the Jacobs-Moses debate? Evaluate the continued relevance of her arguments for fine-grained, pedestrian-oriented, small-scale assemblages (of old and new buildings) in today’s large cities.

2. Garden Cities vs. Suburbs: The casual listener, upon hearing about Ebenezer Howard’s ideas, might comment, “Oh, I guess that Howard’s garden cities were the origins of the modern suburb. Isn’t it ironic that you planners often ridicule suburbia, and yet one of your profession’s beloved origin stories is about the inventor of the suburb!” Many planners might then rush to Howard’s defense, arguing, “Oh no: the garden city and the suburb are two fundamentally different things with very different conceptions of community, public interests, work, commuting, ownership, etc. The garden city was — and remains — an important alternative and antidote to the suburb.” How do you adjudicate this disagreement? Who is closer to the truth? In your essay, explore the complex relationship between the suburb and the idea of the garden city. How similar or divergent are they?

3. Contrasting notions of diversity in urban planning: The idea of promoting urban diversity is appealing to planners, but the term doesn’t seem to have a uniform definition. Jane Jacobs frequently asserts the importance of diversity for urban vitality. Contemporary advocates of social justice also employ the term “diversity,” including the widespread use of the phrase “Diversity, Equity, Inclusion” (DEI). Contrast these two uses of diversity. Do these represent very different and unrelated (and perhaps even conflicting) uses of the idea of diversity, or are there interesting and/or productive connections between the two?

4. Gender, Sexuality and Planning Theory: Planners readily (even enthusiastically) debate the merits of sustainability, suburbs, resilience, comprehensiveness, garden cities, new urbanism, Robert Moses vs. Jane Jacobs, even modernism. But discussions about gender roles and sexual politics can be rare and/or awkward. Skeptics might marginalize gender and sexuality as private matters or otherwise outside planning’s core concerns, best left to other departments on campus (e.g., sociology, women’s studies, social work, political science, psychology, anthropology, history) to engage. That said, there is a complex array of possible gender/sexuality issues of potential relevance for planning (the status of women in the profession, sexual harassment and violence in public spaces, single-sex vs. co-ed spaces, the divergent use of public transit by men vs. women, income inequality and its impact on local economic development, LGBTQIA hate crimes, controversies over burka bans in public spaces, etc.). In your essay, select several readings and examine how each author frames issues of gender and sexuality as urban planning issues. How well (or poorly) do they make the case that planners should engage gender and sexuality as core planning issues? Looking to the future, where do you think the field of planning (either its scholarly and/or its professional work) should focus its efforts in linking gender & sexuality to urban planning?

5. Justifications for planning: Supporters of public sector planning have employed various arguments -- ideological, empirical, game theoretic, economic, political, etc. -- to justify the need or benefits of planning intervention. Select several course readings, and identify and contrast several distinct justifications for planning. Which justifications do you find most or least convincing, and why? Do you see a distinction (or a conflation) between the justifications for public sector intervention in general (e.g., arguments for a strong welfare state rather than a minimal state) and for public sector urban planning specifically? Finally, do you think that the scholarly arguments in support of strong public urban planning are effective in convincing the public-at-large about the need for strong planning regulations and large budgets for public planning projects, or are such scholarly arguments ineffective (or even counterproductive)?

Essay Three: Memo (due Friday Dec 2, 11:59 pm)

Note: You wrote Essay #1 and #2 for a more traditional scholarly audience. The format for Essay #3 is different. You are to write in memo format, explaining and translating selected planning theory ideas. (Prof. Steiff will discuss memo-writing strategies in class on Nov 14).

Format:

Follow the conventional memo format:

Select ONE of the memo scenarios below:

