Service-Learning in Design and Planning

Tom Angotti is Professor Emeritus of Urban Policy and Planning at Hunter College, the Graduate Center, and City University of New York, and directed the Hunter College Center for Community Planning & Development. He is adjunct professor at Parsons/The New School and the author of New York for Sale: Community Planning Confronts Global Real Estate, which won the 2009 Davidoff Book Award.Cheryl Doble is an associate professor in Department of Landscape Architecture and director of the Center for Community Design Research at SUNY ESF.Paula Horrigan is a professor in the Department of Landscape Architecture at Cornell University.

"What this book offers is the stimulation one gets from the company of a group of committed, experienced and able people who do the same job as you: you may not approach the job in quite the same way, or have exactly the same aims, but it is a major surprise if you do not come away with some new ideas, and renewed enthusiasm, after engaging with them." - Huw Thomas (International Planning Studies) "More people understanding how it all works means more people can help bring it all together. Service-Learning in Design and Planning: Educating at the Boundaries seeks to expand the knowledge of urban planning and architecture within communities, studying elements from around the world and how they can be applied locally and lead to a more inclusive plan for the communities of tomorrow. Service-Learning in Design and Planning is an informative and much recommended read for those who want to understand the importance of a communities wishes in preparing for its future." (The Midwest Book Review) "It is an exciting addition to the field of service-learning and a very great resource for any academic developing a service-learning program as part of their curriculum. Students, researchers and community partners in the field of service-learning will find the information very useful." - Eva Aboagye (Journal of Global Citizenship & Equity Education) "This collection of case studies critically explores the current practice of community-engaged learning in architecture, landscape design, and urban planning and forms a pedagogical framework for design educators." (Folio Magazine) "An impressive collection on an important topic. Crossing design and planning, this engaging volume brings together a number of different approaches to service-learning--theoretically, by field, and in the scale of the activities in space and time. This makes it useful and important reading for both those starting off in the field of community-based education and old hands interested in critically reflecting on their past practice." - Ann Forsyth (Professor of City and Regional Planning, Cornell University) "The time is ripe for advancing a solid service-learning pedagogy in architecture, landscape architecture, and planning. Over several decades of innovation, experimentation, and trial and error, each of these design disciplines has spawned new and critical theory, linking professional work and social change. The wisdom of the twenty-nine leaders in service-learning within this volume provides a collective leap forward that benefits us all--students, teachers, designers, and the general public." - Bryan Bell "This book makes a valuable contribution to the field by discussing and showcasing a number of service-learning programs and models that an academic could use in developing their own programs and partnerships. It is an exciting addition to the field of service-learning and a very great resource for any academic developing a service-learning program as part of their curriculum. Students, researchers and community partners in the field of service-learning will find the information very useful." - Eva Aboagye (Journal of Global Citizenship & Equity Education) "This collection of case studies critically explores the current practice of community-engaged learning in architecture, landscape design, and urban planning and forms a pedagogical framework for design educators." (Spring 2012 "Folio Magazine")