Urban planning education emphasizes professional development and career preparedness. Undergraduate programs can recruit a broader diversity of students to planning but require different approaches to professional development than graduate programs. In this paper, we evaluate existing research on undergraduate and graduate planning education in the United States. Using a survey of undergraduates and an assessment of studio learning outcomes, we explore student perspectives on professional development. Students see value in technical skills and networking but less in community-based projects. We also find that using individual development plans in studio learning helps undergraduate students see the value of ongoing professional development.
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