The Current State of Planning Education

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Abstract
With rapid changes in planning practice, frequent looks at planning education are in order. This article, based on responses of graduate planning programs to a mailed survey, is a follow-up on a similar study which appeared in the July 1970 Journal. Analyzing various components of planning education, the authors find an increasing proportion of minority planning students, greater student participation in departmental decisionmaking, few women or minority planning faculty members, limited resourcefulness in amount or mode of financial aid, and few schools with well-articulated curricula. The authors identify the need for both individual and overall synoptic efforts, while maintaining the context of intellectual openness. Such efforts should be collaboratively undertaken by planning education programs and the planning profession, with the newly proposed AIP school recognition process as a possible basis.

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