Reflection-In-Action in Land Use Planning: Can We Do Better?

ABSTRACT

The current wedge between planning education and practice on one hand, and planners’ crisis of identity on the other, call for developing more integrative teaching strategies with measurable outcomes. This paper explores how planners can integrate site planning and design techniques with real estate bottom-lines. Based on project reports for a land use and management class at the University of Texas at Arlington planning program, three teams proposed development projects in four stages. To do better planning calls for combining site and land use planning strategies with financial analysis techniques thereby, reducing the existing gap between planning education and praxis.

KEYWORDS:

• Planning practice
• pedagogy
• real estate
• reflection-in-action
• teamwork

Disclosure statement

No potential conflict of interest was reported by the authors.