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ALEX CLARK
INDIVIDUAL STUDY
PLAN
ALEX CLARK
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C: CEP | M: Methods | D: Diversity | G: Graduation Requirements
ALEX CLARK
TABLE OF CONTENTS
Letter of
Introduction
.3
Course Visualization.
4
Course Descriptions
Autumn
20155
Winter
2016..7
Spring
20168
Autumn
2016..9
Winter
2017.10
Spring
2017..11
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ALEX CLARK
LETTER OF INTRODUCTION
My name is Alex Clark. Dignity is something that is stripped mercilessly from people
every moment of every day. I feel that the oppression or desecration of anyone's
right to live is a sign of the need for our species to embrace and protect each other.
There are problems in this world that seem beyond anyone's ability to avoid.
Anyone's. I believe we need only come together with the right intentions and we
can create a world in which we remember and live our true nature. A nature that
tends towards harmony, justice, and love. All humans are born with this propensity
for goodness, but we learn to separate ourselves and judge each other. My purpose
in this life is to call towards that goodness through my action, intention, and the
impression I leave on those who I love.
I started at Bellevue College Fall Quarter 2010, after receiving my GED that summer.
Id always had problems with the high school system. Despite being enrolled in AP
classes, I found myself dropping out January 2010. I had an agreement with my
father that I would get an associates degree. This would allow me to pursue my
future directly and honestly. I had to be true to myself and transition into an
environment that would spur my growth, rather than stunt it by continuing in high
school.
It is in college that I found myself and developed a vision for how my future would
impact the world. My first year in college, I took it slow. I knew that in order for me
to succeed, I needed to have patience. I took Intro to Sociology, a class which has
had a lasting impression on my world view. I learned how to articulate and critically
think about issues of diversity and equity, values that I hold dear.
My initial focus when I started college had been on Botany. I quickly decided I
wanted to have a more rounded educational experience, which led to me pursuing a
general transfer degree as I worked to figure out exactly where my path would lead
me.
My path has led me to UW and the Community Environment and Planning. CEP, to
me, embodies collaboration. This program takes the interdisciplinary approach I
need. There are so many problems to be fixed, and communities to be built. In order
for me to make the most positive impact I can, I need the skills I will learn in CEP.
CEP offers me the opportunity to pursue my passions in different fields while having
a cohesive backbone based in the core CEP classes. I will use CEP to explore my
interests in human experience of place, cultural understanding, planning and
design, and service based work. My ISP has given me the ability to articulate and
plan my education to be the most all-encompassing yet focused it can me.
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ALEX CLARK
My future plans include working on aid work in the global south as well as working
on issues regarding infrastructure and food systems worldwide. I hope to be on the
leading edge of working to heal some of the worlds ills. To do this I want to have a
firm understanding of how human systems interact and how we as humans have an
ability to help. I ultimately would like to work on refugee camp design with a focus
on ecological functions, ecological literacy, food sovereignty, and community
engagement and cohesion.
COURSE VISUALIZATION
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ALEX CLARK
AUTUMN 2015
CEP 300 CEP Retreat (1, max. 4) C | also taken Spring 2016, Autumn 2016, and
Spring 2017
Focuses on planning analysis assessment and development of the major.
Opportunities for community building and all-major policy deliberation and
decisions. Workshops for skill building in consensus, facilitation, and for major-
specific activities such as developing individual study plans and study abroad
experiences.
The CEP retreat, attended during autumn and spring of both junior and senior year
offers an opportunity to reflect on goals, build community, and critically analyze the
role of CEP in my education and my role within CEP.
CEP 400 Governance Practicum (1, max. 6) C | taken every quarter
Emphasizes personal and collective leadership, democratic decision making, and
learning through direct action and reflection. Explores and develops students'
personal skills as doers and leaders, while also learning how to form and function as
effective groups.
Governance is a key piece of CEP. Through Governance I plan to develop skills
working on teams, working within deadlines, and taking active leadership roles in
whatever organization I may end up in once I begin my career. I plan to take part in
the Outreach and Admissions committee as this gives me a chance to work on
public speaking, time management, as well as setting up and conducting
interviews.
CEP 301 The Idea of Community (5) C
Theories of community and communal rights and responsibilities. Experience
building a learning community within major. Explores struggles for community in
every sector of life.
The first of the required CEP courses, I learned a lot about the beginnings and
evolutions of human philosophy and the meaning of life and governance. This class
gave me the ability to explore and critically evaluate my own world view and to
understand where my views come from in the history of human thought. It was
fascinating to learn how long humans have been organizing and pondering of what
it all means and what is the best way (if there is a best way) to organize and
govern human society.
L ARCH 341 Site Design and Planning (3) M
Introduces urban ecological design issues for good site-planning processes,
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principles, and methods. Linked with L ARCH 301. Addresses planning for people,
natural systems in place-making, design for movement with carried land uses.
Includes readings, discussions, presentations, campus walks, case studies, graphic
and written assignments.
Site Design and Planning gave me an introduction to how landscape architects have
rooted their practice in theory, and how that theory has played out in practice. From
learning some of the basic ideas of how landscapes functions, to being able to walk
around a site with the designer and implementer was incredible powerful and
helped me to understand the processes involved when landscapes are reshaped by
people. I feel this class has helped me understand the mindset and process behind
a lot of landscaping and regrading work that is done.
URBDP 498 Special Topics (1-9, max. 15) M
Systematic study of specialized subject matter. Topics for each quarter vary,
depending upon current interest and needs, and are announced in the preceding
quarter.
The iteration of URBDP 498 I took was Planning as a Profession. This class was a
series of lecture/discussions led by professional planners from varying fields. I was
able to get a grasp of the different ways that planning is manifested in different
jobs, and really the far reaching impacts that planners have on the world. This has
helped me to understand just how powerful the planning profession can be, in both
a positive and negative way.
SEFS 503 Current Issues in Restoration Ecology and Environmental
Horticulture (1, max. 10) M
Critical evaluation and discussion of published research in urban horticulture and
restoration. Students and faculty present and discuss research methods and
questions from current literature.
I took this class to give me a basic understanding of the different issues facing
ecological restoration. I feel that our society is a reflection of our environments and
understanding how we are approaching restoration work I felt could help me
understand where we are at in terms of connection to natural systems. This ties
into my work of trying to connect people and landscapes.
WINTER 2016
CEP 302 Environmental Response (5) C

