2023-2024 MLA Handbook

MASTER OF LANDSCAPE ARCHITECTURE PROGRAM

2023-2024

Department of Landscape Architecture and Environmental Planning College of Design

https://design.ncsu.edu/landscape-architecture

Welcome to the Department of Landscape Architecture and Environmental Planning at NC State University!

August 1, 2023

An enthusiastic and sincere “welcome aboard” to all new MLA students!

And, an appreciative and hearty “welcome back” to returning second and third year students!

We hope you had a productive summer and are excited about this upcoming academic year. Thank you all for your decisions to study Landscape Architecture and Environmental Planning at NC State University!

I have been honored and am grateful for the privilege as serving as the department’s Interim Head this past year during which a national search for a new permanent department head ensued. The big news is that effective July 1, 2023, Maria Bellalta, FASLA, will commence serving as the new Head of the Department of Landscape Architecture and Environmental Planning! Her biography follows on the next pages so please read on. My plans are to return to my “retirement cave.” But before I do I offer the following reflective thoughts about what makes our LAEP program both unique and special.

(1) Our faculty colleagues are accomplished and nationally recognized for their teaching, research and community engagement achievements and awards. They are committed to working along with you as you vigorously pursue the next steps towards achieving a rich education in landscape architecture and environmental planning.

(2) Our graduates and current students are creative, intelligent, dedicated, energetic and motivated “game changers”. You are among fellow students and alumni who are dedicated to mastering the knowledge and skills of the profession to address emerging environmental issues and serve broader and diverse constituencies.

(3) Our program lives in a region of the country known for an enviably strong and vibrant community of landscape architecture and environmental planning practitioners and related design professionals who actively and enthusiastically participate in the life of our program and the College of Design. Several prominent practitioners teach courses, and many participate throughout the year in our various studio reviews and seminars courses; and

(4) Our “home” in the College of Design and within the greater NC State University community affords many opportunities for interdisciplinary learning experiences. Take some time to explore and take a few elective courses outside our program.

This is a great time to become a landscape architect and environmental planner!

The profession is uniquely positioned to actively address an ever-expanding array of important design challenges at various scales. Never has our role in society been as relevant as it is now. Our program, combined with your “we can do this” attitude, will empower you to learn and develop invaluable design and landscape thinking skills and knowledge to propel you into the diverse and evolving practices of landscape architecture and environmental planning.

About this MLA Handbook: It’s always a work in progress meaning that it’s updated every year, and in between as new information emerges. And, it probably has some errors or omissions. So, please let us know if you stumble upon what you believe is an error, needing more elaboration, or have some material to contribute. Like the landscape, the Handbook is always changing.

The 2022 - 23 academic year was incredibly busy and successful for our students and faculty. We look forward to the 2023 24 year of creativity, collaboration, and “design and landscape thinking.” Our faculty colleagues, student leaders, and community of engaged practitioners look forward to learning with you during your education here at NC State University.

In closing, I want to acknowledge and graciously thank my faculty colleagues for your support, kindness, encouragement, dedication, ethics, and devotion to our students and to me, personally. You all have contributed to the making of a productive and exciting community in which to expand our knowledge, capabilities, and wisdom!

My very Best Wishes, as you all move forward in our LAEP Program,

Gene Bressler, FASLA, Professor Emeritus Former Interim Department Head 2022-23, Head

Department

of Landscape Architecture

gene_bressler@ncsu.edu

2006-18

and Environmental

Planning

NC State University Welcomes Maria

Bellalta

as New Head of the Department of Landscape Architecture and Environmental Planning

By Christine Klocke, Director of Communications and Marketing, College of Design

“After conducting a national search, the College of Design at North Carolina State University has selected María Bellalta to serve as the head of the Department of Landscape Architecture and Environmental Planning, effective July 1. María is currently dean and faculty at the Boston Architectural College (BAC) School of Landscape Architecture, where she directs both graduate and undergraduate programs and teaches design theory and practice as well as interdisciplinary studios on social urbanism.

