Journal of the American Institute of Planners

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Prospects For Education

Thomas E. Nutt , Lawrence E. Susskind & Nicholas P. Retsinas

To cite this article: Thomas E. Nutt , Lawrence E. Susskind & Nicholas P. Retsinas (1970) Prospects For Urban Planning Education, Journal of the American Institute of Planners, 36:4, 229-241, DOI: 10.1080/01944367008977315

To link to this article: http://dx.doi.org/10.1080/01944367008977315

Published online: 26 Nov 2007.

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Download by: [18.89.1.72] Date: 11 April 2016, At: 06:49 Thomas E. Nutt and Lawrence E. Susskind with Nicholas P. Refsinas

This article summarizes the current prospects for urban participation in decision-making processes, and planning education. Working from nationwide surveys of realization of the importance of maintaining the planning students and planning departments as well as from quality of the environment. The continuing shift in the National Conference on Urban Planning Education, the authors find that many students are dissatisfied with the the emphasis and objectives of planning education style and content of planning education and that many away from a stress on physical design as a means planning departments are unable to articulate the educa- for pre-determining social interaction, for example, tional objectives of their programs. Survey responses from has created a great deal of confusion in the minds planning programs reveal a distinct dichotomy between of students and faculty who are trying to under- schools mentioning societal change and schools oriented stand what planning in the 1970’s is all about. toward meeting current professional needs. Very few de- partments have developed innovative curricula or teaching With the dramatic increase in enrollment, plan- methods, and, in general, only a few schools seem willing to ning students have begun to make their voices take the risks involved in experimenting with new models heard.’ In the past few years, planning students at of planning education. various schools have pressed for the abolition of In 1954, a total of 187’students were curriculum requirements; they have demanded a enrolled in graduate urban planning programs, and greater role in departmental decision-making (hir- only fifty-nine students were enrolled in under- ing and firing of faculty, tenure and promotion graduate professional degree programs in the decisions, setting admissions policy, budgetary de- United States. Up to that time, 538 people in the cisions); they have sought a louder voice within United States had graduated from the twenty-one professional planning societies; they have at- schools of planning offering and regional tempted to increase minority group enrollment in planning degrees.’ During the 1968-69 academic planning programs; and, most of all. they have year, total enrollment in urban planning programs challenged the traditional precepts of planning had increased to roughly 2,500 full and part-time education (“expertise,” notions of planning “in the students, and in 1969 over 875 planning and public interest.” the relevance of engineering, planning-related degrees were granted by more structural, and design skills to contemporary urban than sixty schools.2 Assuming current planning problem-solving) .

Downloaded by [] at 06:49 11 April 2016 school enrollments continue to grow at the present While some of this recent dissatisfaction can be rate, it seems likely that 35,000 planners will be attributed to the growing disenchantment students educated over the next fifty years.3 In light of this feel with American education in general, many expected “population explosion,” thoughtful plan- student criticisms are specifically related to the ning for the future of planning education would faults and weaknesses of urban planning education. seem to be in order. In an effort to characterize the current state of Over the past fifteen to twenty years the planning education, we undertook a survey in the objectives and priorities of planning education have spring of 1969 of all full-time students enrolled in shifted in response to changes that have occurred planning schools in the United States.6 In Novem- in the planning profe~sion.~These changes reflect a ber 1969, a National Conference on Urban Plan- heightening of certain national sensitivities, such as ning Education was held in Cambridge, Massa- concern about racial conflict, a desire to broaden chusetts, and was attended by over 300 students and faculty members from practically every school In June, Thomas E. Nutt completed his studies at Harvard where of planning in the country.’ One of the resolutions he was enrolled in a dual degree program in the Graduate School of Design (city planning) and the Divinity School (ethics). He approved by the Conference called on each plan- was president of the Graduate School of Design Student Senate ning department to prepare and submit a statement and was elected by the National Conference on Urban Planning Education to the National Student Steering Committee. describing the goals and objectives of its educa- Lawrence E. Susskind received his MCP degree from MIT in June tional program.’ We have tried in this article to 1970. He was co-director of the National Conference on Urban summarize and interpret the results of this post- Planning Education and helped to develop MIT’s “Undergraduate Conference survey, the preconference survey, the Program in Urban Studies.” Nicholas P. Retsinas is a third year student in the Department of resolutions passed at the Conference, and the City and , Harvard Graduate School of Design. reactions and attitudes of students and faculty

