I - AESOP | Association of European Schools of Planning
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With over 150 members, AESOP is the only representation of planning schools of Europe. Given this unique position, AESOP strengthens its profile as a professional body. AESOP mobilizes its resources, taking a leading role and entering its expertise into ongoing debates and initiatives regarding planning education and planning qualifications of future professionals. AESOP promotes its agenda with professional bodies, politicians and all other key stakeholders in spatial and urban development and management across Europe.
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Item Open Access 14th AESOP Head of Schools Meeting in 2019(Association of European Schools of Planning, 2019) AESOPThe 14th AESOP Head of Schools meeting in 2019 will be hosted by University of Ljubljana (UL), jointly by the Faculty of Civil and Geodetic Engineering and Biotechnical Faculty. The date coincides with the 100th anniversary of the UL, and the topic of ‘Planning and the Disciplinarity Question’ was chosen to celebrate the contribution of planning disciplines to the challenges of transition of the academia towards ‘Xdisciplinarity’. The notions of single-, multi-, trans- and interdisciplinarity (jointly referred to as Xdisciplinarity) have been introduced over the past decades and has been addressed by AESOP at numerous occasions and various outlets. However, due to the changing nature of issues planning is facint, the topic continues to be relevant at various levels, including the input of applied knowledge into planning education. In practice, Xdisciplinarity requires both a good understanding of the planning discipline and of other disciplines it interacts with; and skills and competencies for collaborating with different professionals. These requirements are translated to planning programs. The question is what kind of Xdisciplinary knowledge makes students sufficiently equipped to tackle contemporary and upcoming urban challenges and what are the implications for the planning curricula. In addition, it is important to consider the roles of the planning practice, the market needs, and the academia in shaping these curricula. Therefore, this 14th meeting of the heads of AESOP institutional members is taking on the perennial theme of Xdisciplinarity with an intention to grasp the shifting meaning and scope of it for planning education. The program will include five sessions, two plenaries and three break-out session.Publication Open Access AESOP PLANNING EDUCATION N°3(Association of European Schools of Planning, 2015-07) Mironowicz, IzabelaPublication Open Access AESOP Yearbook 2007-2008(Association of European Schools of Planning, 2008) Geppert, AnnaLast year, our 21st conference was held in Naples, with about 600 participants coming from forty countries inside and outside Europe. More than 400 presentations were given in fourteen tracks subsumed under the main theme of the risk society. Overall, a very successful conference for our association. Obviously, AESOP has grown strong over its twenty years of existence. In 2008, we have 111 full and 43 associate members coming from 25 countries - i.e. schools in which planning education follows our requirements and have therefore become a member of the association. What is more, these are schools which share our ideas and the quality criteria, which we promote for a planning education in Europe. In addition, more schools are coming now from the new European Union Member states expressing an interest in closer cooperation with AESOP. This is a huge and growing international structure - up until now working entirely on a voluntary basis, which limited our capacities. What is very positive therefore was the decision made by the Council of Representatives in Naples to raise the membership fee from 2008 and to progress towards a professional secretariat for AESOP, strengthening a core function in our organizational structures – the Secretary General.Publication Open Access AESOP YEARBOOK 30th Anniversary Edition(Association of European Schools of Planning, 2017) Pinho, Paulo; Bailão, JoanaBuilding the AESOP community has contributed to defining better planning as a discipline. In 1995, overcoming the diversity of planning cultures, languages and institutional frameworks, AESOP established its Core requirements for quality in Planning Education (see section 4). Against the multiplication of evaluation agencies and criteria which are sometimes inappropriate for planning, we discussed quality in a changing European Higher Education Area (Geppert & Cotella, 2010; Mironowicz, 2015). The next step, achieved thanks to the commitment of Francesco Lo Piccolo, was the creation of our own label for planning programmes (see section 18). The AESOP Certificate of Quality promotes the independence of planning as a scientific discipline, still often dominated by other disciplines such as architecture, civil engineering or geography.Publication Open Access AESOP YEARBOOK. Silver Jubilee Edition(Association of European Schools of Planning, 2013) Mironowicz, IzabelaUsually a Yearbook is meant to be a momentum to reflect on the latest year, with all its actions and developments. This AESOP Yearbook is only partially a reflection of last year’s developments. It is above all the result of an explosion of activities within AESOP, which makes this Yearbook more a catalog of new initiatives and which