María’s career is distinguished by the admirable work she has produced over the past 30 years across research, teaching, academic administration, and practice in landscape architecture. Her research is focused on the urbanization of the Global South, its environmental and social impacts, and is informed by international projects and collaborations and her roots in Latin America.

Her recent book: Social Urbanism: Reframing Spatial Design – Discourses from Latin America examines rapidly developing cities in Latin America. The book expands a worldview which considers the cultural

values of a given place as they connect to the geographical landscape of the region and as the driving forces behind future models of globalization and urban growth.

“We are delighted to have María on board, and look forward to the global, interdisciplinary work she can bring to the department,” says Mark Elison Hoversten, dean of the College of Design. “She is an active collaborator with leading organizations including the American Society of Landscape Architects (ASLA), of which she is a fellow, and strives to bring forward a diverse, emerging generation of landscape architects who consider social and environmental justice in their work.”

Derived from her research work in Latin America, María leads international studios focused on social urbanism based in Medellín, Colombia and Mexico City, Mexico, as rapidly expanding cities that exhibit ecological, economic, and social dilemmas exacerbated by a climate crisis era. Since 2015, she has invited students to work alongside local landscape architecture and design students, broadening students’ perceptions of the discipline. Her work guides students through planning strategies that reconsider design in service of diverse communities and frames social urbanism as a means for inclusive development across territories.

“I am excited to be joining the faculty and students in the College of Design,” Bellalta states. “The caliber of the students and the scholarship of the faculty are fundamental to expanding the social and environmental focus of urbanism and the landscape architecture discipline today. I continue to explore means for understanding the ways in which communities are intimately connected to their landscapes and look forward to working together to influence urbanization in the future through this lens.”

María received her MLA from Harvard University, Graduate School of Design, with prior studies in environmental psychology from the University of Notre Dame. Her professional experience includes positions with Buró Verde Arquitectura, Martha Schwartz Partners, Sasaki Associates, and Copley Wolff Design Group.

María is a trustee for the Boston Society of Landscape Architects, ASLA Delegate to the International Federation of Landscape Architects – Americas Region and serves on the Americas Council of Landscape Architecture Schools. She has engaged in academic collaborations with Universidad Pontificia Bolivariana, Colombia, and Centro Metropolitano de Arquitectura Sustentable in Mexico City, among other academic institutions in Latin America.

Dean Hoversten thanks the search committee, chaired by Tsai Lu Liu, for its important work.”

1 | Landscape Architecture and Environmental Planning at NC State University

The Master of Landscape Architecture (MLA) is a STEM-designated degree and LAAB accredited program that prepares graduate students for the rigors of design and environmental planning leading to professional practice, research, leadership, and community engagement.

Our students, faculty, and local design community seek to understand the impact of human actions on the land and to respond with community-based design strategies. We are dedicated to teaching, researching, and practicing design processes that acknowledge the interdependence of built landscapes and ecological, social, and economic systems.

(While we no longer offer a Bachelor of Landscape Architecture, it is possible for NC State University undergraduate students to earn an undergraduate Minor in Landscape Architecture by taking certain landscape architecture courses as electives. Please contact the Department Head if you or someone you know is interested in pursuing an Undergraduate minor in Landscape Architecture)

LAAB Accreditation

The Master of Landscape Architecture program in the Department of Landscape Architecture and Environmental Planning in the College of Design at North Carolina State University is a fully accredited professional program and academic unit of the University of North Carolina System. To maintain this status, the curriculum is designed to meet both the requirements of the NCSU Graduate School and the Landscape Architecture Accreditation Board (LAAB).

