Urban Planning Programs
In the dawn of the New Year, I cannot help but reflect on my pivotal moments in 2008, and look forward to 2009. I wrapped up – no, survived – my first semester in the Master of City Planning program at MIT. I am being a little dramatic here, but the program is really very rigorous. One thing I learned was that with such a rigorous program there is no need to make it unnecessarily more challenging. When I arrived in Cambridge, I was very excited to be in school again – I graduated from college ten years ago – and I registered for five and a half classes. Three and a half of the classes were required and two were electives. It was recommended that we take only one elective, but I was psyched and I was going to take MIT by storm!
One of the most interesting things that I have learned in school thus far is the history of the urban renewal program. As a budding urban planner, I have often used the term “urban renewal” interchangeably with “urban revitalization” to describe the process of neighborhood improvement via economic and housing development. Regardless of the term I used, I was very clear that revitalization – or renewal – was a catch-22. The implementation of business and housing developments would jumpstart a neighborhood deemed blighted and consequently, only affluent residents could afford to enjoy the amenities of the revitalized neighborhood.
Last Thursday night marked the end of an intense two-week team project in my Gateway: Planning (a kind of Introduction to Planning) course. In this project, my classmates and I assumed the role of consultants to a fictitious working group of the real-life New Orleans Redevelopment Authority (NORA) and prepared and delivered oral briefings on key challenges to post-Katrina housing recovery.
This week will be my first full week of classes at MIT; however, I have actually been here for three. I arrived into Cambridge at the end of August to attend the weeklong department orientation, which was as orientations are – full of very important yet-easy-to-forget information. Alone, the pressure of learning nearly 65 names can induce periodic episodes of amnesia.