INDIVIDUALIZED STUDY PLAN

ALLAN VANN

COMMUNITY + ENVIRONMENT + PLANNIING 17

 TABLE OF CONTENTS
LETTER OF INTRODUCTION.............................. 3

COURSE OVERVIEW ........................................ 6

COURSE DESCRIPTIONS ................................. 7

AUTUMN 2015 .................................................................... 8

WINTER 2016 .................................................................... 10
SPRING 2016 .................................................................... 12
AUTUMN 2016 .................................................................. 13
WINTER 2017 .................................................................... 14
SPRING 2017 .................................................................... 16
PRIOR COURSES .............................................................. 17
INTERNSHIP ............................................... 18

SENIOR PROJECT ........................................ 20

LETTER OF INTRODUCTION
In a market where specialization has taken over multiple working industries,
some would say that finding your undergraduate pathway might be restricted and
inflexible, leading to a monotonous, single-focused education. If you imagine a
stereotypical engineering program, you would imagine a rigorous educational pathway
involving courses solely in math, physics, or core engineering classes; for a degree in
the arts, e.g. art history, your curriculum consists solely of art and art history courses.
This inflexibility makes it nearly impossible to do the comprehensive exploration you
need to do before you fully commit to a program. What happens if you realize two years
into your college career that you are not passionate about math or art?
My first two years at the University of Washington were a mixture of winding
pathways and dead ends; if you were to map it out, it would probably look like Boston.
I entered my freshman year with over 70 credits, with the intention of graduating after
approximately seven quarters. However, I had not designed a clear pathway for me to
take. I came to the UW with the intention of going into the technology field after
discovering the technology boom that was occurring in Seattle. I quickly realized,
however, that the technology industry was not the place for me. I was surrounded by
people with different values and goals and I saw the industry as a means to an end: to
get rich quick.
My first year was successful in the sense that it helped narrow down what type of
work I wanted to do after UW. Informatics and HCDE made me realize that working with
people is something that I am passionate about. This led me to the realm of public health,
as my parents were encouraging me to go into the health sciences while I was attending
high school. The coursework was extremely interesting to me and it helped develop my
passion for the development of healthy communities through outreach and engagement.
However, I realized that I did not really fit into the public health realm and it was a little
bit more limiting than I was hoping for.
 My passion for public outreach was realized, but I did not exactly find the medium
I wanted to go through until halfway through my sophomore year. Following my failure
to get into the public health program that winter, I shifted my focus to minoring in global
health. I realized my love for the urban form and how I have completely assimilated into
the urban lifestyle. Seattle is such a stark comparison to my hometown of Tenino, where
there are no stoplights and there are more alpacas than people. If I had gotten into the
public health program, I would have also pursued a minor in urban planning.
However, with my shifts in circumstances and more importantly, a shift in my
interests, I decided to do some exploring outside of the health sciences. Luckily for me,
one of my close friends was currently enrolled in CEP 200. She told me about the
program and how it sounds like it could be a good fit for me. I read into the program and
its role in the College of Built Environments as a whole and I applied on a whim.
The application allowed me to verbalize my thoughts and passions about urban
lifestyles and community outreach and development. CEP gives me the tools to pave my
own pathways and create my own comprehensive curriculum that can meet my
educational and professional goals. The small, active classes allow me to practice
different methods for community participation. The courses I will take in the College of
Built Environments (along with courses in the College of Arts & Sciences and the School
of Public Health) will enable to gather a wide breadth of knowledge to prepare me to go
into the non-profit sector and make an impact on people living in cities. Cities are diverse
and many of the underlying causes of urban strife are multifaceted; a single educational
pathway will not provide me with the necessary tools to work in my selected industries.
The sociocultural, environmental, and technical skills I hope to gain from my two
years in the CEP program will hopefully lead to a job in the public sector, working directly
with underrepresented groups in Seattle as a planner and community outreach officer.
In URBDP 498, Planning as a Profession, a senior planner for the City of Seattle (Quanlin
Hu) spoke about her outreach work in the 23rd Avenue Action Plan and it really helped
me identify what specific position I would want to strive towards.
 Eventually, I would like to continue my education and get a Master of Public Affairs
or a Master of Urban Design. While Seattle has won me over, I would love to potentially
continue my education in Portland, OR or Vancouver, B.C. Before going directly into a
graduate program, I hope to work a few years in Seattle doing urban non-profit or public
sector work in the realm of community outreach and engagement.
 COURSE OVERVIEW
Academic Plan for: Student #: Last Revised