The Landscape Architectural Accreditation Board (LAAB) is a specialized agency that accredits educational programs leading to first professional degrees at the bachelor’s or master’s level in landscape architecture in the United States and its territories. Its core is the concept of self-evaluation. The Landscape Architectural Accreditation Board (LAAB) accreditation process evaluates each program based on its stated objectives and compliance to externally mandated minimum standards. The program conducts a self-study to evaluate how well it is meeting its educational goals. LAAB then provides an independent assessment, which determines if a program meets accreditation requirements. Programs leading to first professional degrees at the bachelor’s or master’s levels in the United States are eligible to apply for accreditation from LAAB

The Department of Landscape Architecture and Environmental Planning offers a first professional accredited degree in landscape architecture, the Master of Landscape Architecture (Tracks II and III). In March 2022 our MLA program underwent a periodic re accreditation review and received accreditation for 6 years, the maximum time given by the LAAB.

Program Mission Statement:

Our mission is to investigate and advance landscape-focused solutions to social and environmental design imperatives (Adopted May 2021).

Program Goals

The Department of Landscape Architecture and Environmental Planning encourages cross-disciplinary collaboration within NC State’s colleges and the other major universities in the UNC System and beyond. Past projects have had our students and faculty partnering with UNC Chapel Hill, the Federal Emergency Management Agency (FEMA), the UNC Coastal Studies Institute, and many more institutes and organizations. The Department of Landscape Architecture and Environmental Planning takes to heart what it means to be part of a land-grant institution by working on real-world projects that deal with real-world issues right here in North Carolina.

As supporters of the New Landscape Declaration, we emphasize evidence-based inquiry and design thinking that positions students and graduates to engage with and propel the landscape architecture profession into the future as it evolves in response to environmental and societal imperatives.

Our goal is to prepare the next generation of landscape architects with the knowledge and tools to engage the challenges and opportunities associated with urbanization and demographic changes, environmental social equity, landscape asset performance and project lifecycle modeling, and resilient and sustainable design practices.

Goal 1: Ensure all students have mastered the appropriate design and planning skills required to be a practicing professional, recognizing the aim of the department is to create transdisciplinary thought leaders and advocates, guided by a passion for lifelong learning.

The MLA program prepares students to enter the profession of landscape architecture in the broad range of practice settings. It prepares them through an emphasis on design thinking to engage and lead the profession into the future as it necessarily evolves in response to the needs and requirements of society.

MLA students are provided with learning experiences at multiple scales with an emphasis on intersecting systems and complexity. They are provided opportunities to engage regional design and community partners for professional currency and their work demonstrates impact and garners recognition from constituencies outside the department.

Faculty continually expand their expertise in relevant design and planning approaches, and methods and tools to provide students with a broad range of knowledge, skills and abilities. Students engage in transdisciplinary experiences through formal classroom collaborations, informal collaborative projects, and research opportunities.

Goal 2: Transfer theoretical and applied knowledge through engaged processes and problem types as appropriate for landscape architecture and planning.

Faculty provide opportunities for students to engage with theoretical and research frameworks, methods, literature, and critical evaluation in both studio and seminar courses. As faculty are continually developing, applying and disseminating new knowledge, they incorporate this into their courses.

Within the context of NC State University’s land grant mission, the importance of engagement, collaboration and co-production of learning is recognized, and multiple opportunities to engage communities are provided in studios and seminars throughout the curriculum.

Goal 3: Advance diversity, equity, inclusion, and cultural competency through the academic experience.

Over the past two years, faculty have engaged in a review of the curriculum and content of courses to evaluate the level of discussion about diversity, equity, and inclusion issues. Areas of focus include authors and subjects of class readings, case studies, referenced, and invited guest critics and lecturers.

Multiple efforts have been made to increase the gender diversity of tenure track/tenured faculty. In 2019, only 8.5% of student credit hours were delivered by female tenure track faculty while the MLA student body was 72% female. The department head worked with the dean to request a targeted hire for a female faculty member. Associate Professor Carla Delcambre was awarded this position after fourteen years teaching as a full time Instructor in the department. Other DEI goals and objectives are discussed in Standards One and Two of this report.

Goal 4: Build upon the department’s history of strong academic and practice-based leadership spanning environmental and social imperatives, emphasizing transformational actions and impacts.

