Journal
JOURNAL OF PLANNING EDUCATION AND RESEARCH
Volume 40, Issue 1, Pages 92-103Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0739456X18754318
Keywords
community service-learning; citizen engagement; community development; graduate planning education; social justice
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Community service-learning (CSL) has gained popularity over the past decades in universities across North America. Although planning programs tend to involve more graduate-level community-engaged learning than other professional disciplines, learning outcomes have not been sufficiently examined. Based on a review of existing literature and analysis from four years of a CSL course at the University of Toronto's Department of Geography and Planning, this article describes the implications of CSL for graduate planning education. We argue that CSL in graduate planning programs has a series of unique characteristics and thus requires distinctive pedagogical approaches.
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