Generating Academic Standards in Planning Practice Education - a Project about Work Practice in Urban Planning Courses
Last updated by: ako_admin (Ako Administrator) on 7 July 2009 - 3:20pm
A study into practice education in urban planning, particularly the education that occurs when students take on professional work as part of their studies. This project involved those with an interest in planning education, including students, professionals, employers, educators, and professional bodies. Addresses issues of academic standards and assessment.
An Australian Teaching & Learning Council (ALTC) funded project
Link to project website - www.plannereducation.org.au
Project Team -
- Martyn Jones, RMIT University
- John Jackson, RMIT University
Eddo Coiacetto, Griffith University- Trevor Budge, La Trobe University
The Final Report (January 2009) is available - www.altc.edu.au/system/files/resources/grants_pp_generating_academic_rmit_report_2009.pdf
Project introduction
The aims of the project were:
- Generate knowledge about the current status in Australia of planning practice education and assessment;
- Identify the factors which impede or facilitate the development of a shared understanding of academic standards in planning practice education;
- Present key models and theoretical perspectives for understanding and applying academic standards and related assessment in planning practice education;
- Institute processes of change for the improvement of academic standards and assessment in planning practice education.
The researchers will conduct inquiry to examine:
- What is desired in a planning graduate?
- What assessment practices and academic standards are used in current planning practice education?
- What are the experiences and understanding of both assessment practices and academic standards in planning education?
The researchers will deliver:
- A review of existing knowledge of academic standards and assessment in planning practice education;
- A framework for generating shared understandings of academic standards, and enhancing associated assessment practices, in planning practice education;
- Strategies for instituting change for the improvement of academic standards, assessment practices and student learning, and an analysis of success factors and barriers;
- A range of models and resource materials to support and institute change in the understanding and use of academic standards and assessment practices in planning practice education;
- A final report on the project, with an evaluation of its approach and processes and recommendations concerning the transferability to other disciplines and institutions; and
- A collation of materials for use in shared understanding of academic standards and enhancement of assessment practices.
Parent group: