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Planning research is often applied, place-based, and ‘just-in-time’ based on unfolding events. Is this kind of research a competitive advantage for planning as compared to the traditional social science disciplines? How are planning scholars making the knowledge from this kind of research useful for practitioners as well as introducing it into the scholarly literature on relevant issues?


Measuring the impact of our programs is becoming increasingly important in our own universities and in (re)accreditation. How can we gauge the extent to which university planning programs affect practice? How can we assess planning schools’ contributions beyond our scholarship, through engagement and the activities of our alumni?

While some disciplines are just now exploring the concept, community-engaged teaching and learning have been a long tradition in planning departments using studio and project courses to educate professionals. What pedagogies are planning programs articulating for community-engaged teaching? How are planning programs working effectively with communities in authentic, non-exploitative ways that produce real benefit? What can planning programs do to model this for our universities?


Being engaged scholars, working with practitioners and studying practice are critical to teaching future professional planners. How do planning programs reflect practice in our pedagogy? How do we adapt the teaching of planning to reflect current and anticipated needs for new skills and knowledge? What mechanisms do we use to respond to practitioner needs and address perceived rifts between academic and practicing planners?


The Association of Collegiate Schools of Planning promotes education, research, service and outreach in the United States and throughout the world by seeking to:

  • recognize diverse needs and interests in planning;
  • improve and enhance the accreditation process, and;
  • strengthen the role of planning education in colleges and universities through publications, conferences, and community engagement;
  • extend planning beyond the classroom into the world of practice.


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