History and Qualitative Methods for Environmental Studies

Module Qualitative Methods in Urban and Territorial Studies

This course provides a framework of knowledge and tools for analysing urban dynamics through the application of qualitative and mixed-methods approaches, with the aim of investigating practices and policies in the context of climate change. 
Students will engage with concepts and methods drawn from anthropology and sociology as applied to urban and territorial planning, as well as with analytical approaches that enable the development of a collective mapping exercise representing the relational dynamics among the diverse actors responsible for the socio-spatial transformations of the city.

For attending students, the training approach includes: 

• a series of lessons aimed at the acquisition of the different methods proposed; 
• the accompaniment of a group practical exercise; 
• integration with complementary training activities. 

The course is organised in such a way as to allow the learning process to be matured and the exercise to be carried out as much as possible during the lesson hours, so that individual study time can be dedicated to in-depth study of the course topics. 

For non-attending students, the training approach involves 

• individual reading and in-depth study of the teaching materials in order to achieve an understanding of the theoretical reference framework; 
• the performance of an individual exercise involving the drafting of an essay (20,000 characters including spaces) on a topic agreed with the lecturer; 
• the possibility of using the reception hours (by appointment, agreed by email) for any clarifications and possible revisions of the individual exercise. 

If the course is taught in a blended mode or at a distance, the necessary variations from what has previously been stated can be introduced. 

Information for students with disabilities and/or DSA: In order to guarantee equal opportunities and in compliance with the laws in force, interested students may request a personal interview so as to plan any compensatory and/or dispensatory measures, based on the teaching objectives and specific needs. They can also contact the CInAP (Centre for Active and Participatory Integration Services for Disabilities and/or SLDs) contact teacher in the Department of Agriculture, Food and the Environment. 

I recommend that students have acquired knowledge of the following subjects:

• Analysis of the territory and settlements

• Geography 

• Urban history and planning 

• Landscape Planning 

• Urban and territorial planning II

• Qualitative and mixed-methods approaches in planning
• The relationship between technical knowledge and local knowledge
• Reading and analysing the "traces" of territorial transformations
• Ethnographic, auto-ethnographic, and digital ethnography research
• Shadowing, visual methods, and hybrid methods
• Methods of social museology applied to urban planning
• Qualitative use of GIS and collective mapping
• An introduction to Participatory Action Research

The assessment consists primarily of a written examination designed to verify the knowledge acquired throughout the course.

Attending students: the written examination will consist of 10 open-ended questions, administered as an in-progress assessment (prova in itinere).

Non-attending students: the written examination will consist of 10 open-ended questions, administered during the official examination sessions.

Each question is assigned a score ranging from 0 to 3. The sum of the scores determines the individual starting grade (0 to 30). Scores are assigned based on the completeness, accuracy, clarity, and critical thinking demonstrated in the answers.

For attending students, the assessment also includes an oral examination consisting of the presentation and discussion of a practical exercise, which will be graded as follows: insufficient (does not allow passing the exam), sufficient (18–23), good (24–26), very good (27–29), excellent (30).

For non-attending students, the oral examination consists of the discussion of an individual written assignment, graded using the same scale: insufficient (does not allow passing the exam), sufficient (18–23), good (24–26), very good (27–29), excellent (30).

The practical exercise will be evaluated based on the completeness, accuracy, readability, and originality of the work presented. The oral presentation will be evaluated based on the student's ability to connect the exercise to the theoretical framework of the course.

Both in the written examination and in the oral presentation, the following will be valued positively: the quality of content, the ability to draw critical connections across course topics, the ability to provide relevant examples, and the appropriate use of disciplinary language and expressive clarity.

For attending students, the assessment will also take into account proactive participation in class, as well as contributions to the class group and the broader learning community. Proactive participation will be recorded regularly and discussed periodically.

The final grade will be calculated as the arithmetic mean of the written examination and the oral discussion of the practical exercise. The grade may be adjusted upward based on proactive participation in class and contributions to the class group.

Assessment may also be conducted remotely, should circumstances require physical distancing, in accordance with guidelines provided by the University.

The reasons behind the use of qualitative methods 

Why do we talk about quanti-qualitative methods for the study of the city and the territory?

How is qualitative analysis structured? 

How are data analysed and systematised?

Main sources of qualitative analysis 

What are hybrid methods and why are they used?