Allan Vann 1329976 SPR 17

CEP Requirements CEP Year 1

Core 30 Credits (5 per quarter) AUTUMN WINTER SPRING SUMMER
6 credits (1 credit CEP 400 per
Governance quarter) Course Credit Course Credit Course Credit Course Credit
4 credits (1credit CEP 300 Fall and
Retreat Spring) CEP 301 5 CEP 302 5 CEP 303 5
Senior 2-6 credits CEP 490 and CEP 491 (1-
Project 3 variable credit/qtr) CEP 300 1 CEP 400 1 CEP 300 1
5 credits -120-150 hour internship
Internship with CEP 446 CEP 400 1 ENVIR 384 5 CEP 400 1
25 credits of upper-division
Methods coursework GEOG 335 5 G H 101 5 GEOG 360 5
Diversity 5 Credits at any level L ARCH 341 3 G H 402 1 URBDP 498A 5
URBDP 498A 1

Quarter Quarter
TOTAL 77-81 Credits Quarter total: 16 total: 17 Quarter total: 17 total: 0

Restrictions/Rules CEP Year 2

Only 15 credit overlap for double majors AUTUMN WINTER SPRING SUMMER
Minors have to be 60% different than a major Course Credit Course Credit Course Credit Course Credit
Can miss one core course for study abroad CEP 460 5 CEP 461 5 CEP 462 5
CEP 300 1 CEP 400 1 CEP 300 1
KEY CEP 400 1 CEP 491 1 CEP 400 1
URBDP
CEP Core Required Courses CEP 490 1 538 2 CEP 498 3
L ARCH
Methods Credits G H 401 1 361 3 CEP 499 5
Diversity & Internship SOC W 598E 3 G H 403 1

Quarter Quarter
Required Minor Credits Quarter total: 12 total: 12 Quarter total: 16 total: 0
TOTAL
Requirements for 2nd major CREDITS 95
Credits included from previous
Remaining General Education Reqs quarters

Quarter/Year Course Credit Minor Requirements

EDCI
Overlap with 2nd Major SPR 15 352 5 Quarter/Year Course Credit
GEOG
AUT16 335 5
WIN16 GH 402 1
WIN16 GH 101 5
ENVIR
WIN16 384 5
AUT16 GH 401 1
URBDP
WIN17 538 2
SPR17 G H 403 1
COURSE DESCRIPTIONS
 AUTUMN 2015
CONCEPTUALIZING COMMUNITY

CEP 300 // RETREAT

Focuses on planning analysis assessment and development of the major.

Opportunities for community building and all-major policy deliberation and
decisions. Workshops for skill building in consensus, facilitation, and for
major-specific activities such as developing individual study plans and
study abroad experiences.

Introduction to the major as a whole, introducing governance, committee

work, student-led facilitations, and more. Provided a framework to
establish the importance of consensus and teambuilding. It additionally
provided opportunities for cohort relationship-building.

CEP 301 // IDEA OF COMMUNITY

Theories of community and communal rights and responsibilities.

Experience building a learning community within major. Explores struggles
for community in every sector of life.

Formed skills to facilitate classroom discussion on philosophical texts,

requiring a deep analysis of the texts. Provides background on various
theories of the establishment of communities throughout time. Created an
opportunity to establish skills for critical analyzing texts.

CEP 400 // GOVERNANCE PRACTICUM

Emphasizes personal and collective leadership, democratic decision

making, and learning through direct action and reflection. Explores and
develops students' personal skills as doers and leaders, while also learning
how to form and function as effective groups.

Governance provides the opportunity to showcase leadership skills

through an array of committees. The Community Engagement Committee
forms a relationship between CEPsters and the community we live in
through volunteering and outreach. Governance itself puts CEPsters in
control of the major through voting and consensus.
GEOG 335 // GEOGRAPHY OF THE DEVELOPING WORLD (M + GH)

Characteristics and causes, external and internal, of Third World

development and obstacles to that development. Special attention to
demographic and agricultural patterns, resource development,
industrialization and urbanization, drawing on specific case studies from
Asia, Africa, and Latin America.

This course discussed the impact of developmental progress in Third

World countries and the discourse surrounding it. It provided an analytical
framework to deconstruct the cause and effect relationship between
developed countries and developing countries through economic factors
leading to industrialization and urbanization.

