1st Edition
Routledge Handbook of University-Community Partnerships in Planning Education
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.
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
- Building Capacity for Indigenous Planning
- An Architecture Studio Providing a Planning Education through Community-Engaged Models: A Detroit Case
- On the Coloniality of Planning in Jamaica: Transformation of the Classroom into a Site of Hopeful Resistance
- Smashing Statues, Burning Churches, and Ransacking the Constitution: A Pedagogical Response, Chile 2019–2022
- Appreciative Inquiry: Theoretical and Practical Illustrations
- Best Practices from 28 Planning Program-Community Partnership Projects
- Incorporating Immersive International Learning in Graduate Planning Curriculum: Lessons from India Experience
- The Role of Community-Based Projects in Enhancing Student Learning in a Planning Curriculum
- Learnings from Ten Years of Engagement with Communities in the Southeastern United States
- Planning for the Transformation of a Diverse River Corridor amid Political Conflict: Reedy River Master Plan, Greenville, SC
- Reflections on Community-Engaged Projects in the Rustbelt
- The European Joint Doctorate "UrbanHist": Insights from an Innovative Training Network across Europe
- University-Community Partnerships in Australia
- Using Outreach and Engagement to Strengthen Teaching and Research: A Collaborative Framework at Iowa State University
- A Grant-Based Community Partnership Project Learning Experience
- Collaborative Local Food Resilience Planning in Logan, Australia
- Community-Education Partnership for Fostering Sustainable Transport: The Case of Sydney, Australia
- Community-Engaged Scholarship: Repurposing the Millsaps Hotel
- Elevating Community Voice: Community Engagement in Planning Studio
- Environmental Justice Leadership-In-Training (EJ-LIT): A University-Professional Organization Partnership for Preparing the Next Generation of Environmental Justice Leaders
- Indian Village Planning through Community Engagement
- Leveraging University and Metropolitan Planning Organization Partnerships to Support Environmental Planning in Greater Cincinnati Region
- Play Ames: Imagine Your City. A City-University Partnership in Engaging Underrepresented Residents with Playful Learning Activities
- Promoting a Sustainable Future for and with the Community: University-Community Partnership through Immersive Learning
- The Toronto Green Infrastructure Youth Hackathon
- Transforming the Practice of Planning through the Collective Impact of University-Community Partnerships
Adwoa Afful, Marjorie Johnstone, Veronica Marsman, Abigail Moriah, Itah Sadu, Magdalena Ugarte, Simone Weir, and Amina Yasin
Sarah Cooper
Joongsub Kim
Tina M.F. Beale and Rochelle Channer
Beatriz Maturana and Anthony McInneny
Ivis García
SECTION II
The Big Picture: Best Practices, Logistics, Collaborations, and Outcomes
Introduction
Megan E. Heim LaFrombois
Craig T. Olwert, Zeynep Toker, and Henrik P. Minassians
Ajay Agarwal
Susan L. Bradbury
Jay Mittal
Barry Nocks
Robert Pfaff and Stephanie Ryberg-Webster
Federico Camerin
Neil G. Sipe
Biswa Das and Gary Taylor
SECTION III
Tying it all Together in Practice: Case Studies
Introduction
Megan E. Heim LaFrombois
Yunmi Park and Jung-Eun Lee
Kimberley Reis, Gayle Brent, and Stacey Martin
Awais Piracha
Joan Marshall Wesley and Daphine G. Hill
Lynn Mandarano
Kwame N. Owusu-Daaku, Bonita C. Johnson, and Stephen Kofi Diko
Anand Khatri
Margaret Minzner and Kristy Hopfensperger
Alenka Poplin, Stella Schroeder, Gloria Betcher, Vishnu Priya Sairamesh, Fatema Nourin, and Natalie Jacobson
Sanglim Yoo
Kate Nelischer, Sheila Boudreau, Angela Murphy, and Pat Cheung
Conclusion
Megan E. Heim LaFrombois
Biography
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.
“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
