The Research-Led Pedagogy in Contemporary Planning Education

Bing Chen

doi:doi:10.11648/j.edu.s.2015040102.11

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The Research-Led Pedagogy in Contemporary Planning Education

Bing Chen

Published in Education Journal (Volume 4, Issue 1-2)

Received: 6 October 2014 Accepted: 21 October 2014 Published: 22 November 2014

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Abstract

This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.

Published in	Education Journal (Volume 4, Issue 1-2) This article belongs to the Special Issue Interdisciplinary Researches in Environmental Design Education
DOI	10.11648/j.edu.s.2015040102.11
Page(s)	1-9
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Research-Led, Pedagogy, Planning Education, Active Learning, Curriculum

References

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APA Style

Bing Chen. (2014). The Research-Led Pedagogy in Contemporary Planning Education. Education Journal, 4(1-2), 1-9. https://doi.org/10.11648/j.edu.s.2015040102.11

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ACS Style

Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ. J. 2014, 4(1-2), 1-9. doi: 10.11648/j.edu.s.2015040102.11

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AMA Style

Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ J. 2014;4(1-2):1-9. doi: 10.11648/j.edu.s.2015040102.11

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@article{10.11648/j.edu.s.2015040102.11,
  author = {Bing Chen},
  title = {The Research-Led Pedagogy in Contemporary Planning Education},
  journal = {Education Journal},
  volume = {4},
  number = {1-2},
  pages = {1-9},
  doi = {10.11648/j.edu.s.2015040102.11},
  url = {https://doi.org/10.11648/j.edu.s.2015040102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040102.11},
  abstract = {This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.},
 year = {2014}
}

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TY  - JOUR
T1  - The Research-Led Pedagogy in Contemporary Planning Education
AU  - Bing Chen
Y1  - 2014/11/22
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.s.2015040102.11
DO  - 10.11648/j.edu.s.2015040102.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.s.2015040102.11
AB  - This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.
VL  - 4
IS  - 1-2
ER  -

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Author Information

Bing Chen

Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, Suzhou, China

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Plain Text BibTeX RIS

APA Style

Bing Chen. (2014). The Research-Led Pedagogy in Contemporary Planning Education. Education Journal, 4(1-2), 1-9. https://doi.org/10.11648/j.edu.s.2015040102.11

Copy | Download

ACS Style

Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ. J. 2014, 4(1-2), 1-9. doi: 10.11648/j.edu.s.2015040102.11

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AMA Style

Bing Chen. The Research-Led Pedagogy in Contemporary Planning Education. Educ J. 2014;4(1-2):1-9. doi: 10.11648/j.edu.s.2015040102.11

Copy | Download

@article{10.11648/j.edu.s.2015040102.11,
  author = {Bing Chen},
  title = {The Research-Led Pedagogy in Contemporary Planning Education},
  journal = {Education Journal},
  volume = {4},
  number = {1-2},
  pages = {1-9},
  doi = {10.11648/j.edu.s.2015040102.11},
  url = {https://doi.org/10.11648/j.edu.s.2015040102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.s.2015040102.11},
  abstract = {This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - The Research-Led Pedagogy in Contemporary Planning Education
AU  - Bing Chen
Y1  - 2014/11/22
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.s.2015040102.11
DO  - 10.11648/j.edu.s.2015040102.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.s.2015040102.11
AB  - This paper aims to explore the research-led pedagogy in contemporary planning education. A case study was conducted in the Department of Urban Planning and Design, Xi’an Jiaotong-Liverpool University, to show a range of teaching and learning methods which aimed to embed research into the academic experience, thereby facilitating students’ active learning. The application of these new teaching models (e.g. integrated teaching across different modules, interdisciplinary workshops, field studies, summer undergraduate research projects, games, etc.), as a move away from the lecture-based approach to a hands-on approach, provides an opportunity for students to engage with some innovative concepts (e.g. sustainability, resilience, etc.) and explore their applicability and value in practice. It was found from this study that there is an urgent need to foster a research-led learning environment which can facilitate innovative educational practices or similar. Such an ongoing process can also help students deepen their understanding of the latest requirements of China’s overall strategic development plans (e.g. the integrative development of urban and rural areas) and thereby cope with new issues arising in the urban-rural transformation. Since the host institution of this study (XJTLU) is itself a joint venture between Xi’an Jiaotong University China and the University of Liverpool UK, some findings from this case study reflect the differences of educational practices between the UK and China.
VL  - 4
IS  - 1-2
ER  -

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