Assessing the State of Undergraduate Education in Urban Planning

Transcription

1 Charisma Acey Christopher Auffrey Tim Chapin Ann Forsyth Jerry Mitchell Pomona Alice Novak Urbana-Champaign David Sloane, Chair Assessing the State of Undergraduate Education in Urban Planning Report of the Undergraduate Task Force to the Association of Collegiate Schools of Planning November 203

2 Table of Contents. Introduction.... Niebanck Commission, Are We in a Changing Environment? ACSP Mission to the Task Force Task Force Activities The State of Undergraduate Planning Education A Scan of the Field Surveying ACSP Member Programs Sample Survey Contents Programs with Undergraduate Programs Degrees and Their Content Progressive Degrees Graduates and Graduate School Programs without Undergraduate Programs A Typology of Undergraduate Activities Programs with Majors and Minors Comprehensive Programs Masters-Focused Programs with Undergraduate Degrees Undergraduate Focused Programs Faculty Profiles of the Programs with Majors and Minors PAB Accreditation Program Components Programs with Limited Undergraduate Offerings Institutional Profiles of Programs without a Degree Program PAB Accreditation Program Components Findings and Next Steps Continuity and Change A Stable Environment The Potential for Change Models for Expansion A Fluid Reality Next Steps for ACSP Is the Political Environment a Factor? What Could, Should ACSP Do? Endnotes and References Endnotes References Appendix A: Survey Instruments Survey Survey

3 List of Figures and Tables Figure : Eight Combinations of Planning Elements... 3 Figure 2: Common Structural Characteristics of Undergraduate Planning Programs... 4 Figure 3: North American Planning Programs by Department... 6 Figure 4: In What Unit are Planning Programs Housed?... 9 Figure 5: Planning Programs by Origin Decade... 0 Figure 6: Minor Names by Number of Programs... Figure 7: Major Names by Number of Programs... 4 Table : Summary of Planning Programs Over Time... 7 Table 2: Full-Time Enrollment in PAB Bachelor's Programs... 8 Table 3: Required and Offered Selected Courses, Degree Programs... 6 Table 4: Required and Offered Selected Courses, Non-Degree Programs... 8 Acknowledgements

4 . Introduction In April 990, a group of distinguished planning scholars presented a report on the state of undergraduate planning education to ACSP that argued planning educators must encourage undergraduates to consider professional careers in planning (Niebanck, et al 990: 3). The Niebanck Report, as the Commission on graduate programs. tool (through Blackboard and other technological aides), and, of course, through the growth of CAD, GIS and other technologies that are informing practice. undergraduate offerings, and their perceptions regarding undergraduate planning education. 2. ACSP should help PAB better publicize the differences in the accreditation guidelines for graduate and undergraduate programs.

5 and/or a career in planning.. Niebanck Commission dialogue on undergraduate education or the changing nature of practice (Niebanck 990: 35). presented numerical data we come back to when we compare the past to the present later in this report. of undergraduate programming, the surprising number of undergraduates being introduced to planning to a demand for more, and better, graduate planning education ), while stating that undergraduate an undergraduate degree, allowing graduate degree programs to focus their education much more than undergraduate programs. 2

6 linked to a master of planning degree program, small programs not linked to a master of planning degree Figure Eight Combinations of Planning Elements Conventional accredited professional/occupational Non-accredited occupational Pre-professional Disciplinary Critical professional/occupational Minors, Concentrations & non-degree programs Pre-public service Citizenship approach public affairs program). attempted to diagram the common structural characteristics of undergraduate planning programs (see somewhat (or the sample at least) as we will point out. accreditation standards, to articulate linkages between undergraduate and graduate programs (master s and doctoral), and heighten the salience of undergraduate planning education..2 Are We in a Changing Environment? education was in crisis, and the potential of undergraduate planning education is compelling. The crisis, 3

7 Figure 2 Common Structural Characteristics of Undergraduate Planning Programs Niebanck Commission, 990 Accredited Programs In research / doctorate / comprehensive university In school of design With professional master s program Large or small (FTE faculty and students) Non-Accredited Programs In research / doctorate / comprehensive university In geography department Without professional master s program Small (FTE faculty and students) senses, American higher education has remained a bright spot, an importer of international talent, and an America s institutions of higher education. around distance learning, and the consolidation of educational institutions that such a platform could affects undergraduates as well. 4

