Teaching Experiential Learning in the Urban Planning Curriculum
Bibliographic Data
| ID | 11954887 |
|---|---|
| Authors | Zenia Kotval (0000-0002-7665-8381, Michigan State University, corresponding author) |
| Year | 2003 |
| Volume | 27 |
| Issue | 3 |
| Pages | 297-308 |
| Publication date | 2003-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0309826032000145061 |
| OpenAlex | W2028749320 |
| Language | EN |
| Citations received | 37 |
The urban and regional planning profession demands the training of practical planners who have some experience with community development, citizen participation modules, and conflict resolution skills. Community outreach in curricula provides needed exposure to practical applications of textbook lessons and exposure to group dynamics, community clients, and complex problems. The recognised need for practical training in any planning curriculum is most often addressed through community outreach-based courses such as planning studios, practicum or in lectures interwoven into seminar courses. The basic structure of all of these classes typically supports teams of students working with a particular community on a specific planning-related activity. These outreach courses, however, pose some of the greatest teaching and learning challenges in the entire curriculum. This paper assesses the challenges and successes in teaching the practicum course and provides insights for others teaching similar courses
Curriculum · Curriculum development · Experiential education · Experiential learning · Medical education · Outreach · Pedagogy · Political science · Practicum · Sociology · Studio · Engineering · Geography and Education Methods · Medicine · Psychology
Advancing sustainability education in the built environment
Spatial Justice Education Through Experiential Learning
Game On
Stakeholder Workshops as a Pedagogical Method for Experiential Learning in Collaborative Planning Education
Evaluating the Role of the Project Course in Professional Planning Education and Its Influence on Planning Policy and Practice
Teaching Land Use – Transport Interactions in Italy
Bridging pedagogy and professional standards
Multiversity of the twenty-first century – examining opportunities for integrating community engagement in planning curricula
Learning to learn collaboratively
The benefits of embedding experiential learning in the education of planners
Reflection-In-Action in Land Use Planning
What about Plan Evaluation? Integrating Evaluation in Urban Planning Studio's Pedagogy
Assessment of Student Learning in a Hybrid PBL Capstone Seminar
Curriculum Development
Project-based community participatory action research using geographic information technologies
The mobility of experiential learning pedagogy
Promoting Environmental Education for Sustainable Development
Going beyond the grid
Responding to environmental challenges
Regenerating the Environment
Teaching Planning Studios
Seeking the Studio Experience Outside of the Studio Course
The Department as a Third Sector Planner
Five Episodes of Urban Discovery as a Student Recruitment Strategy in Planning
Growing Future Planners
Future Planning Practitioners and the “Waipahu Talk Story”
Experiential Learning and the Co-creation of Design Artifacts
Community Service-Learning in Graduate Planning Education
Planning Education for Sustainability
Tackling “Wicked Problems” in Planning Studio Courses
Team-Based Learning in the Urban Planning Classroom
Planning Students’ Experiences of Interdisciplinary Near-Peer Research Mentoring
Video Learning in Community Planning
Teaching ethics when working with geocoded data
Introduction
Strengthening Teaching and Research Links
The TEA Evaluation Toolkit
| Citations per year | 1.85 |
|---|---|
| Citation span | 2006 - 2026 (21) |
| Highly cited | No |