Guide to Undergraduate andGraduate Education in

Urban and Regional Planning16th Edition - 2010

Guide to Undergraduate andGraduate Education in

Urban and Regional Planning15th Edition - 2009

To buy the 350+ page current edition of the Guide to Undergraduate and Graduate Education in Urban and Regional Planning, OR the CD version of the publication (both are $40 USD each), you may do any of the following:

1) Call 850.385.2054. If you go to voice mail, please leave your shipping information and credit card details on the voice mail. This is a secure system. Indicate whether you wish to purchase the paper book or the CD. Leave your telephone number please!

2) Email ddodd@acsp.org with your contact information for shipping purposes, then call with your credit card information. Do not email your credit card details. Indicate whether you wish to purchase the paper book or the CD.

3) Fax your written request to 850.385.2084. Provide shipping address and credit card details. This is also a secure system. Indicate whether you wish to purchase the paper book or the CD.

To order additional copies of this brochure Choosing a Career in Urban and Regional Planning, please email Donna Dodd, ddodd@acsp.org, with a street address for shipping delivery and indicate the quantity desired. There is no cost for additional copies of the brochure.

Both the Guide book and this brochure are available on-line at www.acsp.org but are locked against printing. Bookmark these links or feel free to place a link to these publications at your own web site.

GET YOUR COPY OF THE GUIDE!

This GUIDE was prepared as a public service by the Association of Collegiate Schools of Planning (ACSP), a consortium of university based programs offering degrees and credentials in urban and regional planning. ACSP hopes to encourage a wide range of high school and undergraduate students to consider a rewarding and challenging career in planning.

ACSP promotes education, research, service, and outreach in the United States and throughout the world by seeking to:

recognize diverse needs and interests in planning;

strengthen the role of planning education in colleges and universities through publications, conferences, and community engagement;

improve and enhance the accreditation process, and;

extend planning beyond the classroom into the world of practice.

If you are interested in a career in which you can help your community, influence the direction of growth and change, and build a better future, you should read this GUIDE.

www.acsp.org

OBJECTIVES This GUIDE is designed to show you:

howfulfillingacareerinplanningmightbe;

the wide variety of jobs which urban and regional planners do;

the kind of education and training you need to become a planner;

the range of universities which offer planning education and training; and

how you might choose a university planning program matched to your interests and needs.

IS PLANNING THE CAREER FOR ME? Are you interested in positive social, economic, environmental, and physical change?

Do you want to work with people from various backgrounds to develop a better community?

Do you like to communicate with others about ideas, programs and plans?

Are you challenged by complex problems and excited about being part of a cooperative process to devise solutions to those problems?

Do you think about the future?About what could be rather than about what is?

If you answered YES to any of these questions, you should seriously consider becoming a planner!

TABLE OF CONTENTS

WHAT DO PLANNERS DO?...................................................................................................................... -i-

PLANNING SPECIALIZATIONS ............................................................................................................. -ii- LAND USE PLANNING ............................................................................................................... -ii-

ENVIRONMENTAL PLANNING ................................................................................................. -ii-

ECONOMIC DEVELOPMENT PLANNING . .............................................................................. -ii-

TRANSPORTATION PLANNING ................................................................................................ -ii-

HOUSING, SOCIAL, AND COMMUNITY DEVELOPMENT PLANNING ................................ -iii-

OTHER IMPORTANT PLANNING JOBS .......................................................................................... -iii-

WILL I GET A JOB? .................................................................................................................................... -iii-

HOW CAN I FIND OUT MORE ABOUT PLANNING? ...............................................................-iv-

A PLANNERS EDUCATION ....................................................................................................................-vi-

HOW TO CHOOSE THE BEST PLANNING PROGRAM ...........................................................-vii-

HOW TO USE THIS GUIDE ...................................................................................................................-viii-

LISTINGS BY SCHOOLALABAMA A&M UNIVERSITY ...................................................................................................................... 1ARIZONA STATE UNIVERSITY ......................................................................................................................3AUBURN UNIVERSITY ...................................................................................................................................6BALL STATE UNIVERSITY ..............................................................................................................................8BOSTON UNIVERSITY .................................................................................................................................. 11CALIFORNIA POLYTECHNIC STATE UNIVERSITY, SAN LUIS OBISPO ...................................................14CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA .................................................................18CALIFORNIA STATE UNIVERSITY, NORTHRIDGE ....................................................................................21THE CATHOLIC UNIVERSITY OF AMERICA .............................................................................................23CLEMSON UNIVERSITY ............................................................................................................................... 25CLEVELAND STATE UNIVERSITY ...............................................................................................................28COLUMBIA UNIVERSITY ............................................................................................................................. 30CORNELL UNIVERSITY ................................................................................................................................ 34EAST CAROLINA UNIVERSITY ...................................................................................................................39EASTERN MICHIGAN UNIVERSITY ............................................................................................................40

LISTINGS BY SCHOOL contd

EASTERN WASHINGTON UNIVERSITY .....................................................................................................43FLORIDA ATLANTIC UNIVERSITY ............................................................................................................ 45FLORIDA STATE UNIVERSITY .....................................................................................................................47FROSTBURG STATE UNIVERSITY ...............................................................................................................50GEORGIA INSTITUTE OF TECHNOLOGY .................................................................................................. 52HARVARD UNIVERSITY ............................................................................................................................... 56INDIANA UNIVERSITY OF PENNSYLVANIA .............................................................................................. 59IOWA STATE UNIVERSITY ...........................................................................................................................61JACKSON STATE UNIVERSITY ....................................................................................................................64KANSAS STATE UNIVERSITY ..................................................................................................................... 66MASSACHUSETTS INSTITUTE OF TECHNOLOGY ....................................................................................68MCGILL UNIVERSITY ................................................................................................................................... 74MIAMI UNIVERSITY ..................................................................................................................................... 76MICHIGAN STATE UNIVERSITY..................................................................................................................77MINNESOTA STATE UNIVERSITY, MANKATO ..........................................................................................80MISSOURI STATE UNIVERSITY ...................................................................................................................82MORGAN STATE UNIVERSITY ....................................................................................................................83THE NEW SCHOOL ......................................................................................................................................85NEW JERSEY INSTITUTE OF TECHNOLOGY ............................................................................................87NEW YORK UNIVERSITY .............................................................................................................................90NORTHERN ARIZONA UNIVERSITY ......................................................................................................... 93OHIO STATE UNIVERSITY ...........................................................................................................................96PORTLAND STATE UNIVERSITY ...............................................................................................................100PRATT INSTITUTE ...................................................................................................................................... 104RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY ........................................................................110RUTGERS UNIVERSITY, SCHOOL OF ENVIRONMENTAL AND BIOLOGICAL SCIENCES .................. 114RYERSON UNIVERSITY .............................................................................................................................. 115SAINT LOUIS UNIVERSITY ........................................................................................................................119SAN FRANCISCO STATE UNIVERSITY ..................................................................................................... 121SAN JOS STATE UNIVERSITY .................................................................................................................. 123STATE UNIVERSITY OF NEW YORK AT ALBANY ..................................................................................126TEMPLE UNIVERSITY ................................................................................................................................. 129TEXAS A&M UNIVERSITY .........................................................................................................................132TEXAS SOUTHERN UNIVERSITY ............................................................................................................. 137TUFTS UNIVERSITY ................................................................................................................................... 140UNIVERSITY AT BUFFALO THE STATE UNIVERSITY OF NEW YORK .................................................143UNIVERSITY OF AKRON ...........................................................................................................................146UNIVERSITY OF ARIZONA ........................................................................................................................149UNIVERSITY OF BRITISH COLUMBIA ...................................................................................................... 152UNIVERSITY OF CALIFORNIA BERKELEY .............................................................................................. 155UNIVERSITY OF CALIFORNIA IRVINE ..................................................................................................... 159UNIVERSITY OF CALIFORNIA LOS ANGELES ........................................................................................163UNIVERSITY OF CINCINNATI ...................................................................................................................167UNIVERSITY OF COLORADO DENVER ................................................................................................... 171UNIVERSITY OF DELAWARE ................................................................................................................... 176UNIVERSITY OF FLORIDA .........................................................................................................................179

