Learning Circle

Planning Ethics Learning Circles

In the course USP 541 Dynamics of Planning Practice at Portland State University, I explored a series of weekly scenarios, abstracted and refined from actual planning cases, to practice and debate approaches to resolving, mitigating, or circumventing planning’s ethical quandaries.

The practice of planning involves addressing a range of complicated, challenging problems that often require balancing multiple competing interests while weighing persistent inequities, long-term effects, and potential externalities. Throughout the term, I read a selection of practical and theoretical literature that explores the dynamics of planning practice. Along with class lectures, this literature expanded my terminology and concepts for analyzing, evaluating, and navigating the wicked, ethically fraught issues I am likely to face as a planner. 

In groups called "Learning Circles," my peers and I were tasked with consulting a list of academic readings, documenting our initial feelings, intuitions, and interpretations, then discussing the weekly scenario in a structured staff meeting format. Learning circles were an opportunity to practice skills useful for navigating that environment, including: cooperative learning, active listening, interpersonal communication, time management, creative thinking, persuasive argumentation, and conflict management. Within each learning circle, we rotated amongst four roles: facilitator, community builder/reporter, illustrator, and lexicographer/interpreter.

As the facilitator, I was able to apply my project management background and create a meeting agenda that guided conversation, punctuated time allotments, and established group norms.

As the community builder, I kept our icebreakers lighthearted and fun by hosting games of Cards Against Urbanity, adding humor and engagement to our otherwise academic discussions.

As the illustrator, I shared a relevant humorous and satirical comic that captured the importance of cultural competency.

As the lexicographer, I identified key terms and concepts from the week’s readings and scenarios, along with useful external resources, to clarify new terminology and frame our discussions.

My work throughout this quarter culminated in a final written reflection, viewable at the project link below.