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School of Planning Faculty of Environment University of Waterloo

PLAN 333

Neighbourhood and Community Planning

Winter, 2018

Instructor: Dr Brian Doucet EV3 3249

brian.doucet@uwaterloo.ca ext. 38594

Office Hour: Tuesdays 10:00 – 12:00 _____________________________________________________________________________

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COURSE OUTLINE1 Calendar Description

This course examines concepts and issues related to social planning for neighbourhood and community environments. It considers planning for particular target populations in the contexts of gentrification, suburbanization and core area revitalization. It will review models of neighbourhood change and community development and will address ways to involve community members in the planning process. Prerequisite: Plan 233

Introduction Neighbourhoods are constantly changing. What were once areas people aspired to live in as they offered a better quality of life and more opportunity and better housing have, in some cases, become problematic places of exclusion and isolation. The reverse is also true; many slums of the 1960s have become hip and trendy gentrified neighbourhoods. As citizens of the city, we bear witness to these changes; in our own neighbourhoods, subtle and not-so-subtle changes can be seen by simply observing the world around us. Neighbourhood change is not a natural, nor a passive process. It is tied up in larger discussions of planning, politics and urban policies. Understanding these issues which drive neighbourhood change lies at the heart of this course. We will examine and analyse many examples of plans and policies designed to change and improve neighbourhoods. In many cases, they have worked, but in many others, they have raised new challenges and contradictions. The whole time, the question of ‘improvements for whom?’ lies at the crux of this course. For example, while a neighbourhood may be safer and prettier with the arrival of gentrification, does that mean that everyone benefits from it? While most UW Planning students come from southern Ontario, this course will take us beyond the GTA to examine key international case studies to help contextualise what we see in our own worlds on a regular basis and help us interpret theories and concepts of neighbourhood change. We will spend time learning about Detroit, the UK and the Netherlands, among other places, as well as a day-long field trip to Toronto. Students will also actively learn about a neighbourhood in the Waterloo Region and present an international case study to their fellow students. We will conclude the course by examining how some of the most marginal urban dwellers are building their own communities and ‘find a way out of no way.’

1 Citation and use. This course syllabus is the property of the School of Planning at the University of Waterloo with some rights reserved 2017. Authored by “ Doucet”, any appropriate use of this outline or parts thereof must acknowledge the author through proper citation. Note that if an error is detected in this syllabus, students will be informed in class an on LEARN and this correction will then apply.

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Course Objectives:

• To understand key concepts of neighbourhood and community planning

• To consider the role of neighbourhoods in building, empowering, maintaining and sustaining communities

• To understand the principles, methods, contradictions and processes involved in neighbourhood revitalisation

• To understand the causes of gentrification and neighbourhood decline and to be able to interpret different theories related to neighbourhood change

• To develop research skills through the use of census data and report writing

• To place neighbourhood and community planning issues in Canadian cities within an international context

• To develop observation skills and be able to link our own observations and experiences about neighbourhood change to theoretical and conceptual issues and themes

Learning Modes:

• This course will not focus on the ‘nuts and bolts’ of planning but rather will focus on international and national case studies, theoretical development and the ability to transfer our own experiences and observations into academic inquiry

• Students should be prepared when they come to class by reading all the required readings before class.

• Students should actively contribute during classroom discussions

• Students are highly recommended to attend all meetings for this course, including activities outside the classroom

• Course assignments are designed to combine a theoretical understanding of key concepts in neighbourhood and community planning with different examples from local and global contexts

• Lectures are not a summary of the required readings. While they may build on some of the key ideas of the readings, it is the responsibility of students to ask questions and seek clarification of any problems associated with the text material

• The class lectures are intended to expand upon text discussion and provide parallel examples to those in the text.

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CAUTION

• This course includes a field trip in cold weather as well as individual research into a particular neighbourhood within the region. Students are expected to dress appropriately and be prepared for cold or inclement weather.

• Several meetings take place outside the normal classroom. Students are required to check the course outline and be aware of any altering locations for particular classes or meetings.

• Meetings start on time and students are expected to be ready in class at the start time designated in the course outline.

• While lecture notes will be uploaded to LEARN after each lecture, these are meant only for a guide to help structure your own notes and the content of each lecture, rather than providing all the information needed to study for the

exam. Students are encouraged to attend class and take notes. Note that photographs included in any lectures will not be posted on LEARN

• Dr Doucet will read his UWaterloo emails during normal business hours (8:30-16:30) and will try to respond to email enquiries as quickly as possible. Students sending emails after 1630 should not expect a response until the next business day.