L ARCH 341 // SITE DESIGN AND PLANNING (M)

Introduces urban ecological design issues for good site-planning

processes, principles, and methods. Linked with L ARCH 301. Addresses
planning for people, natural systems in place-making, design for movement
with carried land uses. Includes readings, discussions, presentations,
campus walks, case studies, graphic and written assignments.

A design and theory-based course, it provided me with tools used in the

industry to assess sustainable projects and processes, establish
community engagement, and develop design/creative skills. Through site
visits and guest speakers, the importance of smart, ecologically-
sustainable design was clearly shown.

URBDP 498 A // PLANNING AS PROFESSION

This seminar exposed me to various jobs related to the planning

profession. Presenters from various fields of work came in to discuss how
their planning background directly related to their work. The most notable
presenters in my opinion were Quanlin Hu (a senior planner with the City
of Seattle), Mandy Roberts (a Pacific Northwest planner who worked in the
Middle East), and Jeremy Eknoian (Operations Manager here at UW Real
Estate). Their diverse work created three unique, distinct
career/educational paths for me.
 WINTER 2016
THE GLOBAL ENVIRONMENT

CEP 302 // ENVIRONMENTAL RESPONSE

Explores issues of environmental crisis and societal responses. Readings

and reflective analysis from broad selection of authoritative sources to
develop grounded perspective in ecological literacy and consciousness.
Concurrently, experiential education in challenges and practical responses
to building sustainable society through participation in community-based
environmental effort.

CEP 302 explored the importance of federal government bodies relative to

the field of planning. The history of NEPA has provided insight into
contemporary environmental planning issues. This course taught key skills
in analyzing environmental impact statements, allowing us to identify the
ethics of outreach and public engagement to ensure equitable planning.

ENVIR 384 // GLOBAL ENVIRONMENTAL POLITICS (M)

Examines the globalization of environmental problems, including climate

change, ozone depletion, and loss of biodiversity, as well as the
globalization of political responses to these problems within the framework
of globalization as set of interlinked economic, technological, cultural, and
political processes.

Understanding the fundamentally political underlying components of

planning creates the opportunity for establishing holistic, comprehensive
planning principles. Analyzing globalization as a framework in which
planning and urbanization fall under creates the opportunity implement
sustainable, ethical planning principles.

G H 101 // INTRODUCTION TO GLOBAL HEALTH (GH)

Provides an introduction to global health, including: the burden and

distribution of disease and mortality; the determinants of global health
disparities; the making of global health policies; and the outcomes of
global health interventions.

This required Global Health course introduced core concepts in the realm
of global health as a social issue. Studying the underlying, interdisciplinary
roots of global health discrepancies will provide insight for how to address
health as a planning issue. The global health framework of dissecting
issues into social determinants is a useful model to analyze behaviors.
G H 402 // CONTEMPORARY ISSUES IN GLOBAL HEALTH (GH)

Explores contemporary topics in global health.

This seminar worked in congruence with G H 101, as they both gave a

quick overview of global health as a field. The topics for this seminar vary
depending on each quarter. A few key contemporary issues discussed
this quarter were the role of globalization in womens rights and human
trafficking.
 SPRING 2016
SKILL DEVELOPMENT

CEP 303 // SOCIAL STRUCTURES AND PROCESSES

Investigates use of formal and informal social structures and processes

within context of community and environment. Looks at patterns and
institutions of social organization and relationships among different
sectors. Issues of interrelatedness, citizenship, knowledge, and
communication.

This course focused on the fundamentals of asset-based community

mapping and outreach. In small teams, we explored North Beacon Hill to
identify patterns of use in public spaces, specifically in relation to
community-identified hubs. This course provided the base for working as
planners in a community other than our own. By empowering the
community to inform us on their assets, we were able to create a holistic
picture of the neighborhood as seen by its residents.

GEOG 360 // PRINCIPLES OF GIS MAPPING (M)

Origins, development, and methods of cartographic mapping. Principles

of data representation and map design for thematic mapping and spatial
analysis. Introduction to principles of geographic information systems.

GIS mapping is an essential skill for the technical data-driven aspects of

urban planning. This course explored the power of maps and data, and
how the two can be manipulated to further ones agenda. For the last
project in this course, Anne Pfeiffer and I created maps depicting the
differences in the appraisal values of lots relative in location to the
Beacon Hill Light Rail station.