Explores issues of environmental crisis and societal responses. Readings and
reflective analysis from broad selection of authoritative sources to develop
grounded perspective in ecological literacy and consciousness. Concurrently,
experiential education in challenges and practical responses to building sustainable
society through participation in community-based environmental effort.
302 taught me about the history and trajectory of scientific exploration and how it
has influenced our society and environments. We explored how current decisions
around environmental issues are decided, particularly through the NEPA process
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within our own federal government. This class allowed me to make connections
between my work of connecting with place and battling environmental destruction.
HSTCMP 485 Comparative Colonialism (5) M
Explores the historic roots and practices of colonialism throughout the world,
focusing on the roles of nationalism, cosmopolitanism, and imperial domination.
Treats colonialism as a world event whose effects continue to be felt and whose
power needs to be addressed.
I took this class to ground myself in the history of colonialism and settlement. It is
extremely important to the world we live in now and how our current civilization
interacts with people, culture, language, land, and resources. It was a sobering
class and helped me to really start the process of questioning my assumptions
about how the world works.
JSIS C 307 Religion and World Politics (5) M, D
Explores the intersection of religion and politics in various regions of the world,
including the United States, Europe, Middle East, Latin America, and other regions.
Presents an historical perspective on religion alongside contemporary issues in
religion, politics, and church-state relations.
I took this class as a diversity credit as well as method class. I wanted to
understand how the interactions between religious and secular institutions played
out in the political arena. Getting a grasp on the interplay between these two
worlds while simultaneously learning about colonialism was really powerful. It
allowed me to really shape my relationship with colonialism and political
institutions.
See Autumn 2015 for description.
SPRING 2016
CEP 303 Social Structures and Processes (5) C

