Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapters 1 and 2, (introduction to planning and development
regulation law; comprehensive plans and the planning process).
Nelson
and Duncan, Chapter 1, pp. 1-18 (purposes of growth management).
Weitz,
Chapter 1 - 3, pp. 1-.
Week
2 - No class but readings as outlined above and below
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapters 3 and 4, (zoning history, sources of power,
and purposes; types of zones and uses).
Weitz,
Chapter 4-5, pp. -127.
Week 3 -
(split session)
- State
and regional growth management programs overview (Reuter)
- Sprawl
and smart growth; Comprehensive plans and implementation activities
(Reuter)
- Zoning:
History, powers, purposes, and scope (Juergensmeyer)
- Constitutional
land use law (court cases) (Juergensmeyer)
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapters 5 (zoning forms of action - development permission).
Week
4 - (split session)
- Land
subdivision law and history (Juergensmeyer)
- Zoning
and land use litigation in practice (Juergensmeyer)
- State
and regional growth management programs overview (Reuter)
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapter 10 (constitutional limitations on land use controls).
Nelson
and Duncan, Chapter 2, pp. 19-36 (state and regional growth management
programs)
Week
5 - All students meet at GT
- Exclusionary
zoning (Juergensmeyer)
- Subdivision
control in practice; conservation subdivisions (Reuter)
- Zoning
in practice; review of zoning ordinance language (Reuter)
-
Group projects: Introduction, assignments, and initial planning
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapter 6 (exclusionary zoning)
Week
6 - All students meet at GT
- Building
and housing codes (Juergensmeyer)
- State
growth management programs in Georgia, Oregon, Florida and other
states (Reuter and Juergensmeyer)
- Group
projects: Additional planning and discussion
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapters 7-8 (subdivision control law; building and housing
codes) Chapter 9 part (state growth management programs)
Weitz,
Chapters 6-8, pp. 129-214
Week
7
All
students meet at GSU for Symposium
Required
Textbook Readings:
Nelson
and Duncan, Chapters 9 and 10, pp. 134-151. (administrative responsiveness;
pulling it all together)
Weitz,
Chapters 10-13, pp. 245-337 (funding and technical assistance; intergovernmental
frameworks; lessons, criticisms, and prescriptions)
Week
8 - All students meet at GT
- Individual
projects due
- Overview
of growth management implementation (Reuter)
- Growth
management law and court cases (Juergensmeyer)
- Urban
containment; jobs-housing balance; other techniques (Reuter)
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapter 9 parts (growth management concepts, programs,
powers, and limitations; moratoria and interim controls).
Nelson
and Duncan, Chapters 3-6, pp. 37-93 (resource land preservation, special-area
protection, rural growth management, and urban containment).
Week
9 - GSU Spring Break - GT students meet
Meet
at Georgia Tech. Open date for coverage of unspecified material.
Week
10 - All students meet at GT
- Environmental
law and relation to land use implementation (Juergensmeyer)
- Environmental
land use policy and regulation in practice (Reuter)
- Agricultural
land protection and Transferable Development Rights (TDR) (Juergensmeyer)
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapters 11 and 13 (environmental aspects of land use
controls; agricultural land protection and preservation)
Weitz,
Chapter 9, pp. 215-244 (local land use planning standards)
Week
11 - GT Spring Break - GSU students meet
Meet
at GSU - Guest Lecturer
Week
12
All
students meet at GSU for Symposium.
Required
Textbook Readings:
Nelson
and Duncan, Chapters 7 and 8, pp. 94-133 (facility planning, adequacy,
and timing; facility financing).
Juergensmeyer
and Roberts, Chapter 9 parts (capital improvement programming, infrastructure
finance, and developer funding of infrastructure)
Week
13 - All students meet at GT.
- Aesthetic
regulation and historic preservation law (Juergensmeyer)
- Capital
improvement programs; fiscal aspects of growth management (Reuter)
- Development
impact fees (Juergensmeyer)
- Adequate
public facilities ordinances (APFOs) and other tools (Reuter)
Required
Textbook Readings:
Juergensmeyer
and Roberts, Chapter 12 (aesthetic regulation and historic preservation).
Week
14 - All students meet at GSU Student presentations and
discussion.