LISTINGS BY SCHOOL contd

UNIVERSITY OF HAWAII ...........................................................................................................................182UNIVERSITY OF IDAHO ............................................................................................................................186UNIVERSITY OF ILLINOIS AT CHICAGO .................................................................................................190UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN ...........................................................................195UNIVERSITY OF IOWA ...............................................................................................................................199UNIVERSITY OF KANSAS ..........................................................................................................................202UNIVERSITY OF LOUISVILLE ................................................................................................................204UNIVERSITY OF MARYLAND, COLLEGE PARK ......................................................................................207UNIVERSITY OF MASSACHUSETTS AMHERST .......................................................................................210UNIVERSITY OF MEMPHIS ........................................................................................................................213UNIVERSITY OF MICHIGAN......................................................................................................................215UNIVERSITY OF MINNESOTA ...................................................................................................................219UNIVERSITY OF MISSOURI- KANSAS CITY .............................................................................................222UNIVERSITY OF NEBRASKA-LINCOLN....................................................................................................223UNIVERSITY OF NEW MEXICO ................................................................................................................ 225UNIVERSITY OF NEW ORLEANS .............................................................................................................. 227UNIVERSITY OF OKLAHOMA ...................................................................................................................230UNIVERSITY OF OREGON .........................................................................................................................232UNIVERSITY OF PENNSYLVANIA .............................................................................................................234UNIVERSITY OF QUEENSLAND ...............................................................................................................237UNIVERSITY OF SOUTH FLORIDA ........................................................................................................... 240UNIVERSITY OF SOUTHERN CALIFORNIA.............................................................................................242UNIVERSITY OF SOUTHERN MAINE ....................................................................................................... 247UNIVERSITY OF TEXAS, ARLINGTON ..................................................................................................... 249UNIVERSITY OF TEXAS AT AUSTIN .........................................................................................................253UNIVERSITY OF TOLEDO ..........................................................................................................................256UNIVERSITY OF TORONTO ..................................................................................................................... 258UNIVERSITY OF UTAH ..............................................................................................................................260UNIVERSITY OF VIRGINIA ........................................................................................................................263UNIVERSITY OF WASHINGTON ...............................................................................................................265UNIVERSITY OF WATERLOO ....................................................................................................................269UNIVERSITY OF WISCONSIN-MADISON .................................................................................................274UNIVERSITY OF WISCONSIN-MILWAUKEE ............................................................................................277VIRGINIA COMMONWEALTH UNIVERSITY............................................................................................280VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY .........................................................282WAYNE STATE UNIVERSITY .................................................................................................................... 286WEST CHESTER UNIVERSITY .................................................................................................................. 288WESTERN MICHIGAN UNIVERSITY ....................................................................................................... 290

APPENDICESAPPENDIX A - FACULTY BY SPECIALIZATION ....................................................................................... A-1

APPENDIX B - ALPHABETICAL FACULTY LISTING WITH CONTACT INFORMATION ....................... B-1

iWHAT DO PLANNERS DO? Planningisasystematic,creativewaytoinfluence

the future of neighborhoods, cities, rural and metropolitan areas, and even the country and the world. Urban and regional planners use their professional skills to serve communities facing social, economic, environmental, and cultural challenges by helping community residents to:

develop ways to preserve and enhance their quality-of-life;

findmethodstoprotectthenaturalandbuiltenvironment;

identify policies to promote equity and equality;

structure programs to improve services to disadvantaged communities, and ;

determine methods to deal effectively with growth and development of all kinds.

Urban and regional planners do many types of jobs and are involved in almost any kind of government or private activity which seeks to affect the future or respond to community change. The majority of planners work in traditional planning areas such as land use, environmental protection, economic development, transportation, community design, housing, and social planning. However individual planners can still have a wide variety ofresponsibilitieswithinthesebroadlydefinedspecialities. Other planners work in less traditional areas, often with people from other disciplines, such as healthy communities or energy development or school planning. Some planners become generalists. They develop a level of expertise in several substantive areas. Others become specialists and definethemselvesashousingortransportationorenvironmental planners.

Most planners share a common set of skills and values even though they may specialize in one or two substantive areas. Using their planning toolkit they:

involve all affected parties in important planning decisions;

help communities develop their own vision of the future, preparing plans responsive to shared community objectives;

analyze qualitative and quantitative information to suggest possible solutions to complex problems;

evaluate the cost-effectiveness of proposed projects and plans; and

presentrecommendationstopublicofficials

and citizen groups in a comprehensive and understandable way.

Plannersworkingovernment,withnon-profitagencies, and in private industry. Those in the public sector often work for city or county governments or regional planning agencies but there are also planning jobs at the State and Federal level. International organizations like the United Nations and the World Bank also hire planners. Planners with jobs in the private sector can work with utility companies,lawfirms,realestatedevelopers,andplanning consultants. Planners also work in the non-profitsectorandwithnon-governmentalagencieslike the United Way or community development organizations or advocacy groups for the elderly.

In their jobs, some planners have responsibility forspecificgeographicareassuchasindividualneighborhoods in a city or region; within those areas they may provide assistance on a variety of substantive issues from land use to transportation. Other planners have substantive responsibilitiessuch as housing or environmental planningand provideassistanceintheirspecificspecializationtomany communities within a city or region. Some planners work on projects which will be undertaken within a year or two while others focus their efforts on projects many years in the future.

Today, planners may move back and forth between jobsinthepublic,non-profit,andprivatesectorsover the course of their career. They may also work for different levels of government at different times. They may change their specialities or their focus long after they leave school in response to on-the-job experiences, or the opportunity for new challenges.

While you may think of planning as an urban activity, it actually occurs in communities of all sizes. Many planners work in small cities, in rural areas, and for Indian Nations. Others work in suburban neighborhoods at the periphery of large regions while still others have jobs in the dense core of major metropolitan areas.

In the next few pages well describe the most common planning specialities.

ii

PLANNING SPECIALIZATIONS

Land Use Planning Most planners are involved in this, the most

traditional kind of planning practice. At the same time, there are many different kinds of land use planning jobs. Some land use planners develop ways to encourage growth or development in certain communities or along appropriate corridors while others work to discourage growth in environmentally sensitive areas or where supporting services cannot be effectively provided.

Some land use planners work on long-range comprehensive plans which are designed to coordinate all the important activities in which a community engageshousing, recreation, transportation, water and air quality, and so forth. Some land use planners help develop or administer local regulations which establish the kind of housing, industrial, and retail facilities which can be built inthecity.Othersdevelopwaystofinancepublicservices while still other land use planners evaluate the impact of proposed residential or commercial development and suggest ways for communities to respond.

Many land use planners coordinate their activities with other kinds of planners in order to protect open space and agricultural land in the face of increasing demands for new homes and businesses.

Environmental Planning Environmental planners work to enhance the

physical environment and minimize the adverse impacts of development. Some environmental plannersfocusonscientificandtechnicalquestionswhile others develop policies and programs to encourage the public to protect natural resources. Some planners develop expertise in one aspect of resource management while others attempt to identify the environmental implications of a range of government polices or proposed land use changes.

Some environmental planners focus on cleaning up polluted areas or resources while others focus on preventing contamination and the destruction of ecosystems.

Many environmental planners work to integrate a concern about pollution and the conservation of non-renewable resources into the plans developed in other substantive areas like transportation or economic development.

Economic Development Planning Economic development planners, in North America

and internationally, work to improve a community or region by expanding and diversifying the economic activities which support the families living there. Many planners do so by helping develop plans to attract businesses which create new jobs and provide additional tax revenues; others work to keep businesses from leaving distressed areas.

Economic development planners at the local level often work to promote the special features of their community, sometimes by encouraging tourism or additional recreational opportunities. Some planners develop projects which bring housing and commercial enterprises as well as jobs into disadvantaged neighborhoods. Some economic developmentplannershelpcommunitiesfindwaystofinancethecostofnewdevelopmentwhileotherswork to overcome regulatory and other barriers to new projects.

Economic development planners often work in conjunction with land use, housing, social and community planners to address the needs of distressed communities or declining business districts.

