the University of Maryland since 1993, The purpose of the grant is described in detail in a
later section of the paper.
This is a function of the nature of the courses. The primary purpose of the courses is
to introduce the "principles of urban design" to students. Thus, many of the readings are on
these principles (among others, I employ such classic readings as
Ishikawa, and Silverstein 1977;
Lynch 1960, 1981;
Note that there was some flexibility in the assignment. The students were told that they
did not have to write the essay keeping all the above-mentioned backgrounds in mind. For
example, they could just write the essay from their educational background.
Until this year ( Spring 1997) there had been four Regional Institutes and a National
Institute. For the academic year 1996-97, the Southern Institute was combined with the
Northeastern Institute. Hence, I could expose students to some southern cities also.
The seeds of the program were sown in the Urban Studies Institute in 1963. The
Center for Urban Affairs came into existence in 1970 and the M.A. in Urban Planning and
Policy Analysis was initiated. The program became the first planning program at an HBCU
to get degree recognition -- the forerunner of the accreditation process -- from American
Institute of Planners (AIP) in 1974. In 1975 the name of the degree was changed to Master
of City and Regional Planning (MCRP). The program was first accredited by Planning
Accreditation Board (PAB) in 1986. For a detailed discussion on the history of the program,
Sen ( 1997).
Morgan's history began in 1867 and can be characterized into four periods. Like most
HBCUs, the first period ( 1867-90) consisted of an institution -- the Centenary Biblical
Institute -- set up by missionaries for the sole mission of training African American men for
the Methodist Ministry. Morgan College ( 1890-1939), the second period, saw a broadening
of the mission to educate men and women for careers other than ministry. With the changing
of the name to Morgan College, the primaiy mission was to prepare African Americans of
good moral standing for careers in public school teaching. Morgan State College ( 1939-75)
is the third period in the institute's evolution. It was created in 1939, when the institute was
purchased from the Methodist Episcopal Church by the State of Maryland. Morgan's
mission expanded from teacher training to a balanced liberal arts education in this epoch.
The fourth period of the institute began in 1975, when Maryland General Assembly granted
university status to Morgan. For a detailed discussion on the history of the University, see Sen ( 1997). For a good discussion on the evolution of HBCUs, see
Alexander C., S. Ishikawa, and M. Silverstein. A Pattern Language: Towns, Buildings,
Construction. New York: Oxford University Press. 1977.
Amirahmadi H. Globalization and Planning Education. Environment and Planning B, vol. 20, 1993:537-55.
Andrews J. H. The Newest Americans. Planning, vol. 63, 1997:4-9.
Banerjee T. Environmental Design in the Developing World: Some Thoughts on Design
Education. Journal of Planning Education and Research, vol. 5, 1985:28-38.
Banerjee T. Third World City Design: Values, Models and Education in
B. Sanyal (ed.), Breaking Boundaries: A One World Approach to Planning Education. New York: Plenum Press. 1990:173-89.
Banks J. A. Multiethnic Education in USA: Practices and Promises in
T. Corner (ed.), Education in Multicultural Societies. New York: St. Martin's Press. 1984:68-93.