Assessing Planning School Performance

Abstract

To grow and prosper in an era when university departments are increasingly assessed comparatively and critically by national systems of accountability and ranking, planning schools need data that reflect the wide range of activities undertaken by planning educators. Recent developments surrounding planning school assessment in U.S. planning schools are considered in light of the history of university unit performance measurement internationally, and suggestions are made for development of a robust system of planning school assessment that includes the breadth of academic planners' work.

Stadtplanung als Disziplin. Alltag und Selbstverständnis von Planerinnen und Planern

“…Der künstlerische bzw. gestalterische Schwerpunkt des Planungsstudiums wurde in der Nachkriegszeit schrittweise durch eine sozialwissenschaftliche Fokussierung und die Etablierung von Planungsstudiengängen abgelöst (Stiftel/Forsyth/Dalton et al 2009 Zusammenfassend ist festzuhalten, dass es einen stetigen Prozess von Ergänzungen und Veränderungen im disziplinären Verständnis der Planung gab bzw. gibt (vgl.…”

Growing Future Planners

“…(PIA 2011, 8) If planning programs can provide evidence of how theory and practice are linked through learning and teaching activities, the professional accreditation measurement needs to be more sophisticated (Hoch and Fischler 2012;Stiftel et al 2008;Biggs and Tang 2007). (PIA 2011, 8) If planning programs can provide evidence of how theory and practice are linked through learning and teaching activities, the professional accreditation measurement needs to be more sophisticated (Hoch and Fischler 2012;Stiftel et al 2008;Biggs and Tang 2007).…”

“…Where a program does not include a formal requirement for professional work experience, the Visiting Board will consider prepared, supervised, and reflective work-integrated learning that forms part of the educational curriculum to demonstrate how skills, knowledge and competencies obtained through work experience are acquired. (PIA 2011, 8) If planning programs can provide evidence of how theory and practice are linked through learning and teaching activities, the professional accreditation measurement needs to be more sophisticated (Hoch and Fischler 2012;Stiftel et al 2008;Biggs and Tang 2007). Hock and Fischler 2012and Stiftel et al (2008) challenge planning educators to develop credible yardsticks of performance that reflect multiple objectives of outreach.…”

“…(PIA 2011, 8) If planning programs can provide evidence of how theory and practice are linked through learning and teaching activities, the professional accreditation measurement needs to be more sophisticated (Hoch and Fischler 2012;Stiftel et al 2008;Biggs and Tang 2007). Hock and Fischler 2012and Stiftel et al (2008) challenge planning educators to develop credible yardsticks of performance that reflect multiple objectives of outreach. Hoch and Fischler (2012, 23) emphasize three principles that should guide organization of the pedagogical program: balance across knowledge, skills, and other attributes; a developmental approach that applies concepts in ever more complex situations ("scaffolding" in Australian terms); and use of a variety of pedagogical approaches, including opportunities for hands-on real life learning (Hoch and Fischler 2012, 23).…”