"This handbook explores two guiding questions - how can university-community partnerships in planning education work and how can they be transformative? University-community partnerships - often referred to as service-learning or community-engaged teaching and learning - are traditionally based on a collaborative relationship between an academic partner and a community-based partner, in which students from the academic partner work within the community on a project. Transformational approaches to university-community partnerships are approaches that develop and sustain mutually beneficial collaborations where knowledge is co-created and new ways of knowing and doing are discovered. This edited volume examines a variety of university-community partnerships in planning education, from a number of different perspectives, with a focus on transformative models. The authors explore broader theoretical issues, including topics relating to pedagogy, planning theory, and curriculum; along with more practical topics relating to best practices, logistics, institutional support, outcome measures, and the various forms these partnerships can take - all through an array of case studies. The authors, which include academics, professional practitioners, academic practitioners, and students, bring an incredible depth and breadth of knowledge and experience from across the globe - Australia, Canada, Chile, Europe (including Germany, Spain, Slovakia, and Sweden), India, Jamaica, South Korea, and the United States"--
This handbook explores two guiding questions – how can university-community partnerships in planning education work and how can they be transformative? This edited volume examines a variety of university-community partnerships in planning education, from a number of different perspectives, with a focus on transformative models.
This handbook explores two guiding questions – how can university-community partnerships in planning education work, and how can they be transformative? University-community partnerships – often referred to as service-learning or community-engaged teaching and learning – are traditionally based on a collaborative relationship between an academic partner and a community-based partner, in which students from the academic partner work within the community on a project. Transformational approaches to university-community partnerships are approaches that develop and sustain mutually beneficial collaborations where knowledge is co-created and new ways of knowing and doing are discovered.
This edited volume examines a variety of university-community partnerships in planning education, from a number of different perspectives, with a focus on transformative models. The authors explore broader theoretical issues, including topics relating to pedagogy, planning theory, and curriculum; along with more practical topics relating to best practices, logistics, institutional support, outcome measures, and the various forms these partnerships can take – all through an array of case studies. The authors, which include academics, professional practitioners, academic practitioners, and students, bring an incredible depth and breadth of knowledge and experience from across the globe – Australia, Canada, Chile, Europe (including Germany, Spain, Slovakia, and Sweden), India, Jamaica, South Korea, and the United States.
Arvustused
The editors have included an excellent collection of examples and case studies of university-community partnerships in the planning field from across the world. This collection provides insights for university administrators and planning program leaders alike, highlighting the important role that planning programs play in university-community partnerships.
Jennifer S Cowley, University of Texas at Arlington, President
"The Routledge Handbook of University-Community Partnerships in Planning Education reveals the often-transformative impact of urban planning school project work on professional education and on the communities served. Comparisons among thirty-three universities in eleven countries contain a wealth of ideas about how best to leverage the enthusiasm and freshness of students to bring the latest urban planning practices into a wide-range of communities. This book should be required reading for new academic staff and tenure committees."