Transportation Planning Transportation planners help develop programs

to meet the current transportation needs of families and businesses, locally and across a region; they also attempt to predict future travel patterns in order to identify the need for additional transportation services and facilities. Some transportation planners are very technically oriented and work with advanced computer technology; others deal with the social and economic aspects of travel. Some focus on one mode such as cycling or public transit while others attempt to plan for multiple modes.

Transportation planners working for local governmentsoftenrespondtotrafficcongestion;othersdevelopwaystofinancenewfacilities.Sometransportation planers help develop programs which are designed to encourage people to drive less, or which provide home-to-work options for welfare recipientstryingtofindjobs,orwhichorganizespecial transportation services for the elderly.

Many transportation planners coordinate their activities with environmental, land use, and economic development planners.

iii

Housing, Social and Community Development Planning

Many planners practice in these overlapping areas. Housing planners help develop strategies to increase the supply of affordable housing and expand home ownership among low income or disadvantaged groups. These planners often try to create incentives and remove constraints on private home builders orworkwithpublicornon-profitorganizationstobuild housing units for low income families or senior citizens.

Many housing planners try to encourage mixed use developments offering services and jobs closer to where people live; others promote projects which provide housing opportunities for people from a mixture of income levels. Planners concerned with the social aspects of a community often combine their interest in housing with efforts to increase the overall quality of life in poor or minority neighborhoods.

Many social and community planners work to improve multiple aspects of a targeted neighborhood, combining many substantive planning skills from economic development to urban design. For example, community and social planners may work to improve transit service in disadvantaged communities or develop job training programs for unemployed residents or provide better public health facilities in low income neighborhoods. These planners often work with land use and transportation planners.

Other important planning jobs In addition to the substantive areas described

above,youcanfindplanningjobsin:

geographic information systems

public health

historic preservation

coastal management

mediation and negotiation

criminal justice

publicfinance

public policy and management

urban design

elementary and secondary education

labor force development

human services

law

WILL I GET A JOB? YES !! In spite of the current recession, both US News

and World Report and the U.S. Bureau of Labor Statistics report that planners continue to be in demand in North America. There are promising career opportunities in every planning specialization, although sometimes there is more need for one specialization than another. Most planning programs helpyougetajumpstartonfindingajobatgraduation by involving you in real-world planning projects and by encouraging or requiring you to do a planning internship as part of your education. These activities show you how different kinds of planners actually do their jobs, as well as giving you the opportunity to interact with practicing planners who might offer you a job when you graduate. In fact, many planning internships turn into full-time jobs after graduation.

Planning is a great career for women and people of color. Just under 40% of those hired as planners are women and there are few salary discrepancies between men and women entering public services. While only 7% of practicing planners identify themselves as members of minority groups, this number is growing. Many planning programs strongly encourage minority students of every type to obtain planning degrees because planning is a profession which values varying perspectives and different experiences. We have every expectation, as more minority planners graduate from the programs listed in this GUIDE, that the number of professional planners from disadvantaged and minority backgrounds will substantially increase.

You can lay the groundwork for a successful job search long before you graduate. If you attend local and state or provincial meetings of the American Planning Association (APA) or the Canadian Institute of Planners (CIP) you will meet professional planners involved in a variety of projectsand learn about current and future job openings. Its a great idea to join APA or CIP as a student because you getallthebenefitsofmembershipataverylowstudent fee. As an APA member you will receive regular correspondence and newsletters from your APA Chapter and Section; newsletters often contain job announcements (so even before you are in the job market you can see the kinds of jobs that do come available, the requirements, and the salary). In addition, APA publishes JobMart which lists job vacancies across the US (and sometimes Canada); APA members can subscribe to JobMart and most Planning Programs have a subscription.

iv

HOW CAN I FIND OUT MORE ABOUT PLANNING?

There are many ways to determine if a career in planning is right for you. If your university sponsors a career day, practicing planners may well attend. Seek them out and ask what they do and what their focus is. Attend a local meeting of the American Planning Association (APA) or Canadian Institute of Planners (CIP). Introduce yourself to some of the planners present and discuss their jobs and responsibilities; question the kind of issues they tackle. Ask if a planning job would allow you to achieve your personal goals.

You can also read about a host of planning issues and how planners are addressing them in Planning, the magazine published by the American Planning Association(APA).CanadianstudentswillfindPlanCanada, the magazine published by the Canadian Institute of Planners (CIP), to be equally useful. Both magazines feature the latest developments in planning. Your University or city library may have copies. On their website the APA has a section called Jobs and Careers which describes the profession, discusses the kind of issues planners might address, talks about planning education, and lists scholarships. Visit: www.planning.org

The CIP has a series, Planners at Work, on their website which includes case studies illustrating the value of professional planning in Canadian cities:

www.cip-icu.ca/English/home

To more thoroughly research different kinds of planning jobs, and to explore in greater depth avarietyofimportantplanningtopics,findthelatest edition of The Practice of Local Government Planning, published by the International City Management Association (ICMA); many libraries will have a copy. It contains individual chapters by different authors; each explains what a certain type of planner does or explores a major planning issue. There are chapters on land use, environmental, transportation, economic development, and other planning specializations as well as those discussing other important planning concerns.

Youmayalsofindithelpfultolearnaboutthecareers of a cross-section of practicing planners. In the next few pages you can read about the career paths, background, and education of six professional planners across the United States.

Paul C. Crawford, FAICP Mr. Crawford received his bachelors degree in

Community and Regional Planning from California Polytechnic University, San Luis Obispo. He is currentlythepresidentofaprivateplanningfirm,Crawford Multari & Clark Associates, which has provided city and regional planning services to more than 100 cities and 18 counties in California. Through his career, Mr. Crawford has served as planning director of the San Luis Obispo County Council of Governments and as an adjunct professor of city and regional planning at Cal Poly, San Luis Obispo. He was elected to the California Planning Roundtable in 1993 and received the 1998 Award for Distinguished Leadership from the California Chapter of the American Planning Association. Mr. Crawford is a nationally recognized expert on zoning and is currently the Co-Chair of the Planners Task Force of the Congress for New Urbanism. He is co-author of Codifying New Urbanism How to Reform Municipal Land Development Regulations, published by the American Planning Association. Mr. Crawford was inducted as a Fellow of the American Institute of CertifiedPlannersin2001inrecognitionofhismanyplanning contributions.

Malik R. Goodwin Mr. Goodwin has a BS in Architecture, a Masters

in Architecture, and a Masters in Urban Planning, all from the University of Michigan. He is currently a project manager with the Detroit Economic Growth Corporation, a quasi-public agency whose mission is to attract and retain businesses in the City of Detroit. Mr. Goodwin is the general manager for the Lower Woodward Streetscape Improvement Project, a $21 million initiative to improve and enhance three main thoroughfares in the heart of downtown Detroit. He assists the City of Detroit in preparing grant applications and in developing short-term planning strategies for making capital investments in the downtown area. Mr. Goodwin also coordinates capital projects for the City with state and federal agencies. Prior to joining the Economic Growth Corporation, he was an urban designer with aprivatearchitecturalfirm.Mr.Goodwinwasdrawnto planning because his mother was a city planner. He felt that his interest in helping cities to develop strategies to optimize the use of their resources over time would be enhanced by a planning education. He believes that effective strategists and managers are in high demand among the kind of public agencies which serve as custodians of community resources.

vAngela Harper, FAICP Ms. Harper received her Masters degree in

Planning and Urban Design from the University of Virginia after her work for the Nashville/Davidson County Planning Department inspired her to continue her planning education. Since obtaining her degree she has worked with Henrico County, Virginia, in increasingly responsible positions. She has served as director of planning and deputy county manager and has helped the County achieve managed growth and a stable tax base. Ms. Harper wasresponsibleforHenricoCountysfirstmajorthoroughfare plan and the Countys strategic plan. She also established the Countys Community Development Block Grant program. She has received awards from the National Association of Counties and the U.S. Department of Transportation for her planning accomplishments. In 1999 Ms. Harper was selectedasLocalOfficialoftheYearbytheNationalAssociation of Home Builders. She was inducted asaFellowoftheAmericanInstituteofCertifiedPlanners (FAICP) in May of 2001 in recognition of her contribution to planning and the body of her planning accomplishments. She has served on many accreditation site teams, evaluating planning programs for PAB accreditation, and loves being a cheerleader for planning.