The department has a long history of strong academic and practice-based leadership that is modeled by faculty for our students. We believe that it is important to train students to be leaders in the profession and/or the academy, therefore they are given multiple opportunities to practice leadership techniques, collaboration skills, visionary thinking and explore solutions to environmental and social imperatives while in our program. We emphasize development of skills for facilitation, advocacy, and leadership through experiences with presentations, written reports, data visualization and community workshop facilitation in studios and seminars. Through service-learning experiences, students learn to engage, communicate, and empathize with real communities and real processes. For the past five years, Advanced Topic Studios and the LA Design Build Studio have offered projects that engaged real communities and their stakeholders.

Goal 5: Develop, nurture, and sustain internal and external partnerships that advance the department’s vision, including a focus on preserving the department’s climate of collegiality.

The program offers several opportunities in the formal curriculum and informal learning experiences that involve external faculty, students, and constituencies. This happens in studios that are co-taught with faculty outside of LAEP, MLA students taking elective courses outside the department, guest lecturers, and studio reviewers from allied departments and disciplines, and service-learning projects. An average of 66% of Advanced Topic Studios in the past five years have been interdisciplinary studios co-taught with faculty from allied departments (architecture and engineering) and 100% of Advanced Topic Studios have included architecture students. In cotaught interdisciplinary studios, the numbers of MLA and Architecture students are roughly even. When the studio is taught by an LAEP faculty member alone, 1-4 Architecture students regularly join the Advanced Topic Studio. These opportunities enable MLA students to have experience with collaboration and facilitation, which prepares them for professional practice.

Many LAEP seminar classes are open to students from other disciplines and even other universities. Upper-level undergraduate students pursuing the LA Minor join our graduate classes from majors such as environmental science, architecture, horticulture, geography, design studies, public administration, and business. Graduate students in these majors also take our seminar courses as electives. These students bring varied perspectives and issues to our seminar courses, enriching the discourse and exposing the MLA students to related disciplines.

Through an inter-institutional agreement with UNC Chapel Hill and Duke University, students at these institutions can take our classes at no extra cost. We regularly attract students from the Department of City and Regional Planning at UNC Chapel Hill and are just beginning to attract students from the Nicholas School of the Environment at Duke University.

Core Values

Our Core Values reflect the passions of students, faculty and the design community concerning the interdependence of human health, wellbeing, and the ecological health of the land.

• We value landscape architecture education that prepares future professionals to engage in the breadth and depth of private and public professional practice.

• We value design and design thinking and its role in addressing environmental and societal imperatives.

• We value scholarship, research, discovery and lifelong learning that supports forward-thinking academic and professional practices.

• We value diversity, equity and inclusion in teaching, scholarship, engagement and the department.

• We value academic- and practice-based leadership and preparing our students to be future leaders in the profession.

• We value engagement with local, regional, national, and international communities. We believe it is important to provide our students opportunities to learn professional skills during these activities.

Program Overview

Influencing program content, delivery, and the lenses through which outcomes are assessed are the views of the faculty along with those of our students, alumni, local practitioners, the external advisory council, and other constituents. The faculty, however, is ultimately responsible for identifying the knowledge, skills, and abilities that students are expected to possess upon graduation. Specific curriculum and course content and its delivery are continually evaluated and revised in response to new knowledge and practices that evolve from research activities and professional practices, and our relationships with external constituents and stakeholders.

The current curriculum builds upon previous experiences and iterative changes. As faculty and students come and go, so do ideas about what the program ought to require of students upon graduation. Everyone’s perception of the growing body of knowledge and capability of the discipline and profession of landscape architecture requires the program to be agile. Curriculum integration occurs because of deliberate internal coordination efforts by the program faculty and student input. The structure of the LAAB accredited Track 3 and Track 2 curriculum provides opportunities to collaborate, offer, and test new courses that respond to timely interests of faculty, students, the college, and the university. The curriculum sequence is divided into two parts:

o The first year and a half is highly structured to ensure that all students are grounded in the fundamentals of landscape design, ecology, site works, history, and design communications.

o The second half of the curriculum provides opportunities for advanced study and research in the core areas that include: landscape architectural theory and criticism, research and strategic thinking, planning, professional practice and ethics, international study, advanced topic faculty-directed inquiry-based design studios or a self-directed inquiry-based design project, design studios and/or courses offered by other academic units in the College and University, and free elective courses. Additionally, all MLA students are required to sit for a faculty-managed formal MLA Oral Examination during their last semester of study.

