Partnerships of learning for planning education Who is learning what from whom? The beautiful messiness of learning partnerships/Experiential learning partnerships in Australian and New Zealand higher education planning programmes/<i>Res non verba</i>? rediscovering the social purpose of planning (and the university): The Westfield Action Research Project/At the coalface,<i>Take 2</i>: Lessons from students' critical reflections/Education for “cubed change”/Unsettling planning education through community-e

Porter, Libby; Slade, Christine; Butt, Andrew; Rosier, Johanna; Perkins, Timothy J; Crookes, Lee; Inch, Andy; Slade, Jason; Bassa, Faranaaz; Petzer, Bassa; Winkler, Tanja; Saija, Laura; Barry, Janice

doi:10.1080/14649357.2015.1060688

Cited by 30 publications

(17 citation statements)

References 20 publications

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“…The best set-up and intentions can occasionally go wrong (e.g. Winkler, 2013;Winkler in Porter et al, 2015). Rosier et al (this issue) as well as Hart et al (2009) therefore recommend that students are exposed successively to more and more complex situations while also providing supportive 'scaffolding' to help students develop relevant coping strategies.…”

Section: Educating For Co-creation and Unknown Futuresmentioning

confidence: 99%

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Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Rooij

Frank

2016

Planning Practice & Research

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Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development.

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Section: Educating For Co-creation and Unknown Futuresmentioning

confidence: 99%

“…Forsyth et al, 2000;Angotti et al, 2011;Bose et al, 2014;Porter et al, 2015) through service learning, live projects or studios. Different didactic approaches have waxed and waned as the planning discipline has evolved.…”

Section: Educating For Co-creation and Unknown Futuresmentioning

confidence: 99%

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Rooij

Frank

2016

Planning Practice & Research

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“…The literature on the evaluation of university-community engagement (e.g., Bringle and Hatcher 2002;Trencher, et al 2014;Porter, et al 2015) covers multifarious themes such as the evaluation of types of partnerships (e.g., Millican and Bourner 2014;Reardon 2006), effectiveness of student learning (Tarantino 2017), and to a very limited extent, impact on community (Millican and Bourner 2014;Reeb and Folger 2013;Stoecker and Tryon 2009).…”

Section: University-community Engagement and Evaluationmentioning

confidence: 99%

Designing Impact Evaluation for Students’ Engagement with Communities in Planning Education

Sieh

Frank

2018

Journal of Planning Education and Research

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“…Pedagogical approaches based on radical pedagogical practices, experiential learning principles and community-based ethics have special value and enable significantly different dimensions and outcomes in teaching, learning, research and practice (Porter et al, 2015). The varied practical experience with these pedagogical approaches reveals both difficulties in their implementation and the need to improve how this work is done.…”

Section: Urban Planning Education For Sustainable Developmentmentioning

confidence: 99%

“…This enables the PM to apply the principles of partnership for the co-creation of knowledge (Rooij and Frank, 2016), placebased co-creation of knowledge for sustainable development (Trencher et al, 2014) and partnership for education (Porter et al, 2015). Accordingly, the PM presupposes the involvement of different disciplines and partners -research institutes, industry and think tanks, government representatives, NGOs and activists, communities and local enterprises and residents in experiential learning and the development of inter-or trans-disciplinary competences (Porter et al, 2015;Rooij and Frank, 2016).…”

Section: Ijshe 194mentioning

confidence: 99%

Remodelling urban planning education for sustainable development: the case of Serbia

Maruna

Rodić

Čolić

2018

IJSHE

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Purpose The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects. Design/methodology/approach The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results. Findings The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation. Originality/value The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

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Cited by 30 publications

References 20 publications

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Educating spatial planners for the age of co-creation: the need to risk community, science and practice involvement in planning programmes and curricula

Designing Impact Evaluation for Students’ Engagement with Communities in Planning Education

Remodelling urban planning education for sustainable development: the case of Serbia

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