SCHEDULES Class Meetings

The main meetings will take place in Hagey Hall 227, Tuesdays and Thursdays between 830 and 950. Students are strongly encouraged to attend all classes. Occasionally, we will meet in different locations. Deviations from the normal schedule can be found below:

• Thursday 11 January, 830-950, Location: Porter Library room 428

• Thursday 18 January, 830 – 915, Location: Queen Street Commons, 43 Queen Street South, Kitchener. This meeting will end at 920 so that students have sufficient time to return to campus for any 10am classes. The Queen Street Commons is one block away from the Charles Bus Terminal, where 200 iXpress bus back to campus (926 bus arrives at UW Biology at 950)

• Friday 9 February: Toronto field trip, all day. Meeting time/location: 9:45, Wychwood Artscape, 601 Christie Street, Toronto. Students are to make their own way to Toronto (at their own cost). Students coming from Kitchener/Waterloo are advised to take the 710 GO Train from Kitchener to the Bloor Station and transfer to TTC subway line 2 to Christie and the 126 Christie bus north to Benson. Dr. Doucet will be making this journey. The trip will end by 1630 at Union Station. Students will have the opportunity to take the 1650, 1720, 1750 or 1850 GO Trains back to Kitchener should they wish. Other options by Greyhound or private cars are also available. Students are responsible for being on time for this trip. They should also have TTC tickets/tokens/Presto card to cover up to 4 trips during the day. The specific itinerary will be presented to the students shortly before the trip. Note that there is an assignment connected to this trip (in pairs); any student unable to attend this trip must contact Dr Doucet to make arrangements on how to complete this assignment.

• Wednesday 21 March, 1900 – 2100, Why Detroit Matters presentation and discussion. Location: Queen Street Commons, 43 Queen Street South. This event is a public lecture/discussion held at the Queen Street Commons which also serves as part of the course. During this event, Dr Doucet will present some of the main findings of his research on Detroit and will be joined by prominent Detroit academics, visionaries and activists

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No class days. This class will only meet two days/week (average). Because of events that fall outside the normal class times, some Tuesday/Thursday morning classes have been cancelled. There are no classes on the following days:

• Thursday 1 February

• Tuesday 20 March

• Tuesday 3 April

Schedule of Meetings & Required Readings Meeting Week Date Readings or

Text Sections Topics

1 1 Thur 4 Jan Course introduction and welcome

2 2 Tues 9 Jan Film ‘We are not ghosts’ and discussion

3* 2 Thur 11 Jan Library research session (note: Porter library, room 329)

4 3 Tues 16 Jan WDM 1,2 MC 1

Lecture: divided cities and urban change

5* 3 Thurs 18 Jan

Mancini and Mancini Ch 2

Guest lecture and discussion, Joe Mancini of The Working Centre (note location, Queen Street Commons, 43 Queen Street South, Kitchener

6 4 Tues 23 Jan Ley 2003, Smith 1979 Hackworth and Smith, 2001

Lecture: Gentrification 101

7 4 Thurs 25 Jan

MC 2,3,15 Lecture: Social mix and urban restructuring

8 5 Tues 30 Jan WDM 4,9,14 & Hulchanski

Core-periphery inequality

9 6 Tues 6 Feb MC17 Toronto Introduction, with guest lecture, Prof. Martine August

10 6 Thurs 8 Feb MC18, Uitermark et al; Doucet 2015

Case study: the Netherlands Joined via Skype by Wouter van Gent, Universiteit van Amsterdam

11*+ 6 Fri 9 Feb (all day)

Toronto study trip (see above for more details)

12 7 Tues Feb 13

WDM 5, Desmond

Blight, abandonment, eviction and foreclosure

13 7 Thurs 15 Feb

WDM 6,7,12,23 DIY Urbanism

7 Assignments 1 & 2 due Monday 12 February, 9:00

7 Group meetings with Dr Doucet to discuss Assignment 3

READING WEEK

14 8 Tues 27 Feb

TBA

15 8 Thurs 1 Mar Van Beckhoven Seminar: building a conceptual model

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16 9 Tues 6 Mar MC8,14 Seminar 1: Chicago (USA) Seminar 2: Los Angeles (USA)

