III - Excellence in Planning Education

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https://hdl.handle.net/20.500.14235/1723

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Browsing III - Excellence in Planning Education by Author "Di Marino, Mina"

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    Master's Programme in Urban and Regional Planning (Interuniversity Department of Regional and Urban Studies and Planning, Politecnico di Torino)
    (AESOP, 2024) Dabović, Tijana; Cotella, Giancarlo; Di Marino, Mina; Silva, Paulo
    The MSc in Urban and Regional Planning delivered at the Politecnico di Torino stands out for its two tracks: i) Pianificare la città e il territorio per la transizione ecologica (PCT) - Urban and Regional Planning for Ecological Transition - and ii) Planning for the Global Urban Agenda (PGUA); which are provided in Italian and English, respectively. The PCT track focuses on training professionals who mainly operate within the Italian regulatory framework but who are aware of international changes and policies, while the PGUA focuses on training practitioners able to operate within the world planning market, by focusing on current global challenges, which are identified by the UN 2030 Agenda. Programme Curriculum and Identity - The master program is recognized for its high degree of interdisciplinarity (ensured by the teaching staff from several disciplines) and offers a range of studios as multi-disciplinary modules. the following: i) an extensive use of GIS in several courses such as transportation systems and mobility, and ii) a geographical lens to interpret socio-spatial phenomena. - Several environmental and social issues are addressed in several courses and studios. In addition, the contribution of public officers and stakeholders in the classes is relevant for framing and discussing about real cases. Principles of Pedagogy • Learning by doing is predominant in the program. Students are exposed to ethical dilemmas in close to real-life contexts. There is also a strong stimulus to independent and group learning, and to reflexive praxis in their pedagogical practices. • Learning from and with diversity inspires students to group learning. Students are also stimulated to explore research and inquiry taking advantage of their background and of cross-disciplinarity. • Apprehending from different perspectives occurs through students’ exposure to spatial foci, through regional and urban scales, and in an inter-scalar approach; global contexts, providing in both tracks environments that stimulate global comprehension of spatial planning phenomena; contemporary socio-spatial challenges related to ecological transition and UN 2030 Agenda; transition from theory to practice stimulating practical reasoning and judgement.
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    Master's Programme in Urban Planning and Management (Faculty of Planning, Environment and Urban Management Polis University)
    (AESOP, 2024) Dabović, Tijana; Cotella, Giancarlo; Di Marino, Mina; Fikfak, Alenka
    The MSc in urban planning and management delivered at Polis University is the only 5-year study programme (300 credits) in Albania in the field. It brings together the following aspects of quality in planning education: Programme Curriculum and Identity • A strong structure of compulsory and elective courses focused on people’s quality of life with an orientation in Sustainable Development Goals. An excellent balance of theoretical, methodological and policybased courses in relation to the interdisciplinary character of the programme. • An effective exposure to contemporary political, economic and sociospatial challenges, but strongly preserving the core of planning issues on spatial, territorial, and strategic level, across the modules of the curriculum. • Awareness about local and global changes is reflected through the teaching and learning process, which is accompanied, through different courses, by integrative and practical formative activities. Principles of Pedagogy • Gradual increase of autonomy and independency of students within the study programme (transition from theoretical to practical courses and studios in which the students can work more independently) • Arranging interdisciplinary courses in which the audience consists of students in planning, architecture, environment and/or engineering, and business/administration. The students work on concrete planning tasks through interdisciplinary approaches. • Group learning: students work in small and large groups in seminars, studios and practical works, from the regional to micro-level projects. • Individual learning: which seeks to emphasize the role of an individual within a group. Interactions between students and all those involved in the learning process (teachers/stakeholders/professional experts) to mastering presentation skills and communicating visions and scenarios to a large audience.