Emil R. Moncivais, AICP Mr. Moncivais has a Bachelors degree in

Architecture and a Masters of Urban and Regional Planning from Texas A & M University. He is currently the director of planning for the City of San Antonio, Texas; he previously served as the director of planning for the City of Fort Worth. Mr. Moncivias also served as a lieutenant in the U.S. Army and as a professor of urban geography at Texas Wesleyan University in Fort Worth. In his current position Mr. Moncivias directs and oversees the City of San Antonios comprehensive planning, neighborhood planning, historic preservation, and GIS (geographic information system) efforts. Under his leadership the City of San Antonio has received nine major awards from the Texas Chapter of the American Planning Association and the International City Management Association. He was drawn to a career in city planning by his experiences with the civil rights movement in the 1960s. He felt that the movement gave him a sense of joy and a vision for the future in which he could make a difference. He saw it was possible to make that goal operational by becoming a planner and helping to develop livable communities,

enhance quality of life, and bring cohesiveness to a diversifiedsociety.

Tripp Muldrow, AICP Mr. Muldrow has a BA in English and a Masters

in City Planning from Clemson University. He iscurrentlyapartnerinaprivateplanningfirm,Arnett Muldrow & Associates, based in Greenville, SouthCarolina.Thefirmhelpssmalltownsandcities rebuild their aging downtowns, reinvigorate their historic neighborhoods, and create economic development opportunities while preserving the special characteristics that make each city and town unique. Mr. Muldrow has coordinated commercial corridor business associations, developed and implemented historic preservation policies, and authored downtown development studies, tourism strategies, and economic development master plans. Mr. Muldrow is currently the president of the South Carolina Chapter of the American Planning Association, a board member of Community Builders, a commissioner of the Greenville Housing Authority, and a member of the Board of Regents for Leadership Greenville. Mr. Muldrow was always fascinated by cities, particularly their downtowns, and how they worked. His career path was set once he learned about the breadth and scope of theplanningfield.Heloveshisjobandfindstheopportunities limitless; being a consultant means his work keeps changing which keeps everything exciting.

Terri Y. Montague Ms. Montague has a Bachelors degree in

Economics from the University of Chicago and a Masters Degree in City Planning and Real Estate Development from the Massachusetts Institute of Technology. She is currently the president and chief operatingofficeroftheEnterpriseFoundation,which works with local and national partners to develop affordable housing for low income families and provides loans, grants, and technical assistance tononprofitorganizationsthatarebuildingandrevitalizing local neighborhoods. Prior to her job with Enterprise, Ms. Montague managed a strategic investment initiative in housing and community investment for Lend Lease Real Estate Investments. In her current position, she is responsible for the day-to-day operations of the community development nonprofitcorporationwithanannualbudgetof$50million and 235 employees nationwide. She began

vi

her community development career as a Geno Baroni Fellow at the Community Information Exchange in Washington, DC.

Ms. Montague initially found planning so appealing because of its interdisciplinary nature and the promise it holds for creating effective public/private partnerships. She feels that planning offers the potential to understand and shape the vital and varied institutions that transform the nature of opportunity in our citiesespecially for low income people and places.

A PLANNERS EDUCATION What kind of an education should a planner have?

Today most people need a professional Masters Degree in Planning to get the best planning jobs, although a Bachelors degree (BA or BS) can provide an entry into the profession. Universities offering bothBachelorsandGraduatedegreesareprofiledin this GUIDE. People can enter Masters programs in planning with many different kinds of Bachelors degrees; it is not necessary to have a BA/BS in Planning to do graduate work in planning. Some plannersareeducatedfirstinthesocialscienceslike public administration, sociology, economics, geography,orgovernment;othersaretrainedfirstin the design professions like architecture, urban design, and landscape architecture. Still others have their undergraduate degree in professions such as public health, social work, nursing, or engineering. Many people with undergraduate degrees in the Arts or Humanities (English, Art, History) also choose to pursue a graduate planning degree.

Some people use the new skills they acquire in graduate school to expand the emphasis of their undergraduate degree while others develop new approaches. For example, those with economics training may become economic development planners while those with degrees in biology or chemistry may choose to become environmental planners. But it is not unusual for someone trained at the undergraduate level as an architect to become a social policy planner or for someone with a BS in Nursing to become a housing planner!

There are many universities where you can gain the education and training you need to become a planner. Today there are more than120 planning programs or planning departments which are members of the Association of Collegiate Schools of Planning (ACSP) or of the Association of Canadian University Planning Programs (ACUPP). Seventy-

one U.S. programs and nine Canadian programs give accredited degrees; a few Canadian schools are accredited by both organizations. Most of these programs are described in detail in the body of this GUIDE.

You should try to attend a planning program accredited by either the Planning Accreditation Board (PAB) in the U.S. or the Canadian Institute of Planners (CIP) in Canada, because it can make a difference in your career. These organizations review Masters or Bachelors Planning programs to assure prospective students, employers, and the public that the education and training they provide measure up to the professions standardsand that they are thereforequalifiedtotrainfutureplanners.ThePABdoes not evaluate PhD programs for accreditation because the primary focus of the doctoral degree is usually not professional practice. However, the CIP does evaluate Canadian PhD programs for accreditation.

The PAB is jointly sponsored by ACSP, the organization of planning professors (and the authors of this GUIDE), and by an organization of professional planners, the American Institute of CertifiedPlanners(AICP).TheCIPistheCanadianorganization of professional planners. The PAB strives to foster high standards for professional education in planning; accredited programs must meet strict standards developed cooperatively by both practicing planners and planning academicians. The same is true of the Canadian schools accredited by the Canadian Institute of Planners.

Not all accredited schools teach the same courses or emphasize the same subjectsin fact, the differences between the schools appeal to different student interests. But the curriculum at all accredited schools will provide you with a core set of theories, methods, and techniques which properly prepare you for a career as a practicing planner. Graduating from an accredited program will make you more attractivetomostagenciesorfirmshiringplanners.In addition, you will be able to join the American InstituteofCertifiedPlanners(AICP)soonerafter leaving school if you attend an accredited school.Beingacertifiedplannercanadvanceyourprofessional career.

This GUIDE also contains several universities outside North America; these programs may be very interesting to you. Remember however, no program outside of North America is eligible for either PAB or CIP accreditation.

vii

HOW TO CHOOSE THE BEST PLANNING PROGRAM

While all accredited planning programs cover the same set of core materials and techniques, they do so in different ways. Planning programs vary greatly in the issues they emphasize, the research they foster, and the professional projects in which they engage. As a result, programs may differ markedly in the kinds of topics to which you will be exposed, the other students with whom you attend class, and the kind of educational experience you will have.

For example, planning programs located near the ocean may offer a concentration in coastal resource planning; programs located in farm states may focus on rural and small urban planning issues; those along the Mexican or Canadian border may stress comparative planning. Of course, other planning programs may offer these same concentrations in response to the backgrounds and research interests of their faculty. Individual programs also vary in the extent to which they emphasize practice in studios and workshops or in the degree to which they expose students to research and policy analysis. Some programs have established international ties; others have long worked with local communities to provide students with practical experience.

To determine the planning program which will best provide you with the education and training you want, decide which issues you would like to highlight in your educational program and the professional specialization you think you might want to follow. Then look at the programs listed in this GUIDE to see which stress the topics you want to cover, which provide the courses you would like to take, which offer the experiences you seek.

You may be interested in the background of the other students in the program; for example, if you would like to work or study for awhile in another country you might be interested in a school that has a fair number of international students or faculty with comparative research interests. If you would like to be part of a small, intimate program think about applying to schools with a relatively small number of students. If you are interested in research or think that you might want to go on for a PhD in Planning (which would allow you to teach at a university) you might want to consider those programs that offer both Masters and Doctoral degrees.

If you are interested in learning through hands-on experiences, try to identify those programs offering a large number of project courses or requiring a

professional project (or capstone) report instead of a thesis to graduate. If you want to spend some time working internationally, you could select a university that has exchange programs in other countries. Perhaps you have an interest in another subject related to planning, like public health or law: look for programs with dual degrees in planning and these otherfields.Andofcourse,youhavetoconsiderfinancialandotherpracticaldetailsscholarshipsandgrants, the possibility of getting a job or loans, the total cost of education, etc.

