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022			_a0739456X
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aNA9000 JOU
100	1		_aAli, Amal K _eauthor
245	1	2	_aA survey of undergraduate course syllabi and a hybrid course on global urban topics/ _ccreated by Amal K. Ali and Petra L. Doan
264	1		_aThousand Oaks : _bACSP, _c2006.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of planning education and research _vVolume 26, number 2
520	3		_aIn recent years, many planning departments at American universities have begun to teach introductory world-cities courses at the undergraduate level. This trend is explained by the growing recognition of the role and importance of undergraduate planning education, increasing interests in effects of globalization on cities, and pressures from university administrators for planning faculty to increase enrollment. This article reviews strategies adopted to teach world cities to undergraduate students. It presents insights from several sources: a content analysis of forty-three world-cities syllabi, a survey of instructors whose syllabi were analyzed, and the experience of one of the authors in teaching a hybrid course in world cities in which part of the course was taught online and another in class. The study findings provide useful suggestions for instructors, departments, and universities interested in innovative approaches to teach undergraduate courses in global urban topics.
650			_aPlanning pedagogy _vGlobal planning _xWorld cities
700	1		_aDoan, Petra L. _eco author
856			_uhttps://doi.org/10.1177/0739456X06291500
942			_2lcc _cJA
999			_c167891 _d167891