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Problem-Based Learning: A Bridge between Planning Education and Planning Practice

Georgia Institute of Technology, Atlanta, Georgia; anne.shepherd{at}arch.gatech.edu

Bryna Cosgrif

William McDonough + Partners, Architects and Planners, Charlottesville, Virginia.

Problem-based learning (PBL) is a promising educational method to help students acquire the skills and knowledge to be more effective practitioners. Students learn how to learn as they tackle a real-world planning problem. The instructor, as a cognitive coach, ensures that students are active, collaborative, and reflective problem-solvers. In this article, we explore the theoretical foundations and the practical benefits of problem-based learning for planning education. We detail a process for implementing problem-based learning in the classroom, illustrated with an example from a planning course. This article suggests that PBL can help to bridge the gap between planning education and practice, and can help to improve traditional methods of academic instruction.

Journal of Planning Education and Research, Vol. 17, No. 4, 348-357 (1998)
DOI: 10.1177/0739456X9801700409


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