September 2019

I have tried to synthesize and deconstruct specific skills the 4th year studio
students lack (as perceived, by myself) in order to produce a hi-quality studio
project for their portfolio and future careers.

I have noticed specific incomplete skills which I would like to work on in LARC
4001 and are summarised as:

1. vocabulary - important design terminologies & landscape

architecture concepts
2. public speaking confidence and facility
3. contemporary theory and sustainable approaches to design
(recognise the work of others to inform their work)
4. justification of design decisions and direction for their work (per #3)
5. accountability for inadequate work
6. skill development (scale understanding, sketching, sheet layout,
graphics, etc.)

These statements (above) and ideas (below) are from my perspective only, I
have reviewed both FAFU and DAL coursework/program curriculum to inform
these skill directions. I have also discussed these perceived deficiencies and
proposed methods for learning and teaching effectiveness with other faculty.

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 1

LARC 4001 - LANDSCAPE STUDIO 1
NEW - COURSE COMPETENCY GOALS, LEARNING OBJECTIVES and METHODS
Builds upon Existing per Syllabus

COMPETENCY PROFILE (for this course only)

A. Project Design, Development, Planning, and Analysis
B. Professional/Technical Knowledge
C. Communication
D. Critical Thinking
E. Data Gathering and Research
F. Project Management

NEW - COMPETENCY GOALS (Learning Outcomes - Internal Statement ONLY)

Builds upon Existing per Syllabus

1. D efficiency and application of perceived lack of important LA skills to

allow them evelopto proceed into the profession and/or graduate school.

2. Integrate critical thinking within their decision making to solve design

problems of the studio course. This competency will be developed
through an active drawing and design environment.

3. Incorporate Dalhousie University’s and The Faculty of Agriculture’s

adopted strategic direction of the UN’s Sustainable Development Goals.

NEW - LEARNING OBJECTIVES

Builds upon Existing per Syllabus

Students will have increased self-efficacy or belief in their innate ability to

achieve landscape architecture design studio outcomes and project
development goals.

1. Develop design and sustainability vocabulary.

2. Practice the ‘understanding’ of a site including opportunities and constraints

and how to integrate contemporary theory and appropriate design ideas
within a sustainable context. (“Read the Site”)

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 2

3. Develop the understanding and usefulness of evidence based design (i.e.
Case Studies) in their coursework as it applies to improving problem solving
and decision making abilities.

4. Apply critical thinking of site design specific to meeting needs of site and
users. (e.g. sustainable principles, appropriate cultural interventions)

5. Demonstrate a practical outlook to problem solving and design solutions.

6. Meet deadlines and project/exercise requirements completely and fully.

Exhibit time management skills to complete short-term assignments and
long-term projects.

7. Express legibility and clarity in sheet/board layout of design graphics.

8. Learn and design with enthusiasm, curiosity and joy, despite the uncertainty
inherent in the design process and unpredictability in the critique procedure.

COMPETENCIES & LEARNING OBJECTIVES NOT ADDRESSED DIRECTLY

Complex problem solving - integrated thinking.
Imaginative or creative thinking skills (to be addressed indirectly - 1 lecture/PP).
Graphics, graphic methodologies and and Graphic thinking (i.e. no software).
Digital Representation (critique only, 1 lecture/PP).
Design principles and elements (2-3 lectures/PP/assignments).
Cost estimating and budgets.
LEED, USGBC, SITES, etc.
Local and Governmental Policy (to be addressed indirectly).

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 3

LARC 4001 METHODS to achieve Learning Objectives
• Reinforcement - Practice - Stress Value of these Skills
• Increase means of access to information to develop these Skills

These competencies and learning objectives will be achieved through the

course’s integration of skills and processes developed through an investigation
into a topical, issue-based problem, and development of solution(s) in a
landscape and sustainability context for a studio-based course.

HIGHLIGHTS
• A series of assignments will require a combination of reading, writing,
thinking, speaking, presenting, and drawing.

• There will also be the active use and subsequent grading/evaluation of a

sketch-book.

• (Weekly/BiMonthly) Pin-Ups will be a strong component of this course (harsh

grading at first so they get used to it and perform better in LARC 4002)

SPECIFIC TOOLS
Review student’s portfolio & statement at beginning of Studio and mentor accordingly
Lectures
Field-Trip(s)
Pin-Ups
Studio Critiques
Sketchbook
In-Class assignments (15-30min)
Critical Essays
Case Study Analysis
Powerpoint Presentations
Mini Edu-Sessions (spontaneous 5 minute group sessions around student’s work)
Class design challenges (15 min group discussion)
Critical observation and discussion (verbal)
View Ted-Talks and other Videos
Students view and comment on their Student Learning Assessment bar
(via Brightspace)

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 4

SPECIFIC METHODS and APPROACHES (as per Learning Objectives Above)
1. Develop design and sustainability vocabulary
• Present UN’s Sustainable Development Goals
(Lecture, Discussion, Assignment)
• Students provided a Glossary of Terms.
• Assignment to research, write and present terms w/ Project Examples.
• Require terms to be used in subsequent assignments.