Week
15 - All students meet at GSU Student presentations
and discussion.
Week
16 - All students meet at GSU Student presentations and
discussion.
Course
Evaluations
Assignments
and Grades
There
are two assignments (to be provided) plus class participation, as
follows:
Assignment
|
Description
|
Percent
of Grade |
Due
Date |
1
|
Individual
Paper
(attached)
|
50%
|
February
28 |
2
|
Group
project including presentation |
50%
|
See
schedule of interim tasks in assignment |
Total
|
|
100%
|
|
Rules
and Regulations
If
an instructor should be late in meeting the class, the students shall
wait 20 minutes after the published starting time. If the instructor
has not arrived by that time, the students may leave unless specifically
notified to await the instructor's arrival.
Attendance
is required; students should maintain regular attendance if they are
to attain maximum success in the pursuit of their studies.
Although
it is recognized that occasionally it may be necessary for students
to be absent from scheduled classes for personal reasons, students
are responsible for all material covered in their absences, and they
are responsible for the academic consequences of their absences. Work
missed may be made up if the reasons for absences are acceptable to
the instructors.
Georgia
Tech students are required to abide by the Student Conduct Code, pp.
376-379, of the 2001-2003 General Catalog, Georgia Institute of Technology.
Georgia State students must adhere to academic regulations of the
university, including but not limited to policy on academic honesty.
Assignment
#1, Spring 2005
CP
6016 Growth Management Law and Implementation
This
is an individual student project, and collaboration with other students
in completing this assignment is not permitted. The assignment is
worth 50 points (1/2 of your grade). Suggested lengths of answers
are provided for each question below. Your responses should be typed,
double-spaced, with one-inch or more margins. Start each answer on
a new page and give the title of the question/task or at least reference
the assignment question number. You should draw on your course readings
and lectures as appropriate in answering the questions. Cite any additional
sources that you rely on, either in footnotes or article style in
the text with an accompanying reference list. Answers that demonstrate
careful thought and integrate required readings are expected. Answers
that integrate optional recommended readings and class lectures into
the reasoning will be scored higher than those that do not reference
the optional course materials and lectures.
GT
students must address item #1 or #2 and both items #3 and #4. GSU
students must address items 2, 3 and 4.
1)
Select a court case involving land use litigation. This may be one
of the court cases that are covered in class lectures or readings,
or it may be any other relevant case. Prepare a legal brief which
summarizes the facts of the case, the lower court and any appellant
or supreme court rulings, and the implications of the case for land
use attorneys and planners. Relate the case to other conclusions of
law in relevant portions of the Juergensmeyer and Roberts text (about
2-4 pages).
2)
In what could have become a dangerous and expensive unfunded state
mandate imposed on local taxpayers, HB 868 submitted in the 2004 Georgia
General Assembly would have authorized property owners to seek compensation
from the state and local governments as a result of regulatory decisions
that have the effect of reducing property values. A similar bill is
anticipated in the 2005 legislative session as outlined in a January
3, 2005 AJC article. How would a law such as HB 868 impact local governments
and development regulations in Georgia? What are experiences of similar
legislation in other states such as Florida and Oregon that may be
instructive? Provide an overview of how the legislation may impact
zoning processes including pros and cons of such legislation (about
2-4 pages).
3)
Choose
a local government for investigation in the metropolitan Atlanta region.
Acquire and review (peruse, you don't have to read) a copy of the
land use element of the comprehensive plan, zoning regulations, and
subdivision code (some governments have their codes on-line but fewer
have web-accessible comprehensive plans). Prepare a synopsis of any
innovative growth management features in the land use element or land
use regulations. Describe in your own words how well the local land
use element of the comprehensive plan relates to the zoning ordinance
and other land use regulations. Describe any legal concerns that you
feel may be present. Suggest new codes, relationships between the
plan and codes or administrative practices that would improve the
local governments planning implementation. (about 3-5 pages)
4)
You are a newly appointed director of the Atlanta Regional Commission
(ARC). You are seeking to implement changes to a rapidly growing and
economically successful region in a manner that will preserve it's
success and yet improve the efficiency of managing growth and protecting
the environment. Consider the regulatory powers, programs and planning
activities of a comparable U.S. region as a model for improving the
Atlanta region's planning activities. Describe the changes that need
to occur at ARC and local governments based on the model you choose.
