1. SYLLABUS
CVEN 689 - Context Sensitive Solutions in Transportation Planning,
Course title and number
Environmental Analysis and Design
Term (e.g., Fall 200X) Summer 2009
Meeting times and location TBD (one 4 hour class per week)
Course Description and Prerequisites
Course Description: This course focuses on the concept of context sensitive solutions (CSS) as applied to
planning, analyzing environmental impacts, and design of transportation facilities. It is particularly oriented toward
CSS applications to facilitate community acceptance of mobility improvement projects. Students will learn and
how to build consensus, make transportation facilities compatible and supportive of transportation and other local
objectives, the environment, and the surrounding area. The course will focus on the concepts of CSS in a lecture
and discussion format, book and other readings, and review of relevant literature on the subject. This classic
approach will be complimented with some exercises to illustrate specific principles involved in the subject
matter.
Course Format: The course will be organized in a typical lecture/discussion format. Topics to be covered in the
course are arranged by week. Students are expected to have completed the assigned readings at the time of class.
Each class period will include substantial discussion, with a focus on examples and implications of written
materials. Discussions will focus policy and design implications associated with the concept of context sensitive
solutions.
Prerequisites: Graduate standing in Urban Planning, Transportation Engineering, or a related program.
Learning Outcomes or Course Objectives
At the conclusion of this course, each student should be able to perform the following:
• Provide an overview of CSS concepts and applications for transportation and related facilities,
• Apply these concepts to the planning and design process of transportation and related facilities.
Instructor Information
Name Brian Bochner
Telephone number 979-458-3516
Email address b-bochner@tamu.edu
Office hours 1-5pm weekdays
Office location 366 Gilchrist
Textbook and/or Resource Material
No textbook
Assigned readings in:
1. AASHTO, Guide for Achieving Flexibility in Highway Design, July 2004.
2. AASHTO, A Policy on Geometric Design of Highways and Streets, 2004
3. FHWA, Flexibility in Highway Design, 1997 http://www.fhwa.dot.gov/environment/flex/
4. ITE, Context Sensitive Solutions in Designing Major Urban Thoroughfares in Walkable Communities,
March 2006 http://www.ite.org/bookstore/RP036.pdf
5. NCHRP 480, A Guide to Best Practices for Achieving Context Sensitive Solutions, 2002.
http://onlinepubs.trb.org/Onlinepubs/nchrp/nchrp_rpt_480.pdf
6. MassHighways, Project Development and Design Guide, 2006 http://www.mhd.state.ma.us/default.asp?
pgid=content/designGuide&sid=about
7. DVRPC, Smart Transportation Guidebook, 2008 http://www.dvrpc.org/asp/pubs/reports/08030A.pdf

2. 8. TxDOT Landscape and Aesthetic Design Manual, 2007
http://onlinemanuals.txdot.gov/txdotmanuals/lad/index.htm
9. Others to be determined
Grading Policies
Assignments 15% of total credit
Class participation 30%
Exams 15%
Class Project 40%
Total 100%
Grades:
A 90%+
B 80-89%
C 70-79%
D 60-69%
F 59% or less
Course Topics, Calendar of Activities, Major Assignment Dates
10 week version; 1 class per week
Week (Class) Number Topics Required Reading
1a– Introduction • What is CSS? History of CSS, current NCHRP Report 480, Forward, Section A
FHWA initiatives, examples of roads
and context integration Context Sensitive Solutions in Designing
• Course introduction/overview/ Major Urban Thoroughfares in Walkable
expectations Communities, Chapters 1, 2.
• Class project assignment - students’
favorite streets (and why) for next
class
1b - Exercise
• Students’ favorite streets and why
• CSS defined - integration of
stakeholder objectives
• Benefits of CSS
2a – Project • Whose objectives are considered? Context Sensitive Solutions in Designing
development defined • CSS role Major Urban Thoroughfares in Walkable
• Stakeholder roles and involvement Communities, Chapter 2
Guide for Achieving Flexibility in
2b - CSS and • NEPA and how it relates to CSS Highway Design, Sections 1.1 to 1.3
environmental • Environmental impact areas
analysis • CSS as proactive way to address NCHRP Report 480, Section E
environmental considerations
3a - Creating a context • Characteristics of a successful context NCHRP Report 480, Sections C, D
sensitive solution – sensitive solution
what does it take, • CSS project needs Smart Transportation Guidebook , Chapter
who does it, and • Multidisciplinary project teaming 4
why?
Context Sensitive Solutions in Designing
3b - The context – • Components of context – physical Major Urban Thoroughfares in Walkable
physical and social characteristics Communities, Chapter 4
• Components of Context – social and
economic characteristics
4a – Constructive • Who are the stakeholders and types? Guide for Achieving Flexibility in
involvement of • Importance of involvement Highway Design, Section 2
stakeholders • Methods for involvement (workshop,