This GUIDE is set up to help you quickly evaluate a large number of planning programs by comparing the major factors likely to be of most interest to students: the course offerings and requirements, the type of students in the program, the background and experiences of the faculty, the costs of attending, andthepossibilityoffinancialassistance.Butthebrief entries in this GUIDE can only help you narrow down your choicesthere simply isnt enough space to tell you all you want, or need to know about a prospective program.

Onceyouhaveidentifiedanumberofprogramsthat might meet your needs, contact them directly! Start by visiting their websites; then contact the chair of the program or individual faculty who work in the areas in which you have an interest. Most programs have a wealth of promotional material they will be happy to send you.

Students often ask: Whats the best school for... this or that specialization. There is no one answer. The Association of Collegiate Schools of Planning has refused to rank schools because every planning program in the GUIDE has its own strengths and resources. There is simply no effective way to say that one school offers a better degree than another. Planning students bring their own goals, background, and experiences to their educational careerso different individuals will get very different things from any individual planning program. Only you can decide the best school for your needs, interests, and resources.

viii

HOW TO USE THIS GUIDE In this section, well try to explain how to read

each entry in the GUIDE. In order to provide you with a large amount of information in very little space, the entries in this GUIDE contain many abbreviations. In addition, you may not be familiar with some of the terminology. So well show you how to de-code the entries and use the data to compare and contrast some of the schools which have sparked your interest.

Thefirstlineofeachentryliststhenameoftheuniversity. If this university were called America StateUniversityitwouldbeoneofthefirstentriesintheGUIDE.However,iftheofficialnameistheUniversity of America it will be near the back, with all the listings beginning with University of... This is the way in which most major student guides organize schools. It may be confusing initially but onceyouremember,itwillbeeasytofindtheschoolyou want. Remember there may be two different schools, America State University and the University of America.

Thefirstlinealsotellsyouwhatplanningdegreeseach university gives; the icon BA means that the university gives at least one undergraduate planning degree (which may be either a BA or a BS). The icon MA means that the university gives one masters degree in planning (which may be an MA or MS or other masters designation). The icon PhD means that the university gives at least one doctoral degree inplanning.Ifthefirstlinedoesnotdisplayaspecificicon (BA, MA, or PhD) it means that the university does not give a planning degree at that level.

Thefirstlinealsoshowsyouwhethertheundergraduate or Masters programs the university gives are accredited by either the Planning Accreditation Board (PAB) or the Canadian Institute of Planners (CIP). If the icon PAB or CIP is shown under the degree listed, at least one of the degrees given at that level at that university is accredited. Note that a school with multiple Masters degrees may have some that are, and some that are not accreditedfor example their Masters degree in Urban Planning may be accredited but not their Masters degree in Historic Preservation and Design. To save spaceonthefirstline,youwillseethePABorCIPicon if any of the Masters or undergraduate degrees given by this university are accredited. Be sure to check the text below to get complete information for thespecificprogramordegreeinwhichyouhaveaninterest.

Remember that doctoral programs are never accredited by the PAB because such programs dont generally focus on professional practiceso none of the U.S. schools offering a doctorate will show anaccreditationstatus.Thisisnotadeficiency!However the CIP does accredit PhD programs in Canada. Neither organization accredits international universities.

Finallythefirstlineofeachschoolsentrytellsyou its membership status in the Association of Collegiate Schools of Planning, the sponsor of this GUIDE. FULL members are those giving planning degrees in the US. AFFILIATE members are generally those schools in the U.S. that give degrees related to planning but not planning degrees (urban studies or urban geography). Schools outside the U.S. are eligible for CORRESPONDING membership if they give planning or related degrees.

The top of the left column of each entry generally gives you the name of the chair of the entire department and the departmental mailing address; it usually provides the department phone, fax, e-mail and website address as well. Note that the chair may not be the contact person for any or all of the planning degree programs offered; an individual entry may list a different contact person for each program. Remember phone numbers and addresses change; if you have trouble, seek out new numbers through telephone information or by visiting the university website which should be easily found by any net browser.

PROGRAM INFORMATION This section in the left-hand column summarizes

the most important details you might want to know about each of the planning degrees which the university offers. It shows the deadlines for applicationandforrequestingfinancialassistanceas well as what the application fee will be. The text may also indicate what tuition costs will be if you are a resident of the state or if you are from out-of-state (this distinction usually only applies at public universities).

This section gives you an idea of the availability offinancialassistancebylistingscholarships,research and teaching assistantships, and other job opportunities. In general, the more awards and assistantships the betterbut you will have to talk to each school to learn how likely it is that you will be abletogetfinancialassistanceofsomekind.

You should question the conditions of any

ix

scholarship or grant--will you receive it as long as youareinschooloronlyforyourfirstyear?Ifaschool has only a small amount of scholarship money it may choose to give it all to entering students, as a recruitment incentive. That means that second year students may be left without any aid. If the university offers research assistantships or other kind of paid work,findouthowmuchworkyouwillreallyhaveto do and how likely it is that you will be able to hold the job or assistantships for your entire education.

This section also contains a small chart with some details about student enrollment. It should also giveyouanideaofhoweasyordifficultistobeacceptedasastudent.Thechartshowsthefiguresofstudents who applied for admission to the program, the number who were accepted by the program, andfinallythenumberwhoactuallyenrolled.Thesenumbers should give you an idea of the number of students in the program that interests you. Generally the number of students accepted is less than the number who applied; the number who are enrolled is usually less than the number accepted. Most universities turn down some students who apply; some students who apply and are accepted decide not to come. If there is a big gap between the number who applied and the number of students accepted, it generally signals that this is a very popular program and hard to get into. It is less clear why there may be a gap between the number accepted and the number who end up enrolling. Sometimes this means that acceptance decisions are made independent of financialaiddecisionsandthatsomestudentswhowereacceptedwereunabletofindscholarshiporotherkindsoffinancialassistance.

DEGREE DESCRIPTIONS The GUIDE next describes each of the degrees

offered by the university, starting with any undergraduate degrees. Not every university has provided exactly the same information so not all entries are identical. However, in general, the text tells if the program or degree is accredited, how old it is, and the total number of degrees granted over the last few years. If a university has more than one undergraduate or graduate degree, the text will indicate which, if any, of those programs have received PAB or CIP accreditation. Remember that the top line of each schools entry only indicates if at least one of the degree programs is accredited; if they givemorethanonedegreethespecificdegreewhichinterests you may or may not be accredited.

TheGUIDEnextidentifiesthesubstantivespecializations available for each degree. This can give an idea of the range of areas where you can concentrate your efforts; these specializations generallyreflecttheskillsandinterestsofthefaculty.Compare the size of the faculty (listed later in each schools entry) to the number of specializations offered; if a school claims many specializations but has a small faculty it may lack the resources to allow you to fully develop your skills in any given area.

Also check the specializations offered against the background of individual faculty; if you are interested, for example, in the schools environmental planning or urban design specialization, make sure that some of the faculty actually have expertise in these areas. In addition, when you begin to contact schools of interest, ask about the actual number of classes the program gives in each specialization and when they are offered. Sometimes even large programs have only a few courses in certain specializations and those are given infrequentlyif so, you might actually have to stay in school longer just to be able to take the required courses!

Pay special attention to whether the classes offered in your specialization of interest are planning courses or if they are actually taught by faculty in other departments. It is important to be able to take courses in other departments across campusbut make sure at least some of the courses in your specialization are actually taught by planners, with the professional focus of someone who is a planner. The text next indicates the prerequisites and other requirements needed to get into the program. Most programs describe any exams you must take (like the ACT or SAT for undergraduates and the GRE for graduates) and the minimum score you must achieve. Note that not all programs require such exams. The text will also indicate any other prerequisites needed to apply such as a minimum grade point average. You should ask the programs in which you have an interest for a list of prerequisite courses or skill levels and an idea of what you will have to do if you are missing some prerequisites. If you are required to make up missing prerequisites you will need more hours/credits than indicated to graduate. Planning programs often list this information on their websites; if not, they will be happy to send printed materials to answer most of your questions.

