Abstract
Sustainability is the new lens that many planning educators and practitioners employ in their efforts. We taught an undergraduate service-learning studio focused on neighborhood sustainability in Detroit, Michigan. To evaluate the course, we identified four desirable learning outcomes based on a modified environmental education framework. Students gained a sense of personal investment in the sustainability challenges faced by the community and developed a more nuanced understanding of the power relationships inherent in these issues. This educational framework can help instructors design and evaluate service-learning studios that highlight the embedded social justice issues in impoverished neighborhoods.
Original language | English (US) |
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Pages (from-to) | 5-18 |
Number of pages | 14 |
Journal | Journal of Planning Education and Research |
Volume | 34 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2014 |
Externally published | Yes |
Keywords
- neighborhood planning
- poverty
- service learning
- social justice
- sustainability
ASJC Scopus subject areas
- Geography, Planning and Development
- Development
- Urban Studies