AICP Certification Exam

Demonstrating Professional Planning Experience

In addition to meeting education and employment eligibility requirements, individuals applying to take the AICP Certification exam must demonstrate that they have engaged in professional planning experience that qualifies them for AICP certification. Applicants do this by addressing four established planning criteria that together define professional planning experience.

The information provided on this page details the professional planning experience criteria found on the exam application and provides guidance on preparing responses to each criterion.

General Instructions

• Applicants must respond to each AICP professional planning criterion for each individual employment position. Applicants who have held multiple positions with the same employer must address the four criteria separately for each position.
• Applicants must provide unique responses with specific examples that demonstrate how a particular position satisfies a particular professional planning criterion. Copied-and-pasted identical responses for different criteria pertaining to the same employment position or for the same criteria across different employment positions will not be accepted.
• Responses to each AICP professional planning criterion must be at least 250 words but may not exceed 500 words.
• Applicants offering experience in more narrowly focused places of work should take particular care in showing how that experience meets the four criteria.

Applicants who are uncertain about their eligibility for certification based on employment experience should visit the AICP Certification Exam FAQ.

NOTE: Get information on Non-Traditional Planning Experience

Professional Planning Experience Criteria

The following criteria define professional planning experience in the work of an individual applicant. While the criteria are more likely to be met in an agency (private or government), institute, or firm engaged in comprehensive planning, instruction, or research, this is not a prerequisite.

Professional planning experience — whether acquired through practice, teaching, or research — must appropriately address all four of the following criteria. 

1. APPLY A PLANNING PROCESS APPROPRIATE TO THE SITUATION

Professional urban, rural, and regional planning applies a process appropriate to the situation. The process involves a number of steps, including problem/opportunity definition, goal setting, generating alternatives, selection of an alternative, implementation, and evaluation. A professional planning process should be oriented toward the future, examine unintended consequences as well as intended ones, and identify implementation options that include identification of resources and resource constraints. A clear process should be evident in the quality of research, analysis, and teaching (if applicable); process should also guide the format of the planning policy or program.

Discuss how you applied a planning process appropriate to the situation at the position in question through one of the three sections of professional planning content listed below. You should focus your response on the single portion of Criterion 1 that is most applicable to your work experience at the position in question.

DO

• Focus your response on the section of Criterion 1 most applicable to your work experience.
• Focus your response on the project tasks for which you were responsible.
• Focus on the details of your role on a project and not the number of project examples that you provide.

DON'T

• Provide answers for all three sections of Criterion 1.
• Simply state that you have applied a planning process. Instead illustrate how you have applied a planning process.
• Write about yourself in the third person, discuss the details of the project instead of your role on the project, discuss work that is not considered professional planning experience, or discuss a project that is not tied to the particular position in question.

1.1 Plan Making and Implementation was designed for applicants in professional practice who develop, implement, and enforce plans on a regular basis. AICP maintains that the list below exemplifies typical experiences of planners eligible for certification. The list is not intended to be exhaustive and applicants are not required to address every activity listed in this section. Applicants should focus their response on the strongest examples which demonstrate how their employment meets the criterion of applying an appropriate planning process in practice.

• Visioning and goal setting
• Demographics and economics
• Land use and development regulations
• Application of legal principles
• Growth management techniques
• Budgets and financing options
• Development plan and project review
• Program evaluation
• Communications techniques
• Intergovernmental relationships
• Stakeholder relationships
• Project and program management

1.2 Functional Areas of Practice was designed for applicants who practice in specialized fields within the profession who may not create, implement, and enforce plans on a regular basis. AICP maintains that the list below exemplifies typical functional areas of practice of planners eligible for certification. The list is not intended to be exhaustive. Applicants should focus their response on the functional areas of practice that best demonstrate how their employment meets the criterion of applying an appropriate planning process in practice.

• Community development
• Comprehensive or long-range planning
• Economic development and revitalization
• Educational, institutional, or military facilities planning
• Energy policy
• Food systems planning
• Hazard mitigation and disaster planning
• Historic preservation
• Housing
• Infrastructure
• Labor force and employment
• Land use and transportation
• Natural resources, and the environment
• Parks, open space, and recreation
• Planning law
• Policy planning
• Public services
• Social and health services
• Urban design

1.3 Research, Analysis, and Teaching was designed for applicants in academia or research institutions who are not practicing planners, but who conduct and publish planning research or teach planning related courses. Section 1.3.1 can also apply to applicants with significant experience in research and data analysis as well. Applicants should focus their response on the strongest examples that demonstrate how their employment meets the criterion of applying an appropriate planning process in research, analysis, and teaching.