17 9 Thurs 8 Mar MC13 Seminar 3: London (England) Seminar 4: Glasgow (Scotland)

18 10 Tues 13 Mar

MC7,9 Seminar 5: France Seminar 6: Germany

19 10 Thurs 15 Mar

MC5,10 Seminar 7: Australia

20*+ 11 Wed 21 Mar 1900-2100

Why Detroit Matters presentation and discussion. Location: Queen Street Commons, 43 Queen Street South

21 11 Thurs 22 Mar

WDM 11,17,18,20, 24, 25

Interactive seminar: lessons and visions from Detroit. Joined by Rich Feldman, Sharon Howell and others

22 12 Tues 27 Mar

WDM26 Conclusions: the future of the city?

23 12 Thurs 29 Mar

Assignment 5: test (in class)

13 Assignment 4 (Mixed Communities book review) due, Tuesday 3 April, 900

*Deviating time and/or location +While students are highly encouraged to attend, because these meetings fall outside the normal timeslots for this course, they are non-mandatory. Students unable to attend should contact Brian Doucet before these meetings to arrange alternative activities/assignments. MC = Bridge et al (Eds) 2012, Mixed Communities: Gentrification by stealth WDM = Doucet (ED) 2017 Why Detroit Matters: Decline, renewal and hope in a divided city Additional readings on E Course Reserve are described in detail below

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ASSIGNMENTS & STUDENT EVALUATION

There are five assignments for this class. Students must pass all five assignments in order to receive a passing grade for the course. Two assignments (2&3) are group assignments, totaling 35% of your final course grade. Assignments 1,2,4 must be uploaded to LEARN before the deadlines stated below.

Number Title Weighting Individual Deadline

1 Neighourhood profile 20% Yes Mon Feb 12, 900

2 Kensington Op-eds 15% Groups of 2 Mon Feb 12, 900

3 Group Seminar 20% Groups of 4//5 Various

4 Book review – Mixed Communities 20% Yes Tues 3 Apr, 900

5 Final Test (in class) 25% Yes Thurs 29 Mar

Assignment 1: Neighbourhood Profile, 20%, Individual The purpose of this assignment is observe processes of neighbourhood change, to familiarise students with how to use statistics to understand and interpret this change, how to compare changes in one place both over time and within a larger urban/regional context and to use our own observations to begin to interpret and witness change. In this assignment, students will select a neighbourhood (census tract) within the Kitchener-Waterloo region and learn about its demographics, changes, economy and other important characteristics. Students are to visit and explore their selected neighbourhoods to get a sense of the types of housing, design, businesses and population within them. They are encouraged to take photographs of the neighbourhood which they can use in their final report. These initial observations will then be statistically examined by using the Canadian Census to create a profile of the neighbourhood. All relevant census information at the Census Tract (CT) level is now available from the 2016 census. Students are to select appropriate data from the census in order to build a comprehensive profile of the neighbourhood. Meeting 3 will introduce students do research techniques for using the Census of Canada. Key questions to be explored in this assignment are:

• What are the main physical, economic and social trends and observations we can see in this neighbourhood

• What are the key demographic and socioeconomic statistics of this neighbourhoods?

• How does this neighbourhood statistically compare with the the city and region?

• How has the neighbourhood changed over time and what are the dominant patterns change taking place?

The assignment will consist of a report of between 1500-2000 words (excluding tables, figures and references). Students are encouraged to use tables and figures to display their census data, as well as any photographs they have taken of the neighbourhood. Additionally, students should consult local newspapers and official plans from the city or region to provide more information on the changes, patterns, trends or challenges in their neighbourhood. Assignment 2: Kensington Op-eds, 15%, groups of 2 While in Toronto on 9 February, we will visit Kensington Market. It is one of Toronto’s most fascinating neighbourhoods and one that has been in constant change for decades. Students will have an introduction to the neighbourhood, led by Brian Doucet followed by some time to explore the area for themselves. These activities, combined with any addition research (i.e. census data) that the students are encouraged to do, will form the basis for two short pieces (and one reflection) that will be written. The purpose of this assignment is to both better understand the different