NUTT & SUSSKIND 229 TABLE 1 Personal Data on Current Phnning Students theory, planning methods, and planning tech- niques. New ’s Department of Category Percent Category Percent Public Administration, for example, said that since its program seeks to train generalists, “this calls for Sex Work experience a common of,knowledge that articulates the Male 79 None 33 body Female 21 At least 1 year 27 field of planning. Thus, required courses include Race More than 1 year 40 planning law and regulation, planning White 92 Father’s occupation history, housing, the structure of the urban system, Negro 4 Laborer 16 and the theoreticlrational basis of planning, and Other 4 Clerical 21 metrop o lit an administration, finance and Age Technical, managerial, 63 Under 24 44 professional economics.” For most departments, required core courses 24-29 39 Annual family income Over 29 17 $0-7,499 21 constitute one-third to two-thirds of the program, Citizenship $7,500-9,999 19 Yet, no particular thrust or structure guides the U.S. 93 $lO,OOO and over 60 formulation or intent of the core curriculum, Other Childhood residence Undergraduate degree except perhaps the notion that a planner is to be Core city 12 all things to all people. The rationale seems to be B.A. 63 Suburbs 52 Other 37 Rural 36 that a planner ought to know “a little of this and a Other graduate degree little of that.” Courses apparently are added Yes 20 incrementally; few are ever dropped from the No 80 required list. A few schools have attempted to Source: Pre-ConferenceSurvey rework course requirements by presenting the core curriculum within the framework of one major currently involved in attempts to improve planning seminar: for example, Rhode Island’s introductory education. planning seminar or Cincinnati’s year-long com- munity workshop.’ O The Planning Student and His Views At a few schools, such as MIT, where, for all Current Planning Student Profile As indica- practical purposes, required courses have been ted by the data in Table 1, the typical planning abolished, students design their own inter- student is: white; male; in his mid-twenties; from a disciplinary program (field work, seminars, individ- middle or upper middle class suburban back- ual research, classes, group research projects) ground; and has a liberal arts undergraduate around a chosen specialization (social and political degree.’ aspects of planning, economics and planning, city Downloaded by [] at 06:49 11 April 2016 In planning schools across the country there is design, , quantitative meth- little deviation from the norm. Only 4 percent of ods in urban and regional planning, planning the students currently enrolled are black. Not only problems of developing countries). It should be do 79 percent of the students come from families pointed out that students are not entirely happy with annual incomes of $10,000 or more per year, with the curriculum at those schools that do not but also about one out of every four students have a required set of courses, as evidenced by the comes from a family with an annual income of post-Conference survey response of one student at $20,000 or more. the University of Texas: Student Views Few subjects raise the ire of At the present time, the program is not students as much as the alleged “irrelevancy” of encumbered with a rigid curriculum, but planning curricula. While 85 percent of the stu- rather the difficulty lies in that it is frustrat- dents responding to the preconference survey said ingly without form or structure, with courses that their departments had a core curriculum or a .offered in isolation and unrelated in any set of required courses, only 30 percent of the stu- systematic manner. dents consider these courses to be essential. There- It is clear that students rebel when a set of courses fore, we looked with great interest at the depart- is imposed on them by a department. From the mental responses to post-Conference survey ques- students’ point of view, it makes little sense to tions on this issue. Most departments that have a require a specific set of courses (which it is core curriculum (only nine do not) provided as assumed will equip a planner in a certain way) their rationale the necessity for transmitting “basic when it is commonly agreed that there is not a planning knowledge.” Most of the core courses single kind of planner. On the other hand, students mentioned were themes and variations on planning are ambivalent about the kinds of planning skills 230 AIP JOURNAL JULY 1970 they would like to acquire. For example, there is advocacy program as an option to traditional some feeling that planning should become more studios.”’ “scientific” in its approach (that is, it should One of the students’ sharpest criticisms centers become more analytical, more systematic), but on what they feel is the inability of junior and when it is suggested that students try to apply such senior faculty members to teach planning effec- techniques as operations research, decision theory, tively. According to the preconference survey, computer technologies, and information theory to one-third of the students feel that half of both the solution of urban problems, these recommen- their junior and senior faculty are ill-equipped to dations are often rejected on the grounds that such teach the courses they are presently offering. In ‘-hard” approaches are insensitive to the critical addition, well over half the students feel that if the social and political aspects of human behavior. curriculum were overhauled or remodeled, most of The issue of field work versus simulated studio the faculty would still not be capable of teaching courses also very much concerns students. Over 80 adequately in this improved situation. It is interest- percent of the students said their programs re- ing to note that junior and senior faculty members quired studio courses, but fully one-third of the were rated just about evenly in this regard. Since students felt that studio topics were not relevant to students do recognize the importance of a strong actual planning problems; and 40 percent said they faculty, and since students do not put a great deal thought their faculty would not rank studios as an of faith in the ability of present faculty members essential part of the curriculum. It is somewhat to adapt to innovative experiments in planning surprising that only about one-half of the students education, they are anxious to play a more reported that they are permitted to receive aca- significant role in establishing the criteria for demic credit for field work undertaken during the faculty selection. The Conference passed a resolu- school year. In a professional program basically tion calling for “all new faculty appointments, preparing students for practical performance, this promotions, and contract terminations to be de- seems curious. It was with these general concerns cided by a body in which students and faculty are in mind that the conference resolved that “re- equally represented.”’ quired courses should be completely abolished in Involvement of students in departmental de- favor of a program where each student with his cision-making has also been a hotly debated issue. faculty advisor develops a program suited to his We asked students to evaluate departmental prac- particular needs.”’ ’ And as a specific curriculum tices in six areas. (See Table 2.) Five of the areas recommendation the Conference resolved that (faculty selection, faculty promotion and tenure, “each department should offer a community-based admissions, financial aid, and discipline) have in

Downloaded by [] at 06:49 11 April 2016 TABLE 2 Student Responses on Participation in Departmental Affairs the past been solely within the purview of admini- strators. In almost every case, students preferred Students Students increased participation, because, in most instances, in actively they now play virtually no role even though these No student advisory involved in involvement role decision- matters dramatically affect their education. (%) (%) making (%) With respect to decision-making in planning departments, the Conference approved the follow- Selection of faculty ing resolution: Present situation 74 24 2 Preferred situation 7 73 20 We cannot avoid the realization that society is Promotion and tenure of faculty Present situation 94 6 0 changing in fundamental ways; that the Preferred situation 14 55 31 socially disenfranchised are demanding self- Educational policy determination in the future direction of their Present situation 24 66 10 lives and that there is a revolutionary aware- Preferred situation 1 52 48 ness among youth concerning how their Admissions society should function. This should signify Present situation 85 10 5 to the planning profession and planning stu- Preferred situation 31 49 20 dents that fundamental societal change-and Financial aid the role of planners within society-can Present situation 94 5 1 finally begin to be implemented. Preferred situation 37 44 19 Discipline Therefore planning students must begin to Present situation 89 7 4 affect institutions in preparation for this Preferred situation 19 40 41 change, and in particular the departments of Source: Pre-Conference Survey city planning. To do this, however, we are NU”’ & SUSSKIND 231 TABLE 3 PostConference Survey Responses from Graduate Phnning Proframs

Minority group recruit- Student ment program involvement Srudents Schoola to meet the in enrolled Indicated (date of Required 25 percent answering (full- orientation department core Policy-making enrollment this and part- to social Planner foundina) curriculum mechanism criterionb swey time)C change type (1965) Yes Administrative No No 20 No Generalist with a specialty Auburn University (1968) Yes Administrative Yes No 8 No Generalist with a specialty University of California (Berkeley) (1948 Yes Faculty Yes No 82 Yes Special role Universuy of Britisb Columbia Yes Administrative No No 48 No Generalist Br%/yn Polytechnic Institute (1965) No Administrative No Yes NA No Technical lanner in Catholic University specific &Id (1965) Y er Faculty; students advisory Yes No 16 No Generalist with a specialty University of Cincinnati (1963) Yes Students and Faculty Yes (19%) Yes 43 Yes Change agent (1935) Yes Students and Faculty Yes Yes 63 Yes Special role (1936) No Faculty; students advisory Yes Yes 42 No Generalist Florida Stare University (1966) Yes Faculty; students advisory Yes Yes 50 No Generalist with a specialty Fresno State College (1968) Yes Administrative Yes No 28 No Generalist wirh a specialty George Washington University (1965) Yes Administrative Yes No 6 No Generalist (1931) Yes Administrative Yes No 52 No Generalist (1965) No Students and Faculty Yes No 61 Yes Change agent Universiry of Illinois (1945) . Yes Faculty; studenrs advkory Yes Yes 36 No Generalist (1949) Yes Faculty; students advisory Yes (30%) Yes 8 No Generalist with a specialty Kansas Stare University (1959) (Reevaluating) ...... 23 ...... Universitv of Massachuserts (1969)' NA Faculty; students advisory Yes No NA No Generalist (?968) NA Administrarive Yes No 19 No Generalist with a specialty University of Mississippi (1958) Yes Faculty No No 18 No Generalist MIT (1934) No Scudents and Faculty Yes Yes 44 Yes Special role (1959) Yes Students and Faculty Yes Yes 80 No Generalist University of North Carolina (1'946) Yes Students and Faculty Yes Yes 74 No Generalist wirh a specialty Northwestern University (1964) No Students and Faculty No Yes 10 No Technical lanner in specific [eld (1957) Yes Students and Faculty Yes (25%) Yes 40 Yes Generalist with a specialty (1955) (Reevaluating) ...... 48 ...... University of Pennsylvania (1951) No Students and Faculty Yes (25%) Yes 106 Yes Special role Pennsylvania State University (1956) NA Faculty Yes No 25 No Technical hnner in University of Pittsburgh specific ield

