这门课程对象目标为对拉丁美洲都市运输和环境问题有兴趣的有志策划人，政策拟定人或者工业决策者。课程将着重于该地区城市目前面对的运输相关主题，包括∶迅速的汽车化和郊区化，和其对运输基础设施和生活质量的影响；管理公共运输部门及改进私人经营的交通运输系统之道；运输所造成之空气污染问题及其可能的解决方法。

课程将利用学生在制度分析，策略分析，工程计划评估及实施方面的技能和经验，以互动的方式处理问题。学生不需对运输规划有深入了解；相反地，课程将试图把一般从业人员置于特定运输公共政策情境，并以其原有技能设想出真正的解决办法。为符合此解决问题导向，将课程分成两个部分。第一部份是一系列演讲，主题包括：发展中国家的运输议题(汽车化，财政压力，城区的无计划扩张)，因与都市运输有关而纳入的永续概念，地区性策略规划的方法，交通政策和技术选项，及成功施行的范例。在这些演讲之后，课程的第二部分将致力于两案例研究，学生将利用在第一部分得到的知识，对两座城市所面临的‘运输---土地使用---环境’困境提出策略解决的方法。

对墨西哥城和智利的圣地牙哥之两案例研究，使学生有机会以团队方式对现今问题进行深度分析，并提出可能的解决办法。个别案例研究中，学生团队应提出可行计划，以解决发展所造成之困境。学生可透过此课程对用以处理发展中国家城市‘运输---土地使用---环境’问题的实际可能方案有更深入的理解，并对执行政策，技术和行为解决方案时可能面临的政治/制度/金融现实问题有更清晰的观点。

两案例研究各占四堂课。各案指派一组学生(或许更多，取决于班级人数)提出详细具体的策略。这组学生扮演"顾问"角色，其它学生扮演‘客户’，代表某‘利益关系人’(政府官员、运输业者、NGO（非官方组织）等)。‘顾问’组学生，经由班级讨论，批评和自力研究吸取资讯后，应于四堂课中的倒数第二堂提出具体处理策略的草稿。 由‘利益关系人’学生组负责讲评。‘顾问’组学生纳入这些意见并进一步研究案例后，在第四堂课提出最终建议书。其后每个‘利益相关人’学生将对‘顾问’组的最终建议书作出一到二页的回应。在第二个案例，学生互换扮演角色。

学生修本课程有4 个主要要求和评估的基础 :

1. 对课程演讲中论及的资料及议题提出四篇简短的报告(1-2页) (15%)。
2. 参与案例研究中的‘顾问’组，该案例研究为期四周，提出针对该城市的策略运输计划,并自
‘ 利益关系人’组得到回应(65%)
3. 参与另一案例研究的‘利益关系人’组，对‘顾问’组提出的草稿提出批评并对其最终的建
议 书提供1到2页的回应(15%)。
4. 课堂参与(5%)。

透过课程网站可得到课程公告，课程大纲，作业和其他相关的讯息。本课程指定及多数推荐读物可透过课程网站的‘虚拟’读本取得。学生将能透过网站免费取得这些.pdf档的读物。读物可透过数位数据库（e-reserve）取得。Rotch图书馆的保留室亦藏有其余读物的纸本。附加细节包含在下列的阅读书目里。学生应于课前完成指定阅读。其余读物提供学生做参考，特别是在案例研究(准备‘顾问’建议书)的期间可用。 在案例研究部分，全部学生(‘顾问’组和‘利益关系人’组)皆应完成所有指定的阅读。

This course is aimed at the aspiring planning practitioner, policy-maker, or industry decision-maker with an interest in urban transportation and environmental issues in Latin America. The course will focus on current transport-related themes confronting many cities in the region, including: rapid motorization and suburbanization and subsequent impacts on transportation infrastructure and quality of life; public sector management and improvement of privately-owned and operated transit systems; and, transportation air pollution problems and potential solutions.

The course will be geared towards interactive problem-solving, taking advantage of students' skills and experiences in: institutional analysis, policy analysis, and project and program evaluation and implementation. Detailed knowledge of transportation planning is not required; instead, the course will attempt to place the general practitioner into a specific transportation public policy situation and draw from her skills to devise real solutions. To fulfill this problem-solving orientation, the course will be divided into two parts. Part I of the course will consist of a series of lectures on the principal issues surrounding transportation in the developing world (including motorization, fiscal pressures, urban sprawl), concepts of sustainability as they relate to urban transportation,regional strategic planning approaches, and transportation policy and technology options and examples of successful implementation. After these lectures, Part II of the course will be dedicated to the two case studies, where students will apply the knowledge gained in Part I to develop strategic solutions to the transport-land use-environment challenges in two different cities.

The two case studies - of Mexico City and Santiago de Chile - will provide students the opportunity to work in teams to conduct in-depth analysis of current problems and potential solutions. For each case study, the student teams will be expected to develop viable plans for overcoming the challenges to making progress. Students will come away from this course with a better understanding of practical options for addressing the transport-land use- environment issues in developing country cities and a clearer view of the political/institutional/financial realities of implementing policy, technology and behavioral solutions.

Four classes will be dedicated to each of the two case studies. For each case study, one student group (perhaps more, depending on class size) will be assigned to develop detailed strategies to address the specific case study problems - this student group will play the role of the "consultant." The other students will role play as the "client" - each student representing a certain "stakeholder" (i.e., government official, transit operator, NGO, etc.). The "consultant" student group - drawing from class discussions, critiques, and its own research - will present its draft proposed strategy during the next-to-last class dedicated to the specific case study. The "stakeholder" students will critique the presentation. The "consultant" student group will then incorporate these comments and further research before making a final presentation during the last class dedicated to the case study. After this presentation, each "stakeholder" student will produce a one to two page response to the "consultant" final recommendations. For the second case, students will reverse roles.

There are four principal requirements and basis of evaluation for students taking this
course:
1. Completion of a 4 brief (1-2 page) issue papers on the materials covered during the
course's Introductory Section (15%).
2. Participation in a student "consulting" team for one of the case studies - over a four
week period, the team will develop a strategic transportation plan for the city, with
feedback from "stakeholders" (65%)
3. Participation in a student "stakeholder" team for the other case study - the stakeholders
will critique the "consulting" team's draft presentation and provide a one to two page
response to the "consultant" final recommendations (15%).
4. Class participation (5%).

Course announcements, syllabus, assignments and other relevant information will be available via the course web site. The required readings and most of the recommended readings for this course will be available via a "virtual" reader, available through the course web site. Students will be able to access these readings - at no charge - as .pdf files through the web. The readings are also available via the E-reserve system. Some of the additional readings are available in hard copy on reserve at Rotch Library. Additional details are contained in the reading list that follows. Students will be expected to do all the assigned reading before class. Additional readings are listed as resources for students, to be drawn from particularly during the case studies (i.e., in preparation of the consultant recommendations). For the case studies, all students (consultant and stakeholder teams) are expected to do all the assigned readings.