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narratives that can be found about a particular place and on how we can combine our observations with background research to conceptualise and interpret neighbourhood change. The first piece is an 800-1200 word op-ed, written in the form of an informed scholarly contribution to newspaper or magazine article which critically examines a challenge, or issue that Kensington is facing. Students are free to select any topic they wish, but this should be grounded in academic rigour and linked, where possible, to theories and issues. Students are encouraged to use statistics such as the census to help make their case. This article can contain photographs or graphs, tables or figures. The second piece is an 800-1200 word written for a travel and tourism magazine. It should be aimed at an audience of potential visitors to Toronto and explain to them why Kensington is worth visiting and what there is for tourists. Students can be specific and creative here (i.e. they can write for a specific type of travel magazine such as one aimed at foodies or students). Students are encouraged to read several travel articles for inspiration and ideas of how to structure their article. After completing both articles, students are two write a short (500 word) reflection on the different messages their two pieces have tried to convey. They should think about the ways in which different authors portray the same space to different audiences. Assignment 3: Group Seminar, 20%, groups of 4/5 Each student will be part of a group of 4/5 which will have to lead a seminar of 30 minutes where they examine particular issues of neighbourhood and community planning in different international contexts. The purpose of this assignment is to actively educate students on different neighbourhood challenges and opportunities in an international context, to better contextualize Canadian neighbourhoods and to work on group presentations and group dynamics. Another aim is to be able to apply theories and concepts to a case study/context that they may not initially be familiar with. Each group will have thirty minutes to lead a seminar based on a particular part of the world. Western Europe and North America have been selected because of their similar levels of affluence, availability of readings and the existing comparisons that exist between them. During week 6 of the course, students will form groups and indicate their first, second and third choices for case studies. Some required literature, in particular from Mixed Communities forms the basis of each seminar. However, students are expected to consult additional literature (minimum of 5 additional academic sources on their case study). These should be referenced in their presentation and/or handout. The presentation will consist of the following items. An introduction to the specific place they are discussing, an assessment of at least one major neighbourhood or community challenge/issue (and how it is being addressed) and a specific case study (i.e. neighbourhood) where this challenge is evident and some conclusions. In the conclusions, students are encouraged to reflect on what insights might be useful for Canadian cities and planners? Students must also reference important literature/theories from the rest of the course as this will demonstrate their ability to apply information learned in the course to a specific case study. Students will be graded on the following:

• Clarity, coherence and style of their presentation

• Detail and depth of their understanding of the case study

• Ability to link their case study to wider theoretical and conceptual issues from the course, referencing and linking to other course literature

• Clear conclusions and analysis based on interpreting and consulting a variety of academic and non-academic sources about their case study

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Students are free to use a variety of presentation styles. Groups must submit either an electronic presentation (i.e. PowerPoint) OR, if no computer presentation is used, a one page (double-sided) handout. This must be either uploaded to LEARN before the start of their seminar, or (if a paper handout) handed out at the start of class. During week 7 of the term, each group will have the opportunity to meet with Dr Doucet to discuss their ideas for their seminar. A sign-up sheet will be made available on the door of Dr Doucet’s office. Assignment 4: Mixed Communities Book Review, 20%, individual The purpose of this assignment is to test students’ knowledge and interpretation of a required reading. While chapters from Mixed Communities: gentrification by stealth feature as part of the readings for different lectures and seminars, being able to understand, interpret and contextualise the book in its entirety is paramount to this assignment. Mixed Communities brings together some of the leading scholars on social mix, gentrification and neighbourhood change. Students are to write an academic review of this book (approximately 1500-2000 words) where they summarise the main findings/ideas in the book and also cast their own scholarly assessment of the book. They should also state to what extent it is useful for planners and why they have come to this conclusion. They should refer to specific examples/chapters in the book and use quotations or specific references to help justify their point. Students are encouraged to read several academic book reviews from journals such as Urban Studies, Housing Studies or Tijdschrift voor Economische en Sociale Geografie (among others). Assignment 5: Test (in class), 25%, individual The course culminates with a final test, to be taken in class (80 minutes). The test will consist of three open-ended questions (possibly with sub questions) covering all aspects of the course (lectures, seminars, readings, films). Requirements, Grade Penalties and Special Considerations:

• Readability and Clarity: Students are expected to present well organized, and properly written work. Penalties of up to 25% may be applied in cases where readability and/or clarity are inadequate.

• Computer Use: Assignments 1,2,4 must be completed by using a computer. Assignments may not be accepted or penalties assessed if a computer is not used.