forced us to delay its date of publication substantially. The time needed to compose this Yearbook drained away to other ‘more pressing’ activities. These initiatives having a focus onward, pushing AESOP into the future in a highly exciting way! Nevertheless, reflection remains a crucial means of interaction between the organization and its members. The Yearbook is a necessity to share within the community initiatives, developments and their directions. This sharing allows members of the community to reason along with those initiating the various developments that are now ongoing, either to comment on, to critique, to advice, to follow or to join forces. This Yearbook therefore is reflecting on and sharing among us all those initiatives that turn AESOP into something special: AESOP being the most active and dynamic planning schools association there is globally! It is something to be proud of.Item Open Access Bachelor Programme in Spatial Planning (Adam Mickiewicz University)(AESOP, 2021) Galland, Daniel; Silva, Paulo; Chettiparamb, AngeliqueThe 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.Item Open Access Bachelor Programme in Territorial, Urban, Environmental and Landscape Planning (School of Planning and Design Politecnico di Torino)(AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, AngeliqueThe 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.Item Open Access Bachelor Programme in Town Planning and Urban Studies (Department of Architecture University of Palermo)(AESOP, 2019) Galland, Daniel; Pinho, Paulo; Chettiparamb, AngeliqueThe 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.Item Open Access Bachelor programme in Urban and Regional Planning (Faculty of Architecture Yıldız Technical University)(AESOP, 2023) Dabović, Tijana; Perić, Ana; Fikfak, AlenkaThe BSc in Urban and Regional Planning delivered at the Yildiz 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 - A blend of substantive planning courses and courses focused on communicative and strategic spatial planning constitute the three main pillars of the curriculum: knowledge, skills for professional competencies, and values and ethics, making the latter a crucial component of the curriculum. - Focus on contemporary research areas in urban and regional planning enable students to understand, research and apply their knowledge, skills and attitudes to solve complex problems and recognise and enable future opportunities in cities and regions. - Progression from mainly compulsory courses in the 1st year towards more elective ones on the final year stimulates the progression in student’s responsibility for their education and future professional engagement in urban and regional planning. - An excellent balance and exposure to theoretical, methodological and policy-based courses delivered by a highly qualified teaching team engaged in public services, visiting professors from a well-established global network, stakeholders and practitioners foster the intentional distinctiveness of the programme to integrate planning theory with practice while safeguarding professional ethics.Item Open Access Bachelor Programme in Urbanism (Faculty of Architecture University of Ljubljana)(AESOP, 2019) Galland, Daniel; Dabović, Tijana; Pinho, PauloThe Bachelor Programme in Urbanism delivered at the University of Ljubljana brings together the following aspects of quality in planning education: — Academic curriculum: • A comprehensive study programme within the field of urbanism with a strong knowledge emphasis on the urban dimension of planning education. • A balance between planning knowledge and professional skills reflected in and acquired through the delivery of high1level courses in and around urbanism, and the provision of skills and abilities to address real1life urban issues. — Teaching pedagogy: • An assortment of teaching and learning approaches including inter alia project1oriented instruction, case1based work as well as design workshops and studios. — Elements of distinctiveness: • An alignment with the urbanism education tradition in planning, which places emphasis on interdisciplinarity as expressed by the programme’s structure connecting knowledge from the fields of urban design, architecture, deliberative planning, sustainability and project engineering. • Practical orientation to community problem1solving supported by experiential learning.Item Open Access Bachelor programme Urbanism (University of Architecture, Civil Engineering and Geodesy, Faculty of Architecture)(AESOP, 2016) Lo Piccolo, Francesco; Pinho, PauloAfter a thorough examination of its contents and methods, the Bachelor programme Urbanism offered by the University of Architecture, Civil Engineering and Geodesy, Faculty of Architecture has been highly distinguished with the AESOP CERTIFICATE OF QUALITY We certify that: This programme fulfils the European quality standards of planning programmes according to the AESOP Charter, complemented by an effective internationalization of teaching and learning processes This certificate is valid for a period of six years. Porto, 22 January 2016Item Open Access Engineer degree in Territorial Planning & Environment Engineering (Polytechnic School of the Université François-Rabelais of Tours)(AESOP, 2016) Lo Piccolo, Francesco; Pinho, PauloAfter a thorough examination of its contents and methods, the Engineer degree in Territorial Planning & Environment Engineering offered by the Polytechnic School of the Université François-Rabelais