Matriculation Advisement and Mentoring

Not all students matriculate in the same way depending on when they entered the program, and, if prior coursework qualifies them for advanced standing. We therefore require matriculation advising to help guide

students with their individual matriculation path in concert with their professional and scholarly interests and degree requirements.

Advising graduate students about navigating their ways through the curriculum and mentoring with students about their questions, ideas, and thoughts related to course content, research, extension, the profession, and career opportunities and directions are shared faculty responsibilities.

Matriculation Advisement:

Graduate students are required to have matriculation advisement with the DGP and/or Department head before they can register for the following semester’s courses. All students are expected to attend Group Advising sessions and/or to request an individual appointment. After this matriculation advisement session, the DGP will “release the registration hold” on the student’s account to enable the student to proceed with registering for the next semester’s classes on the days after which registration opens. Please note that the DGP and Department Head are responsible for approving each student’s Plan of Work at the time they apply for graduation. It is therefore imperative that students obtain matriculation advisement at least two times per academic year.

Mentoring:

Graduate students are encouraged to have individual or group conversations with one or more faculty members to discuss their questions, topics, concerns, ideas, thoughts or whatever on matters typically related to the faculty person’s area of scholarship and/or teaching and interests in the profession and beyond.

Our faculty colleagues are happy to meet with students in person, via Zoom, telephone, or email with the understanding that students (1) request a meeting appointment via email, or (2) visit the faculty person during posted office hours, or (3) via an alternative mentoring protocol established with an individual faculty person. Please take note that our faculty are busy with their own matters. Students, therefore, should avoid last minute meeting requests, be prepared if a faculty person may not be available when you most need them, show up at the agreed upon scheduled time or notify the faculty person in advance to cancel or reschedule a mentoring meeting.

Please contact the DGP or Department Head in the event you have difficulty with scheduling an appointment with a faculty mentor.

The department offers three main academic curriculum tracks:

• First Professional LAAB Accredited Masters of Landscape Architecture (Track III) 79 credit hours: For graduate students with undergraduate degrees in fields other than landscape architecture, architecture or related design fields.

• First Professional LAAB Accredited Masters of Landscape Architecture, with Advanced Standing (Track II) (51-63 credit hours: For graduate students with prior degrees in landscape architecture, architecture, or related design programs that are not LAAB accredited OR graduate students obtaining concurrent degrees in architecture or city and regional planning

• Post-Professional Degree (Track I) 30 – 48 credit hours: For graduate students with prior LAAB undergraduate degrees in landscape architecture. (This degree is not LAAB accredited)

(Full curricula for each of the MLA Tracks are provided on the following pages)

TRACK III: FIRST PROFESSIONAL LAAB ACCREDITED MLA DEGREE

Notes:

1. 67 credit hours: Total required LAEP courses

2. 12 credit hours: Total minimum required free electives. Students may elect to complete additional electives.

3. Free electives may be taken in various semesters including summer sessions upon advisement with DGP.

4. LAR 506, Design + Build studio may only be taken one semester.

5. LAR 517, GIS For Designers is a required course to be taken in second year. First-year students may take this class with advisement.

Department of Landscape Architecture and Environmental Planning (LAEP) College of Design

TRACK II: FIRST PROFESSIONAL LAAB ACCREDITED MLA DEGREE WITH ADVANCED PLACEMENT

51 credit hours (4-semester plan); 63 credit hours (5-semester plan)

Rev. 04.07.23, gb

This curriculum is designed for:

1. Graduate students with prior degrees in landscape architecture, architecture, or related design programs that are not LAAB accredited.