• Lateness penalty: all assignments are due on the date set by the professor. The first day an assignment is late brings about a 5% penalty (deadlines are 900, so the first day is considered to be the day of the deadline, from 9:01-23:59). An additional 5% penalty is assessed for each additional late day. (example: a Monday 9:00 deadline means any assignment handed in after 9:00 on Monday loses 5%; any paper handed in on Tuesday loses 10% etc.) A student's assignment more than 4 days business days late will not be accepted and a grade of zero will be recorded for that assignment.

• Examinations and tests: students are expected to be present at the time the final test scheduled, as well as during their seminar (assignment 3).

• Requests for exemptions or compassionate considerations: are to be discussed with the professor in advance or as soon as possible.

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Texts Texts used in the course are listed, including all facts of publication (especially edition number) and where they can be obtained. Indicate separately whether they are required, recommended, optional, etc. Required Reference Texts available at the UofW book store and used extensively in this course: Bridge, G, Butler, T and Lees L (EDs) (2012) Mixed Communities: Gentrification by stealth? Bristol:

Policy Press Doucet, B (2017) (Ed) Why Detroit Matters: Decline, renewal and hope in a divided city. Bristol:

Policy Press. Additional Required Readings, available on e-Course Reserve Meeting 5 Mancini, J and Mancini S (2015) Transition to Common Work: Building community at The Working

Centre. Waterloo: Wilfred Laurier Press, chapters 1&2, pp. 1-28 Meeting 6 Ley, D. (2003). Artists, aestheticisation and the field of gentrification. Urban studies, 40(12), 2527-

2544. Smith, N. (1979). Toward a theory of gentrification a back to the city movement by capital, not

people. Journal of the American Planning Association, 45(4), 538-548. Hackworth, J., & Smith, N. (2001). The changing state of gentrification. Tijdschrift voor economische

en sociale geografie, 92(4), 464-477. Meeting 8 Hulchanski, D (2010) Three cities within Toronto. Income Polarization Among Toronto’s

Neighbourhoods, 1970-2005. Toronto: Creative Commons Meeting 10 Uitermark, J., Hochstenbach, C., & van Gent, W. (2017). The statistical politics of exceptional

territories. Political Geography, 57, 60-70. Doucet B (2015) Inequality, gentrification and the city, English translation of “Ongelijkheid,

gentrificatie en de stad” Vers Beton, 1 December. https://versbeton.nl/2015/12/ongelijkheid-gentrificatie-en-de-stad/

Meeting 12 Desmond, M (2016) Evicted: poverty and profit in the American city. Penguin Books, Epilogue home

and hope, pp. 293 – 313. Meeting 15 Van Beckhoven, E, Bolt, G and van Kempen R (2005) Theories of neighbourhood change and

neighbourhood decline: their significance for post-WWII large housing estates. Paper for the ENHR-conference “Housing in Europe: New Challenges and Innovations in Tomorrow's Cities”, Reykjavik, 29 June – 2 July, 2005

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The Small Print! (please read carefully) ♦ Unclaimed assignments: Assignments which are not picked up by students must be retained for one year after last use (i.e., after the end of the term in which the work was submitted or after the resolution of any grade revision request or appeal), unless students are notified that they will be retained for a shorter period of time. Instructors who do not wish to retain unclaimed assignments for one year may dispose of them sooner provided they include notification of this practice on the course outline. Sample text for use in course outlines: Unclaimed assignments will be retained for (period of time*; or: “until one month after term grades become official in quest”). After that time, they will be destroyed in compliance with UW’s confidential shredding procedures. *Instructors, please note: the minimum time to retain unclaimed assignments is one month after term grades become official in quest. ♦ Academic Integrity: To provide appropriate guidance to students, all course outlines in the Faculty of Environment must address academic integrity and reference the web documents for Policy #71. The statement below is recommended for inclusion in the Course Outline. In addition, instructors are encouraged to discuss academic integrity during course meetings.

