III - Excellence in Planning Education

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Browsing III - Excellence in Planning Education by Author "Chettiparamb, Angelique"

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    Bachelor Programme in Spatial Planning (Adam Mickiewicz University)
    (AESOP, 2021) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Spatial Planning delivered at the Adam Mickiewicz University is distinctive in its focus on spatial management. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity • An effective blend of core and elective subjects from different disciplines that contribute to the subject of spatial planning and management. • Focus on multiple scales including the European, national and regional and local spatial scales. • Well qualified academic staff also supported and complemented by parttime employees who are practitioners. - Principles of Pedagogy • The development of practical reasoning and judgement in students through compulsory professional practice as well as practice-based discussions and reflections. • Interdisciplinary teaching of spatial planning and management by including three scientific disciplines explored through interdisciplinary projects that combine theories, methods and different points of view from the three disciplines. • Excellent exposure for students to active learning opportunities that encourage independent learning starting from an early stage in the curriculum.
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    Bachelor Programme in Territorial, Urban, Environmental and Landscape Planning (School of Planning and Design Politecnico di Torino)
    (AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Territorial, Urban, Environmental and Landscape Planning delivered at Politecnico di Torino brings together the following aspects of quality in planning education: — Academic curriculum: • A broad range of appropriate disciplines that introduces and integrates disciplinary perspectives to prepare the student for an effective planning career. • A strong grounding in the spatial sciences encouraging the development of spatial skills and spatial sensibilities. — Teaching pedagogy: • The use of an appropriate range of pedagogic techniques in teaching units (Unità Didattiche) to target disciplinary learning needs. • The use of the ‘cross -­‐curricular studios’ with a workshop to encourage problem-­‐based and inquiry-­‐based learning. — Elements of distinctiveness: • A distinctive focus on the operational character of its curriculum that comprises a compulsory internship undertaken in the context of public and private working environments. • A distinctive focus on teaching activities addressing planning tools and practices at different scales of spatial intervention.
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    Bachelor Programme in Town Planning and Urban Studies (Department of Architecture University of Palermo)
    (AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, Angelique
    The Bachelor Programme in Town Planning and Urban Studies delivered at the University of Palermo brings together the following aspects of quality in planning education: — Academic curriculum: • A sufficiently broad range of appropriate disciplines that introduces and integrates disciplinary perspectives to prepare the student for an effective planning career. • A strong grounding in the spatial sciences encouraging the development of spatial skills and spatial sensibilities. — Teaching pedagogy: • The use of the ‘studio’ as a central pedagogical tool to encourage collective and experiential learning. • The use of an appropriate range of pedagogic techniques through workshops to complement and target specific learning needs beyond the studio. — Elements of distinctiveness: • A distinctive focus on cultural heritage and architectural history both as a subject in itself and as a perspective for studio1based learning. • A distinctive focus on the sociological aspects of planning to encourage socio1technical reflection and learning.
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    Master in Architecture, Specialization in Urbanism (Lisbon School of Architecture University of Lisbon)
    (AESOP, 2022) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The MSc in Architecture offered at the Lisbon School of Architecture, University of Lisbon, is distinctive in its focus on urbanism. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o Development of professional and reflexive practice by exposure of students to issues of public interest and equity through project and studio work, involving discussions and focused exercises. o Focus on territorial systems at multiple scales, exploring critical links between and within scales, working closely with non-academic partners. o Promotion of methods to address climate change in urbanism through sustainability concepts and systemic approaches, thereby responding to an important contemporary societal change. - Principles of Pedagogy o The development of practical reasoning and judgement in students through studio works involving non-academic institutions, and promoting practicebased discussions and reflections. o Interdisciplinary teaching of urbanism by embedding theories, methods, and approaches from different disciplines. o Recognition and promotion of excellence in students through prizes at various course and year levels; encouragement to participate in competitions and engage with wider audiences; and use of exemplary work as reference for future student work.
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    Master in City and Regional Planning (Polytechnic University of Madrid)
    (AESOP, 2023) Galland, Daniel; Fikfak, Alenka; Chettiparamb, Angelique
    The MSc in City and Regional Planning delivered at the Polytechnic University of Madrid is distinctive in its focus on theoretical and methodological courses, interdisciplinarity and regional science. It brings together the following aspects of quality in planning education: Programme Curriculum and Identity - A compelling blend of compulsory and elective courses focused on contemporary research areas in urban studies and regional planning. The programme combines practice and research, including direct participatory approaches of different stakeholders, citizens and other experts. An excellent balance of theoretical, methodological and policy-based courses delivered by a highly qualified teaching team concerning the interdisciplinary character of the programme. - Practical exposure to contemporary socio-spatial challenges across the five main modules of the curriculum: basis in urban planning, professional research, thematic intensification, and master thesis dissertation. - Fostering awareness about global change, its relevance and implications on different spatial scales, from local to regional and beyond. - Excellent transfer of knowledge supported by project-based learning methodology to develop analytical, critical and interpretive thinking through studio-based courses. The structure of courses and leaders’ profiles supports the multidisciplinary approach of PBL methodology based on balanced practice and research tasks.