How will you convince political leaders to change the current planning
regimen? Who are the winners and losers? Are your suggestions legally
defensible? (about 3-5 pages).
Assignment
#2, Spring 2005
Group
Project Instructions and Alternatives
Overview
The
objective is to work in a collaborative, group effort, to solve a
problem by conducting research that relates to a real-life problem
in the arena of growth management, planning and land use control law,
and land use policy implementation/land use regulation. Students will
work together throughout most of the term as a team.
Assignment
of Groups
There
are approximately 67 students combined, a roughly equal proportion
of planning students (42) and law students (25). Six (6) or seven
(7) students are a practical maximum per group, for an anticipated11
groups total. Each group consists of 3-4 planning students and 2-3
law students.
Changing
Groups
Generally,
students will not be allowed to "switch" groups, except
in unusual circumstances for good cause with both instructor's permission.
The prospects for desiring to switch groups will increase, however,
as each group makes their decision on what project to pursue. For
instance, one group member may not like the topic its group chose
to pursue, and learns another group is pursuing that topic of interest
and also has a "disenchanted" group member. Hence, a win-win
situation might occur to students through a group member trading event.
The students who switched groups are more satisfied, and the groups
who switched out the "disenchanted" student also benefit
from a more enchanted student in theory.
We
strongly discourage proposals to propose switching groups, because
of the administrative burdens or complications such proposals create.
However, we will accept proposals to trade group members if they don't
get too numerous or cumbersome, and provided that:
- Proposals
are submitted by the deadline given (to be determined).
- The
proposal includes pre-arranged switch with another student (i.e.,
the switch occurs between two groups).
- The
students who switched teams are responsible for submitting revisions
to team member names and assignments on interim deliverables (see
discussion below).
- Other
parameters are met, if determined necessary.
General
Requirements
For
each group project, it is expected that there will be the following
components.
Summary
and analysis of the problem/issue. Your group will meet
to decide which problem/scenario you will choose. The problem statements/scenarios
are given to you, but yet each requires elaboration.
Jurisdictional
focus. Each problem must be applied to an actual local
government(s) (or another approved governmental agency). The jurisdiction
should be in Georgia unless otherwise approved by the instructors.
The project is anticipated to require some interaction on the part
of group members with local government planning and legal staff. At
the discretion of the student group, other organizations with an stake
in the outcome may be interviewed or consulted for information.
Planning
element. Each group project must have a significant planning
element, which provides either an amendment to the local government
comprehensive plan(s) which may include amendments to several elements
of the local comprehensive plan (e.g., land use), or a new special
plan element to be added to the comprehensive plan.
Legal
analysis element. Each group must prepare a chapter of
the final group report that provides an identification of the relevant
constitutional and state land use law issues that have a bearing on
the topic of interest and the outcomes recommended.
Ordinance
implementation element. Each project must contain an
ordinance, or amendments to existing ordinances, which will implement
the planning element prepared as part of the group project. The ordinance
must directly implement (put into place) the plan. Where appropriate,
the ordinance can provide commentary within the ordinance itself.
Alternatively, a summary memorandum may be prepared which explains
to decision makers the major purposes and contents of the ordinance.
Administrative
implementation element. In addition to the ordinance,
there are other elements or components of plan implementation. These
include capital improvement program, staffing, work programming, and
budgeting. The administrative implementation element must identify
the staffing, budgeting, and any capital improvement programming needs
that will result from the local government's implementation of the
plan.
Graphic
component. Some mapping or graphics need to be a part
of the final report. This might include maps prepared in Geographic
Information Systems, but that is not a requirement. If mapping is
not required, then other graphics such as sketches, diagrams, and
flow charts are expected. All graphics should include scale, title,
legend, and source notes.
Reference
List. Each report must include a comprehensive list in
alphabetical order of all books, plans, ordinances, model ordinances,
web sites, and other sources consulted and cited. This should appear
at the end of the report. If electronic (GIS) data are used, source
notes and specifications should be provided.
Report.