Investigates use of formal and informal social structures and processes within
context of community and environment. Looks at patterns and institutions of social
organization and relationships among different sectors. Issues of interrelatedness,
citizenship, knowledge, and communication.
This class put me in the field working on mapping and community engagement. I
really enjoyed working in teams and learning about how communities are
organized. I was particularly interested at the correlation between lower income
areas and lower amounts of available green space, and how this impacts peoples
well-being and health.
ARCH 251 World Architecture Non-Western Cultures (5) G
Introduction to historical and contemporary built environments of non-Judeo-
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Christian civilizations, primarily Hindu, Buddhist, Islamic, and Meso-American, as
manifestations of cultural history and as responses to environmental determinants.
This class was the last graduation requirement I needed in VLPA credits. I took this
class because I was really interested in learning about how different cultures
understand space and architecture. I learned a lot about how different religious or
cosmological views often manifest themselves in architecture. I also saw how place
can be reflected in buildings.
URBDP 573 Digital Design (4) M
Uses digital technologies for mapping, drafting, modeling, and communication.
Includes real-world case study projects that focus on urban design and planning
issues.
Digital Design was a foundational class for my senior year, giving me the design
skills necessary to put much of the work together that Ive needed to. This class and
the programs I learned will certainly help me in my career as being able to not only
come up with ideas but also deliver on those ideas graphically helps give me a leg
up on employment.
CEP 300 CEP Retreat (1, max. 4) C
SUMMER 2016
URBDP 498 Study Abroad: Sustainable Urban Mobility (15) M

For summer I had the privilege to travel around Europe studying transportation best
practices and learning about the legal and cultural background that has given rise
to such a mobility driven society in Europe. I feel that this is one of the most
powerful experiences in my time as student at UW because had never travelled
outside the United States and the perspective I gained I feel will stay with me
through the rest of my life.
AUTUMN 2016
CEP 460 Planning in Context (5) C

Examines theory against backdrop of practice for broad historical understanding of
social, political, environmental planning. Critique from viewpoints, e.g., planning
history, ethics, ecofeminism, environmental justice, class and capitalism, planning
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and global economy. Develop personalized history reflecting individual experience,
professional experience, and philosophical heritage of planning profession.
This was one of the most powerful CEP classes we took. This class forced us to
examine our own identities in engaging with planning work. We learned about how
our own voices often drown out those we are supposed to be representing in the
planning process. We also were able to go out and word directly with real clients on
a project. My group worked on a place making project in Auburn, WA.
CEP 490 Senior Project Prep Seminar I: Research and Project Scoping (1-3)
C
Supports the conceptualization and planning of senior project/capstone work.
Focuses on selecting a project, beginning a literature review, finding a mentor, and
developing a plan.
Senior project was incredibly intimidating and this class made it possible to break
down the project in manageable pieces and helped me see an end to the work I was
engaging in that was tangible and attainable.
PUBPOL 598 Administrative and Policy Skills Workshop Humanitarian
Assistance and Disaster Relief (1-3) M
Teaches practical administrative, leadership, and analytic skills commonly required
of managers and analysts in the public and nonprofit sectors. The workshops
emphasize hands-on problem resolution, simulations, and actual practice.
This was a fantastic seminar series aimed at demystifying the humanitarian world:
who is involved, the processes involved, and where you can be effective. This
seminar series was a little overwhelming in the sense that what goes into dealing
with disasters in incredible complicated and calls upon the collaboration of vastly
different organizations that often have competing missions. Ultimately this seminar
helped me understand that I want to focus on local issues, learning my own area
well in order to help respond to local emergencies.
WINTER 2017
CEP 461 Ethics and Identity (5) C