Downloaded by [] at 06:49 11 April 2016 (1962) Yes Students and Faculty Yes (23%) Yes 34 Yes Special role Pritt Inititute (1957) Yes Faculty; students advisory Yes (25%) No 94 No Generalisr University of Rhode Island (1963) Yes Students and Faculty Yes YCS 38 No Special role (1954) Yes Students and Faculty Yes (25%) Yes 45 Yes Change agent University of Texas (1951) Yes Students and Faculty Yes Yes 25 Yes Generalist with a specialty Texas ALM Yes Students and Faculty Yes Yes NA Yes Generalist Yes SNdents and Faculty No No 40 No Generalist (1968) Yes Faculty; students advisory Yes (25%) Yes NA Yes Special role Virginia Polytechnic Institute (1957) Yes Administrative Yes No 15 No Generalist with a specialty (1941 ) (Reevaluating) ...... 76 ...... Waync State University (1957) No Faculty Yes Yes 97 No Special role Universiry of Wisconsin (1941) Yes Students and Faculty No Yes 61 Yes Special role Yale University (1951) No Indefinite Yes Yes 35 Yes Special role

a Schools failing to respond: Illinois Institute of Technology, , Howard University, , University of Southern California, University of Tennessee, Syracusc University, and Georgia Instirute of Technology. b Figures in parentheses indicate 1969-1970 minority group enrollment. C Bascd on 1968 ASP0 swey of planning schools.

232 AIP JOURNAL JULY 1970 convinced that fundamental structural change ultimately work for. Will the student be an “agent must be instituted to allow the university to of social change” (current jargon for social re- function as a true community of equal former)? Will the student be an information learners and teachers. Advisory or token processor, that is, will he defer to the politician participation is unacceptable. It is resolved when it comes to making decisions? Will he forever that: generate alternatives in the “public interest,” or 1. That there be full participation by all professors, students, and non- will he advocate a particular alternative or the academic personnel of planning de- interests of a particular client group? Much of this partments in all departmental confusion can be traced to the lack, among policy decisions and also in the planning departments, of a clear understanding of school and the university of which the goals and objectives of planning education. it is a part. 2. These changes be reflected in a for- malized structural manner.’ The Planning Departments View Themselves The student response to the preconference survey Student Aspirutions Our initial assumption and the reactions to the National Conference was that planning students could be characterized suggest that to deal effectively with the concerns as being generally unhappy with the quality and of students and faculty members, we must think in direction of planning education. Nonetheless, the terms of a different type of planning education- career expectations of most students seem to be different in content, locus, and modus operandi traditional, and the majority are willing to accept from the type of education currently offered. whatever curriculum they are offered. (This may The National Conference set in motion a process be a decision based on expediency, two years being of self-examination and critical evaluation that too short a time in which to reform the system.) may lead to innovation and constructive experi- One half the students responding to the survey of mentation in the design of curriculum and in the thought that they would be involved in traditional development of new teaching techniques. The planning jobs (such as urban renewal. municipal post-Conference survey of departmental goals and finance, or open space planning).’ 5 When we asked programs provides an examination of the present students to outline the basic components of an state of affairs.” (See Table 3.) Our hope is that “ideal” city planning curriculum, it was not sur- by establishing a data base the processes of prising that their proposals were noticeably similar updating information and of evaluating subsequent (with slight incremental improvements) to existing experiments will be greatly facilitated. Because it is curricula. difficult to do justice in tabular form to the

Downloaded by [] at 06:49 11 April 2016 However, it is also clear that a fairly sizeable questionnaire replies, a number of quotes from the segment of the student population (close to 20 responses are also included. percent) is anxious to pursue new alternatives and is willing to fight for significant changes in current PURPOSES OF PLANNING EDUCATION programs. It was this group which appeared in Each school was asked to indicate the specific goals number at the National Conference and which, in of its planning program and to specify the rationale light of subsequent activities, seems to be growing. for these goals. Rarely do planning schools admit The feelings of this vocal minority are cliarac- (and often it is not apparent) that planning terized by the report of the Conference delegates education is a deliberate attempt at professional from the University of Wisconsin: socialization. It has been said that in offering . . . Planning students are indeed a part of the graduate training, “We do more than merely mainstream of student social consciousness- provide an opportunity for the student to pursue we are unhappy with societal ills, impatient his spontaneous interests. We stand for something; with the slow pace of change in the uni- we try to convey a certain set of values, to prepare versities, disgusted with the conceptual the student for certain social roles, and to build a poverty in the profession, and unnerved by program that is deliberately designed to transform our own floundering and/or seeming inability the student into a professional.”’ to cope with the problems without help from Thus, while it may appear that a planning the “outside.” In short, planning students, student is only picking up certain functional tools like the rest, are restless.’ while at the university, he is, in fact, being taught Despite their great sense of social urgency, an outlook, a set of concepts, a methodology; he is students are still confused as to whom they will developing an evaluative framework that will cir- NUTT & SUSSKIND 233 cumscribe and direct his activities throughout his these goals and continually reviewing the professional existence. Not many schools or de- situation. partments admit nor are they conscious of the fact The response of the planner to the needs of that this socialization process goes on. Rarely do the future involves basic consideration con- academic institutions externalize and come to grips cerning the proper role of the planner and the with their value orientations and the rhetoric of nature of the systems with which he is their educational programs. concerned and his approach to them. Since A comparison of two statements, written fifteen the planner’s field is man and his environ- years apart, shows that we have achieved little in ment, and his function is that of an interven- the way of clarity of definition regarding what tionist into this eco-system and its subsystem, planning is all about. In 1954, Professor Frederick proper planning education must reflect this. J. Adams wrote: Proper planning practice is an exercise in Urban planning as it is practiced in the United attempting to optimize social decision- States today is carried on openly through the making. The planner as an agent of change democratic processes of local governing must understand the operation of the total bodies, advised by official planning agencies system with which he is working. which usually have little authority in them- selves. There can be no basic conflict between This concept of planning implies the need for planning and democracy as long as citizens, planners with an understanding of the opera- through their elected representatives, deter- tion of total systems, with the highest degree mine the social and economic objectives of technical competence, and with a dedica- toward which the plans for physical develop- tion to constructive social intervention, and ment are oriented. with a knowled e of the ways in which this dedication can %e put to work. Appreciable The relationship of design for physical devel- understanding of other disciplines is a neces- opment to the social and economic aspects of sary condition for the satisfactory perform- urban planning may be clarified by making a ance of a given specialty. ’Specialized knowl- distinction between the four major phases of edge then, should be oriented on a systems the planning process: 1)goal formulation, theme. This is the challenge of a proper educational policy for planning students.2 O 2) survey and analysis, 3) plan preparation, and 4) plan effectuation. Sound physical plan- Several other examples of broad goal statements ning must be based on an accepted social follow. Hunter College indicated that its goal is: purpose, and the determination of such a purpose therefore becomes an important first . . . to provide rofessional competence in a