Next, each university usually explains how many units or hours needed to obtain the degree in

xquestion, breaking those totals down into required courses, restricted and unrestricted electives, andthefinalproductrequired--suchasathesisor professional report or capstone project. Most Masters programs require between 36 - 60 hours/credits to graduate. However, if you are missing some prerequisites, for example economics or statistics, you might have to make them up either before you areallowedtoofficiallyentertheprogramorwhileenrolled in the program.

Most programs require all students to take the same, core, courses, which cover material central to the educational experience offered in that degree program. In addition, students with different specializationsareoftenrequiredtotakespecificelective courses; for example, someone majoring in land use planning might well have to take different classes than someone majoring in housing. Most programs allow students to take some free or unrestricted electives.

Compare the hours of core courses and the restricted versus unrestricted electives to get a generalideaofthedegreeofflexibilityyouwillhave in the program. In general, the more hours in the core the fewer electives you can take; the more restricted the remaining the electives, the less freedom you may have in pursuing courses outside the planning department. Some students like to have many electives, preferably unrestricted, because they can customize their degrees to match their interests. Other students prefer a more structured curriculum because they want to be sure that they are developing therangeofspecificskillsneededbyplanners.

Thetextalsoindicateswhatkindoffinalproductyou will have to produce to get the degree; for example whether you must take an exam, write a thesis or dissertation, prepare a professional report, or take part in a capstone or joint professional project of some kind. Some schools allow you to choose among several options while others require thesamefinalproductfromallstudents.Programsalso vary in the extent to which they give class credit forpreparingthefinalproduct;someprogramsindicate the number of hours/credits, if any, you are allowedtotaketofinishyourthesis,etc.

STUDENT COMPOSITION These charts give you an idea of the number and

diversity of the students in each planning degree program the university offers. These student statistics are also useful in determining if you will be

taking courses with international students and if you will be working with students from various ethnic and racial backgrounds.

FACULTY DESCRIPTIONS The GUIDE contains two separate entries for

faculty. The text describing PLANNING FACULTY includes those people who spend at least half their time teaching in one or more of the listed planning programs. The second set of faculty descriptions, OTHER AFFILIATED FACULTY includes those people who teach in other university programs--like engineering, geography, or social work--for the majority of their time or those who are practicing professionals who teach occasionally or part-time in the universitys planning program. Sometimes this category includes retired professors or university administrators who teach planning courses occasionally.

You will get the best educational experience from schools which effectively mix these faculty components. It is important to have courses with faculty who are active in professional practice and it is useful to take classes with those from other disciplines. However, be sure the university has a minimum number of faculty who are dedicated to the planning program for most of their time--or you couldfindithardtogetthecoursesyouneedoreven to interact in any meaningful way with your professors. Also be sure there are enough faculty to cover the core curriculum from a planners perspective.

The faculty entries give you a very brief idea of the background, skills, interests, and experiences of the faculty with whom you might be studying. If the faculty member has taken a professional certificationexamthroughtheAmericanInstituteofCertifiedPlanners,theiconAICPwillappearopposite his/her name. This generally indicates that the faculty member is very interested in professional planning practice. The icon FAICP means the faculty member has been named a Fellow of the AICP, a very prestigious honor for a professional planner.

Thefirstlineoftextbelowafacultymembersname indicates his/her rank and senioritythe most senior (in U.S. schools) are Professors followed by Associate and then Assistant Professors. If someone is listed as visiting or adjunct it generally means that s/he is not a permanent member of the faculty--and may be gone before you arrive. If someone is listed as emeritus it means that s/he has retired--retired

xi

professors vary greatly in the number of courses they teach.

The text next indicates the degrees which the faculty member has and the university where they obtained those degrees; some, but not all, entries indicate the year(s) in which their various degrees were granted. While most planning professors have a PhD, not all do, particularly if they are or have been active practitioners.

The next line indicates the specializations or expertise of each faculty member. If you have an interest in a certain specialization you may want to see how many of the programs faculty actually claim expertise in that area. You will also want to know who will actually be teaching core or elective courses in that specialization; to do so, get a copy of the course offerings directly from the school by visiting the website and/or contacting the program directly. Once you have seen the number and kind of courses taught in the concentrations in which you have an interest, you can directly question individual faculty about the program, the courses they teach, and the requirements of the specialization.

LISTINGSBY SCHOOL

ACSP Urban & Regional Planning Guide - 16th Edition | Page 1

Bachelor of Science in Urban Planning

Contact Person: Dr. Chukudi Izeogu, ChairPhone: (256) 372-4990E-mail: chukudi.izeogu@aamu.edu

Year initiated:1975 PAB Accredited Degrees Granted through 8/31/09 ...........................................................268Degrees Granted from 9/1/09 to 8/31/09 ..................................................11

BA/BS MA/MS ACSP Member: PAB PAB FULLALABAMA A&M UNIVERSITY

Urban and Regional PlanningP.O. Box 938

Normal, Alabama 35762Phone (256) 372-5426

Fax (256) 372-5906

http://www.aamu.edu

Dr. Chukudi Izeogu, Department ChairPhone (256) 372-4990

E-mail:chukudi.izeogu@aamu.edu

PROGRAM INFORMATION

Annual Student Enrollment

UNDERGRADUATE DEGREE

UNDERGRADUATE ADMISSION REQUIREMENTSDepartmental Requirement: Completion of high school or junior College transferMinimum GPA: C AverageMinimum SAT or ACT Scores: 18 ACT (University Requirement)

UNDERGRADUATE GRADUATION REQUIREMENTS Hours of Core .......................................................................................... 54Hours of Studio Courses ............................................................................ 8Hours of Restricted Elective .................................................................... 18Hours of Unrestricted Elective .................................................................. 6Total Required Hours In Planning Program .......................................... 122Senior Project ................................................................................ Required

FINANCIAL AID INFORMATIONL.L. Crump Scholarship:Call (256) 372-5426 or (256) 372-4990 for details

UNDERGRADUATE DEADLINES, TUITION AND FEESAdmission Deadline ........................................................................................ July 15Financial Aid Deadline ................................................................................... April 1In-State Tuition and Fees: ............................ $1560-2340 per semester (10-16 hours)Out-of-State Tuition and Fees: .................... $2860-4420 per semester (10-16 hours)Other: .........................................................Additional hours $305/hour per semesterApplication Fee: .....................................................................................................$10Additional Fees: ............................................................................. $265 per semester

GRADUATE DEADLINES, TUITION AND FEESAdmission Deadline 2009-10 for Masters program ........................................ July 15 Financial Aid Deadline 2009-10 for Masters program .................................... April 1In-State Tuition and Fees: ............................ $1560-2340 per semester (10-16 hours)Out-of-State Tuition and Fees: .................... $2860-4420 per semester (10-16 hours)Other: .........................................................Additional hours $378/hour per semesterApplication Fee ......................................................................................................$20Additional Fees: ............................................................................. $265 per semester

MASTERS DEGREEMaster of Urban & Regional Planning

Contact Person: Dr. Chukudi Izeogu, ChairPhone: (256) 372-4990E-mail: chukudi.izeogu@aamu.edu

Year Initiated: 1975 PAB Accredited Degrees Granted through 5/31/09 ...........................................................168Degrees Granted from 6/31/08 to 12/31/09 ................................................7

MASTERS ADMISSION REQUIREMENTSUniversity Admission Policy: Bachelors degree from an accredited institution & GPA 2.5 Minimum Undergraduate GPA: 2.8 (Department)Minimum GRE: Not RequiredMinimum TOEFL Not RequiredRanking in Undergraduate Class: Not RequiredDepartmental Requirement: Two letters of recommendation and a resume

MASTERS GRADUATION REQUIREMENTSHours of Core ...........................................................................................28Hours of Studio or Practice Related Courses .............................................9Hours of Restricted Electives .....................................................................9Hours of Unrestricted Electives ..................................................................9Other ....................................................................................................... 3-6Total Required Hours in Planning Program: ............................................46Thesis or Final Project & Exam ....................................................Required

PAB

Undergraduate MinorsHousing and Community Development,

International Development, Environmental Planning, Transportation Planning

Masters SpecializationsHousing and Community Development,

Environmental Planning, International Development, Transportation Planning

PAB

FINANCIAL AID INFORMATIONResearch Assistantships:Call (256) 372-5426 or (256) 372-4990 for details

Applied Accepted Enrolled07/09 08/09 07/09 08/09 07/09 08/09

Undergraduate 15 19 16 15 15 15Masters 5 6 5 6 5 6

Page 2 | ACSP Urban & Regional Planning Guide - 16th Edition

TOTAL MASTERS STUDENT COMPOSITION2009-2010

*Do not double count Hispanics; Hispanics also appear in the racial categories above.