The report shall be type-written with a table of contents
that includes chapter and section headings for each of the required
elements. Two hard copies of the final report are required (one for
each instructor). Production of a third copy to be transmitted to
the local government is optional. Partial or incomplete reports will
not be accepted, and the report will not be considered received and
complete until all components are submitted under one cover. Electronic
copies will not be accepted in lieu of a printed copy. Instructors
are not responsible for delays due to backlog of student demands in
student labs during times of heavy use. Double-space the final report
and print only on one page. A report cover with title, group number,
and student names is recommended. Professional binding is preferred.
Editing
for Format, Quality Control and Assurance of Consistency. It
is strongly recommended that each student reads the written contributions
of other students or reviews the graphics for consistency of presentation.
Teams need to edit and ensure quality control. How this is done is
up to each group, but each one should anticipate the need for quality
control. Remember that your project final report should be of professional
quality and internally consistent. Typographical errors, format inconsistencies,
and other conflicts in terms of the report being a coherent "whole"
will be considered in the grading (see grading parameters below).
Presentation.
Each group must deliver a presentation. Each member of the
group must participate in the presentation in some meaningful way.
Time for the presentation, which will be 20-30 minutes, should be
divided proportionally, more or less, among the team members.
Attendance
at Presentations. Because there are 11 groups, presentations
will be made during the three final class periods (not including final
exam week). Each group is required to attend the presentations of
other groups on the same and other presentation dates. You should
not plan to skip class, or attend only part of a class, for those
weeks you are not presenting. For each meeting, each group will be
required to submit an attendance roll at the beginning of class. Any
absences that are justifiable should be presented at that time by
the group or in advance individually with notice to a group member
or group spokesman. If a student in your group is unable to participate,
that individual student must let his or her group know, and an appropriate
number of points will be deducted from that student's grade on the
assignment without penalty to the other students in the group. However,
the group is responsible for covering all aspects of the assignment
during the presentation.
Interim
Project Deliverables and Deadlines
The
following interim project deliverables are established to ensure that
the project can be completed within the time constraints of the semester,
and to "iron out" potential debates and disagreements among
competing viewpoints of team members. For each interim deliverable,
refer to your group number, list the title of the interim deliverable,
and provide the names of all students in the group. These interim
deliverables will be reviewed but will not be graded. However, failure
to submit an interim deliverable or tardiness in submitting them will
result in reduction of points on the grade for the group project.
All interim deliverables shall be delivered in duplicate written form
(one for each instructor).
Schedule
of Meeting Times and Dates by end of class February 7. Each
group shall poll the members to determine a time when all students
can meet. This requires the consent of all members. To save time
and facilitate this task, each student should come to a pre-planning
meeting with "dates available." It is recommended that
groups meet at least every other week but the schedule is left
to the discretion of the group.
Submission
of project description by end of class on February 14. A
topic will be selected and submitted. See the listing of project
alternatives. This can be a simple as a one-page memo confirming
one of the projects on the attached project listing, along with
the local government or governments (jurisdiction) to which the
project will apply. An alternative project proposal is possible,
but if the group desires to do an alternative project, it must
prepare a written summary description of the project and how it
will fit into the general parameters of the assignment. Proposals
for a different project are subject to refinement and approval
of both instructors.
Individual
student assignments. Due Week 6, February 21. The group
shall meet to determine the various strengths of each team member
and the contributions each member will make to the project's final
report. Work should be distributed proportionally, more or less,
among the students. For each general requirement (see description
above), at least one student should be assigned. It is recommended
that most tasks be completed by more than one student, to distribute
the work load, provide some depth to the effort, and provide for
"backup" contingencies. A one-page memo will suffice
in meeting this interim deliverable. It is recommended but not
required that the assignments include deadlines or project milestones
to ensure each contribution from team members can be pulled together
and edited in time to produce the final report.
Final
report outline. Due week 10, March 14. The
group must submit an outline or table of contents (4-6 pages,
approximately, double-spaced) of the final report, with attention
toward demonstrating how it will meet the general requirements
of the assignment. For instance, the table of contents of the
plan, a table of contents for the implementing ordinance, list
of graphics to be prepared, and outline of administrative implementation
considerations could meet the requirements for this interim deliverable.
Groups are responsible for merging individual student contributions
into one written submission.