Downloaded by [] at 06:49 11 April 2016 wide variety o planning activities and the step in a planning program. P capacity to perform in a pluralistic planning environment. This training is raised on the Primary emphasis has generally been placed foundation of a philosophy which stresses the by planning agencies on the phases of survey planner’s concern and responsibility for the and analysis and plan preparation, leaving goal elimination of inequities in our society. formulation to the various legislative bodies concerned. However, these three phases are The Department of City and Regional Planning at complementary and interacting. The planner Harvard indicated that : must take a responsible part in the identifica- . . . city and regional planning are concerned tion of and agreement by the community with the improvement of the environment in upon social and economic goals as well as which men live. Each of these professions is their translation into a three dimensional concerned with ‘design’ as represented by the physical pattern.’ synthesis of the relationships between the factors and forces shaping our environment. In 1969, the Student-Faculty Council of the Division of Urban Planning at Columbia University The responses to the post-Conference survey adopted the following definition of planning: seem to suggest that most planning schools are either (1)trying to train planners who can be Planning is a process of identifying, recon- ciling, and refining the goals of each of the effective in terms of the present needs of munici- client publics in the realm of environment; pal, regional, state and private employers desperate discovering the strategic elements in the pres- for “trained professionals”; or (2) attempting to ent situation through which it can be in- equip students to define new planning and policy- fluenced; devising courses of action to realize making roles for themselves and to act as “inter- 234 AIP JOURNAL JULY 1970 ventionists” or “social change agents” in the ment. Planning has always been a dynamic future. Schools whose responses emphasized the field, restructuring itself each decade in order former goal might be described as tending toward to respond to societal change. We believe that “societal constancy.” Schools whose responses each student must have the opportunity to emphasized the latter goal might be considered as redefine for himself the needs of the profes- tending toward “societal change.”2 sion of the future, to equip himself with understandings and capability to The University of Cincinnati, Ohio State Uni- match his enthuiasm for change, and to act as an versity, and Rutgers are examples of schools that effective agent of change. made statements about social change. The goals of Cincinnati’s program are: Rutgers University’s Department of City Planning said : . . to create an environment for learning the . The goal of our program is to provide, on a processes of planning for change in com- non-elitist basis, the opportunity for a theo- munity and human resources. The specific retically and technically sound graduate-level types of learning are threefold: 1) process education for “urban planners,” very broadly learning, wherein concepts, techniques, and viewed as agents of positive urban chan e. [In strategies of planned community change are addition we would hope] to develop a aculty learned; 2) interdisciplinary learning, wherein H able both to offer such an education and also the viewpoints of the individual helping pro- to arrive at new understandings of urban fessions and the social and design sciences are phenomena and problems of all kinds. merged for a general understanding of their roles in community problem-solving; and Cornell University, the University of Mississippi, 3) intradisciplinary learning, wherein one of and the University of exemplify schools the professions or disciplines is selected in that tend to operate along the lines of societal order to obtain special, in-depth knowledge. constancy. Each justified its program on the basis The rationale for these goals recognizes that of the current need for professional planners. planners being trained for tomorrow must be Cornell University said: both specialists and generalists who are able to effect community change in a technician- The masters program is to prepare students helper relationship with client groups. for professional practice of planning in public service or with private organizations. The rationale for this type of orientation recog- nizes purposeful and intentional community The University of Mississippi said its goal was: change as the unique and central viewpoint of the . . . to give the student a well rounded educa- community or . Ohio State Uni- tion in a21 of the fundamentals of the planning

Downloaded by [] at 06:49 11 April 2016 versity indicated: process. All our faculty have extensive prac- tical experience and are aware of what will be One objective of our planning program is to expected of the student as a new employee in assure that the Master of City Planning degree any agency. recipient, upon completion of the program, has a basic competence in those skills and The described its program abilities commonly and currently associated as : with the term City Planner as defined by the unspecialized demands of current practice in . . . designed to equip the student for profes- urban planning agencies throughout the sional life and to provide a foundation for United States. The planner has an accepted those who wish to continue with educa- role in our society at present that each tion. . . . These are the normal academic goals planner must be capable of fulfilling if he is of any university department. called upon to do so-whether our faculty In response to the question, “What type (or agrees with this role or not. In many cases we types) of planner is your program designed to do not. produce and what is the rationale for this orienta- tion?”, those schools attempting to define new Another objective of our program is to roles for the planner and to train interventionists provide the student with the opportunity to redefine city planning as he believes appro- typify the societal change orientation. The Uni- priate to future roles of the field (both short versity of Pennsylvania wrote: and long range) and/or to specialize in an area The goals [of our department] are to produce that he believes to be most relevant to our persons who are capable and desirous of societal needs and his personal self-fulfill- bringing about or assisting in bringing about NUTT & SUSSKIND 235 desirable social and institutional changes. some area of specialization, as noted by the Each student, moreover, should be provided University of Texas: the opportunity to engage the implicit social, . . . our program is not likely to produce a institutional, and other problems on his own “type of planner,” but rather we are in- terms, and he must be aware of the terms of terested in producing a general specialist or a reference that he and others bring to these generalist with some area of specialty. The problems. rationale for these types of planners is that a Schools stressing societal constancy, as we de- planner should be capable of translating com- fine it for purposes of this article, tend to produce munity goals into effective actions and planners to fill established planning jobs. The results. faculty response from the University of Illinois However, many schools are willing to tailor stated: programs to student interest and ability at the cost The present program is designed to produce of not necessarily providing the student with planners with competent professional training certain marketable skills. One student at Yale, in the planning of municipalities, metropoli- describing the planning program at that school, tan areas, states and regions. wrote : George Washington University indicated: We are interested in producing a planner who . . . the rationale for the goals of the planning has confidence in his ability to think for program is provided by the obvious urgent himself and to really explore alternative life needs of government and industry for profes- styles and who is able to present these as sionals whose range of skills and understand- alternative choices through various methods ing of social environmental, economic and from technical skill to art and theatre. This physical development problems and resources requires an ability to reflect on possible is organized and oriented toward directing the futures and how social change might relate to forces of growth and change toward construc- alternative futures. tive purposes. In summary, planning department survey responses The “generalist with a specialty” approach seemed to indicate training for five different types proposed by Harvey Perloff in an influential book of planners, of which only the last two can be published in 1957’* persists in numerous state- directly associated with a societal change ments similar to that of the University of Arizona: orientation: The goal of this program is to produce 1. The generalist or comprehensive planner generalists in the field of urban planning with is equipped with “traditional planning knowledge ,”