2. Graduate students obtaining concurrent degrees in Architecture, Urban Design or Urban and Regional Planning (UNC-CH).

3. Available free electives may be taken during summer sessions 1 and 2.

year

(Note: First year students may take LAR

Notes:

1. This is a sample curriculum The actual required courses, number of studio courses (either 4 or 5), and credit hours will be determined based on evidence of work from the individual student’s undergraduate degree, and a portfolio review after completion of the first year in the NCSU MLA program.

2. 4 semester plan, 51 credit hours: 45 credit hours for LAEP required courses + 6 minimum required credit hours for free electives.

3. 5 semester plan, 63 credit hours: 54 credit hours for LAEP required courses + 9 minimum required credit hours for free electives.

4. Free electives may be taken in various semesters including summer sessions upon advisement with DGP.

Department of Landscape Architecture and Environmental Planning (LAEP) College of Design

TRACK 1:

NCSU Graduate School Requirements

The NCSU Graduate School administers graduate education at NC State University. The MLA program conforms to the requirements and policies of the NC State Graduate School. Students and faculty are directed to the Graduate School’s Administrative Handbook. https://grad.ncsu.edu/students/rules-and-regulations/handbook/

Chapter 3 of the NCSU Graduate Handbook, Matriculation to Graduation describes requirements for a Master’s degree in a designated field such as Landscape Architecture as follows:

• A number of departments and programs offer Master's degrees in designated fields. These are professional degrees and do not require a thesis.

• Requirements include the following: a minimum of 30 semester hours of graduate work in the degree program (unless the specific program requires more hours).

• Graduate minors are available to all students and consist of nine credit hours of courses, in another graduate degree granting discipline, listed as 400-level or above. A member of that degree’s faculty may serve as a third member of the student’s final project committee. Certificates offered in GIS, Public Policy and Horticultural Science may be of particular interest. Please read Section 7 of this document for mor information.

MLA Program Degree Requirements

To meet accreditation standards, the MLA curriculum exceeds the minimum 30 semester credit hour requirement for a master’s degree from the NCSU Graduate School. The MLA curriculum requires from 30-79 credit hours depending on the Track you are in.

• MLA candidates must successfully complete an Oral Examination during the last semester of matriculation.

• A comprehensive written examination is not a requirement for the MLA degree.

• A thesis is not a requirement for the MLA degree, but the department does require a final advanced studio, either faculty-led or self-directed.

Grading Policies

Grading is based on each student’s sincere, consistent, productive, and positive effort. Students will be graded using a letter scale and determined based on attending each field visit, actively participating in class discussion sessions, and the completeness and quality of all assignments. 400 and 500 level courses are letter graded A through F; 600 level courses are pass/fail. Please refer to the specific course syllabus for detailed explanation of how grades are determined

Attendance and active participation are mandatory. Unless prearranged with the instructor, all absences will be considered unexcused. Each unexcused absence may constitute a reduction of one (1) letter grade from your final course grade; habitual tardiness will lower your grade at the instructor’s discretion. Excessive absences (3) and/or tardiness may result in an automatic failing grade in the course.

Please notify your instructors if you have a medical condition or extenuating circumstances (i.e., death of an immediate family member) that results in your absence from a class meeting. Students are expected to attend all studio classes and are responsible for all material covered during class meetings.

Academic Integrity

Graduate studies require intellectual rigor, honesty, and creative processes. All work must be original and created by you. Citing all references (with proper credit given to the author) is mandatory. Cheating of any kind and failure to adequately cite references is a serious offense and will be treated as such. Familiarize yourself with

the NC State Code of Student Conduct and with academic integrity standards in America, as they may differ from those in other universities or countries.

Any student who violates the NC State Code of Student Conduct i.e., plagiarism (including design plagiarism), cheating, etc. will automatically receive a failing grade (F) for the semester, be immediately removed from the course, and be reported to the appropriate departmental, college and university authorities where they may be subject to additional disciplinary actions.

For more on this, and the Code of Student Conduct, please review North Carolina State University’s policies in your student handbook.