Consequences of Academic Offences: In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. The University’s guiding principles on academic integrity can be found here: http://uwaterloo.ca/academicintegrity/ ENV students are strongly encouraged to review the material provided by the university’s Academic Integrity office specifically for students: http://uwaterloo.ca/academicintegrity/Students/index.html Students are also expected to know what constitutes academic integrity, to avoid committing academic offenses, and to take responsibility for their actions. Student who are unsure whether an action constitutes an offense, or who need help in learning how to avoid offenses (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. Students may also visit this webpage: https://uwaterloo.ca/library/get-assignment-and-research-help/academic-integrity/academic-integrity-tutorial When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline, https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-71 Students who believe that they have been wrongfully or unjustly penalized have the right to grieve; refer to Policy #70, Student Grievance: https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-70

♦ Research Ethics: Please also note that the ‘University of Waterloo requires all research conducted by its students, staff, and faculty which involves humans as participants to undergo prior ethics review and clearance through the Director, Office of Human Research and Animal Care (Office). The ethics review and clearance processes are intended to ensure that projects comply with the Office’s Guidelines for Research with Human Participants (Guidelines) as well as those of provincial and federal agencies, and that the safety, rights and welfare of participants are adequately protected. The Guidelines inform researchers about ethical issues and procedures which are of concern when conducting research with humans (e.g. confidentiality, risks and benefits, informed consent process, etc.). If the development of your research

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proposal consists of research that involves humans as participants, the please contact the course instructor for guidance and see https://uwaterloo.ca/research/office-research-ethics ♦ Note for students with disabilities: AccessAbility Services, located in Needles Hall, Room 1401,

collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with AccessAbility Services at the beginning of each academic term.

♦ Mental Health: The University of Waterloo, the Faculty of Environment and our Departments consider students' well-being to be extremely important. We recognize that throughout the term students may face health challenges - physical and / or emotional. Please note that help is available. Mental health is a serious issue for everyone and can affect your ability to do your best work. Counselling Services http://www.uwaterloo.ca/counselling-services is an inclusive, non-judgmental, and confidential space for anyone to seek support. They offer confidential counselling for a variety of areas including anxiety, stress management, depression, grief, substance use, sexuality, relationship issues, and much more. ♦ Religious Observances: Student needs to inform the instructor at the beginning of term if special accommodation needs to be made for religious observances that are not otherwise accounted for in the scheduling of classes and assignments. ♦ Grievance: A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4, www.adm.uwaterloo.ca/infosec/Policies/policy70.htm. When in doubt please contact your Undergraduate Advisor for details. ♦ Appeals: A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 – (Student Discipline) may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 (Student Appeals) www.adm.uwaterloo.ca/infosec/Policies/policy72.htm ♦ Turnitin: Text matching software (Turnitin®) will be used to screen assignments in this course. This is being done to verify that use of all materials and sources in assignments is documented. Students will be given an option if they do not want to have their assignment screened by Turnitin®. In the first week of the term, details will be provided about arrangements and alternatives for the use of Turnitin® in this course. Note: students must be given a reasonable option if they do not want to have their assignment screened by Turnitin®. See: https://uwaterloo.ca/academic-integrity/guidelines-instructors for more information. ♦ For further information on UW’s Turnitin guidelines, see: http://uwaterloo.ca/academic-integrity/home/guidelines-instructors ♦ LEARN: Users can login to LEARN via: http://learn.uwaterloo.ca/ use your WatIAM/Quest username and password

♦Intellectual Property. This course contains the intellectual property of the instructor, TA, and/or the University of Waterloo. Intellectual property includes items such as: • The Course Outline (Syllabus) • Lecture content, spoken and written (and any audio/video recording thereof); • Lecture handouts, presentations, and other materials prepared for the course (e.g., PowerPoint

slides); • Questions or solution sets from various types of assessments (e.g., assignments, quizzes, tests, final

exams); and • Work protected by copyright (e.g., any work authored by the instructor or TA or used by the

instructor or TA with permission of the copyright owner). Course materials and the intellectual property contained therein, are used to enhance a student’s educational experience. However, sharing this intellectual property without the intellectual property owner’s permission is a violation of intellectual property rights. For this reason, it is necessary to ask the

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instructor, TA and/or the University of Waterloo for permission before uploading and sharing the intellectual property of others online (e.g., to an online repository). Permission from an instructor, TA or the University is also necessary before sharing the intellectual property of others from completed courses with students taking the same/similar courses in subsequent terms/years. In many cases, instructors might be happy to allow distribution of certain materials. However, doing so without expressed permission is considered a violation of intellectual property rights. Please alert the instructor if you become aware of intellectual property belonging to others (past or present) circulating, either through the student body or online. The intellectual property rights owner deserves to know (and may have already given their consent). Relevant University Policies: Policy 71 – Student Discipline Policy 73 – Intellectual Property Rights