2. Practice the ‘understanding’ of a site including opportunities and

constraints and how to integrate contemporary and appropriate design ideas
within a sustainable context. (“Read the Site”)

• Add ‘scale-markers’ to studio floor/walls for references. Better

understand scale.
• Students provided with resources, book summaries, TedTalks.
• Students will develop an overall Design Philosophy.
• Contemporary design theory (Lectures, Discussions, Assignments)
• Utilise research (research-lite) and exploration of resources (internet,
library, etc.) in order to better inform design knowledge, sustainable
principles specific to LA.
• Develop a scale model of the site: 1)existing conditions, and 2)schematic
design placement of design elements.
• Critical Essay (1-2 pages) defining and application of design and
sustainability terms and concepts.
• Case Study of contemporary design with sustainable principles exhibited.
• Essay, Images, Poster/PowerPoints. etc.

3. Develop the understanding and usefulness of evidence based design (i.e.

Case Studies) in their coursework as it applies to improving their problem
solving and decision making abilities.
• Students provided with resources, book summaries, TedTalks.
• Assignment to research, write and present terms w/ Project Examples.
• Case study review.
• Utilise research (research-lite) and exploration of resources (internet,
library, etc.) in order to better inform design knowledge, sustainable
principles specific to LA.

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 5

4. Apply critical thinking of site design specific to meeting needs of site & users.
• Reinforce design as process - require interim submissions.
• Review infrastructural flows and layer-thinking
• Class Design Challenges (15 min, interactive).
• Assignment and presentation.
• Case study review.
• Sketchbook

5. Demonstrate legibility and clarity in sheet/board layout of design

graphics.
• Students provided standards and templates.
• Lecture, mini-edu sessions.
• Accountability and grading.
• Add project examples to studio for reference.

6. Meet deadlines and project/exercise requirements completely and fully.

Exhibit time management skills to complete short-term assignments and long-
term projects.
• Students provided standards and templates.
• Interim submissions required.
• Accountability and grading.

7. Express a practical outlook to problem solving and design solutions.

• Require schematic design and design development project submissions.
• Provide a project budget and more specific information for design
elements (as appropriate).
• Require prior assignments consider this aspect in review and critique.

8. Learn and design with enthusiasm, curiosity and joy, despite the
uncertainty inherent in the design process and unpredictability in the critique
procedure.
• Happy instructors - happy students.
• Reduced student stress - view course as learning vs production.
• Spontaneous learning sessions, sketch sessions, and others.

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 6

NOT USED METHODS (perceived barriers to efficacy).
Review and comment, critique of other’s work.
(via Oral or Discussion via BrightSpace -this will be limited and
not graded heavily) NO Brightspace Discussion, Review, Comment.
e.g. Reading Responses - Guest Responses
Reading over 15 minutes.
Active listening.
Student-created blog.

REFERENCES
Palea, A., Ciobanu, G., Kilyeni, A. (2012). Educational skills in training
landscape architecture students:developing communication skills. Procedia -
Social and Behavioral Sciences. 46 ,4672 – 4677.
Hilton, M. (Rapporteur). (2010). Exploring the Intersection of Science Education
and 21st Century Skills: A Workshop Summary. Washington, DC: The National
Academies Press.
Gaffney, A. (2013). Communication Instruction in Landscape Architecture
Courses: A Model and Effects on Students’ Self-Efficacy. Journal of Business
and Technical Communication. Volume: 28 issue: 2, page(s): 158-186.
Personal Communication, Robert France (March 2019).
Personal Communication, Linda Jack (March 2019).

GENERAL COMMENTS and INSIGHT

1. As I have seen, the students ultimately spend 3 days work on final drawing -
they don’t think deeply or consider the analyses or site visits - THUS less
time at end and MORE TIME in ANALYSIS - hopefully this will get ideas of
site design and site sensitivity to sink in.
2. No more parking lots - that is the first thing they do (scared to design) and I
asked for green parking lots materials, trees every 6 spaces, etc. and they
don’t do it.
3. Overall - I am less concerned about the their technical knowledge (specific
to problem solving/technical design aspects) when graduating than I am
about understanding site design and approaches/goals - I want to instill a
sense of sustainability into everything they do.
4. Its very possible I get into this idea and formula and it doesn’t work - I will
have to be ready for that. The backup plan is to provide oversight and less
work requirement (reading, drawing, analytical awareness, critical thinking,
etc.) and rely in critique and nudge them in the right direction.

LARC 4001 - Autumn 2019 IMPROVING COMPETENCIES 7