Joseph A. Lee AICPAssistant Professor. MURP, University of North Carolina (1972). Specializations: Citizen Participation, Community Development, Geographic Information Systems, Historic Preservation. (256) 372-4991 joseph.lee@aamu.edu

Jacob Oluwoye Professor. BS, University of Wisconsin, Madison; MCP, Howard University; PhD., University of New South Wales, Australia.. Specializations: Transportation. (256) 372-4994 jacob.oluwoye@aamu.edu

Donald Outland Associate Professor. MS, Alabama A&M University (1971). Specializations: Citizen Participation, International Development, Public Management/Strategic Planning, Rural Development. (256) 372-4993 Deoutland@aol.com

Constance Wilson Associate Professor. MURP, Fisk University (1973); PhD, University of Alabama (2000). Specializations: Citizen Participation & Race/Ethnicity and Planning and Transportation, Community Development, Planning Practice, Politics and Governance. (256) 372-4992 cwilson93@aol.com

PLANNING FACULTYRussell J. FricanoAssistant Professor. (1977) Ph.D, University of Southern California, Los Angeles. Specializations: Environmental Planning, Growth Management, Land Use Planning, Infrastructure Financing. (256) 372.4995 rjfricano@aol.com

Earl N. M. Gooding Professor. M.Lit., Oxford (1965); PhD, University of Connecticut (1996); PhD, Vanderbilt University (1977). Specializations: Demography, Environmental Planning, International Development, Planning & Quantitative Methods. (256) 372-4986 earlmg@aol.com

Berneece HerbertInstructor, Research Associate. BSC, University of the Virgin Islands (1991), MURP, Alabama A&M University (1998), PhD Plant & Soil Science (2007). (265) 372-4988 berneece.herbert@yahoo.com

Chukudi Izeogu Professor. BS, University of Nigeria (1971) MPL, University of Southern CAlifornia (1974); PhD, University of California, Los Angeles (1981). Specializations: Regional Economic Development Planning, Environmental Planning, Housing and Land Use Policy Evaluation and Planning, International Development Planning. (256) 372-4990 chukudi.izeogu@aamu.edu

OTHER AFFILIATED FACULTYJames Alexander Professor. BA, University of Alabama (1970); PhD, University of Texas, Austin (1989). Specializations: Policy Economy. (256) 372-4794 james.alexander@aamu.edu

Merilyn DabbsAssociate Professor. BS, University of North Alabama (1965); MS., University of Alabama (1970); PhD, Candidate, University of Tennessee. Specializations: Geography. (256) 372-5350 merilyn.dabbs@aamu.edu

FYI

Alabama A&M University is one of two Universities in the State of Alabama offering an accredited degree in urban and regional planning and one of the twelve universities in the nation with accredited urban planning degrees at both undergraduate and graduate level. Alabama A&M University offers scholarships and assistantships to eligible students. Academically qualified white residents of Alabama may apply for the Diversity Scholarship for the Undergraduate program.

The Department of Community Planning & Urban Studies was established in 1970 as the Department of Urban Studies offering only the MS in Urban Studies. Following this was the undergrad-uate degree program in Urban Studies, which was later replaced by the BS degree program in Urban Planning.

The Master of Urban & Regional Planning program evolved in 1982 from the Master of Community Planning program, which was established in 1975. It attained initial recognition in 1976.

U.S. Citizens &Permanent Residents Male Female Total

Hispanics ofAny Race 0 0 0

White 0 0 0

African American 15 18 33

Native American/Pacific Islander

0 0 0

Asian American 0 0 0

Mixed 0 0 0

Other/Dont Know 0 0 0

Non-US Citizens Non-Permanent Residents 1 1 2

Total Students 16 19 35

ACSP Urban & Regional Planning Guide - 16th Edition | Page 3

BA/BS MA/MS ACSP Member: PAB PAB FULL

ARIZONA STATE UNIVERSITY

School of Geographical Sciences and Urban Planning

PO BOX 5302, Tempe, AZ 85287-5302Phone: (480) 965-7533

FAX (480) 965-8313Email: geoplan@asu.edu

Web Site : http://geoplan.asu.edu

Luc Anselin, DirectorPhone (480) 965-7533

E-Mail: Luc.Anselin@asu.edu

PROGRAM INFORMATION

Annual Student Enrollment

UNDERGRADUATE ADMISSION REQUIREMENTSDepartmental Requirement: Must be admitted to the University or Junior College transferMinimum GPA: 3.0.Minimum SAT or ACT Scores: ACT- 22 for in-state students and 24 for out -of-state students. SAT - 1040 for in-state students and 1110 for out-of state students.

UNDERGRADUATE GRADUATION REQUIREMENTS Hours of Core .......................................................................................... 36Hours of Studio Courses ............................................................................ 8Hours of Restricted Elective .................................................................... 18Hours of Unrestricted Elective ................................................................ 18Total Required Hours In Planning Program ............................................ 80Total Required Hours to Graduate from University .............................. 120Thesis or Final Product ............................................Final Project Required

FINANCIAL AID INFORMATIONNumerous Scholarships, Grants and Loans are available.For more details visit www.asu.edu/fa Federal Pell Grant/ Federal Supplemental Education opportunity. Grants are based on financial need. Visit website www.edu/fa

UNDERGRADUATE DEADLINES, TUITION AND FEESAdmission Deadline 2011-12 .................................................................May 1, 2011Financial Aid Deadline 2011-12 ......................................................... March 1, 2011In-State Tuition and Fees .............Full Time (7 credits or more) $3,897 per semesterOut-of-State Tuition and Fees ..Full Time (12 credits or more) $10,129 per semesterApplication Fee ..................................................................................................... $50Additional Fees ...........................................................Special class fees and deposits

GRADUATE DEADLINES, TUITION AND FEESAdmission Deadline for Masters Program 2010-11 ....................... January 15, 2011FinancialIn-State Tuition and Fees .............Full Time (7 credits or more) $4,425 per semesterOut-of-State Tuition and Fees ..Full Time (12 credits or more) $11,199 per semesterApplication Fee ..................................................................................................... $50Additional Fees. .......................................................Special class & program fees

MASTERS DEGREEMaster of Urban and Environmental Planning

Contact Person: Subhro Guhathakurta, Assoc. DirectorPhone: (480) 965-7533E-mail Subhro.Guha@asu.edu

Year Initiated: 1978 PAB AccreditedDegrees Granted through 6/31/10 ...........................................................517Degrees Granted from 6/1/09 to 6/31/10 ..................................................27

PABPAB

Masters SpecializationsCommunity and Urban Planning,

Environmental Planning, International Planning, Transportation Planning

BS in Planning

Contact Person: Subhro Guhathakurta, Assoc. DirectorPhone: (480) 965-7533E-mail Subhro.Guha@asu.edu Year initiated:1990 PAB Accredited Degrees Granted through 6/31/10 ..........................................................410Degrees Granted from 6/1/09 to 6/31/10 .................................................40

UNDERGRADUATE DEGREEMASTERS ADMISSION REQUIREMENTSUniversity Admission Policy: Bachelors degree from an accredited institution Minimum Undergraduate GPA: 3.2GRE: RequiredMinimum TOEFL 600Ranking in Undergraduate Class: Not RequiredDepartmental Requirement: No Requirements

MASTERS GRADUATION REQUIREMENTSHours of Core ...........................................................................................26Hours of Studio or Practice Related Courses .............................................0Hours of Restricted Electives .....................................................................0Hours of Unrestricted Electives ................................................................21Other .................................................................. 3 units Internship optional

Applied Accepted Enrolled08/09 09/10 08/09 09/10 08/09 09/10

Undergraduate 75 - 48 62 42 62Masters 111 72 70 40 27 22

Page 4 | ACSP Urban & Regional Planning Guide - 16th Edition

Total Required Hours in Planning Program.............47 (50 with internship)Exam, Thesis or Final Product: A Capstone studio, thesis or profes- sional project is required. A compre- hensive oral exam for students elect- ing thesis or professional project option.

