Thinking Innovatively: Daniel Kuhlmann, Assistant Professor of Real Estate Development and Planning
Six Questions with Daniel Kuhlmann, Assistant Professor of Real Estate Development and Planning
"Cities (and increasingly states) are thinking innovatively about housing affordability and land use. It’s an exciting time to study these questions."
Assistant Professor Daniel Kuhlmann joined the College of Architecture, Planning and Landscape Architecture this fall. Before coming to Arizona, he was an assistant professor of community and regional planning at Iowa State University. He has an MA and PhD in Urban Planning from Cornell University and a BA in International Relations from Carleton College. In his research, he focuses on land-use issues, real estate development and the businesses of residential landlords.
What brought you to CAPLA and the University of Arizona?
The opportunity! I taught planning and real estate courses at the undergraduate and graduate levels at Iowa State. I also helped launch a new Master of Real Estate Development program. CAPLA is at an exciting juncture with its real estate development and urban planning programs. I’m looking forward to bringing my experience with real estate and planning education to help further develop these strong programs.
Tell us about your current research and what most excites you about this work.
I’m working on a few projects right now. I am interested in how zoning and land-use reforms affect how cities develop. I have one paper on a recent plan change in Minneapolis, Minnesota, where the city legalized three-unit structures on all residentially zoned land. Minneapolis was the first city to adopt such a change, but others have since followed. I’m interested in further studying how these changes affect future development patterns. Cities (and increasingly states) are thinking innovatively about housing affordability and land use. It’s an exciting time to study these questions.
I’m also working with a research group examining the businesses of small residential landlords. We’re examining a few questions in this project, including how their businesses are affected by natural disasters. The project involves multiple waves of surveys over several years. It’s been a fun opportunity to think long-term about these important questions.
What are you teaching this semester, and what do you most enjoy about teaching?
This semester, I’m teaching a survey course on Sustainable Real Estate Development, one of the first courses students take as part of the MRED degree.
As motivates many teachers, I love helping students understand complicated material. I’ve never shied away from teaching the so-called tough courses. Some of my most rewarding experiences as a teacher are helping students struggling with complex material have that ah-ha moment where a new concept finally clicks.
How do you bring your research into your teaching?
It’s central to my teaching! In my research, I look at how planning practice affects real estate development. Thinking about these questions helps me teach planning students the importance of understanding how real estate developers think. And, when I’m teaching real estate development classes, I’m constantly referencing research about planning practice. With a leg in both worlds, I can challenge both planning and real estate dogmas.
Beyond research and teaching, what are your passions?
I escape to the mountains at every opportunity to ski, hike or fly fish, depending on the season. Since moving to Tucson, I’ve also been picking up tennis. It’s fun to learn a new sport and a good way to take advantage of the nice weather here in Arizona.
What advice do you have for students exploring real estate development and urban planning?
I feel strongly that to have a successful career in either planning or real estate, students must develop an understanding of the other discipline. Planners need to know what motivates developers and how they assess projects. Developers need to understand the goals of planners and the communities they represent. My advice, then, would be for students to be open-minded and take courses in both areas, even (or especially) if their interests sit firmly in a single field.