Downloaded by [] at 06:49 11 April 2016 a specialty in some area of planning. The and is generally acquainted with analytic presenta- rationale for this is based on the fact that in tion and design techniques, special techniques for local planning departments these students are projecting land use and population distribution, able to fit into a working situation almost and the basic tools of the municipal planning immediately. official’s trade. Auburn University wrote: 2. The generalist planner with a specialty . . . our program is designed to produce a has, in addition to a general comprehensive back- generalist with a specialty-transportation ground, some specific competency in a functional planning, urban renewal, social planning, etc.; area such as housing, zoning, health planning, one who knows how he aids the decision community service and facility planning, capital maker by developing and suggesting plans, budgeting, or health services. He will probably programs and policies. Orientation is based on specialize in the particular area during his career. the belief that a planner should have a 3. The technical planner trained in a spe- generalist’s knowledge of the various elements cific field usually does not have a general/ that comprise an urban or regional system. . . . comprehensive background, but seeks to develop Virginia Polytechnic Institute indicated that its technical skills such as transportation planning, program is aimed primarily at the “generalist- health planning, computer application, and quanti- with-a-concentration,” with opportunities for tative analysis. The planner trained in a specific “further specialization in certain areas, such as technical field does not necessarily have as broad a housing, transportation, regional resources, background as the generalist planner with a .. . .” The majority of schools specialty, but does have a great deal more skill and offering a program for the generalist planner depth in a specific field. usually indicated a hope that he will also acquire 4.The planner trained for a special role 236 AIP JOURNAL JULY 1970 does not usually have a general/comprehensive departments have any idea of the appropriate planning background; more often than not, he has criteria by which to judge their efforts. For a been trained in a planning-related discipline and professional discipline such as planning, the prob- spends little of his time acquiring the skills of a lem of evaluation is particularly acute. Standards planner with a specialty or a technical planner. The should be devised to measure educational per- advocate planner, the program administrator, the formance as well as the profession’s ability to urban sociologist, the urban lawyer are all planners apply its skills to achieve positive change. In this trained for a specific role. They seek to acquire broader sense, planning departments are woefully expertise in related disciplines such as manage- failing to consider what it is they wish to achieve ment, sociology, law, and architecture, and often and how best to measure that achievement. In an are not based in planning departments during their even more limited sense, departments use only the graduate education. most offhand sorts of measures of program effec- 5. The change agent (who might also be tiveness, despite Meyerson’s dictum that planning classified as another type of planner trained for a “must depend heavily on the feedback-review special role) is primarily educated in the processes function in order to guide future action.”2 of deliberate social change. Educational programs designed to train change agents concentrate heavily CHANGE MECHANISMSlSTUDENTPARTICIPATION on actual field experience and community organi- Each department was asked to indicate the means zation, as well as on the psychology of the for implementing change in the content and environment and the dynamics of the learning direction of its program. In the schools that see the process. planner as an agent of change in society, “change The post-Conference survey indicated that mechanisms” are most often an important concern twenty-two schools are training generalists or within the context of the university or department. generalists with a specialty. Eleven schools stated Most of the societal change oriented schools that they are preparing generalist planners; eleven included students in the decision-making apparatus schools are preparing generalists with a specialty. of their departments. Many schools, in fact, stress Technical planners trained in a special field were that the success of their programs depends largely mentioned in the responses of three departments. on student input. Hunter College indicated that its Planners trained for a special role were mentioned goal is the achievement of “collegiality” between by ten schools, and change agents by three schools. faculty and students. This attitude is an indication Of the forty-one respondents, three were reeval- of the emphasis placed on student involvement (in uating their programs. many cases on an equal level with faculty) in While we are primarily interested in encouraging schools tending toward societal change. At the Downloaded by [] at 06:49 11 April 2016 the development of schools to train social change University of Cincinnati, for example, students agents, we also recognize the importance of devel- constitute a majority of the admissions committee. oping high quality schools that stress training for The University of Pennsylvania recently offered the competent generalist and technical planner. students equal representation on committees that These different types of goals are similar to will make recommendations regarding the hiring Forrester’s distinction between “excellence . . . and firing of faculty as well as the selection of a new work on the forefront of accepted fields but not departmental chairman, and that will review all sufficiently far in advance nor sufficiently dif- course offerings. ferent to invalidate judgment by peer groups fol- Schools tending toward societal constancy, on lowing the accepted and conventional avenues,” the other hand, are much less likely to allow and “innovation , . . a break with the present, student participation in departmental decision- representing a marked change in direction or the making. (In many cases they did not include opening of a new aspect of the field.” He also students in the preparation of the survey response.) notes that “. . . excellence by itself is not a negative This, too, is understandable. Given such a frame- factor. Continuous and recurring innovation will work, change is understood mainly as “minor lead to excellence . . .’’23 tinkering” with a basically adequate academic and We suggest that schools of planning need to administrative model. Moreover, many students are decide whether or not they will stress societal willing to operate in this framework; most ap- change or societal constancy and to consider how parently accepting society as it is and anticipating best to measure their success at achieving these the time when they will assume traditional plan- ends. Whatever their orientation, at present few ning roles. NUTT & SUSSKIND 237 New Directions and Priorities taking these courses could arrange to meet with one planning department faculty member (possibly In our view, a fundamental shift away from the of their own choosing) on a regular basis, to discuss dominant approach to planning education is re- course materials and relate them more specifically quired. Efforts to find more efficient ways to teach to city planning problems and concerns. This what we already know should be minimized. New should be treated as a formal adjunct to the basic educational paradigms and new teaching, learning, course, with the possibility of additional work and research techniques are needed. The emphasis assignments, readings, papers, and research topics in planning education should be on experimenta- developed as part of these seminars. tion and innovation. Although we are primarily A few major courses should be offered by the concerned with improvements in the “quality” of planning department to its own students and to the instruction and curriculum content, we cannot rest of the university. What these should be needs a completely ignore the structural element in the good deal of discussion, but for openers we would design planning education. That is, the environ- of list: an introduction to urban planning; planning ment in which planning education occurs, the law and administration; urban information manage- interdisciplinary and interpersonal arrangements in ment; and a few substantive courses not offered which the content of education is embedded also elsewhere in the university (such as housing and deserve our attention. A rigid and ill-conceived community facilities). This list must be thought structure can inhibit innovation, while a carefully through very carefully; every one of these major designed and controlled environment can en- departmental offerings should be uniquely within courage experimentation and enforce positive steps departmental competence and should be prepared in more fruitful directions. Planning departments and taught at a level equal to the highest level of are trying to teach a very broad and constantly instruction. A special projects and research pro- changing expanding field of learning and doing, but gram could be based on the classical notion of what a planner “has to know” to meet professional apprenticeships. Students would work with faculty standards is not clear. Since this is the case, members (no more than a few students per faculty departments wishing to innovate would seem to member) on research currently being carried out have great latitude. by their professors. During the course of the We begin with the assumption that, since they two-year masters program,? the student would are relatively small, planning departments cannot work with several members of the faculty for (and should not) hope to offer the full range of varying lengths of time. Projects would not have to courses that planners and urban affairs specialists conform to regular academic schedules, but might might desire: departments of economics, political begin and terminate on a logical, demand basis. Downloaded by [] at 06:49 11 April 2016 science, civil engineering, management, architec- Planning techniques would be learned in practice ture, as well as other graduate faculties and and not in a vacuum. A collegial environment departments, employ people who are fully com- could be developed, and students might be given petent to offer this instruction.’’ There is every the option of taking extensive urban field work or reason to believe that they can do a better job with of traveling to another university for a semester if an introduction to the fundamentals in these areas no one on the faculty was pursuing a project of than can planning departments. It may be neces- interest to them. / sary to create different administrative and (intra- Finally, planning departments should be pre- university or interuniversity) budgetary arrange- pared to offer, at any given time, a greater number ments to permit this greater reliance on other and variety of small seminars and reading courses faculties, but that should not be a barrier to individually tailored to specific interests of stu- making needed changes. dents and experiences or interests of faculty. These There will doubtless be some courses given by courses should not necessarily be regarded as other departments and schools that will be par- permanent. Every effort should be made to ac- ticularly central to certain planning specialties comodate live ideas for learning with rapidity and a (urban economics, transportation, regional re- minimum of bureaucratic effort. Ideally, the con- source management, economics of public finance, tent of the curriculum should be constantly in public investment, econometrics, statistics, urban flux, with courses (a far too restrictive word) being politics, bureaucracy and public administration, created and abandoned on a fairly regular basis. technological transfer and development, problems A program of the type just described would not, of population, computer application, problems of in all probability, increase the teaching load of the air and water pollution, and so on). Students department faculty at all; it would certainly create 238 AIP JOURNAL JULY 1970 an atmosphere where people were teaching what agreement. The first was that there must be a they were most competent to teach and most more intensive action to recruit and admit interested in teaching, with the materials con- minority group students in substantially stantly changing as the faculty, student body, and greater numbers into planning programs. The field change and with new materials, ideas, and second was that the planning education com- courses of instruction being frequently introduced. munity is made up of both faculty and students, and that the two should equal Each student would be free to devise his own play roles in determinin and effectuating the individual program leading to a Master’s degree planning programs. 2 F (and to revise this program as he chooses), subject to the approval of his faculty advisor. There would Recognizing that planning has more often than not be no prescribed courses and no set program, not caused hardships for minority groups and that few changes can be expected unless the planning field is even a prescribed number of courses, since the more broadly representative of the consumers of approach suggested might have courses of very planning services, the Conference passed the fol- different time spans, ranging from an excursion lowing resolution: into the details of filing model , urban renewal, or general grant applications (which might Each school should concentrate on the re- last one to two weeks), to a general planning (or cruitment of minority students with a mini- field research) problem that could conceivably mum objective of 25% of incoming students involve over half the student’s time for three or within the next academic year and further four semesters. increases in minority enrollment in subse- quent years. 50% of the incoming students The Master’s thesis should be replaced by the should be women. The emphasis should be on preparation of a publishable article (instead of a the student’s potential to become effective in library document) that would make a contribution dealing with community problems, i.e. his to the field, the profession, and the solution of capacity for leadership and commitment. urgent social problems. Funds should be sought to support the The structure of planning education-its basic recruitment pro rams, for scholarships, and aims, objectives, and educational procedures-will establishment o s new planning programs for best evolve out of a redefinition of what it is that minority students.2 students and faculty are trying to accomplish. If Seven schools stated they had no program to our image of planning education, which emphasizes meet the 25 percent minimum. Twenty-three departmental specialization, student initiated schools which have not as yet met the 25 percent coursework, a heavy reliance on research and field minimum for minority group enrollment in the experience as learning devices and which de-empha-

