000			01802nam a22002657a 4500
003			ZW-GwMSU
005			20241018063626.0
008			241018b |||||||| |||| 00| 0 eng d
022			_a0739456X
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aNA9000 JOU
100	1		_aFreestone, Robert _eauthor
245	1	0	_aStudent xperiences of work-based learning in planning education/ _ccreated by Robert Freestone, Susan Thompson, and Peter Williams
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		_aOf various approaches to teaching planning in practice, work-based or integrated learning retains vital relevance in many planning programs. There are strong rationales in pedagogic, professional development, employment, and personal terms. But what of student experiences of work experience? How do student planners approach, experience, and reflect on workplace engagements? This article explores these experiential dimensions through a survey of a cohort of Australian students involved in a yearlong paid placement as part of an accredited undergraduate planning degree. It discusses the changing expectations of students and whether these were realized, their major learning experiences, and an overall evaluation of off-campus learning. The findings have wider relevance for evaluating student assessments of work-based learning in planning education.
650			_aWork integrated learning _vWork placements _xStudent assessments
700	1		_aThompson, Susan _eco author
700	1		_aWilliams, Peter _eco author
856			_uhttps://doi.org/10.1177/0739456X06295027
942			_2lcc _cJA
999			_c167898 _d167898