Abstract
More effective methods are needed to meet the Planning Accreditation Board’s requirement to teach all master’s students about the “global dimensions of planning.” Our survey of accredited US planning programs confirms that field-based courses, traditionally the most effective option, are costly and time-consuming and are therefore occasional, rather than regular, options for exposing students to international planning practice. Based on active learning theories, we suggest that a deliberative learning, case-based approach can facilitate many of the learning outcomes that make travel courses so attractive while also making internationally oriented pedagogies available to a wider range of students and programs.
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