Course Syllabus
Designing Climate Corridors
Urban arterials as models for transformative climate action, sustainability, and public health
Image: Bauchplan, Competition entry for “The Future Park Design Idea Competition”, Melbourne, 2019
This seminar will explore the typology of the arterial street as an opportunity for transformative climate action. Working in partnership with Rebuild by Design, students will explore the role of streets as places to build neighborhood resilience and environmental justice, learn from case studies around the world and develop their own schematic design proposals for one of several potential “climate corridors” in New York City.
Arterial streets are long and wide roads that carry large amounts of vehicular traffic through neighborhoods. In New York City, only 15% of streets are arterials, but they are the site of 60% of traffic fatalities. Arterials like Northern Boulevard in Queens, Boston Road in the Bronx or
Atlantic Avenue in Brooklyn are examples of roads with a long history as travel corridors and truck routes.
They serve a transient population traveling “through” while imposing health risks and environmental harm on directly adjacent communities. On average, more than 80% of the public right-of-way is dedicated to vehicles, while fewer than 40% of residents in adjacent neighborhoods own cars.
● How can these arterial streets be transformed to become a network for climate change mitigation and adaptation?
● How can they become destinations for adjacent communities rather than barriers and health hazards?
● What is the interplay between nature and technology that enables us to rethink the public right-of-way in new terms?
Urban arterials are ripe for reinvention. From reducing space for vehicular traffic to increase the amount of vegetation that sequesters carbon, absorbs stormwater and mitigates urban heat; From enhancing sustainable modes of transportation, to smart curb management, autonomous multimodal mobility and mechanisms for sustainable growth, they provide an opportunity to rethink how this outsized publicly-owned land between neighborhoods can be utilized for climate action and public health.
In addition to lectures and readings, case studies and site visits, students will work in teams to apply lessons learned to develop strategies for one arterial in New York City.
STRUCTURE & COURSE REQUIREMENTS
Seminar sessions will typically combine a lecture or presentation (1 hour) and a discussion of work in progress by student teams (1 hour). Readings listed under a specific date in the schedule should be read prior to that date and will inform the discussion of the day. There will be three parts to the semester, each with its own assignment and deliverable:
Global Context (20%) – (in pairs) will set the stage for what’s at stake and introduce best practices from around the world, the state of climate action in the transportation sector as well as basic concepts and terminology for street design. Each student will pick a case study from a
list of global best practices and tools for a pecha kucha presentation session. These case studies will explore a variety of cities, but also a variety of tools for transformation from landscaping to public transit to data-driven multi-modal mobility.
“Learning from the City” tours (30%) – (teams of 5-6) will take us on journeys throughout New York City and explore examples of recent or proposed changes to city streets. Working in teams, you will prepare an analysis of one of four locations and will lead a site tour for the entire class during which you present your findings.
Designing Climate Corridors (30%) – (teams of 3-4) will examine opportunities for reclaiming space within the right-of-way of the street for sustainable mobility and climate adaptation. Working in teams, you will develop a design strategy for a section of Atlantic Avenue in
Brooklyn. This exercise will include a group site visit to study existing conditions of the corridor, a workshop with invited professionals and a final presentation at the end of the semester at the Center for Architecture as part of its exhibition “Searching for Superpublic.”
Attendance, class participation and readings (20%) – We rely on each other to create the most valuable learning experience, to facilitate conversation, to listen, engage all participants and create an environment where everyone feels welcome and trusted to share their ideas,
opinions, and concerns openly. As a group, we will work to make this class a safe space for everyone to contribute and participate each week. Come prepared with your ideas, questions or notes from assigned readings. Think about ways to contribute even when you don’t feel like
speaking up.
Course Summary:
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