of Tours has been highly distinguished with the AESOP CERTIFICATE OF QUALITY We certify that: This programme fulfils the European quality standards of planning programmes according to the AESOP Charter, complemented by an effective internationalization of teaching and learning processes This certificate is valid for a period of six years. Porto, 22 January 2016Item Open Access General Assembly meeting Lisbon 2017(AESOP, 2017-07-13)AGENDA AESOP General Assembly Meeting IST Alameda Campus, Main Building "Salão Nobre" 13th July 2017 1. Welcome address (AG) 2. President's Statement on the 30th AESOP anniversary (AG) 3. Secretary General Report (PP) 4. Excellence in Teaching Award (OS) 5. Best Published Paper Award (KP) 6. Best Congress Paper Award (TTK) 7. Acknowledgment to stepping down AESOP Officials (AG-PP) 8. AESOP New Officials (PP) 9. New AESOP Honorary Member (AG) 10. Presentation of the new AESOP Journal "Transactions of AESOP" (EBS) 11. AESOP Young Academics Report (AK) 12. Presentation of the 2018 Congress in Gothenburg (KO) 13. Tribute to Klaus R. KunzmannItem Open Access General Assembly meeting Rio de Janeiro 2016(AESOP, 2016-07-08)AGENDA AESOP General Assembly Meeting Auditorium Pedro Calmon 8th July 2016 09:00 – 11:00 1. Welcome address (FLP) 2. President's Statement (FLP) 3. Secretary General Report (PP) 4. AESOP New Officials 5. Excellence in Teaching Award 6. Best Published Paper Prize 7. AESOP Young Academics Report by Karel Van den Berghe 8. Presentation of the 2017 Congress in Lisbon by José Antunes Ferreira 9. Acknowledgments to stepping down AESOP Officials 10. Welcome to AESOP President (2016-2018)Item Open Access How we teach and talk about Single Family Homes : “Single Family Homes” and “Single Family Home – thinking ahead” as a set of courses : 2023 Aesop Excellence In Teaching Award(AESOP, 2023) Steinbrunner, Barbara; Stumfol, Isabel; Schartmüller, LenaThe two courses „Single Family Homes“ and „Single Family Homes – thinking ahead“ were offered in the degree programs Spatial Planning and Architecture at the TU Wien (both Bachelor and Master degree). Student interest in this very emotionally discussed topic is enormous. Facing different current challenges, such as high land consumption and climate change, the aim of the courses is to enable a critical discourse about the single-family house to prepare future planners and architects for professional practice. To cover different perspectives and the broad range of challenges within the topic, various methods were applied - such as elaborating basic knowledge (numbers/data/facts) and carrying out a personal interview with a single-family homeowner to learn more about individual motives and living preferences (course 1) or discussions following lectures on different topics and reviewing these as a group in specific settlement areas (course 2)Item Open Access Master in Architecture and Urbanism - Spatial Planning Module (Czech Technical University Prague)(AESOP, 2023) Perić, Ana; Silva, Paulo; Dabović, Tijana; Cotella, GiancarloThe Master Programme in Architecture and Urbanism - Spatial Planning Module delivered at the Czech Technical University in Prague enriches students’ knowledge in the field of regional policy and development, geography and social ecology, and skills in applied statistics, spatial analytics, ICT and GIS. In this way, the Module provides the students of the study programme Architecture and Urbanism an added value, extending their professional capabilities to the field of spatial planning. Additionally, it brings together the following aspects of quality in planning education: Programme Curriculum and Identity: - Acknowledgement of professional ethics through applied approach (e.g., studio course occasionally attended by real-world stakeholders). - A cross-disciplinary approach, seen not only in the structure of the courses offered in the Module but also in collaboration with experts in complementary fields from other universities. - A comprehensive yet well-interlinked and content-coordinated system of subjects.Item Open Access Master in Architecture, Specialization in Urbanism (Lisbon School of Architecture University of Lisbon)(AESOP, 2022) Galland, Daniel; Silva, Paulo; Chettiparamb, AngeliqueThe 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.Item Open Access Master in City and Regional Planning (Polytechnic University of Madrid)(AESOP, 2023) Galland, Daniel; Fikfak, Alenka; Chettiparamb, AngeliqueThe 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.Item Open Access Master in Regional Planning (Faculty of Architecture Istanbul Technical University)(AESOP, 2022) Galland, Daniel; Dabović, Tijana; Chettiparamb, AngeliqueThe 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.Item Open Access Master in Spatial Planning Specialisation: Environmental Conditions in Spatial Planning (Warsaw University of Technology)(AESOP, 2018) Mironowicz, Izabela; Lo Piccolo, Francesco; Galland, DanielAfter a thorough examination of its contents and methods, the MSc in Spatial Planning Specialisation: Environmental Conditions in Spatial Planning offered by the Warsaw University of Technology has been highly distinguished with the AESOP CERTIFICATE OF QUALITY We certify that: This programme fulfils the European quality standards of planning programmes according to the AESOP Charter, complemented by an effective internationalization of teaching and learning processes
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