TRACK 03: Responsibilities in Planning Education and Practice


Track schedule

July 14, 2015
Session 1: New orientations in Planning Education room: 601
Chairperson: Frank Andrea  
Enhancing employability in planning education: the art of knowledge brokering Payne Sarah (UK)
Competencies revisited: An educational approach to conceptualise planning as a boundary discipline Gilliard Lukas (Germany)
The importance of beeing reflective Persson Ingrid (Sweden)
‘Learning by doing’ exploring the skills of the urban professional in ‘new’ practices Lofvers Willemijn (The Netherlands)

Session 2: International issues in Planning Education room: 601
Chairperson: Geppert Anna  
Encountering the unfamiliar in international studies in planning Butt Andrew (Australia)
Handbooks in planning: five theses for teaching across national borders Gaeta Luca (Italy)
Lessons learnt from teaching practices of participatory neighbourhood planning in China Chang Ying (China)
Some implications and ethical dilemmas of the approach to planning education in Peru: an analysis of practitioners’ thinking and action Pineda-Zumaran Jessica (Japan)
Dilemmas in the development of a curriculum for urban planners in a globalized world Dopheide Emile (The Netherlands)

Session 3: Collaboration and conflicts room: 601
Chairperson: Frank Andrea  
Local government planners: How prepared are they for dealing with conflict? Goodman Robin (Australia)
Multi-identity planning process in a studio course; How to combine different ideologies/identities in integrative coherent planning? Porat Idan (Israel)
Collaborative tools for education in planning: the GISCAKE platform De Luca Giuseppe (Italy)
New perspectives in planning education: how planners can collaborate in interdisciplinary work environments Gedikli Bahar (Turkey)
Contemporary ethical and educational challenges, conflicts and complexities for (Young) Planners Tasan-Kok Tuna (The Netherlands); Oranje Mark  (South Africa)

Session 4: Teaching methods I room: 601
Chairperson: Geppert Anna  
Adopt a neighbourhood: when planners meet schoolchildren Picone Marco (Italy)
Community-based planning in a dynamic landscape development; a teaching experiment Van der Knaap Wim (The Netherlands)
Marine litter - outreaching the youngsters Vasconcelos Lia (Portugal)
Education for sustainable spatial development: some reflections on teaching students of planning and related professions Howes Michael (Australia)

Session 5: Teaching methods II room: 601
Chairperson: Frank Andrea, Geppert Anna  
The teaching practice research of international student urban design course in China University: international urban design course in HKU and TJU as cases Chen Jinging (China)
Tthe use of studio pedagogy in environmental planning education Dedekorkut-Howes Aysin (Australia)
Teaching experiential learning in the Urban Planning Curriculum Kotval Zenia (USA)
Efficiency of using urban simulation in teaching urban planning Pimenova Ekaterina (Russia)
Shopping for extra works: the emerging role of workshop as a planning pedagogy Kung Shiann-Far (Taiwan)



Track description

Co-chairs: Andrea Frank, Anna Geppert

Planning programmes teach students about planning legislation and professional responsibilities of planners with a prevailing view that the governments of cities, municipalities and nation states take on the responsibility for sustainable spatial development. Yet, the move from public leadership in development to ever greater private sector dominance in urban planning and development introduces a new constellation of powers and responsibilities. Does planning education prepare students adequately to perceive the ethical dimension in respect to their professional actions?  What are the ethical challenges the future planners will have to cope with? Are the future challenges recognized and analysed sufficiently in the teaching and curricula to prepare students and practitioners for the new complexities and confrontations?