Downloaded by [] at 06:49 11 April 2016 entering class said they had established programs to sizes classroom exercises and the training of com- meet the objective as set by the Conference. Nine prehensivelgeneralists, has any merit, then the schools (seven of which are societal change appropriate structure for its operation will emerge. oriented) have already met that minimum- But small-scale experimentation must proceed at Pittsburgh, Iowa State, Kansas State, Ohio, many schools. At this point in the history of Rutgers, UCLA, Yale, and the University of planning education we would seem to be better off Pennsylvania-though few were willing to commit trying to maximize innovation. themselves to this figure for any specific length of Postscript time and few had funds to provide the support The Conference spawned a series of decentralized required.29 Several years will have to pass before efforts to induce significant change into the style the extent and depth of each department’s com- and content of planning education. It seems mitment can be evaluated. appropriate to mention several of these concrete The Graduate School of Public and International steps in this article. Two of the students’ basic Affairs at the University of Pittsburgh held a series concerns were pinpointed by AIP’s Director of of caucuses during the second week in January at Manpower and Student Programs in an issue of the which time an Urban Affairs Constitution Drafting AIP Newsletter published shortly after the Committee was elected. In the several months Conference: following, extensive discussion and debate resulted The Conference made clear, as should have in the formation of an Urban Affairs Cabinet and been expected, that there is no universal the establishment of an elected policy-making student consensus on all issues. There were body composed of four students, four faculty two issues, however, on which there was members, and the departmental chairman. Such NUTT & SUSSKIND 239 constitutional conventions and the establishment student member of the American Institute of of similar student-faculty policy-making bodies can Planners, a student member from the American either achieve student support such as at the Society of Planning Officials, and a representative University of Pennsylvania; or, in situations where of Planning Net~ork.~* attempts to achieve student involvement are ob- It is more than likely that effective pressure for viously a sham (students are not given decision- educational innovation will come primarily from making power in policy considerations), the stu- students and faculty working on a decentralized, dents may refuse to parti~ipate.~O departmental basis. The National Student Steering A number of centralized efforts to achieve Committee can work in many ways to insure changes in planning education were also induced student feedback and can inspire in the profes- by the National Conference. A walk-out by sixty sional planning organizations a greater responsive- black students attending the National Conference ness to current student needs, but innovation and on Urban Planning Education led to the formation experimentation can best be brought about on a of an organization for minority group individuals in school-to-school rather than a nationwide basis. planning. One of the first actions taken by the organization, which calls itself the National Black Planning Network, was to demand that the Author’s Note: Funds for the National Conference on Urban American Institute of Planners and the American Planning Education were made available through the American Institute of Planners, the American Society of Planning Officials, Society of Planning Officials raise ten million the Harvard Department of City and Regional Planning, and the dollars for programs outlined by the National MIT School of Architecture and Planning. Funds for the pre- Conference survey were provided by the Harvard Department of Black Planning Network. (A similar demand was City and Regional Planning and the Experiment in Student made on the American Institute of Architects by a Administered Research (ESAR) sponsored by the Urban Systems group of black architecture students at its annual Laboratory at MIT. Part of the research for this article was carried out under a HUD Urban Studies Fellowship. convention in Chicago in June 1969. Then, a coalition of black and white architecture students reached agreement with the 23,000 member or- NOTES 1 Frederick J. Adams, Urban Planning Education in the United ganization that fifteen million dollars would be States (Cincinnati, Ohio: Alfred Bettman Foundation, 1954), in- cludes a description of planning courses offered as of 1954, com- raised to be applied by the AIA to the solution of ments by graduates of planning schools, and comments by em- urban problems .) The ten million dollar demand, ployers of planning school graduates. 2 American Society of Planning Officials, “1968 Survey of which was drawn up with assistance from black Planning Schools” (Chicago: ASPO, 1968 . 3 Jack Meltzer, “Manpower Needs 1or Planning for the Next staff members of the American Institute of Plan- Fifty Years,” in William Ewald (ed.), Environment and Policy ners and the American Society of Planning Of- (Bloomington: Indiana University Press, 1968), p. 245. This projec- tion is based on the extension of current ratios of planning students ficials, included the following items : four million to future total enrollments at four year colleges and graduate Downloaded by [] at 06:49 11 April 2016 schools. dollars to develop planning programs at pre- 4 “It took the national crisis of the Great Depression to shift the dominantly black and other minority universities; dominant concern in planning from the physical to the social and economic focus. Swings of the pendulum continued thereafter, mov- four million dollars for scholarships to planning ing once again to the physical focus in post-war urban renewal pro- schools for minority students; and two ‘million grams and back again to the social focus with the rediscovery of poverty and racism in the 1960’s. It should of course be made clear dollars to develop black planning network and at the outset that these swings of the pendulum note dominant themes, but not to the exclusion of often provocative variations.” neighborhood planning centers. In addition to the Robert Heifetz, “An Annotated Bibliography on the Changing ten million dollar demand, AIP and ASPO were Scope of Urban Planning in the United States,” Exchange Bibliog- raphy 86 (Monticello, 111.: Council of Planning Librarians, 1969). asked to deny recognition to planning schools that 5 The 1968 Annual Conference of the American Institute of Planners in Pittsburgh was the first occasion in recent years at which are found to practice overt or de facto discrimina- students were organized sufficiently to present a series of demands. tion against minorities in admissions or hiring Also, in the fall of 1968 a conference in New York City run by the National Association of Student Planners and Architects brought policies. While the walkout by the black students together a group of students (many of them black m an attempt to created a major source of discussion and argument organize student sentiment for change in the prof!ession. These two events marked the beginning of the current student movement in among white students and faculty attending the planning education. 6 In may 1969, questionnaires were sent to every U.S. school Conference, a general meeting did produce a offering a planning degree? plus several schools in Canada (in resolution supporting the black students’ numbers equal to the number of full-time enrolled students). Eigh- teen hundred questionnaires were mailed. Eight schools in the demand^.^ United States and five in Canada either received the questionnaires A National Student Steering Committee was after exams had begun or did not receive them at all, which meant that, in effect, we were drawing on a pool of 1,340 students who established to carry on the work of the Conference received questionnaires. Three hundred and forty-one questionnaires were returned (a 26 percent sample: 268 males, 73 females). Of the and to act in the best interests of planning students 341 responses, 35 percent were from the East; 22 percent were from nationally. That committee includes representa- the South; 27 percent were from the Mid-west; and 16 percent were from the West. Fifty-eight percent were from first year students; 30 tives of the National Black Planning Network, a percent were from second year students; 6 percent were from third