1. What’s worthwhile to learn from communicative action planning? You are traveling with friends by car across the country to visit San Francisco. While having lunch at a roadside cafe somewhere along Interstate 80 between Chicago and Salt Lake City, you strike up a conversation with people at the adjacent table. What a coincidence! They happen to be city planners in a nearby city. Inspired by planning school discussions about how to link theory to action, you are curious to see how planning commission meetings function in the middle of the country. “What good luck!” they say, “our monthly planning commission meeting takes place this evening! You should come!” You accept their invitation. (Your friends, less excited, opt out and instead go to a local music club.) The planning commission, planning department staff and other participants at the meeting are all friendly and welcoming, and the meeting runs smoothly. The meeting agenda items include straightforward items such as reviewing several development proposals, rezoning requests, and a report from the Main Street Revitalization Committee. But you are struck by the language, process and format of the meeting. There is no awareness or focus of citizen participation, diversity or public engagement. It is as it you were taken back in time to a planning meeting from the 1960s. After the meeting, your new planning friends (whom you met at the roadside cafe earlier that day) ask you: “So, what do you think?” You are polite and generous in your praise, but then you gingerly ask: “Have you all ever heard of communicative action, or planning as discursive practice, or perhaps Judy Innes, John Forester, Jürgen Habermas?” "No, we haven't. Should we know them? We are game to learn about new planning ideas and strategies."
   The next day you are back on the road the next day, heading west on I-80. As your friends drive, you do an internet search about the city you just visited and discover that the community has a much more diverse and interesting recent history than the discussion and the (white, mostly male and middle class) demographics of the planning commission meeting would suggest. It was once a sleepy small town surrounded by farms. But in recent years the city has grown rapidly, with many immigrants from Latin America, Southeast Asia and North Africa working in the new meat packing plants on the edge of town. The city has a shortage of affordable housing, especially rental units. Social services, public transit and the local schools have been slow to adapt to this enlarged and more diverse community. There is a strong divide between the long-term residents (who run the city government) and the new residents, and the planning commission doesn’t seem to acknowledge or address this divide and the ways that the community is changing.
   You then receive a text message from your new planning friends. They are excited about these new planning ideas, and want more information about these recent developments in planning theory. After a lot of back-and-forth conversation, you realize that you can’t just send them a reading list, so you ask them: what would be a useful way to communicate, to you and your colleagues, these new ideas? They suggest that you write a short memo, titled “Better planning through citizen participation/communicative action planning: what it is, what it can do for your community planning efforts, when it works and when it doesn’t”. (Your goal is to provide an accessible introduction and some guidance about the recent trends in communicative action and participatory planning.)

2. A Memo to a Planning Director about Public Space: Freshly out of planning grad school, you get a job in a planning department of a large city. A few years ago, the city passed a regulation that all new major development projects in the city’s downtown are required to either provide on-site public spaces or alternatively contribute to the city’s parks acquisition and development fund. As a result, many new public spaces are emerging in the city’s downtown (some large, some small; some at street-level, some elevated, some below grade; etc.). At a recent planning commission meeting, many of the downtown residents and employees expressed their concerns that many of these new public spaces were underused, not safe (especially in the evening), ugly, inaccessible, poorly maintained, oddly scaled, or otherwise poorly designed. Your boss, the planning director, knows a lot about administration, zoning laws and public budgets but not much about urban design, public spaces, landscape architecture or human-environment interactions. She calls you into her office and says: “I need to get up-to-speed on best practices in public space design and planning. The only thing I remember about public space from graduate school is that some professor showed us the William H. Whyte film “The Social Life of Small Urban Spaces” from the 1970s. You’re a smart, recent graduate of a planning program and surely more up-to-date than I. Please write a memo that concisely summarizes some of the recent debates about public spaces. What works, what doesn’t? Guidelines or principles about scale, food, seating, water features, relationship to street, etc. And I know that some of our residents worry that public spaces get too dirty and dangerous, and other residents worry that public spaces are too policed, regulated and restricted. Does the literature say anything about that? I have one group of citizens who seem to think that any public space will invariably attract the homeless, the junkies, prostitutes and skateboarders. And another group seems to think that any minor compromise or restriction on the use of public space — no matter how sensible in the interests of public safety or maintenance or city budgeting — is an existential threat to freedom, democracy and civil society. I don’t know what to say to either group. When you are done, please send me and the planning commissioners copies. Thank you.”

3. A simple explanation of complexity: You are a new hire in a large planning department of a major city (somewhere in the world — feel free to specify if it helps you focus your essay). After learning about complex systems and wicked problems in graduate school, you have begun to view the major challenges facing big cities through the framework of “complex systems” thinking. During a staff meeting, you enthusiastically express your belief that city planning practice would be far more effective if the planning department embraces complex systems thinking and methods. Your boss is somewhat amused by your youthful optimism, but is also open-minded and supportive of new ideas and approaches. The boss says: “I think it could be exciting if we all learned about these complex systems. Please write a memo, to be shared with all the staff in the planning department, that provides a concise overview of complexity and how it applies to planning. Tell us how complexity thinking might improve the work that we do here, be it analysis, diagnosing urban problems, engaging the citizenry, or developing new solutions and strategies to the challenges that our city faces. If it helps you focus your memo, you might also include an example of how complexity might help us address one specific local issue, such as homelessness, traffic congestion, pedestrian and cycling safely, housing affordability, segregation, sustainability or climate justice.”
   

Final Class: Slide and short presentations (due Dec 7)

This last session will provide an opportunity to reflect on your encounters with planning theory (its texts, ideas and authors) and to identify the key themes and debates of planning theory.

