Evaluating the Role of the Project Course in Professional Planning Education and Its Influence on Planning Policy and Practice

Abstract

Project courses in graduate planning education are characterized by collaborative work among participants, including students, faculty and community members who act as clients and/or coaches. Drawing from empirical research involving focus groups with these course participants, this article examines the mechanics and outcomes of project-based learning in professional planning education and the relevance of this form of learning to planning practice and policy. The article concludes that project courses should better address the significant tension between the need to develop students' judgment skills and the desire among course participants for project outcomes to influence policy and planning practice.