240 AIP JOURNAL JULY 1970 year students; 5 percent were from fourth year; 1 percent from fifth from extremely thorough to extremely perfunctory. In some cases, year. Twenty-three percent were enrolled in MCP programs; 26 per- departments undertook intensive analyses of their programs with cent in MUP; 10 percent in MRP: 12 percent in MS; 4 percent in full student and faculty involvement. In several schools the ques- BCP; 5 percent in PhD; 9 percent in dual degree; and 11 percent in tionnaire sparked the establishment of student-faculty involvement other programs. in departmental decision-makin . Unfortunately, due to the short The data collected covered five areas: time allowed for completion ofthe questionnaire, many responses 1. basic demographic information on race, age, education, were drafted entirely by the department chairman or by a single work experience, family and financial background; faculty member and were submitted without even minimal consulta- 2. an appraisal of academic emphases, curricula, students’ tion with students. Notwithstanding the somewhat arbitrary re- roles in departmental policy-making, and teaching quality in each sponses received in several cases, it is our feeling that the responses department; generally caught the thrust and direction of virtually all departments 3. students’ attitudes on planning theories and social in a fairly reasonable way. In several cases, separate student and issues; faculty responses were received, and in these instances, we have attempted to synthesize the information. Undergraduate programs 4. students’ beliefs, preferences, and expectations with re- were not evaluated because of the small number of responses and spect to the planning profession; and because our focus is on graduate planning programs. 5. students’ views on professional planning organizations. 18 Herbert C. Kelman, A Time to Speak (San Francisco: The findings are presented in detail in a paper by Tom Nutt, Nic Jossey-Bass, Inc., 1968), p. 178. Kelman, who is a social psycholo- Retsinas, and Lawrence Susskind, “The Current State of Urban gist, discusses graduate education for social psychologists and deals Planning Education: Survey and Analysis,” prepared for the National particularly with the values he feels should be conveyed in graduate Conference on Urban Planning Education, November 1969, Cam- training. bridge, Massachusetts. 19 Adams, Urban Planning Education, p. 1. 7 The National Conference on Urban Planning Education was 20 Presented in “The Urban Planning Student-Faculty Council: held November 20-November 23, 1969. The conference was fi- the Beginning Phase, Summer and Fall, 1968” (Division of Urban nanced by MIT and Harvard University (Departments of City Plan- Planning, School of Architecture, Columbia University, July 1969), ning); AIP and ASPO provided funds to subsidize student transpor- tation. The four days were spent in small group discussions, plenary ‘.9;1 In the cases where little or no mention was made of the sessions, and general debate among the students, faculty members, “ends” a school was espousing, it was impossible to classify a re- resource people, and Boston community people in attendance. sponding department as being oriented either toward societal change 8 An open-ended questionnaire was mailed to each planning or toward societal constancy. Such schools, judging solely from school in the United States requesting specific information about their responses to the post-Conference survey, seem primarily con- each school’s planning program. In accordance with the Conference cerned with achieving “technical adequacy.” They are “means- resolution mandating the study, schools were asked to establish a oriented”; for these schools technical adequacy is a basic goal, joint student-faculty task force to complete the questionnaire. It whereas in most schools, although technical adequacy is an inter- was the intent of the Conference that each school should undertake mediate objective, it is more often than not subservient to a more a thorough reevaluation of its objectives and its programs in light of general purpose. the resolutions passed at the Conference. In those schools where 22 Harvey S. Perloff, Education for Planning: City, State, and such efforts had already begun, the questionnaire was intended to Regional (Baltimore: The Johns Hopkins Press, 1957). focus and extend debate. 23 Memo from Professor Jay Forrester, School of Management 9 Since the history of planning is closely linked with design and at Massachusetts Institute of Technology to the MIT Graduate engineering, the current generation of planning students would ap- School Study Committee, June 15, 1967. This special commission pear to represent a major break with this tradition. Nearly two- was established by the president of the Institute to chart a course thirds of the students have a liberal arts background, the remainder for the future of graduate education at MIT. represent a variety of scientific, architectural, and engineering back- 24 Martin Meyerson, “Building the Middle Range Bridge for grounds. Undergraduate degrees in architecture are held by only 12 Comprehensive Planning,” Journal of the American Institute of percent of the planning students. The ASPO 1968-69 survey showed Planners, XXII (Spring 1956), 58-64. At best, departments presently that in the past seven years the percentage of students with archi- use job placement or employers’ reactions to measure their effec- tectural and engineering backgrounds has decreased while the per- tiveness. Only indicated use of a formal centage of students with sociology, political science, and liberal arts study of the relevance of its planning education to its graduates’ degrees has increased. professional activities. 10 The Rhode Island Department of Community Planning and 25 This proposed model was presented to the MIT Department Area Development offers an interdisciplinary seminar in “Con- of Urban Studies and Planning by Lawrence Susskind in a memo on temporary US. Environment” that occupies roughly half of each October 22, 1969. Many of the ideas and much of the language