1.3.1 Research and Analysis

Quantitative and qualitative research methods; Collecting, organizing, analyzing, and reporting data; Economic analysis and forecasting; Environmental analysis; Spatial analysis and geographic information systems (GIS); Policy analysis and decision making; Design and implementation of research initiatives; Design and implementation of surveys; Professional literature search of best practices.

The response should include the prime purpose of the research, the stage of the research, the organizational context of the research, and how the research affects the implementation of urban and regional planning policy.

NOTE: Relevant research undertaken towards a master's or doctorate degree qualification is eligible, provided the following: the master's or doctorate degree is in a department of urban and regional planning, and the research cannot be part of course work that is counted toward a degree or a requirement for a degree (AICP requires that education and experience remain separate entities).

1.3.2 Teaching

Experience should focus on the activities described in the sections of professional planning content above (Plan Making and Implementation; Functional Areas of Practice; and Research and Analysis). Courses should focus on urban, rural, and regional planning or apply to interest groups or community groups in the context of policy engagement. Teaching activities may include course development (lesson plans), instruction, research, or writing scholarly papers.

2. EMPLOY AN APPROPRIATELY COMPREHENSIVE POINT OF VIEW

Professional urban, rural, and regional planners employ an appropriately comprehensive point of view when implementing professional planning tasks. A comprehensive point of view means looking at the consequences of making a proposed decision as they affect various aspects of a community's quality of life: physical, social, and economic.

Proposed decisions should conform to the larger spatial context in which they are made and implemented (consider national, state, regional, county, or municipal contexts as well as urban, suburban, small town/rural, neighborhood, districts, and corridors). Treat multiple policies, actions, or systems simultaneously when interlinkages are too great to treat separately. Consider neighboring jurisdictions and broader geographic areas.

Discuss how you employed an appropriately comprehensive point of view when implementing professional planning tasks associated with the position in question.

DO

• Demonstrate consideration of the consequences that a decision may have on a variety of aspects of a community's quality of life (physical, social, economic, etc.)
• Demonstrate consideration of how a decision will affect larger spatial contexts (i.e. neighboring jurisdictions, county, region, or state).
• Discuss intergovernmental relationships and communication with a variety of stakeholders (both local and in neighboring areas).

DON'T

• Provide an example that is limited to a very specific location or group of people (i.e. only applicable to one neighborhood, one sector of the public, one piece of property).
• Write about yourself in the third person, discuss the details of the project instead of your role on the project, discuss work that is not considered professional planning experience, or discuss a project that is not tied to the particular position in question.

3. INVOLVE A PROFESSIONAL LEVEL OF RESPONSIBILITY AND RESOURCEFULNESS

A professional level of responsibility and resourcefulness means initiative, judgment, substantial involvement, and personal accountability for defining and preparing significant substantive elements of planning activities.

Discuss how you were a responsible and resourceful professional through professional planning tasks associated with the position in question.

DO

• Make the connection between the tasks you provide and how they demonstrate that you were a responsible and resourceful professional.

DON'T

• Simply provide a list of tasks without making the connection to how they demonstrate that you were a responsible and resourceful professional.
• Provide a list of tasks that are administrative or pre-professional in nature. You must demonstrate how you have prepared significant substantive elements of planning activities.
• Write about yourself in the third person, discuss the details of the project instead of your role on the project, discuss work that is not considered professional planning experience, or discuss a project that is not tied to the particular position in question.

4. INFLUENCE PUBLIC DECISION MAKING IN THE PUBLIC INTEREST

The primary obligation of professional urban, rural, and regional planners is to serve the public interest. To fulfill this obligation, planners act as leaders during the planning process, working with elected and appointed officials toward the goal of creating communities of lasting value. Planners' input, direction, and guidance influences those with decision-making authority to make decisions that are in the best interests of the public.

Discuss how you have influenced public decision making in the public interest while at the position in question.

NOTE: For those planners in academia and not practice, focus your response on how your work (studios, lecture materials, publications) promotes decision making in the public interest.