CEP 498 // DIGITAL DESIGN PRACTICUM (M)

The Digital Design Practicum will help me hone my skills in design. I am

self-taught in Photoshop and InDesign, and while I am confident in my
skills, this course would enable me to learn the correct or more
efficient ways to design.
 AUTUMN 2016

APPLIED PLANNING

CEP 460 // PLANNING IN CONTEXT

Examines theory against backdrop of practice for broad historical

understanding of social, political, environmental planning. Critique from
viewpoints, e.g., planning history, ethics, ecofeminism, environmental
justice, class and capitalism, planning and global economy. Develop
personalized history reflecting individual experience, professional
experience, and philosophical heritage of planning profession.

CEP 490 // SENIOR PROJECT: RESEARCH AND PROJECT SCOPING

Supports the conceptualization and planning of senior project/capstone

work. Focuses on selecting a project, beginning a literature review, finding
a mentor, and developing a plan.

SOC W 598E // DIGITAL STORYTELLING FOR SOCIAL IMPACT (M)

Students will be exposed to both theory and skill developments aimed at

utilizing methods of filmic and digital storytelling to address complex
issues, inform and inspire audiences and advance their own
personal/professional/organizational goals. There will be heavy emphasis
on understanding the entire production process of documentary
filmmaking, digital campaign building from concept to hands-on practice.
Students will take their finished video concept and create an effective,
well directed media campaign. We will explore how successful grassroots
movements empower communities to unify and protect and respond.

This course provided a solid conceptual foundation for creating effective

outreach and engagement campaigns. This course focused on the
creation of a brand, a story, and a narrative. The use of social media and
online tools will help promote effective communication plan for my future
career in community outreach.

G H 401 // CORE TOPICS IN GLOBAL HEALTH (GH)

Addresses a variety of foundational topics and central themes in global

health, including the history and scope of the field, the complexities and
contexts for global health problems, and the multidisciplinary nature of
global health work.
 WINTER 2017

BEYOND PLANNING

CEP 461 // ETHICS AND IDENTITY

Examination of personal, societal, vocational, environmental, planning

ethics. Readings and discourse on
Individual and group readings on
understanding of ecological context,
Constructs positive, diverse view of
race, gender, ethnicity, beliefs.
ethical foundations for public life.
values, human potential. Develops
moral responsibility, self-awareness.
humanity, environment regardless of

CEP 491 // SENIOR PROJECT PREP SEMINAR II: METHODS AND

ACTUALIZATION

Focuses on implementing the senior project/capstone, including revisions

and updates as seen fit.

URBDP 538 // PUBLIC HEALTH AND THE BUILT ENVIRONMENT (M + GH)

Examines how the design of communities and land use and

transportation decision have positive and adverse effects on health.
Considers built environment impacts on physical activity, obesity, air
quality, injuries, mental health, social capital, and environmental justice;
and explores interventions to promote healthy community design.

This course operated as a bridge between CEP and my Global Health

minor. It provided a health-oriented approach towards the built
environment, which is often only considered in abstraction when
practicing urban planning or design. The mix of planning and health
students allowed for an interdisciplinary approach to problem solving.
The guest speakers were also able help identify potential career paths for
health-oriented planners.

L ARCH 361 // THE HUMAN EXPERIENCE OF PLACE (M)

Interdisciplinary approaches to exploring the reciprocal relationship

between people and the landscapes of everyday life. Through readings,
discussion, in-class activities and mini-projects, students study place
attachment, relationships to nature, environmental attitudes and
perception, personal space, territoriality, urban public space, diversity,
participation, and the politics of space.
With placemaking being the main focus of CEP 460, this course provided
great additional literature on the concept of human experience and place
attachment. The course was focused on an environmental psychology
perspective which allowed for a mental health approach towards the built
and natural environments. This course indirectly created yet another
connection between my foci in planning and in health.
 SPRING 2017

LOOSE ENDS

CEP 462 // COMMUNITY AND ENVIRONMENT

Capstone quarter merges core seminars, disciplinary courses in major,

community field experiences for mastery of personal knowledge and skills.
Reflection and synthesis of themes in major; engagement with
contemporary issues. Compares theoretical definitions of community and
environment with individual philosophies and knowledge within thoughtful,
applied context.

CEP 499 // INTERNSHIP (M)

This course is meant to be taken in conjunction with or after an internship.

The course is a professional development course, which focuses on resume
building, interview tips, professional communication, and even other post-
graduation tips such as financial planning. These skills are crucial for
entering the real world.

