VIDEO: Urban planning at VCU – Virginia Commonwealth University

Report on Urban and Regional Planning Programs and Alignment with Sustainable Development Goals

1.0 Program Overview and SDG Integration

The L. Douglas Wilder School of Government and Public Affairs at Virginia Commonwealth University (VCU) offers academic programs that directly address the United Nations Sustainable Development Goals (SDGs), particularly SDG 11: Sustainable Cities and Communities. The programs are designed to prepare professionals for careers in evolving urban and regional fields by providing a comprehensive understanding of planning principles.

• Bachelor of Science in Urban and Regional Studies
• Master of Urban and Regional Planning (M.U.R.P.)

2.0 Curriculum Focus on Sustainable Urban Development

The curricula are structured to equip students with the theoretical knowledge and practical skills necessary to implement sustainable urban solutions. The programs utilize Richmond, Virginia, as an “urban laboratory” for hands-on application of planning methods. Core areas of study align with specific SDG targets:

1. Community Development and Neighborhood Revitalization: Directly supports SDG 11.1 by focusing on access to adequate, safe, and affordable housing and basic services, and SDG 11.3 by enhancing inclusive and sustainable urbanization.
2. Transportation Planning: Addresses SDG 11.2 by emphasizing the development of safe, affordable, accessible, and sustainable transport systems for all.
3. Environmental Planning: Contributes to SDG 11.6 by aiming to reduce the adverse per capita environmental impact of cities and supports broader goals like SDG 13 (Climate Action).
4. Real Estate and Land Development: Focuses on sustainable land-use planning in accordance with SDG 11.3 to create organized and resilient urban environments.
5. Geographic Information Systems (GIS) and Spatial Analysis: Provides critical data-driven tools for monitoring and achieving various SDG targets related to urban planning and resource management.
6. Public Policy: Develops strategies to create inclusive and equitable public services, aligning with SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions).

3.0 Experiential Learning and Partnerships for the Goals (SDG 17)

A central component of the programs is an experience-driven educational model that fosters collaboration and practical problem-solving, reflecting the principles of SDG 17 (Partnerships for the Goals). Students gain real-world experience through a variety of applied learning opportunities.

• Service-Learning Projects: Students apply planning theory to real projects, developing market analyses, land-use plans, and neighborhood revitalization strategies.
• Client-Based Planning Studios: These studios provide direct engagement with community stakeholders to develop transit-oriented development strategies and other sustainable urban solutions.
• Community and Governmental Partnerships: The programs facilitate partnerships with organizations across Richmond, the Commonwealth of Virginia, and federal agencies in Washington, D.C., to implement planning initiatives that advance the SDGs.

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on higher education programs—the Bachelor of Science in Urban and Regional Studies and the Master of Urban and Regional Planning. It highlights how these programs provide students with specialized knowledge and practical skills for careers in urban planning and development, directly contributing to quality education.

• SDG 9: Industry, Innovation and Infrastructure

  The curriculum described in the article includes “transportation planning” and the development of “transit-oriented development strategies.” These topics are fundamental to building resilient and sustainable infrastructure, which is a core component of SDG 9.

• SDG 11: Sustainable Cities and Communities

  This is the most prominent SDG in the article. The entire field of “urban and regional planning” is dedicated to making cities and human settlements inclusive, safe, resilient, and sustainable. The article explicitly mentions key areas of focus such as “community development,” “environmental planning,” “land-use plans,” and “neighborhood revitalization,” all of which are central to achieving SDG 11.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The article directly addresses this target by stating that the VCU Wilder School programs “prepare you for success in rapidly evolving fields” and “equip you with the skills employers value most.” It lists specific technical skills such as “Geographic Information Systems (GIS) and spatial analysis” and practical applications like developing “market analyses” and “land-use plans.”

2. Target 9.1: Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure, to support economic development and human well-being, with a focus on affordable and equitable access for all.

   The focus on “transportation planning” and creating “transit-oriented development strategies” as part of the student experience directly aligns with the goal of developing sustainable infrastructure to improve access and support well-being in urban environments.

3. Target 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries.

   The article’s core subject is education in “urban and regional planning.” It emphasizes a hands-on approach through “client-based planning studios, and community partnerships,” which fosters the capacity for participatory and integrated planning needed to manage sustainable urbanization.

4. Target 11.a: Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning.

   The programs are in “Urban and Regional Studies,” indicating a focus that extends beyond city limits to consider the broader regional context. By training students in “regional planning,” the school contributes to strengthening the planning frameworks that manage the links between different geographical areas.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicator for Target 4.4: The proportion of youth and adults with information and communications technology (ICT) skills.

   The article implies this indicator by highlighting that students gain skills in “Geographic Information Systems (GIS) and spatial analysis,” which are advanced ICT skills highly relevant to the urban planning profession.

2. Indicator for Target 11.3: Proportion of cities with a direct participation structure of civil society in urban planning and management that operate regularly and democratically.

   The article implies progress toward this indicator by describing how students gain real-world experience through “service-learning projects, client-based planning studios, and community partnerships.” These activities represent direct participation structures that are integral to modern, inclusive urban planning.

3. Indicator for Target 11.3: The development of “land-use plans” and “neighborhood revitalization plans.”

   The article states that students will “apply planning theory and methods to real projects— developing… land-use plans… [and] neighborhood revitalization plans.” The creation and implementation of such plans are direct outputs that measure the capacity for sustainable human settlement planning.

Summary Table

4. SDGs, Targets, and Indicators Table

Source: wilder.vcu.edu