FINANCIAL AID INFORMATIONTuition awards:.......................small numbers are available through Graduate College based on merit and needGrants and Loans:..................Federal Perkins Loans and/or William D Ford Direct Student Loans. Visit www.edu/faTeaching and Research:..........TA and RA positions based on meritAssistantships:........................Based on need

*Do not double count Hispanics; Hispanics also appear in the racial categories below.

*Do not double count Hispanics; Hispanics also appear in the racial categories below.PLANNING FACULTYLuc AnselinWalter Isard Chair and Director. Lic. (Economics), Free University of Brussels (1975); M.A. (Statistics, Operations Research), Free University of Brussels (1976); M.A. (Regional Science), Cornell University (1979); PhD. Cornell University (1980). Specializations: GIS and Spatial Analysis, Urban and Regional Modeling, Planning Methods. (480) 965-7533 Luc.Anselin@asu.edu

TOTAL MASTERS STUDENT COMPOSITION2009-2010

U.S. Citizens &Permanent Residents Male Female Total

Hispanics ofAny Race 7 5 12

White 26 15 41

African American 0 1 1

Native American/Pacific Islander

1 0 1

Asian American 0 0 0

Mixed 11 7 18

Other/Dont Know 0 0 0

Non-US Citizens Non-Permanent Residents 4 6 10

Total Students 49 34 83

Carlos Balsas, AICPAssistant Professor. LURP, University of Averio, Portugal (1995); MRP, University of Massachusett, Amherst (1995); Ph.D., University of Massachusett, Amherst (2004). Specializations: Urban Revitalization, Transportation Planning, Sustainable Transportation Planning, Scholarship of Teaching, International Planning. (480) 965-7533 Carlos.Balsas@asu.edu

Michael BattyDistinguished Visiting Professor, University College London.BA, University of Manchester (1966); PhD, University of Wales (1984); FRTPI, Fellow of the Royal Town Planning Institute (1983); FCILT, Fellow of the Chartered Institute of Logistics & Transportation. Specializations: Development of computer based technologies, specifi-cally graphics-based and mathematical models for cities.

Anthony BrazelProfessor. BA, Rutgers University (1963); MA, Rutgers University (1965); PhD, University of Michigan, Ann Arbor. (1972). Specializations: Physical Geography, Urban Climatology. (480) 965-7533 Anthony.Brazel@asu.edu

Katherine CreweAssociate Professor. BA, Rhodes University, South Africa (1976); MLA, University of California, Berkeley (1980); Ph.D., University of Massachusetts, Amherst (1997). Specializations: Planning Practice and Transportation; Historic Preservation; Citizen Participation; Gender Studies and Planning; Physical Planning/Urban Design; International Urban Design. (480) 965-7533 Katherine.Crewe@asu.edu

Patricia GoberProfessor. BS, University of Wisconsin (1970); MA, Ohio State University (1972); PhD, Ohio State University (1975). Specializations: Population, Urban Systems, Migration, Water Resources, Climate Change. (480) 965-7533 Patricia.Gober@asu.edu

Aaron GolubAssistant Professor. SC, Virginia Polytechnic Institute (1994); MME, Massachusetts Institute of Technology (1996); PhD, University of California, Berkeley (2003). Specializations: Urban Transportation Planning, Environmental and Social Impacts of Transportation, Environmental Justice, and International Transportation. (480) 965-7533 Aaron.Golub@asu.edu

Subhrajit GuhathakurtaProfessor. B.Arch., Jadarpur University, India (1985); MCRP, Iowa State University (1987); Ph.D., University of California, Berkeley (1991). Specializations: International Development and Planning; Urban Modeling and GIS; Computer Applications; Economic Development Planning; Environmental Planning. (480) 965-7533 Subhro-Guha@asu.edu

Nabil Kamel Assistant Professor. BS, Cairo University, Egypt (1983); MUP, Texas A&M (1993); PhD., University of California, Los Angeles (2004). Specializations: Housing and Urban Development, Regional Economic Development, Environmental Community Development. (480) 965-7533 Nabil.Kamel@asu.edu

ACSP Urban & Regional Planning Guide - 16th Edition | Page 5

Joochul Kim Associate Professor. BA, University of California, Berkeley (1973); MUP (1977) and Ph.D., (1979) University of Michigan. Specializations: Community Planning; Economic Development Planning; Housing and International Planning. (480) 965-7533 Joochul.Kim@asu.edu

Kelli LarsonAssistant Professor. BA, Southern Illinois University (1977); MA, Southern Illinois University, (1999); PhD, Oregon State University, (2005). Specializations: Water Resource Governance and Human-Environmental Interactions. (480) 965-7533 Kelli.Larson@asu.edu

Kevin McHughAssociate Professor. BS, Pennsylvania State University (1976); MA, Arizona State University (1977); PhD, University of Illinois, Urbana-Changaign (1984). Specializations: Cultural Geography, Geographical Thought & Theory, Place and Movement, and Spatiality of Aging. (480)965-7533 Kevin.McHugh@asu.edu

Alan MurrayProfessor. BS. University of California, Santa Barbara (1990); MA, University of California, Santa Barbara (1992);PhD, University of California, Santa Barbara (1995). Specialization: Facility Siting, Transportation and Transit. (480) 965-7533 Alan.Murray@asu.edu

Serge ReyProfessor. BS, The Richard Stockton College of New Jersey (1985); MA, University of California, Santa Barbara (1988); PhD, University of California, Santa Barbara (1994). Specialization: Integrated Multiregional modeling, Spatial Data Analysis, and Regional Science. (480) 965-7533 Sergio.Rey@asu.edu

Jay Stein, FAICP Professor of Practice. BA. SUNY at Binghamton (1968); MA, York University (1971); PhD, University of Michigan (1976). Specialization: Health and Planning, Growth Management, Economic Development and Public Finance. (480) 965-7533 Jay.Stein@asu.edu

Emily Talen, AICP Professor. BA, Calvin College (1980); Masters in City and Regional Planning, Ohio State University (1984); PhD. University of California, Santa Barbara (1995). Specializations: Urban Design, New Urbanism, Placemaking, Sustainable Cities, Smart Growth, and Urban Codes. (480) 965-7533 Emily.Talen@asu.edu

David PijawkaProfessor. BA, Brock University, Canada (1971); MA (1978) and Ph.D., (1983) Clark University. Specializations: Sustainable Planning and Design; Socio-economic Assessments; Disaster Management and Recovery Planning; Perception and Behavior Studies; Institutional Design. (480) 965-7533 Pijawka@asu.edu

Douglas WebsterProfessor. BA, University of Toronto (1969); MA, University of Waterloo (1972); PhD, University of California, Berkeley (1977). Specializations: Sustainable Urbanization, City Building in China, Southeast Asian Urbanization, Urban Competitiveness/City Development Strategies. (480) 965-7533 Douglas.Webster@asu.edu

Elizabeth WentzAssociate Professor. BA, The Ohio State University (1987); MA, The Ohio State University (1989); PhD, The Pennsylvania State University (1997). Specialization: Geographic Information Systems, Application of GIS to Urban Environments, Urban Remote Sensing, Water Resource Management. (480) 965-7533 Elizabeth.Wentz@asu.edu

Ruth Yabes, AICP Associate Professor. BA and BS, University of California, Davis (1976); MCP, University of Pennsylvania (1982); Ph.D., Cornell University (1990). Specializations: Participation; Community Development; International Planning; Planning Pedagogy. (480) 965-7533 Ruth.Yabes@asu.edu

OTHER AFFILIATED FACULTYAmbika Adhikari, AICPFaculty Associate. B.Arch., University of Baroda, Gujarta; M of Arch, University of Hawaii, Honolulu; Fellow (Urban Planning) Massachusetts Institute of