Course Syllabus

 

Semester & Location:	Spring 2025 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Sustainability, Urban Design, Urban Studies
Faculty Member:	Silvia Dragomir - use canvas inbox George Savu - use canvas inbox
Time & Place:	Fridays 10:05-13:00. Classroom: N7-B21

Syllabus is subject to change.

Course Description

As the climate crisis intensifies, cities are emerging as critical arenas for action—and European cities are leading the way. This course explores how urban areas across Europe are tackling climate change head-on, not only by cutting greenhouse gas emissions but also by adapting to increasingly complex and unpredictable climate impacts.

Focusing on the integration of climate concerns into the very core of urban planning, this course invites students on an analytical and experiential journey through the evolving landscape of climate-resilient cities. We’ll examine real-world case studies, engage in urban explorations, and unpack the tensions, synergies, and trade-offs between mitigation and adaptation strategies.

Key questions include: How do planners navigate the uncertainties of future climate scenarios? What are the tools and frameworks that enable cities to plan for and with the climate? And how is climate change reshaping the way we design, govern, and live in urban environments?

By the end of the course, you will not only gain critical insights into the challenges and innovations of climate-integrated planning but also develop the analytical skills needed to contribute to the climate proof cities of tomorrow.

Learning Objectives

By the end of this course, you will be able to:

• • Understand the strategic role of cities in addressing climate change, both as drivers of greenhouse gas reduction and as hubs for building urban resilience.

  • Analyze urban development strategies with a critical eye toward their short-term impacts and long-term implications in the context of climate change and sustainability.

  • Evaluate planning solutions and spatial proposals for cities and regions, particularly in terms of their effectiveness in promoting sustainable and climate-resilient development.

  • Reflect on complex, uncertain, and evolving urban challenges, and explore innovative planning approaches suited to dynamic and unpredictable climatic conditions.

  • Develop practical skills and critical perspectives that empower you to actively contribute to climate-responsive urban development—both locally and globally.

Faculty

Silvia Andreea Dragomir

Architect and urban planner, with an MSc in Sustainable Urban Planning from Aalborg University DK and MSc in Architecture from Bucharest RO and Bordeaux FR. Former collaborations include the Ministry of Transportation in Romania, European funded projects, Low Carbon Regions - a Masterplan for Southern Denmark, co-founder of KlimaLab - a climate innovation platform, City of Toulouse - Climate neighborhood, and private projects in Denmark, Romania, UK and USA. Silvia's professional focus is on sustainability, climate action and healthy cities. Her passion is sharing her knowledge while learning from others and raising awareness for creating better living environments. With DIS since 2015.

George Savu

Architect and sustainable building consultant, with a MSc in Sustainable architecture and interdisciplinary design from Aalborg University and MSc in Architecture from Bucharest. Owner of Klimalab with focus on sustainable built environment. His professional profile includes international cross discipline collaboration at different levels in the architecture and planning field, finding solutions for sustainable construction and better communicating sustainability so that everyone can participate in the decision making process. His passion is to build on sustainable values and contribute to creating a better quality of life for all. With DIS since 2023. 

Approach to Teaching

The class will meet once a week during the semester.  Assigned readings, urban explorations and student presentations will act as background for class discussion. This course relies heavily on reading in order to gain a deeper understanding of varying case studies we will discuss. Assigned texts must be read before class. Copenhagen will also serve as a living laboratory to illustrate the forces behind climate planning in a European context, where relevant. Moreover, group work is essential following real life working scenarios.

Readings

There is a textbook for this course: Strong towns (e-book in the modules) and complementary article readings, which are found exclusively on Canvas.

The reading for each class is attached/indicated under Modules, as follows:

Lendager Group (2018) A changemaker's guide to the future

Hunt, A., & Watkiss, P. (2011). Climate change impacts and adaptation in cities: a review of the literature. Climatic Change, 104(1), 13-49.

City of Copenhagen (2011). Copenhagen Climate Adaptation Plan

Blanco G., et al.,( 2014): Drivers, Trends and Mitigation. In: Climate Change 2014: Mitigation of Climate Change. Contribution of Working Group III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.