8 .2. ACSP Mission to the Task Force take to integrate undergraduate education into planning programs. needed skills and knowledge?.2.2 Task Force Activities regarding their current offerings to undergraduates issues in undergraduate education 5

9 2. The State of Undergraduate Planning Education 2. A Scan of the Field educational programs do not match. The number of programs offering undergraduate education related programs. Figure 3 North American Planning Programs by Department Planning 27% 26% Geography/ Environment Architecture/ Art 4% Interdisciplinary 4% 39% Other Social Sciences, including Urban Studies 6

10 liberal arts approach (urban studies) and a more professional concentration (urban and regional planning). and well. Table Summary of Planning Programs Over Time Accredited Programs Students 0 NA Other Programs Students 3 NA Total Programs Students 3 NA Sources: Niebanck (990), 4; ACSP Guide (202) Limitations: For years , see Niebanck (990), 4; Table ) found in the Niebanck Report (990: 4) that compiled the number of programs, and their enrolled students. Using the ACSP s Guide to Graduate and Undergraduate Education in Urban and Regional Planning ethnic, and gender balance of PAB accredited programs. As Table 2 suggests, planning schools need to 7

11 Table 2 Full-Time Bachelor s Enrollments in PAB Accredited Programs By Race, Ethnicity and Gender * % 2009 * Asian Black % 9 % % 0 % 7 % 3 % Hispanic / Latino 83 7 % 65 NA 3 % American Indian / Native American 9 % 25 2 % % White % % 63 % Foreign 33 3 % 6 4 % 2 % Unknown /Other % % NA % US Enrollments % Male % 903 Female % 564 Total Full-time Enrolled,260, % 38 % 43 % 57 % Sources: Planning enrollments from the PAB, Surveying ACSP Member Programs second was sent to those schools in the ACSP Guidebook that do not offer such a degree. The purpose of the respondents Sample 8

12 Figure 4 In What Unit Are Planning Programs Housed? Urban Planning 9 % Urban Studies 8 % Geography 9 % Public Policy 4 % Architecture Multiple Categories Other 2 % 2 % 27 % Note: numbers do not add up to 00% due to rounding 9

13 2.2.2 Survey Contents respondents for information about undergraduate post-graduation success. Figure 5 Origin Date Number of Programs Before s 6 970s 5 980s 990s 2000s Programs with Undergraduate Programs 2.3. Degrees and Their Content 0

14 Figure 6 Minor Names by Number of Programs Urban and Environmental Planning Environmental Design Community and Regional Planning Urban and Regional Planning 3 City and Regional Planning 2 Urban Studies and Planning Architecture Urban Planning and Development Urban Policy and Planning Public Policy Progressive Degrees Urban Planning 2 Sustainable Design Real Estate Development International Development Children/Families in Urban America History of the Built Environment Urban and Regional Studies Geography Sustainable Urban Development Social & Cultural Factors in Environmental Design History & Theory of Landscape Architecture and Environmental Planning Environmental Design & Urbanism in Developing Countries Environmental Policy and Planning Public and Urban Affairs Real Estate 2 Watershed Management

15 2.3.3 Graduates and Graduate School 2 ` undergraduate degree pursue graduate studies in an MPA or related discipline, or pursue a specialization 2.4 Programs without Undergraduate Programs rd 3 2

16 3. A Typology of Undergraduate Activities institutions. distinctions of the past report. 3. Programs with Majors and Minors faculties, accreditation status, and program components. 3.. Comprehensive Programs 3..2 Masters-Focused Programs with Undergraduate Degrees 3

17 Figure 7 Major Names by Number of Uses Urban 7 Planning 2 Regional 5 Studies Planning 4 Bachelor of Science 2 Policy Planning Development City Regional Planning Community 3 Regional 2 Development Planning 2 Studies 3 Urban 6 Planning Regional 2 Planning 2 Bachelor of Arts 0 Environmental 2 Design Policy Planning Community Development Public Urban Affairs Environmental Planning Bachelor 6 Urban 6 Regional Design Planning Planning Development 3 4