Presentation
Agenda. Due Week 13, April 4. The group
shall prepare and submit in writing a presentation agenda showing
the order of presentation and names of students presenting for
each item. Names of all students must be on the agenda.
Final
Report Due Date
Final
written reports will be due the last class meeting date (April 25th)
for all groups, regardless of when their presentations are scheduled.
Presentation
dates are established as follows:
Groups
1 - 4: First presentation meeting, April 11.
Groups
5 - 8: Second presentation meeting, April 18.
Groups
9 - 11: Third presentation meeting, April 25.
Criteria
for Instructor Grading of Group Assignments
Students
please take note that the following (not all-inclusive) considerations
will apply in assigning grades:
- Submission
of all interim project deliverables on time and correct format.
- The
innovativeness of the project in terms of how it was designed,
approached, and communicated.
- The
extent to which course readings, concepts, and principles from
the course are integrated into the findings of the report.
- The
overall professional quality of the presentation.
- The
overall professional quality of the written report including graphics.
- The
extent to which all general requirements for content (above) are
met.
- Evidence
of interaction with local government staff or other stakeholders
in the jurisdiction.
- The
degree to which all relevant elements of the plan (e.g., population,
housing, land use, natural resources, intergovernmental coordination,
etc.) are addressed.
- Clarity
of writing for ordinance or rule language.
- Consistency
in terms of how well the ordinance implements the plan submitted.
- Comprehensiveness
and accuracy of the legal analysis in terms of how well it cites
all relevant legal issues and important court cases.
- Foresight
in terms of how well the report anticipates the requirements for
administrative implementation.
- Attendance,
tardiness, or absence at group presentation sessions.
- The
extent to which all students in the group demonstrate they participated
collectively, proportionally, and without conflict.
Project
Alternatives (Choose One)
Your
group can choose a project from among the following alternative project
proposals. You should strive for unanimous agreement among all group
members after considering how each member can meaningfully contribute
based on their particular strengths and interests. Unanimous consent
may not be attainable in every case, but no project shall be chosen
unless it has the consent of at least four members of the group.
1.
Plan Amendment and Development Approval for a 100-Acre Transit-Oriented
Development (TOD) in a Suburban Location
Your
team is a consulting firm with planners and land use attorneys. Your
firm has contracted with a developer who owns 100 acres of mostly
vacant land strategically situated along a probable public transit
rail line (you can assume light or heavy). The developer has big dollar
signs in mind and wants to establish a premier mixed-use, transit-oriented
development, in a neotraditional design with narrow streets, on-street
parking, and a grid street and block pattern. But the developer is
concerned that the host local government (which is in the 13-county
nonattainment area of metro-Atlanta) will ask for too many exactions
to make the project workable. Further, the local government does not
address this type of development in its zoning ordinance and land
development regulations. It does not have a zoning district within
which the TOD concept will fit, and it has no standards for neotraditional
development. The local government also has a provision where the zoning
district must match the land use plan designation, and so a comprehensive
plan amendment will also be required. The local government has never
fully addressed transit-oriented development in its comprehensive
plan. Hence, you need to review existing plan language and prepare
comprehensive plan amendments. The team needs to prepare a zoning
text amendment that will accomplish the development proposal. You
must also file a "Development of Regional Impact" (DRI)
application that will be reviewed by the Atlanta Regional Commission
and the Georgia Regional Transportation Authority (GRTA). You must
brief your client on the requirements of the DRI (you don't have to
try and prepare a full application!) and outline the framework for
how your team will comply with the DRI process. You can consult GRTA's
and DCA's web page for two sets of administrative rules for DRIs.
Your client has raised concerns about the exactions issue and wants
your team to determine whether GRTA has the legal authority to require
off-site transportation improvements, which could cost the developer
millions, whether and how local governments can be persuaded to "rule
against" GRTA's recommendations, and whether the local government
might require even more costly off-site infrastructure exactions on
top of GRTA's recommendations/requirements. You might consult the
transit-oriented tool description on the Atlanta Regional Commission's
web page for more information.
2.
Growth Management Strategy for Rural/Suburbanizing County
Debate
has been raging in this community about the pace of growth. The county
commission supports strong growth management strategies and wants
to consider and implement the strongest possible mechanisms to severely
limit or even stop altogether the amount of residential and nonresidential
development occurring and that will occur during the next four years.