Bruce Stiftel, Georgia Institute of Technology, USA; Founding Chair, Global Planning Education Association Network
Introduction
Megan E. Heim LaFrombois and Jay Mittal
SECTION I
Theoretical Considerations: Planning Theory, Pedagogy, and Curriculum
Introduction
Megan E. Heim LaFrombois
Black Experiences with Planning in Canada: Expanding Anti-Racism Competencies
through Community-Engaged Research and Digital Storytelling
Adwoa Afful, Marjorie Johnstone, Veronica Marsman, Abigail Moriah, Itah
Sadu, Magdalena Ugarte, Simone Weir, and Amina Yasin
Building Capacity for Indigenous Planning
Sarah Cooper
An Architecture Studio Providing a Planning Education through
Community-Engaged Models: A Detroit Case
Joongsub Kim
On the Coloniality of Planning in Jamaica: Transformation of the Classroom
into a Site of Hopeful Resistance
Tina M.F. Beale and Rochelle Channer
Smashing Statues, Burning Churches, and Ransacking the Constitution: A
Pedagogical Response, Chile 20192022
Beatriz Maturana and Anthony McInneny
Appreciative Inquiry: Theoretical and Practical Illustrations
Ivis García
SECTION II
The Big Picture: Best Practices, Logistics, Collaborations, and Outcomes
Introduction
Megan E. Heim LaFrombois
Best Practices from 28 Planning Program-Community Partnership Projects
Craig T. Olwert, Zeynep Toker, and Henrik P. Minassians
Incorporating Immersive International Learning in Graduate Planning
Curriculum: Lessons from India Experience
Ajay Agarwal
The Role of Community-Based Projects in Enhancing Student Learning in a
Planning Curriculum
Susan L. Bradbury
Learnings from Ten Years of Engagement with Communities in the Southeastern
United States
Jay Mittal
Planning for the Transformation of a Diverse River Corridor amid Political
Conflict: Reedy River Master Plan, Greenville, SC
Barry Nocks
Reflections on Community-Engaged Projects in the Rustbelt
Robert Pfaff and Stephanie Ryberg-Webster
The European Joint Doctorate "UrbanHist": Insights from an Innovative
Training Network across Europe
Federico Camerin
University-Community Partnerships in Australia
Neil G. Sipe
Using Outreach and Engagement to Strengthen Teaching and Research: A
Collaborative Framework at Iowa State University
Biswa Das and Gary Taylor
SECTION III
Tying it all Together in Practice: Case Studies
Introduction
Megan E. Heim LaFrombois
A Grant-Based Community Partnership Project Learning Experience
Yunmi Park and Jung-Eun Lee
Collaborative Local Food Resilience Planning in Logan, Australia
Kimberley Reis, Gayle Brent, and Stacey Martin
Community-Education Partnership for Fostering Sustainable Transport: The Case
of Sydney, Australia
Awais Piracha
Community-Engaged Scholarship: Repurposing the Millsaps Hotel
Joan Marshall Wesley and Daphine G. Hill
Elevating Community Voice: Community Engagement in Planning Studio
Lynn Mandarano
Environmental Justice Leadership-In-Training (EJ-LIT): A
University-Professional Organization Partnership for Preparing the Next
Generation of Environmental Justice Leaders
Kwame N. Owusu-Daaku, Bonita C. Johnson, and Stephen Kofi Diko
Indian Village Planning through Community Engagement
Anand Khatri
Leveraging University and Metropolitan Planning Organization Partnerships to
Support Environmental Planning in Greater Cincinnati Region
Margaret Minzner and Kristy Hopfensperger
Play Ames: Imagine Your City. A City-University Partnership in Engaging
Underrepresented Residents with Playful Learning Activities
Alenka Poplin, Stella Schroeder, Gloria Betcher, Vishnu Priya Sairamesh,
Fatema Nourin, and Natalie Jacobson
Promoting a Sustainable Future for and with the Community:
University-Community Partnership through Immersive Learning
Sanglim Yoo
The Toronto Green Infrastructure Youth Hackathon
Kate Nelischer, Sheila Boudreau, Angela Murphy, and Pat Cheung
Conclusion
Transforming the Practice of Planning through the Collective Impact of
University-Community Partnerships
Megan E. Heim LaFrombois
Megan E. Heim LaFrombois, PhD, AICP, is an Associate Professor in the Master of Community Planning program in the Department of Political Science at Auburn University, US. Her research focuses on community development, urban inequalities, participatory forms of planning, public policy, and feminist and qualitative methodologies. With over eight years of professional experience in community development and planning, an important aspect of her work, both as a practitioner and academic, is community engagement in addressing urban inequalities.
Jay Mittal, PhD, MBA, is an Associate Professor in the Master of Community Planning program at Auburn University, US. With over 24 years of professional experience in private consulting, research, and academic settings, Jay teaches graduate courses in urban planning, real estate development, and Geographic Information Systems (GIS). He has partnered with several local communities, public housing authorities, and economic development agencies in Alabama and Georgia, US, for collaborative community-engaged class projects. His research interests are university-community partnerships for local economic development, land value capture, land markets, real estate valuation, real estate market analysis, and plan-making in the United States and India.
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