DO

• Demonstrate how you have influenced public decision making through your work with boards, elected officials, and others with decision-making authority.
• Demonstrate how you guided decision makers through the planning process and how that guidance resulted in a decision(s) being made that was in the best interests of the public.

DON'T

• Simply discuss how you aspire to certain principles regarding your responsibility to the public. Your response must illustrate leadership in influencing those with the authority to make decisions that are in the public interest.
• Write about yourself in the third person, discuss the details of the project instead of your role on the project, discuss work that is not considered professional planning experience, or discuss a project that is not tied to the particular position in question.

Part-Time and Prorated Experience

Persons engaged in part-time professional planning experience may prorate that experience into a full-time equivalent.

For example, a position in which the applicant worked only 20 hours/week for six months may prorate that experience into the full-time equivalent of three months of professional planning experience.

Similarly, persons working full time, but devoting a portion of their time to another field, may also prorate that experience into a full-time equivalent.

For example, a position in which an environmental planner worked 40 hours/week for two years and devoted half her time to environmental science and half her time to professional planning may prorate that experience into the full-time equivalent of one year of professional planning experience.

Internships and Work Completed While Enrolled in a Degree Program

AICP will consider internships towards the professional planning experience requirement provided that the following stipulations are met:

• The internship cannot be part of course work for a grade (AICP requires that education and experience remain separate entities), and
• The work as an intern meets the four criteria for professional planning experience listed in the AICP application.

The same applies to any work completed while enrolled in a degree program, even if the applicant's title was not intern.

Non-Traditional Professional Planning Experience

While AICP's four professional planning criteria are more likely to be met in an agency (private or government), institute, or firm engaged in comprehensive planning, instruction, or research, this is not a prerequisite. Persons with non-traditional professional-level planning experience are encouraged to apply, but will still be required to justify how the experience is at a professional level in their response to Criterion 3: Involve a Professional Level of Responsibility and Resourcefulness.

What do we mean by "non-traditional professional-level" planning experience?

By "non-traditional professional-level" planning experience we mean work that would not ordinarily fit into the rubric of AICP's four criteria that define professional planning experience because the work was in an unpaid or volunteer capacity, but that involved the same level of initiative, judgment, substantial involvement, and personal accountability for defining and preparing significant substantive elements of planning activities as required of a full-time planner at an agency, institute, or firm engaged in comprehensive planning, instruction, or research.

Although there is often a fine line between professional-level and pre-professional planning experience, the former generally involves a greater level of personal responsibility and more substantive technical accomplishments.

For example, volunteer work at a Community Organization would not usually be considered professional planning experience if the applicant was only responsible for setting up meetings, processing development and zoning applications, providing general customer service, etc. However, the experience may be considered to be at a professional level if the applicant was also involved with or responsible for:

• The preparation of research and documents;
• The supervision of projects;
• The presentation of proposals and plans before decision-making bodies;
• Providing significant input in one or more facets of a project (e.g. giving technical expertise in areas such as computer application, strategy development, impact analysis, etc.)

What do we NOT mean by "non-traditional professional-level" planning experience?

Non-planning work in related fields or professions (unless the work constitutes a minor element of the applicant's experience in the planning position). Examples include:

• Law
• Architecture
• Landscape architecture,
• Engineering
• etc.

Not Generally Considered Professional Experience

1. Work in related fields, unless it constitutes a minor element of the applicant's planning experience. The following illustrates types of work in related fields sometimes performed by planners, but more often by other professionals:
• Subdivision design
• Large scale housing or site design work
• Traffic engineering or highway design
• Land surveying or mapping
• Community organization
• Social work
2. Experience in related professions (e.g., law, architecture, landscape architecture, engineering).
3. Market research or analysis, and other types of physical and social science research normally performed by other professionals or academic disciplines.
4. Work at a pre-professional level. Although there is often a fine line between professional experience and pre-professional experience, the latter generally involves less personal responsibility and less substantive technical accomplishments along the lines of the above four criteria that define professional planning experience.
5. Elected and appointed officials: While contributions by members of city councils, boards of commissioners, planning commissions, boards of zoning appeals, and citizen advisory boards are indeed invaluable to the advancement of planning, service on such a body, by itself, does not constitute professional planning experience.