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    Master in Regional Planning (Faculty of Architecture Istanbul Technical University)
    (AESOP, 2022) Galland, Daniel; Dabović, Tijana; Chettiparamb, Angelique
    The MSc in Regional Planning delivered at Istanbul Technical University is distinctive in its focus on theoretical and methodological courses, interdisciplinarity and regional science. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o An effective blend of compulsory and elective courses focused on contemporary research areas in regional planning and regional science. An excellent balance of theoretical, methodological and policy-based courses delivered by a highly-qualified teaching team in relation to the interdisciplinary character of the programme. o An exposure to multi-scale, socio-spatial challenges across the four main modules of the curriculum: economic–policy management, sectoral–spatial, environment and sustainability, and analysis methods. o Highlighting the relevance and implications of professional ethics and reflexive practice throughout the programme for planners performing at the regional scale and beyond. Principles of Pedagogy o Providing students with theoretical and practical knowledge whilst enabling them with opportunities to develop analytical, critical and interpretive thinking and skilss through methodological and studio-based courses. o Excellent level of student/alumni/employer's engagement in facilitating research-oriented and proactive curriculum appraisal and development through inter-institutional advisory boards, alumni feedback forums, and studio juries. o Encouragement of active, independent and peer-learning in theoretical and studio-based courses through research-based assignments and presentations. Active promotion of academic excellence through national and international dissemination of thesis projects.
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    Master in Urban and Regional Planning (Norwegian University of Life Sciences - NMBU)
    (AESOP, 2023) Maidment, Christopher; Dabović, Tijana; Galland, Daniel; Chettiparamb, Angelique
    The programme curriculum offers three main progressions – scales, topics and ethics –, the development of which are clearly articulated through a coherent course structure: - Rooted in landscape and land use planning and land consolidation alongside the Norwegian legislation and public administration, programme branches from compulsory knowledge related to project management, place making, local development to comprehensive land use planning, urban, landscape, regional and strategic planning. - Progression of skills and competences related to procedural and substantive theories and methods in planning, but also to interdisciplinary collaboration. From the main focus on land use and spatial planning, the programme offers a large spectrum of optional courses around the following 5 tracks: Planning, landscape and public health; Global development and sustainability; Property development; Organisation, project management and finance; and Environment/climate/nature/management/ecology. - Progression of professional and academic ethical considerations and engagement of planners in practice and in research: from the planner’s role in mediating/communicating knowledge about the impacts of spatial interventions to key decision-makers to the planner’s role in defending the ethical choices (related to sustainability, climate change, social justice and resilience) in a specific planning practice. The progression of professional ethics in is undertaken to consider the specific Nordic, but also agnostic/general market and regulative driving forces and planning system(s). - International mobility, including recruiting international staff and students, is perceived as a significant mechanism for increased quality and competence in education, research, innovation and multicultural understanding. It fosters collaboration within leading international research and education environments and a variety of institutional measures are in place to support it.
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    Master in Urban Planning and Policy Design (School of Architecture Urban Planning Construction Engineering, Politecnico di Milano)
    (AESOP, 2021) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Master Programme in Urban Planning and Policy Design delivered at the School ofArchitecture Urban Planning Construction Engineering is distinctive in the combination of the Mediterranean tradition of spatial planning, Anglo-Saxon policy analysis, and social sciences. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o The combination of design, policy analysis, urban studies, and social sciences. o Incorporation of ethics and the reflexivity in exploring the neutrality of planners within contexts of power. o The eminent teaching team bringing a wide variety of planning and policy ex - Principles of Pedagogy o Utilisation of compulsory internships to develop in students’ skills of practical reasoning and practical judgement. o Research and inquiry skills introduced from an early stage and reinforced and developed through the curriculum. o Support provided to curriculum development by an advisory board constituted from diverse stakeholders and experts.pertise to the curriculum.
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    Master Programme in Regional Planning (Yildiz Technical University)
    (AESOP, 2020) Galland, Daniel; Silva, Paulo; Chettiparamb, Angelique
    The Master Programme in Regional Planning delivered at the Yildiz Technical University is distinctive in its focus on the policy agenda at the regional scale. It brings together the following aspects of quality in planning education: - Programme Curriculum and Identity o An effective blend of core and elective subjects focused on regional planning with excellent exposure to international connections and networks. A good blend of theory and practice delivered by a well-qualified team in relation to the nature of the programme objectives. o The focus on contemporary societal changes, such as income inequality, resilience, access to public service, stagnation at regional and local scales. o Opportunities for students to develop critical thinking and reflective practice through comparative analysis and practical engagement. - Principles of Pedagogy o Nurturing research and inquiry skills in students through ‘research-based teaching’ and by facilitating research discussions between students and tutors. o Excellent level of student/alumni/employer’s engagement in curriculum appraisal and development using online platforms, reunion meetings, alumniled seminars, guest lectures and studio-jury involvement. Active involvement with the Chamber of City Planners ensuring the programme remains practicerelevant. o Encouragement of active and independent learning in students by motivating them to find topics of their own interests and carry out independent research, whilst enabling group and peer learning through team-based studio work.