Your team is an interdepartmental (law and planning) task force of
local government professionals designed to complete this task. Two
county commissioners strongly believe that changing the county's lot
size from one unit per acre to one unit per three acres is the easiest
and best solution. The planning director has expressed concern about
that policy alternative, but nonetheless it must be considered as
an alternative by your group. Another alternative, one being pushed
by homeowner groups, is a permit cap or "rate of growth"
ordinance. The county attorney has warned that whatever is done with
regard to growth control must be based on a sound comprehensive plan.
Hence, amendments to the comprehensive plan will be needed to provide
the legal support to sustain the regulatory program. Your team must
decide what type of growth management plan and ordinance is appropriate
for the county. Be cognizant of the administrative requirements of
implementation. There are many different techniques that may combine
to form your growth management program, including greenbelts, greenspace
acquisition, special requirements, etc. You may consult the Georgia
Department of Community Affairs' Model Land Use Management Code (specifically,
part six, alternative approaches) for ideas, as well as your Nelson
and Duncan text, for additional ideas.
3.
Growth Management Strategy for Suburban/Urban County
You
are a newly organized consulting firm being paid $500,000 to evaluate
and establish a new comprehensive plan and development regulations
for Twinnett County, Georgia. Twinnett is one of the fastest
growing counties in the U.S. The forecast is for Twinnett to add over
400,000 persons through immigration and natural increase during the
next 20 years. As a young and innovative firm you want to get
more businesses yet the county's suburban development pattern is contrary
to your view of paradise. What are the primary changes that
need to occur in the comprehensive plan? How do you intelligently
add the new citizens to the county? What types of development
controls and incentives are needed to guide new growth? What
new zoning districts or regulations will you recommend? How
will you get the support of the citizens that these changes are needed
and positive? Keep in that you must maintain the current community
standards while accommodating new growth within existing financial
constraints and natural resources. Are your proposals legally
defensible?
4.
Legal Team Challenging Growth Management Program
You
are a legal team for an organization of wealthy and powerful developer/builders
who own extensive areas of land in a county that has just initiated
a new growth management program. The developer's subdivisions
sell very well and they wish to preserve the right of a citizen to
purchase a home while exercising their free will in a market economy.
The growth management program involves down zoning rural lands
from 1 acre to 5-acre lots. They also will direct all public
investments to existing developed areas. More developed areas
will be permitted high-density development that will accommodate all
forecasted growth. On what grounds should you challenge the
new regulations? Describe a broad based strategy for challenging the
county program. Outline the specific points for challenges
on three separate undeveloped sites: a former 300-acre farm outside
the developed area; a vacant 25-acre site adjacent to a highway yet
outside the developed area; a brownfield and former industrial site
inside the urban area.
5.
State Growth Management Program Design and Implementation
Your
team represents an inter-agency task force in a state that is considering
a statewide plan and revised growth management program for Georgia.
While the 1989 Georgia Planning Act anticipated a state plan.
No agency or Governor has initiated the process. Your task force is
tasked with providing an outline for the state plan. Review the state
plan for at least another state and develop an outline for the State
Plan of Georgia. What existing functional plans in Georgia should
be included, (GDOT, Ga DNR, DCA, etc.) You know that Georgia
has a strong tradition of "home rule." While the Georgia
Planning Act requires local planning, the implementation aspects of
the growth management program need to be improved. You also need to
determine what administrative rules will be needed, and you need to
decide on the major content (i.e., at minimum an outline) of such
administrative rules, both procedurally and substantively. If Georgia
mandates more planning implementation and consistency with development
regulations, what appeal procedures or administrative remedies will
protect local governments and land owners from unreasonable state
review? Agency chiefs have reminded you that the budget implications
for state and local government must be considered per recent budget
subcommittee ruling. Prepare a report to the Governor that presents
the overall state plan outline and policy recommendations, major (or
selected) administrative rules (or significant content thereof) that
will govern the program, and an assessment of the impacts on the responsible
state agency(ies), on any existing regional entities, and local governments
generally. Your team must also be prepared to answer questions from
members of the legislative oversight committee which will review any
proposed legislation and help decide whether to delegate rulemaking
authority to the responsible state agency(ies).
