Improving Global Planning Education by Centering the Experience of International Students in US and Canadian Planning Schools

Authors

Yingling Fan, University of Minnesota
Lesli Hoey, University of Michigan
Ashok Das, University of Hawai‘i at Mānoa
Clara Irazabal, University of Maryland
Bruce Stiftel, Georgia Institute of Technology
Gavin Shatkin, Northeastern University
Francis Owusu, Iowa State University
Petra Doan, Florida State University
Yiping Fang, Portland State UniversityFollow
Andrew Rumbach, Texas A&M University

Published In

Journal of Planning Education and Research

Document Type

Citation

Publication Date

9-1-2022

Abstract

This report examines ways to better support international students in U.S. and Canadian planning schools based on a survey and focus groups conducted by the Association of Collegiate Schools of Planning Global Planning Education Committee (GPEC). Findings show that international students often face alienation and structural barriers to navigating universities and living in an unfamiliar culture, along with identity ambiguity, inadequate career services, and narrowly focused urban planning curricula. This suggests the need for greater mentorship; explicit recognition in diversity, equity, and inclusion (DEI) efforts; tailored professional development; and more holistic support systems.

Rights

Copyright © 2022 by Association of Collegiate Schools of Planning

Locate the Document

https://doi.org/10.1177/0739456X221093645

DOI

10.1177/0739456X221093645

Persistent Identifier

https://archives.pdx.edu/ds/psu/38364

Citation Details

Fan, Y., Hoey, L., Das, A., Irazábal, C., Stiftel, B., Shatkin, G., ... & Rumbach, A. (2022). Improving Global Planning Education by Centering the Experience of International Students in US and Canadian Planning Schools. Journal of Planning Education and Research, 0739456X221093645.