Examination of personal, societal, vocational, environmental, planning ethics.
Readings and discourse on ethical foundations for public life. Individual and group
readings on values, human potential. Develops understanding of ecological context,
moral responsibility, self-awareness. Constructs positive, diverse view of humanity,
environment regardless of race, gender, ethnicity, beliefs.
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I absolutely loved Ethics and Identity. It followed a similar format to 301, so I was
able to engage in discussions and take a turn facilitating the discussions. These
questions of what is good, and what is a good decision lays at the core of planning.
Utilitarian thought dominates planning, but what would a planning world look like
built upon different principles? This class made me think and reconsider
preconceived ideas that I had around ethics.
CEP 491 Senior Project Prep Seminar II: Methods and Actualization (1-3) C
Focuses on implementing the senior project/capstone, including revisions and
updates as seen fit.
491 was another class centered round our senior project and making sure that we
are on track. This class was vital to me keeping senior project in my mind and
keeping up to date on the timelines I set out for myself. I enjoyed the lectures and
classes on how to realize a project idea, and I feel that the workshops we did with
the TA are going to be helpful if I have to lead projects in the future.
L ARCH 361 The Human Experience of Place (3) M
Interdisciplinary approaches to exploring the reciprocal relationship between people
and the landscapes of everyday life. Through readings, discussion, in-class activities
and mini-projects, students study place attachment, relationships to nature,
environmental attitudes and perception, personal space, territoriality, urban public
space, diversity, participation, and the politics of space.
I took this class because I am really interested in exploring how place attachment
plays into environmental consciousness, and how our society either promotes of
detracts from a life connected to place. I was particularly stimulated by the work
looking at different ideas of nature and how our connected to place is often
influenced by the living systems we come into contact with.
MUSIC 250 World Music (3) G
Introduction to world musical traditions, including both sound and socio-cultural
dimensions of music. Topics include instruments, rhythm, melody, form,
composition, improvisation, music in the family and community, politics, economy,
religion, and case studies of major world musical traditions.
I took this music class to fulfill my graduation diversity credit. I really enjoyed this
class and it was a nice reprieve from the more intense planning classes.
SPRING 2017
CEP 462 Community and Environment (5) C

Capstone quarter merges core seminars, disciplinary courses in major, community
field experiences for mastery of personal knowledge and skills. Reflection and
synthesis of themes in major; engagement with contemporary issues. Compares
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theoretical definitions of community and environment with individual philosophies
and knowledge within thoughtful, applied context.
This wrap-up class was awesome. I have really started to see the connection
between my ISP, my Senior Project, and my life/passions. This class helped me to
also come to grips with the fact that my ideals are way different than many of my
class mates and that as I go out into the world, I can engage fully in my work
knowing that despite the difference in ideals, we all have come out of the program
looking to work together and collaborate towards a shared future.
CEP 446 Internship (5, max. 10) C
Connects core and individual courses with field work. Group and individual readings
develop understanding of how students' internships and field placements constitute
particular element of community and environmental planning. Explores how what
we do for a living is part of our lives as citizens and public service.
This class allowed me to explore where I see myself working in the future and tailor
my resume, cover letter, and overall self-marketing to the job I wish to have, which
is an outdoor educator. It was a little difficult seeing as I am far less career oriented
than the rest of my peers. I am obsessed with plants and simply showing them to
people is where I see myself. Finding a good job will be difficult but I know that the
skills I gained in this class will help.
AIS 275 Introductory Topics in American Indian and Indigenous Studies (1-
5, max. 15) I&S
Canoe Culture, Traditional Foods, and the Montlake Cut: Engaging the Campus
Ecology allows students to learn about the campus ecology while making the
connections between the land, people, language, and culture of the land and its
original inhabitants.
This AIS class has been one of the best UW classes I have taken. This class engaged
me with the true history of this campus and brought into focus the need to connect
with and respect the native people of this land before we can ever hope to have a
community connected to and respecting nature. This class has really shaped and
influenced the work I wish to engage in as I move forward. Decolonize, Recognize,
and Respect.
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ALEX CLARK

CEP 302 Environmental Response (5) C

CEP 303 Social Structures and Processes (5) C

URBDP 498 Study Abroad: Sustainable Urban Mobility (15) M

CEP 460 Planning in Context (5) C

CEP 461 Ethics and Identity (5) C

CEP 462 Community and Environment (5) C

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