TASK: Each student is to prepare a concise, insightful distillation of what have been, for you, the most important or resonant (or disconcerting) lessons/principles/ideas/themes in your encounters planning theory. (I welcome a range of approaches: typologies of theories; critiques; a focus on the dominant ideas; a focus on silences and biases in conventional planning theory; a focus on the past, present and/or future of planning theory; the challenges of linking theory and practice; etc). I encourage you to be rigorous and creative.

You are to prepare two items:

1. a slide to be shared with the class on this shared google slide file. Consider various formats, including diagrams, maps, tables, illustrations, a numbered list. Use supplementary text where appropriate to elaborate specific ideas/points. (Be careful not to delete or edit another student’s slide. One strategy: create a separate google slide file; edit and refine that slide; and then, when complete, add to this shared google slide file (in the class google folder). [link fixed Dec 5]

2. a brief, 2 minute oral presentation that concisely highlights your central points.

Note: you may find this study guide a useful guide.

[note: these instructions are the same as those listed on the class syllabus page.]

Final Project (due Dec 16, 11:59 pm)

The goals of the final project are:

• to encourage you to reflect back on the semester's readings, ideas and debates;
• to find connections and leitmotifs across the various texts;
• to synthesize, critique, and identify the most engaging and critical ideas (both in general and those that resonated most with you) and find creative, effective ways (and formats) to communicate these ideas.

You have flexibility about formats to complete this assignment, from a traditional scholarly essay to more innovative and creative formats. Evaluation of your work will be based on substantive content (integrating/synthesizing a wide range of class readings and themes), the thoughtfulness and logic of your analysis and arguments, and quality of presentation (e.g., writing, visuals, organization). (Note: to trigger ideas for your project, you might find the ideas and Q&A in the multi year class study guide of use.)

Note: the term "planning theory" may initially sound austere and remote, as if the outcome of theorizing is to strip our discussions of all the rich human stories, places and contexts that make cities fascinating. That view is unfortunate -- and hopefully inaccurate. Instead, use this assignment to reanimate planning theory. It can be many things to many people, but ideally planning theory asks deeper and more probing questions (both critical and aspirational) about how planners think, view the urban world, connect individual cases and places to larger social forces (i.e., finding patterns and underlying logics), view the profession and its practices, put current practices into larger contexts (both historical and comparative), define and articulate values, give meaning and purpose to their work, etc.

One-page project proposal

Please complete and upload to this folder BEFORE by Friday, Oct 28 (12 noon). Please use this file name convention: YOURLASTNAME,urp500proposal (e.g., Campbell,urp500proposal). Elements include:

• your name
• project title
• the main goal(s) of your project. Depending on your format and approach, you might define the goals by articulating a central research question, hypothesis and/or argument; (e.g., research question); identifying and engaging a conundrum, contradiction, paradox or shortcoming of planning theory; translating planning theory to a different or broader audience; animating and enlivening themes/issues from planning theory that are traditionally presented in a boring, opaque, inaccessible manner; etc.
• [optional] if useful, identify the audience for your project (e.g., other planning students; children; community members; scholars in fields outside planning; future generations; planners outside the US; government officials; opponents of planning; etc.]
• format (see below);
• steps/methods (How you will complete the project. A simple, straightforward description is fine.);
• anticipated sources (e.g., key texts, images, graphics, audio files, video clips, etc.)

FORMAT OPTIONS:

Some of your projects may be more text-based, others more visual or mix-media. These formats might include:

• a scholarly essay (e.g., select and articulate a central question in planning theory and examine how various authors have engaged this question, e.g., the tension between approaching planning as a pragmatic profession and as a vehicle for radical social transformation; the tension between planning as a physical vs. a social task; etc.)
• a handbook of "essential ideas, events and readings in planning theory"
• a podcast
• a short video
• a set of songs or poems about planning theory [Note: these poems or songs might stand on their own, needing no explanation. Or you might complement them with a preface/introduction, annotations, footnotes, illustrations, etc. This use of an accompanying commentary might be useful for other formats as well.]
• a graphic novel or cartoon narrative of planning theory
• a visual essay of planning theory with annotated images
• a web page about planning theory (e.g., using ArcGIS StoryMaps)
• a detailed study guide/"cheat sheet" for a hypothetical final exam for this class
• a board game (or video game) about planning theory. [Note: In addition to a description of the basic game play, you might include a discussion about the larger themes and dynamics of the game as they relate to planning theory. For example: How does the structure and game play reveal or reflect themes or debates from one or more issues from the class? Or you might reflect on the challenges of translating/incorporating ideas from planning into a game.]
• a detailed alternative syllabus (with alternative topics, readings, and/or instruction formats) that addresses the shortcomings, biases and omissions of the way that planning theory is currently taught (but one of many possibilities: propose alternatives to the "origin stories" of Garden Cities, City Beautiful, and Modernism and the focus on historical figures such as Howard, Burnham, Mumford, Le Corbusier, Tugwell, etc.). Or perhaps the sessions on Nov 29 & Dec 1 inspired you to re-imagine what a globalized planning theory syllabus would be.
• an interactive digital map (or maps) of planning theory
• a museum exhibit proposal on the history and/or theories of planning.
• an organized multi-day trip/tour of key planning sites (that highlight key events in planning history, examples of planning ideas in action, impacts -- both positive and negative -- of planning efforts). The tour could be in one city or many (in the US and beyond).
• an imagined Socratic dialogue (e.g., a one act debate) between two players about urban planning debates (e.g., Jane Jacobs v Robert Moses, or Hayek vs. Krumholz, or Rittel & Webber vs. Bettencourt & West, or Peter Hall vs. June Manning Thomas, etc.). [one example, about the Romantic vs. Realist view of culture vs. nature: Oscar Wilde: The Decay of Lying, New York: Brentano, 1905 (1889)]. [link] or the James Baldwin/William F. Buckley Jr. debate in 1965 at Cambridge. [link]
• A handbook about planning for a non-planning audience. Example: Explain planning thinking to another profession (e.g., law, business, psychology, etc.). How do planners think, approach problems, view the world, space, sense of time, public, community, etc.?
  

