Abstract
Community-university partnerships are an established concept but are not typically central to the core planning curriculum. This study highlights a model of teaching innovation, Integrated Community Planning Core, where the core directly supports the departmental mission by bridging research and practice. The article explains the curriculum development process and assesses its ability to serve community, student, and faculty needs. Data collected from focus groups, student reflection papers, and practicing planner debriefings demonstrate the model is modestly successful, but adaptations are needed to communicate the value to students, the planning academy, and the university.