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Case Study for Planning Education: Lessons from Incorporating an Interdisciplinary Teaching Approach and APA Trend Reports in Capstone Planning Studios

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  • Hye Yeon Park

    (School of Planning, College of Design, Architecture, Art, and Planning, University of Cincinnati, Cincinnati, OH 45221, USA)

  • Danilo Palazzo

    (School of Planning, College of Design, Architecture, Art, and Planning, University of Cincinnati, Cincinnati, OH 45221, USA)

  • Leah Hollstein

    (School of Planning, College of Design, Architecture, Art, and Planning, University of Cincinnati, Cincinnati, OH 45221, USA)

Abstract

Planning education has a responsibility to provide students with theoretical and practical training to address real-world issues. This study explores studio teaching as an engaged pedagogy, incorporating interdisciplinary approaches to education for sustainable development (ESD) and themes from the American Planning Association’s (APA) Future Trend reports. Focusing on two senior capstone projects at the University of Cincinnati involving 34 students, the study emphasizes the value of interdisciplinary methods and APA trend integration in fostering critical thinking and higher-order reasoning. Capstone projects show students’ active engagement with innovative planning concepts (e.g., climate migration, innovative ways of goods’ delivery, and expanding third place’s concept). Such active and innovative learning outcomes not only deepen students’ understanding of urban planning but also equip them with critical cognitive and professional skills, which are necessary as professional planners as well as forward thinkers. The experiences and findings presented can help other programs articulate the benefits of studio-based courses. The findings offer experience-based guidance for similar initiatives in planning studios globally and support the ongoing transformation of sustainability education to prepare students for complex, real-world problem-solving.

Suggested Citation

  • Hye Yeon Park & Danilo Palazzo & Leah Hollstein, 2025. "Case Study for Planning Education: Lessons from Incorporating an Interdisciplinary Teaching Approach and APA Trend Reports in Capstone Planning Studios," Sustainability, MDPI, vol. 17(3), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:3:p:1294-:d:1584232
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    References listed on IDEAS

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    1. Christmann, Gabriela & Singh, Ajit & Stollmann, Jörg & Bernhardt, Christoph, 2020. "Visual Communication in Urban Design and Planning: The Impact of Mediatisation(s) on the Construction of Urban Futures," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 5(2), pages 1-9.
    2. Michael Neuman, 2016. "Teaching collaborative and interdisciplinary service-based urban design and planning studios," Journal of Urban Design, Taylor & Francis Journals, vol. 21(5), pages 596-615, September.
    3. Hye Yeon Park & Carlos V. Licon & Ole Russell Sleipness, 2022. "Teaching Sustainability in Planning and Design Education: A Systematic Review of Pedagogical Approaches," Sustainability, MDPI, vol. 14(15), pages 1-17, August.
    4. Gabriela Christmann & Ajit Singh & Jörg Stollmann & Christoph Bernhardt, 2020. "Visual Communication in Urban Design and Planning: The Impact of Mediatisation(s) on the Construction of Urban Futures," Urban Planning, Cogitatio Press, vol. 5(2), pages 1-9.
    5. Gabriela Christmann & Ajit Singh & Jörg Stollmann & Christoph Bernhardt, 2020. "Visual Communication in Urban Design and Planning: The Impact of Mediatisation(s) on the Construction of Urban Futures," Urban Planning, Cogitatio Press, vol. 5(2), pages 1-9.
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