CEP 498 // PLANNING PRACTICUM (M)

The project I was assigned in this practicum allowed me to gain real

world experience in policy analysis for Microsoft and Sound Transit.
After enjoying my time in CEP 460, I wanted to expand my skills and work
on some real projects with a client to potentially add some useful
experience to my resume while simultaneously gaining some experience
in policy analysis before I pursue an MPA. From this course, I have
improved my public speaking skills while also learning how to read land
ordinances and code, which will be crucial for pursuing a potential career
in urban planning policy in the future.

G H 403 // MULTIDISCIPLINARY PERSPECTIVES IN GLOBAL HEALTH (GH)

Presenters from a variety of disciplines discuss their experiences

working on global health issues in resource-poor settings.

This seminar is the final (and most interesting) seminar in the global
health series. This seminar explored careers beyond global health and the
built environment; it connected global health to engineering, art, politics,
and more.
 PRIOR COURSES

DIVERSITY

EDC&I 352 // TEACHING TO CHANGE THE WORLD (D)

Examines how value structures and political decisions affect systems of

education. Considers particular inequalities based on race, class, and
gender. Encourages students to see the course as both an academic
exercise, and a vantage point for considering their own past and possible
future experiences in education.

This course addressed the various issues in the K-12 educational system
and how they impact post-secondary education. Topics such as the
opportunity gap and race/socioeconomic status in the classroom were
discussed. A service learning component at the Ida B. Wells School for
Social Justice was required for the course. The school is a competitive,
alternative high school for students with a passion for social justice who
did/do not fit in the traditional classroom setting. Topics inside the
classroom involved a university-level curriculum which consisted of
neoliberalism, climate change, and art as a social movement, amongst
other things. The unique structure of the school (diverse topics,
introducing UW students into the classroom, and small cohorts) made it a
very interesting experience.
INTERNSHIP PLANS
COMPLETED

FEET FIRST // PEDESTRIAN ADVOCACY + OUTREACH

Feet First is a pedestrian advocacy non-profit based in Seattle, WA. They

work hard to ensure all communities across Washington are walkable by
connecting, inspiring, and informing communities about the benefits of
walking. Walking helps foster stronger, healthier, and more vibrant
communities.

This internship included planning, promotion, and implementation of two

major programs: the 2016 Walkable Washington Symposium & Awards
(#WW16) and the Neighborhood Walking Ambassadors Summer/Fall Parks
Walking Series.

#WW16 is Washingtons largest symposium dedicated to promoting

walkable communities. My role in this internship included the following:

Successfully promoted the event to professionals and organizations

throughout Washington, resulting in a sold-out event in Bellevue City
Hall
Created a digital campaign through social media, emails, and
newsletters promoting the event
Updated the Feet First website using WordPress to archive past
case-studies resulting in a more organized library
Helped facilitate meetings between community members and
government officials to promote walkability in their neighborhoods
Created an outreach plan to target communities and assets in Rainier
Beach and NewHolly to promote the Summer/Fall Parks Walking
Series
SENIOR PROJECT
HEALTHY CITIES, HEALTHY BODIES // ABSTRACT

Numerous cities around the globe have adopted tactical urbanism

interventions within their planning departments. Tactical urbanism is
attractive due to its low-risk, short-term, and low-cost urban design
interventions of a communitys built and natural environments. Planning
departments are often the catalysts of tactical urbanism. For example, the
City of Seattle has recently started a tactical urbanism program, with 24
projects completed or planned. As the movement gains momentum, the
role of participatory planning is questioned: should city officials be solely
responsible for urban design or should communities also have an active
role? This paper explores the relationship between tactical urbanism and
social capital from a health-oriented perspective and critically analyzes it
as a contributor to urban hegemony. Tactical urbanisms manipulation of a
communitys microenvironment has physical, mental, and social health
implications; social health will be the focus of this analysis as it is rooted
in equity. Case studies from various cities are analyzed to identify effective
methods in building social capital, while simultaneously having positive
effects on the built environment. Literature is reviewed to criticize the
current state of tactical urbanism to promote a more equitable, community-
based approach through the Right to the City theory. While some cases
of independent community-based tactical urbanism can improve
community health and build social capital, its lack of consent from
government officials can weaken community-government relationships by
creating a sense of mistrust and perpetuate authoritative planning.
Successful, equitable tactical urbanism is difficult, though the Right to
the City can provide a framework for future equitable planning.