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The intersection of land use and transportation policy is becoming an increasingly important focus for all urban planners. This focus, however, challenges the academic community to design effective courses that teach the concepts and professional skills required for professional experience. Integrated land use and transportation courses should engage students to develop interdisciplinary skills while becoming familiar with, for example, travel behavior and zoning policies. Laboratory courses (or segments of courses) as part of graduate curricula provide platforms to further emphasize skills. A common pedagogy problem is devising laboratory assignments that are integrative, cumulative, practical, and interesting for students. Furthermore, laboratory projects should introduce students to real-world problems and techniques while exploring broad planning themes. This paper presents uses four years of laboratory segments from a land use-transportation course (LUTC) at the University of Minnesota to evaluate the needs and results of practitioner-oriented land use and transportation planning education. The laboratory used group projects where students proposed integrated developments using air rights above existing (and sunken) urban freeways in the Twin Cities. The projects provided a practitioner-oriented project through a collaborative and reflexive learning process. This article describes the completed projects, as well as the technical skills, integrated approach and visionary planning necessary for successful execution. The students addressed complicated problems associated with large-scale development by researching neighborhood demographics, characteristics, and pertinent regulations. They used their research to analyze traffic impacts, propose zoning regulations, and outline costs and benefits from their proposal using Geographic Information Systems (GIS), statistical analyses, assessor data and traffic engineering manuals. Using the completed student projects and comparisons with other land use-transportation course and laboratory projects the authors demonstrate how these laboratory components serve multiple pedagogy goals.

Planning pedagogy is increasingly focused on ways to teach interdisciplinary topics in an integrated and synergistic manner. The intersection of land use and transportation represent two topics that, in recent years, have risen front and center for the planning profession as a whole as well as for individual program specialization areas. This article focuses on the manner in which planning programs and in particular, specific courses, address land use and transportation planning. After describing the context in which such courses exist (e.g., program specializations, faculty size), the bulk of this analysis centers on analyzing syllabi from 15 courses in North American planning programs that squarely address integrated land use-transportation planning. The syllabi are analyzed in two respects. The first examines the list of topics covered within each course. The nature of primary, secondary, and peripheral topics (as assessed by the frequency in which they appear in the syllabi) are discussed. Second, the analysis uncovers the frequency in which specific readings are used in each course (articles, book chapters, books). Special attention is devoted to discussing the substance (e.g., what topics), origin (e.g., journal name), and/or the availability of key readings. The article closes by discussing the detailed nature of a sample land use-transportation course from the Urban and Regional Planning Program at the University of Minnesota in which there is a lecture and laboratory component.