Bachelor of Science (B.S.) in Urban and Regional Studies with a Concentration in Regional Analysis and Development Undergraduate Program By Virginia Commonwealth University |Top Universities

Bachelor of Science (B.S.) in Urban and Regional Studies with a Concentration in Regional Analysis and Development

Main Subject Area

Urban PlanningMain Subject Area

Program overview

Main Subject

Urban Planning

Degree

Other

Study Level

Undergraduate

The Bachelor of Science in Urban and Regional Studies requires 120 credits, including 40 credits within the major. The program is designed so that students may enter as late as their junior year and provides a solid foundation for professional work or advanced study aimed at addressing some of the most important challenges and issues facing the U.S. and other world regions, such as urban sprawl, economic marginalization, ethnic and racial conflict and environmental degradation. The program covers a wide range of topics related to these issues, including transportation, housing, land use, environmental management, regional and international development, human-environment interaction, globalization and socioeconomic change. Students can focus on the subject matter of their interest by choosing to concentrate in either urban planning and policy or regional analysis and development; alternatively they may opt for a generalized course of study. Nine core courses and a lab (28 credits total) are required for all majors. These courses provide fundamental background knowledge in an array of disciplines that form the foundations of urban and regional studies, such as urban planning and design, human and physical geography, economics, environmental management, urban and public policy, and geographic information systems. Students complete their remaining 12 credits within one of the two concentrations or through a generalized course of study. The program helps develop a theoretical and methodological background as well as analytical skills that can be used to address a wide range of issues and problems. Students acquire marketable skills in qualitative and quantitative analysis, computer usage, problem solving and communication - as well as a broad perspective on environment and society - that are essential for many occupations. The concentration in regional analysis and development focuses on the economic, sociopolitical, technological and environmental transformations affecting most nations and regions. In some cases, these have given rise to difficult problems and challenges, such as poverty and economic marginalization, resource scarcity, environmental degradation and ethnic conflict. Such issues are addressed by drawing upon both the natural and social sciences and by utilizing detailed yet holistic analysis of the problems and their root causes. The concentration seeks to engage students in exploring how particular regions can maintain or create favorable economic, social and environmental conditions in light of the rapid transformations that are taking place at multiple scales. Like the discipline of geography to which it is related, the regional analysis and development concentration focuses on the phenomena of place and space and, more specifically, on the biophysical, socioeconomic and cultural characteristics of regions and the relationships among these characteristics. Students examine how and why places and regions differ from one another, how and why they change over time and how societies interact with the natural environment. They also explore the impacts of existing and potential policies and programs on regional socioeconomic and environmental conditions.

Program overview

Main Subject

Urban Planning

Degree

Other

Study Level

Undergraduate

The Bachelor of Science in Urban and Regional Studies requires 120 credits, including 40 credits within the major. The program is designed so that students may enter as late as their junior year and provides a solid foundation for professional work or advanced study aimed at addressing some of the most important challenges and issues facing the U.S. and other world regions, such as urban sprawl, economic marginalization, ethnic and racial conflict and environmental degradation. The program covers a wide range of topics related to these issues, including transportation, housing, land use, environmental management, regional and international development, human-environment interaction, globalization and socioeconomic change. Students can focus on the subject matter of their interest by choosing to concentrate in either urban planning and policy or regional analysis and development; alternatively they may opt for a generalized course of study. Nine core courses and a lab (28 credits total) are required for all majors. These courses provide fundamental background knowledge in an array of disciplines that form the foundations of urban and regional studies, such as urban planning and design, human and physical geography, economics, environmental management, urban and public policy, and geographic information systems. Students complete their remaining 12 credits within one of the two concentrations or through a generalized course of study. The program helps develop a theoretical and methodological background as well as analytical skills that can be used to address a wide range of issues and problems. Students acquire marketable skills in qualitative and quantitative analysis, computer usage, problem solving and communication - as well as a broad perspective on environment and society - that are essential for many occupations. The concentration in regional analysis and development focuses on the economic, sociopolitical, technological and environmental transformations affecting most nations and regions. In some cases, these have given rise to difficult problems and challenges, such as poverty and economic marginalization, resource scarcity, environmental degradation and ethnic conflict. Such issues are addressed by drawing upon both the natural and social sciences and by utilizing detailed yet holistic analysis of the problems and their root causes. The concentration seeks to engage students in exploring how particular regions can maintain or create favorable economic, social and environmental conditions in light of the rapid transformations that are taking place at multiple scales. Like the discipline of geography to which it is related, the regional analysis and development concentration focuses on the phenomena of place and space and, more specifically, on the biophysical, socioeconomic and cultural characteristics of regions and the relationships among these characteristics. Students examine how and why places and regions differ from one another, how and why they change over time and how societies interact with the natural environment. They also explore the impacts of existing and potential policies and programs on regional socioeconomic and environmental conditions.

Admission requirements

80+
6+

Tuition fee and scholarships

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More programs from the university

RICHMOND, Va., (Feb. 1, 2006) – Virginia Commonwealth University is one of eight universities nationwide that has earned designation as a National Academic Center of Excellence on Youth Violence Prevention from the Centers for Disease Control and Prevention.The centers serve as models for the prevention of youth violence and foster an environment that encourages collaborations among health scientists, social scientists and the community with the common goal of reducing violence among youth.“VCU’s designation as a Center of Excellence on Youth Violence Prevention is a significant honor that speaks to the expertise, initiative and dedication of our faculty and staff who are committed to addressing youth violence prevention,” said Stephen D. Gottfredson, VCU’s provost and vice president for academic affairs. The VCU center, newly named the VCU Clark-Hill Institute for Positive Youth Development, will provide a basis for extending current efforts in the areas of youth violence research and community engagement. Faculty and researchers from the VCU Center for Promotion of Positive Youth Development and the VCU Center for the Study and Prevention of Youth Violence will be working together to develop and implement community response plans and to evaluate strategies for preventing youth violence.“Given the highly competitive nature of the selection process, the CDC’s selection of VCU represents a strong endorsement of the collaborations that have been established between VCU and the community,” said Albert D. Farrell, Ph.D., professor of psychology at VCU and the institute’s director.The institute also represents the types of efforts that VCU Community Solutions supports in strengthening VCU’s work on critical social issues in the community.The VCU Clark-Hill Institute for Positive Youth Development recognizes the contributions to the field of adolescent development by Maxine L. Clark, Ph.D., a former associate professor of psychology at VCU, and John P. Hill, Ph.D., former chair of the VCU Department of Psychology. Clark, who died in 1995, was involved with research that broadened the understanding of the development of African American adolescents and the role of culture in development. Hill, who died in 1988, was an acclaimed scholar in the field of adolescence. His conceptual and theoretical work shapes much of current teaching and understanding of adolescent psychology. In addition to VCU, the other CDC-funded centers of excellence are at Columbia University; Harvard University; Johns Hopkins University; the University of Hawaii; the University of California’s Berkeley and Riverside campuses; and the University of Illinois’ Chicago campus. VCU psychology, psychiatry, epidemiology and community health faculty involved with the new center include: Robert Cohen, Ph.D., associate director; Kevin Allison, Ph.D., director of community mobilization; Wendy Kliewer, Ph.D., director of training and mentoring; Saba Masho, M.D., director of community surveillance; Aleta Meyer, Ph.D., and Terri Sullivan, Ph.D., research faculty; Torey Edmonds, community liaison; and Anne Greene, director of operations. Elizabeth Erwin, Ph.D., is the director of qualitative inquiry and is from the University of Virginia School of Nursing

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