TCP8917 : Regenerating Places
TCP8917 : Regenerating Places
- Offered for Year: 2024/25
- Module Leader(s): Mr Danny Oswell
- Owning School: Architecture, Planning & Landscape
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
To develop knowledge about conceptual approaches and alternative policy choices in the fields of urban and rural regeneration. To develop a sound understanding of both the potential and limitations of regeneration policy and strategy. And to contextualise the wider socio-economic, political and cultural influences within which such efforts are both developed and applied.
Outline Of Syllabus
• Regeneration: Theory and Practice
• Regeneration Policy and Strategy: An Introduction
• Urban Regeneration in Tyne and Wear: Pathways, Policy and Process
• The Urban Regeneration of East London
• Urban Renewal and Regeneration in New York
• Detroit: Urban Renewal and the Motor City
• Singapore: Reimagining The Lion City
• Rural Regeneration: Specific Opportunities and Challenges
• Localism and Regeneration: How far can people-power take you?
• The Regeneration Game: What Does It Really Mean In The 21st Century?
Learning Outcomes
Intended Knowledge Outcomes
Knowledge of ideas about different approaches to regeneration policy development, their historical evolution, socio-economic, political and cultural context. Awareness of the power of regeneration policy to impact – positively and negatively – on place, environment and society. Clear awareness of the crucial role and importance of the timely and appropriate inclusion of stakeholder voices in this process.
Intended Skill Outcomes
To provide students with the key skills they need to enable them to critically and effectively evaluate alternative approaches to regeneration policy and strategy in any context. So that once their professional situation allows, they will be properly equipped to positively impact on policy and strategy development and implementation. So that the projects they are substantively responsible for can help meet the major challenges that we collectively face today.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 24:00 | 24:00 | Reading and research specifically focussed on assessment preparation and completion. |
| Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | Weekly Timetabled 2 hour Present In Person sessions. |
| Guided Independent Study | Directed research and reading | 1 | 54:00 | 54:00 | Reading as set out in both the video and VLE containers |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 2:00 | 2:00 | Assessment Preparation Workshop |
| Total | 100:00 |
Teaching Rationale And Relationship
The Scheduled Learning and Teaching Activities provide a detailed explanation of the key issues and an examination of important literature, as well as creating opportunities for discussions about the application of the content to regeneration issues. The Guided Independent Study will enable students to both achieve the intended knowledge and skills outcomes identified for the module, as well as enabling to help them prepare for the creation of their assessment submission.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 100 | Individual piece of work of 2000 words |
Assessment Rationale And Relationship
The assessment provides students with an opportunity to demonstrate relevant aspects of the key knowledge and skills that they have developed, with reference to specific aspects of regeneration theory and practice.
The Scheduled Learning and Teaching Activities provide a detailed explanation of the key issues and an examination of important literature, as well as creating opportunities for discussions about the application of the content to regeneration issues. The Guided Independent Study will enable students to both achieve the intended knowledge and skills outcomes identified for the module, as well as enabling to help them prepare for the creation of their assessment submission.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- TCP8917's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- TCP8917's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.