18 focused programs reported that range, while another third reported between 5 and 00. An outlier program 3..3 Undergraduate-Focused Programs These three programs are a much smaller set of programs that do not offer a graduate urban planning while the third reported an enrollment between 5 and 00. None of the undergraduate-focused programs 3..4 Faculty Profiles of the Programs with Majors and Minors 3..5 PAB Accreditation on their doctoral programs to establish their identities Program Components following skills or topics: CAD, capstone laboratories, design studios, economics, ethics, GIS, graphic design, 5

19 curriculum. Table 3 Required and Offered Selected Courses, Degree Programs (n = 24) Courses CAD Capstone/ Lab Design Studios Economics Ethics GIS Required Offered Total % Required 4 % 7 % 46 % 58 % 38 % 42 % No Response Courses Law Graphic Design Planning Lab Internship Service Learning Thesis Required Offered Total % Required 54 % 33 % 46 % 29 % 7 % 3 % No Response Note: Offered indicates that a course is provided, but not required. in students education and preparation for the profession. 6

20 3.2 Programs Offering Limited Undergraduate Courses undergraduate single or multiple courses (non-contributors) Institutional Profiles of Programs without a Degree Program PAB Accreditation 7

21 3.2.3 Program Components Table 4 Undergraduates Allowed and Not Allowed Selected Courses, Non- Degree Programs Courses CAD Capstone/ Lab Design Studios Economics Ethics GIS Allowed Not Allowed Total % Allowed 50 % 20 % 50 % 65 % 53 % 78 % No Response Courses Law Graphic Design Planning Lab Internship Service Learning Thesis Allowed Not Allowed Total % Allowed 26 % 47 % 58 % 32 % 73 % 0 % No Response Note: Offered indicates that a course is provided, but not required. 8

22 4. Findings and Next Steps 4. Continuity and Change 4.. A Stable Environment stable throughout the period from 990 to 203: needed skills and knowledge? to where it was in The Potential for Change contributing programs. continue to occur. 4.2 Models for Expansion 4.2. A Fluid Reality undergraduate degrees, and what are their components. 9

23 4.3 Next Steps for ACSP 4.3. Is the Political Environment a Factor? What Could, Should ACSP Do? change has occurred based on these recommendations. draw upon the Niebanck recommendations, but respond to our current circumstances. 20

24 be to engage the undergraduate planning program directors in a formal panel session to discuss their institution s approach to undergraduate education. 2. ACSP should help PAB better publicize the differences in the accreditation guidelines for graduate and undergraduate programs. ACSP might consider whether, after the recent long debate about accreditation standards around the graduate programs, whether the current standards for undergraduate accreditation attract or repel programs, and does the Association want changes? offering. to our profession. Integrating concerns about undergraduate enrollments with related concerns education seems to be growing, perhaps faster than in the ACSP programs, so ACSP should aspire and/or a career in planning. those readers of the Niebanck Report a generation ago, as in the end we agreed as a task force that the future of undergraduate planning education is bright if fraught with real challenges. 2

25 5. Endnotes and References 5. Endnotes undergraduate program. 5.2 References Undergraduate Education, Association of Collegiate Schools of Planning. 22

26 6. Appendix A: Survey Instruments 6. Survey Questions. Name 2. Institution Baccalaureate College Public Architecture Urban Studies Urban Planning Multiple Categories Department School College Under,000,00 to 5,000 5,00 to 0,000 0,00 to 5,000 Graduate doctoral program in urban planning Graduate master program in urban planning more detailed answers below) 23

27 answers below) Tenure-track full-time Tenure-track part-time Tenure-track full-time Tenure-track part-time A single course Multiple courses or concentration but no degrees Board)? Yes No Under 50 5 to 00 0 to to

28 30 to or more N/A CAD Design studios Economics Ethics GIS Graphic Design Internship Planning laboratories Thesis Yes No N/A graduation? Public Sector undergraduate programs and offerings? 6.2 Survey 2 Questions. Name 2. Institution 25

29 Baccalaureate College Public Architecture Urban Studies Urban Planning Multiple Categories Department School College Under,000,00 to 5,000 5,00 to 0,000 0,00 to 5,000 Yes No 26

30 CAD Design studios Economics Ethics GIS Graphic Design Internship Planning laboratories Thesis Yes No N/A Yes No N/A 27