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DOI: 10.1177/0739456X04267731
© 2005 Association of Collegiate Schools of Planning
Teaching Integrated Land Use-Transportation Planning
Topics, Readings, and Strategies
Kevin Krizek
University of Minnesota
David Levinson
University of Minnesota
Planning pedagogy is increasingly focused on teaching interdisciplinary topics in an integrated and synergistic manner. The intersection of land use and transportation is that of two topics that have risen to be front and center for the planning profession. This article focuses on the manner in which planning programs and, in particular, specific courses address land use and transportation planning. After describing the context in which such courses exist, this article analyzes syllabi from fifteen courses in North American planning programs in two respects. The first examines the list of topics covered within each course by discussing the nature of primary, secondary, and peripheral topics. Second, the analysis uncovers the frequency with which specific readings are employed in each course. The article closes by discussing the nature of a land use-transportation course from the University of Minnesota in which there is a lecture and laboratory component.
Key Words: transportation planning • land use planning • teaching • interdisciplinary • pedagogy
DOI: 10.1177/0739456X9701700106
© 1997 Association of Collegiate Schools of Planning
Common Ground for Integrating Planning Theory and GIS Topics
Ann-Margaret Esnard
Department of city and regional planning Cornell University, Ithaca, New Yorkame7@cornell.edu.
E. Bruce MacDougall
Department of landscape architecture and regionalplanning, University of Massachusetes, Amherstebm@1arp.umass.edu.
The basic premise of this article is that planning theory and geographic information systems (GIS) course topics should be integrated in the planning curriculum. The increased use of GIS technology for informing planning and public policy decision making is discussed in the first section, followed by a summary of related technical and theoretical disparities. The concept of links is then introduced and used in the final section to demonstrate the contexts in which common themes can be identified for integrating planning norms (ethics, values, communicative rationality, planning process, and context) and GIS methods (data creation, analysis, and presentation).
DOI: 10.1177/0739456X9501400405
© 1995 Association of Collegiate Schools of Planning
Other
Extending the Revolution: Teaching Land Use Planning in a GIS Environment
William J. Drummond
For planning educators the ultimate worth of the GIS revolution will be measured not by the number of new GIS courses offered, but by the integration of GIS technology into the traditional, substantive areas of planning. In the field of land use planning this integration remains in its infancy. The article suggests a general, modular approach for the incorporation of GIS technology into land use planning course work, using a combination of GIS, database, and spreadsheet software. Numerous specific examples are provided, including major applicauons in data collection, preliminary analysis, plan formulation, and plan evaluation.