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York College of Pennsylvania, USA

Shippensburg University, USA

About the speaker

Dr. Jennifer Pomeroy is an Associate Professor of Geography in the History and Political Science Department at York College of Pennsylvania, USA. She earned a Ph.D. in Geographic Information Systems (GIS)/Remote Sensing at the University of Maryland, College Park, Maryland, and a Master’s in Geography from the University of Akron, Ohio. Her research interests include climate change, sustainability, and urband use.Her recent research has focused on higher education as a change agent and a driver for sustainability.  

Dr. George Pomeroy is a Professor of Geography and Earth Science at Shippensburg University. He earned his PhD in Public Administration and Urban Studies at the University of Akron. His teaching and research expertise is in the areas of community and land use planning, environmental planning, and Asian urbanization and planning. In addition to publishing widely across these topics, he engages in a variety of community service roles, including current and recent service roles as a member of the Planning Commission for both Franklin County, Pa. and his local township, a Trustee for the Partnership for Better Health, and a Member of the State Water Plan (Pennsylvania). He has also served in several leading administrative roles at Shippensburg University, most recently as Interim Director of the Institute for Public Service and Sponsored Programs and, until 2015, as Director for the Center for Land Use (now the Center for Land Use & Sustainability).

Presentation highlights

  • Characteristics of planning education in Asia
    Challenges and opportunities for collaboration and partnership in a community of scholars and practitioners

Paper Abstract

A Sketch of Urban Planning Education in Asia: A Review of Sustainability Related Content and Other Program Elements in Schools of Planning

Urban and regional planning education institutions are well established in Asia, even as the number and sophistication of these have expanded dramatically in recent decades. Many are highly respected collegiate planning schools with well-developed, expert programs of study. A key question is how emerging topics, such as sustainability, or emerging currents in planning theory, are treated within urban planning education programs. After examining the curricula, syllabi, and other program components, several conclusions are drawn about the status of sustainability and other leading or emerging topics. This includes a consideration of course topics for these programs. Comparisons are made across various various national, regional, and development contexts. A leading goal is to have a more holistic and systematic understanding of the curriculum found in urban planning education programs in Asia.

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