3. charrette, focus group, meetings, 1-
on-1, newsletters, etc.)
• Problems, issues, needs,
considerations, objectives,
opportunities
• What constitutes a need?
4b - Mock CSS project • Purpose/need
startup workshop or
• Team
charrette
• Stakeholder involvement process
(structure per needs, collaborative,
tools)
• Public relations (guest speaker)
4c – Class project
assignment • Describe project and make
assignments
5 a– Making a project • Defining multimodal and applicability Context Sensitive Solutions in Designing
multimodal • What makes a “complete street?” Major Urban Thoroughfares in Walkable
• What is appropriate? Communities, p. 21 text box, Chapter 3
• What is “sense of place” and
5b – Placemaking with
placemaking?
CSS
• Components and applicability
• Techniques
6 – Developing a • Process NCHRP Report 480, Section F,
compatible, • Identifying needs, objectives, management structure, alternatives
supportive design opportunities, constraints, alternatives development, alternatives screening
• How to make a design compatible, subsections
supportive
• Flexibility, creativity
• Evaluation, performance measures,
criteria
• Selection
• Exercise
7a – CSS in • How CSS relates to construction, None
construction, operations, maintenance
operations, • Optimizing CSS considerations
maintenance
7b – Discussions about • Student questions about term project in
class term project response to material presented to date
• Instructor clarifications
8 – CSS project • Review of CSS process and design Handout from previous class
checklist and the components
approval process and • Deciding when to use what pieces
using CSS in • CSS and the project approval process
practice • Does CSS facilitate the approval
process?
9 – CSS examples and • Class critique CSS examples None
class critiques • Work in class on projects
10 – Presentation of Student presentations and class discussion None
class projects with
discussion
Other Pertinent Course Information

4. Homework: There will be homework assignments, worth 10 points each. Unless otherwise noted, homework will
be due at the beginning of the class, one week after it is assigned. Homework that is handed in late will have the
following penalties:
• 1 class late -- 20% off corrected grade;
• 2 classes late -- 40% off corrected grade;
• 3 classes or more late -- not accepted.
Homework should be prepared in a professional manner as follows:
• One side of a standard 8.5x11 paper with all sheets stapled together.
• Your name, course, section number, homework number, and page number should be printed at the top of each
page.
Group projects: Forty percent of your final grade will come from group projects. The class will be divided into
groups, depending upon the number of students in the class. Each group will be assigned to prepare a CSS
application using the concepts and techniques discussed in class. The other members of your group also will be
asked to assess your contribution to the group effort. Individual grades will then be adjusted based upon the
amount of contribution the individual made to the group effort. For example, if the your group project scores a 90
on your project, but your group members feel you contributed only 50% of a full share to the total group effort,
then you will receive a grade of 50% * 90 = 45. Credit for full contributions will not be unreasonably withheld.
Therefore, it is important for you to participate fully in all of your group’s activities.
Specific information and instructions regarding this project will be provided when assigned.
Academic: Many of the handouts used in this course are copyrighted. “Handouts” means all materials generated
for this class, which include but are not limited to syllabi, quizzes, exams, in-class materials, etc. Because these
materials are copyrighted, a student does not have the right to copy the handouts unless the instructor expressly
grants permission.
E-mail: Communication via e-mail (questions on homework, exams, class examples, etc.) is encouraged. As much
as possible, questions submitted via e-mail will be answered by the end of the day they are received. Unless
otherwise requested by the student, the instructor will distribute the question (anonymously) and answer to all
students who have given the instructor their e-mail address. E-mail may also be used to distribute clarifications on
class lectures, homework, exams and problem solutions. Use of e-mail is strictly voluntary. If you would like to
receive course-related e-mail, send the instructor an e-mail message, indicating your name, the course, the
section, and your e-mail address.
Americans with Disabilities Act (ADA)
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For
additional information visit http://disability.tamu.edu
Academic Integrity
For additional information please visit: http://www.tamu.edu/aggiehonor
“An Aggie does not lie, cheat, or steal, or tolerate those who do.”
Honesty: No form of scholastic dishonesty (cheating, plagiarism, etc.) will be tolerated. As commonly defined,
plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which belong to another. In
accordance with this definition, a student is committing plagiarism if he/she copies the work of another person and
turns it in as his/her own, even if he/she should have the permission of that person. Plagiarism is one of the worst
academic sins, because the plagiarist destroys the trust among colleagues. The purpose of homework in this
section is to help you learn the course material.
Working in groups on homework is permitted and encouraged. However, each person must turn in a separate and
unique write-up prepared by his/her own hand. This means that the problem description, steps taken to solve the
problem must be generated by each person individually. By University regulations, copying another person’s
homework is considered plagiarism, and is not permitted. All examinations will be closed book. Cheating on

5. quizzes and exams will NOT be tolerated. Cheating will be reported and handled in accordance with the University
Regulations, Section 42. Violation of this rule can result in disciplinary action including a grade penalty, up to and
including an F in the course, suspension, dismissal, and expulsion from Texas A&M University. If you have any
questions regarding plagiarism or other forms of scholastic dishonesty, please consult the latest issue of the Texas
A&M University Student Rules, under the section 20 which can also be found at http://student-rules.tamu.edu.