Bringing Practice to the Classroom: Using a Deliberative Learning and Case Study Approach to Teach International Planning

More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and...

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Bibliographic Details
Published in:Journal of planning education and research 2017-06, Vol.37 (2), p.223-233
Main Authors: Hoey, Lesli, Rumbach, Andrew, Shake, Joshua D.
Format: Article
Language:English
Subjects:
Accreditation
Aversion learning
Case studies
Certification
Learning
Planning
Serial learning
Students
Teaching
Teaching methods
Travel
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Summary:More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and time-consuming and are therefore occasional, rather than regular, options for exposing students to international planning practice. Based on active learning theories, we suggest that a deliberative learning, case-based approach can facilitate many of the learning outcomes that make travel courses so attractive while also making internationally oriented pedagogies available to a wider range of students and programs.
ISSN:0739-456X
1552-6577
DOI:10.1177/0739456X16649030