Try dividing the class into small groups (4-5) and having each group take
the role of one of the actors (individuals, organizations agencies, etc.)
in the case study. They then research their actor's position (perhaps have
real actors come in to speak and answer questions), prepare briefs, and the
whole things climaxes with some type of simulated hearings where the groups
present briefs, examine and cross examine one another, and some "judgement"
is handed down. We've done this sort of class with first-year students in
environmental studies for a number of years, and it's very effective.
Sally Lerner
>I may have posted this before, but because PEN-L hasn't been working too
>well over the past month or two (at least here it hasn't), I may have
>not have sent it to PEN-L or I may have missed some replies.
>
>
>Since making the original posting, I have gotten feedback that a good strategy
>is having students study local problems. This seems a good idea, but how
>does one have them integrate all the subject matter? For example, a very
>rich local issue is a new mega-mall being constructed as a public-private
>partnership in Providence. This could bring in all sorts of topics:
>central place theory, the theory of the state, gender, land values,
>post-fordism, etc. How does one split up the class to work on these
>different aspects simultaneously while covering them sequentially in class
>meetings?
>
>Here's the original posting:
>
>
>Hi,
>
>I teach a course, "Spatial and Fiscal Relationships of Communities" to
>second-years graduate students in a two-year community planning program.
>The students have no required prior background in economics or geography.
>I treat the course as a basic "urban theory" course, covering the
>"classic" material in the field (e.g., central place theory, Weberian
>location theory, the Chicago School's concentric zone theory, etc.) as
>well as more recent stuff on globalization, flexible specialization,
>economic restructuring, etc. The texts I've used in the past are
>Dicken and Lloyd's _Location in Space_ and Mike Davis' _City of Quartz_.
>
>I am a bit dissatisfied with the way the course has gone the past few years.
>There is an enormous amount of material to cover, and it is hard for students
>to engage the material in a way they find interesting. Davis' book, for
>example, is often read as a dead history of Los Angeles rather than
>an account with general lessons about the new global economy and its effects.
>
>Does anyone out there teach a course like this or
>have other thoughts on making the course more manageable and interesting to
>students?
>
>Marsh Feldman
>Community Planning Phone: 401/792-2248
>204 Rodman Hall FAX: 401/792-4395
>University of Rhode Island Internet: [EMAIL PROTECTED]
>Kingston, RI 02881-0815
>
>"Marginality confers legitimacy on one's contrariness."