Downloaded by [] at 06:49 11 April 2016 first-year student’s time. The course is a comprehensive survey of came from a proposal presented to the Harvard Department of City “structural change in American society and its environmental set- and Regional Planning by Professor Chester Hartman in May 1968. tings, as well as the universal perspectives in terms of which tech- 26 We do not believe that a reasonable case can be made for a nical planning skills must be developed and employed.” The Uni- master’s program of more than two years’ duration. versity of Cincinnati offers an “interdisciplinary planning seminar 27 Gordon Jacoby, “The National Conference on Urban on the problems of change in Urban America” which includes “in- Planning Education,” AIP Newsletter, IV (December 1969). tensive reading and dialectical discussion of selected urban problems 28 Conference resolution #1, parts 6, 7, and 8. and planned change concepts and is taught by faculty members 29 The U.S. Department of Housing and Urban Development from twelve different departments in the University.” (HUD) sponsors a “Minorities in Planning Program,” which is essen- 11 Conference resolution #1, part 3. tially a work-study operation jointly run by a professional planning 12 Conference resolution #1, part 4 agency and a university. This program seems to be a key factor for 13 Conference resolution #1, part 2 many schools in financing minority group admissions. Fresno State 14 Conference resolution #3. College expects its first minority group students under this program 15 Forty-one percent of the students responding to the pre- next fall, and in the Washington, D.C. area, George Washington Conference survey indicated that they expected to be involved in University, Catholic University, and Howard University are jointly new town planning. Thirty-six percent said they expected to use operating such a rogram. computers during their professional careers. While only 21 percent 30 At Harvar: in the Department of City and Regional Planning, said they expected to teach full-time, almost half plan to teach the students rejected a proposed constitution (drawn up by a stu- part-time. Though most prospective planners will not run for public dent-faculty task force) because they felt that the “devolution of office (one-quarter said they would), 45 percent are willing to be power” from the administration to the students had not been suf- assistants to elected officials. In an era of increased state and local ficient (spring 1969). reliance on federal funds, it is interesting that only 15 percent of all 31 Conference resolution #2: “We support the Black Planning students thought they would be involved in “grantsmanship.” Network demands and ask that both AIP and ASPO dve top 16 Peter Sartorious and Howard Landsman, “Conference priority to fulfilling these demands within the coming fiscal-year by Mandate: On Wisconsin!” A memorandum to the Department of usiig their financial resources and their influence in Washington and City and Regional Planning, University of Wisconsin (Madison), un- with the major scholarship funds.” dated. 32 Planning Network is a national student planners group estab- 17 Of the fifty-six schools (graduate and undergraduate) receiv- lished in 1969 through the efforts of Norman Spaulding, a student ing survey forms, forty-five replied: forty-one graduate programs at the University of Iowa. Network has since published a newsletter and four undergraduate programs. Three universities were inad- (THANG) and identified student contacts at more than half the vertently excluded from the survey: Michigan State University, Uni- schools of planning in the United States. There are no membership versity of Oklahoma, and University of Puerto Rico. They had failed fees or enrollment procedures. Network is an information exchange to send representatives to the National Conference and therefore system and as such it will become part of the National Steering were neglected in the post-Conference survey. The replies ranged Committee.

NUlT & SUSSKIND 241