McEvoy, D. et al. (2006) Adaptation and mitigation in urban areas: synergies and conflicts. Proceedings of the Institution of Civil Engineers Municipal Engineer 159 (Pages 185–191)

Vuuren, D.P. et al. (2010). The use of scenarios as the basis for combined assessment of climate change mitigation and adaptation. Global Environmental Change 21 (2011) 575–591

Flyvbjerg, B. (2012). Bringing Power to Planning Research: One Researcher’s Praxis Story. In Fainstein, S. and Campbell, S. (eds.). Readings in Planning Theory (pp. 241-267). Oxford: Wiley and Sons

Hersh, B. (2012) The Complexity of Urban Waterfront Redevelopment. New York (Pages 23-37)

Labadie, J. (2011). Emergency Managers Confront Climate Change. Sustainability

Out and about

Two Wednesdays you will have the chance to connect with your group-mates by going out in the city and exploring the areas of your interest and working on your group's project.

Expectations of the Students

This course is not a traditional lecture class, but relies heavily on class discussion, informed by an in-depth, critical reading of the assigned texts. The readings for each class have purposely been kept to reasonable amount and it is expected that all students have read, seen, or played the material prior to the lectures.

In class:

We expect you to fully engage in the lectures, participate actively in discussions, and be open minded about your fellow students' points of view. Your overall grade will be depending on an engaged, informed, and highly active participation in class discussion.

        Illness and missing class

We all have a collective responsibility towards each other at DIS. Please monitor yourself carefully for symptoms of COVID-19, flu, stomach flu,... If you experience any of these symptoms, please stay at home and inform your instructor that you won’t be in class or at a field study – this will count as an excused absence. 

Do keep up with your coursework and join activities as soon as you feel better, no later than the following class. This should include doing all the class preparation and checking in with your classmates for the class activities. If you are too sick to do work, please reach out to the DIS Care team at care@dis.dk for medical support.

Evaluation

Class participation

Participation will be evaluated by the extent to which students attend classes, actively engage in class discussions, contribute to workshops, and critically reflect on the assigned readings. You are expected to bring your reading notes as well as questions to class. The reading required is the one going beyond finding information, or identifying main ideas. It will ask you to dig deep to identify meaning, relationships between ideas, and to challenge yourself finding your own response to these ideas, and its impact to the world around. Such response involves analysis, synthesis and creativity. You are encouraged to bring your own experiences into the discussions.

Creative journal of climate solutions

This is your collection of class reflections, representing the connection between readings, discussions and our visits in the city. A minimum of a creative, crafted page per class (collage, drawing, mind map, manifesto, recipe book, letter ...), each of structured observations and critical reflections on what you experienced, learned, and thought about during and after the mobile lectures. This journal is meant to hone both your observational and critical reflection skills, as well as to practice concise writing techniques and develop your creative skills.

This creative journal forms the foundation for the final project.

FINAL PROJECT

Climate resilient island community. An analysis.

This is a group exercise consisting of:

1. Summarizing and connecting our field visits, discussions and readings, and answering the question: What is a climate resilient island community?
2. Analyze Dragør and its climate risks and opportunities.
   
3. Producing a work basis for your proposal for a climate resilient community.

Climate resilient island community. A proposal.

The assignment is a group exercise consisting of:

1. Answer the question: How to build a climate resilient island community?
2. Design a proposal for an inclusive, connected and sustainable resilient island community, based on your Dragør analysis.
3. Presenting your solutions to the class
   

All assignments must be handed in on the due date electronically through Canvas, unless otherwise mentioned. Late hand-in and lack of references are not accepted. To be eligible for a passing grade in this class you must complete all of the assigned work.

Grading

Assignment	Percent
Class participation	20%
Creative journal	30%
Resilient island community	20%
Cities as solutions	30%

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

Electronic Devices in the Classroom

Use of laptops is allowed for the purpose of note-taking ONLY and requires prior consultation. Students should refrain from all other computer activities, as they prove distracting to themselves and fellow students. Mobile phones and other electronic communication devices should of course be turned off and stored away. Using the laptop for other purposes than note-taking will have a negative impact on your grade.

 

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