I am open to your suggestions for other imaginative and unorthodox formats. Remember that regardless of format, you are to employ the scholarly rigor and ethical practices (including citing all sources) that you would use for a traditional scholarly essay. You have a wide latitude about how to complete this task, but remember to squarely meet the spirit of the assignment: to engage an essential core set of ideas in planning theory (as you would identify and define them), and to distill, synthesize and make connections across a wide range of authors, texts and ideas from the semester (rather than focusing just on one class session or set of readings). Some of you might focus on finding commonalities and distilling the wisdom of planning theory writers; others of you might be strongly critical of the racial and gender biases, cultural blind spots and systemic erasures in planning theory & history or the inability of planning theory to convincingly connect knowledge and action. Both stances -- the upbeat celebration of planning's aspirations and the critical condemnation of planning's failings -- are part of planning theory conversations and worth exploring. Planning theory is not just one set of ideas and beliefs, but rather a diverse and heterodox collection of ideas and debates, and I look forward to seeing the wide range of ideas in your projects.

OPTION: Two-person team
You have the option of working in two-person teams (rather than working individually). If you choose to work as a team, please submit ONE proposal and ONE final version per team. We will adjust our expectations for the effort and length of the final project accordingly. Each team member will receive the same grade.

Length
Given the varied formats, it's difficult if not inapplicable to set a recommended page length. A collection of poems will likely be more condensed and distilled than a traditional scholarly essay, and the value of visual materials is better judged by their quality, content and richness rather than their sheer numbers. As such, think more about the thought and effort that go into your project rather than a word or page count. This assignment is worth 20 points -- the same as each of the three essays -- so your level of effort for this assignment should be analogous to each essay assignment.

Project Advice:

• Strive to link ideas (or readings, authors, themes) across various parts of the syllabus. You should aim to synthesize a wide range of topics selected from throughout the semester. That said, you need NOT incorporate all the ~23+ sessions in your project. (There will be variation here: some of your projects lend themselves to reviewing all the semester's materials, e.g., developing a radically alternative planning theory syllabus, while other projects may appropriately focus on several specific themes.)
• Some projects might stand on their own, with the key points, arguments and insights revealed in the format itself (such as in an academic essay). But you might complement the core of the project with a preface/introduction, annotations, footnotes, illustrations, etc. (e.g., if you are creating a board game, writing songs & poems, etc.). Such a hybrid format (using several different formats and/or writing voices) would encourage you to, for example, have both an open-ended, exploratory mode and a precise, analytical, summary mode in your project.
• (following from the above point): Some projects might lend themselves to a separate section where you reflect on the potential and limitations of using a specific format to engage planning theory. (e.g., what did you learn in trying to adapt planning theory to a game format? Or poems? Or a “reader” for children?)
• Give credit to outside sources/inspirations. Be sure to list all sources of materials, quotes, etc. This includes giving credit if you borrow formats. (Example: if you create a game with rules that borrow heavily from the text from an actual game, you should say something like "These rules and text are closely adapted from the actual rules of the game [and then list the source].”)

HOW TO TURN IN YOUR FINAL PROJECT

upload final version to Canvas.
[optional but encouraged] Also upload your final project to the same google drive folder, using this file name convention: YOURLASTNAME,urp500finalproject. (Other students would enjoy seeing your final product!)

...

Have fun with this assignment. Be creative, synthetic, analytical, critical, and reflective!