King, David, Kevin Krizek, and David Levinson (2008) Designing and Assessing a Teaching Laboratory for an Integrated Land Use and Transportation Course.
The intersection of land use and transportation policy is becoming an increasingly important focus for all urban planners. This focus, however, challenges the academic community to design effective courses that teach the concepts and professional skills required for professional experience. Integrated land use and transportation courses should engage students to develop interdisciplinary skills while becoming familiar with, for example, travel behavior and zoning policies. Laboratory courses (or segments of courses) as part of graduate curricula provide platforms to further emphasize skills. A common pedagogy problem is devising laboratory assignments that are integrative, cumulative, practical, and interesting for students. Furthermore, laboratory projects should introduce students to real-world problems and techniques while exploring broad planning themes. This paper presents uses four years of laboratory segments from a land use-transportation course (LUTC) at the University of Minnesota to evaluate the needs and results of practitioner-oriented land use and transportation planning education. The laboratory used group projects where students proposed integrated developments using air rights above existing (and sunken) urban freeways in the Twin Cities. The projects provided a practitioner-oriented project through a collaborative and reflexive learning process. This article describes the completed projects, as well as the technical skills, integrated approach and visionary planning necessary for successful execution. The students addressed complicated problems associated with large-scale development by researching neighborhood demographics, characteristics, and pertinent regulations. They used their research to analyze traffic impacts, propose zoning regulations, and outline costs and benefits from their proposal using Geographic Information Systems (GIS), statistical analyses, assessor data and traffic engineering manuals. Using the completed student projects and comparisons with other land use-transportation course and laboratory projects the authors demonstrate how these laboratory components serve multiple pedagogy goals.
Keywords: Air Rights, Transportation-Land Use Planning, Education