Supporting Fellow Students with Disabilities

The Disability Resource Office (DRO) is the designated office to assist eligible students with disabilities by determining access needs and coordinating academic adjustments in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.

NCSU Counseling Center

From the NCSU Counseling Center:

“We work hard to create a campus culture that supports and connects us all. College is a time for tremendous intellectual, social and professional growth. But as we create leaders and innovators, we also want to cultivate emotional and psychological growth that will allow our students to be successful and flourishing. Our work includes providing direct services to students, outreach and prevention, training new professionals in student mental health and much more. Together we can create a thriving community for all students.”

Prevention Services (NC State CARES)

As members of the NC State Wolfpack Community, we share a personal responsibility to express concern for one another and to ensure that the classroom and the campus as a whole remains a safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concern or worries you. When this is the case, you are encouraged to report this behavior to Student Behavioral Case Management at NC State (also known as NC State Cares): https://prevention.dasa.ncsu.edu/nc-state-cares/about/. Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you personally.

Student Evaluation of Faculty

Students are given the opportunity to formally evaluate course instructors at the end of each semester. Online evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential and anonymous and, therefore, have no impact on your final grades.

Evaluation website: https://oirp.ncsu.edu/classeval/

More Information about ClassEval: https://oirp.ncsu.edu/classeval/about-classeval/

You are also encouraged to speak to us at any time with responses, suggestions or feedback – positive or negative, but always constructive. It is important to maintain good communications. Please bring up any concerns privately with the Department Head, DGP or faculty member.

Administrative and Professional Contexts

UNC System and North Carolina State University

NC State University was founded in 1887. It is one of two land-grant institutions in North Carolina and has evolved to become a nationally and internationally positioned research university. It is one of sixteen constituent institutions of the University of North Carolina system. President Peter Hans and a thirty-two-member board of governors, chaired by Randall C. Ramsey, administer the University System. Chancellor Dr. Randy Woodson, and a Board of Trustees govern NC State University. In all, there are about 34,000 students and more than 2,000 faculty at NC State.

Within NC State University there are twelve colleges:

College of Agriculture and Life Sciences

College of Design

College of Education

College of Engineering

Graduate School

College of Humanities and Social Sciences

Poole College of Management

College of Natural Resources

College of Sciences

Wilson College of Textiles

College of Veterinary Medicine

First Year College

“NC State: “Think and Do the Extraordinary”

“NC State was founded with a purpose to create economic, societal, and intellectual prosperity for the people of North Carolina and the Country. We began as a land-grant institution teaching the agricultural and mechanical

arts. Today, we’re a pre-eminent research enterprise that excels in science, technology, engineering, math, design, the humanities and social sciences, textiles, and veterinary medicine.

NC State students, faculty and staff take problems in hand and work with industry, government, and nonprofit partners to solve them. Our 34,000-plus high-performing students apply what they learn in the real world by conducting research, working in internships and co-ops, and performing acts of world-changing service. That experiential education ensures they leave here ready to lead the workforce, confident in the knowledge that NC State consistently rates as one of the best values in higher education.”

The College of Design

The College of Design, founded in 1948, is the home for academic programs of study in Architecture, Graphic and Experience Design, Industrial Design, and Landscape Architecture and Environmental Planning, Media Arts, Design and Technology, and two doctoral programs: PhD in Design and Doctor of Design.

The College of Design departments, except Landscape Architecture and Environmental Planning, offer both undergraduate professional degrees and first professional and advanced-studies master’s degrees in their respective disciplines. LAEP offers the LAAB Accredited Master of Landscape Architecture degree (Track 2 and 3). The School of Architecture offers a four-year Bachelor of Environmental Design in Architecture and an additional one-year program for a professional Bachelor of Architecture degree. It also offers first and advanced professional degrees at the master’s level. The Departments of Graphic and Experience Design and Industrial Design and Media, Art, Design and Technology both offer discipline-specific four-year bachelor’s and master’s degrees.

The Department of Landscape Architecture and Environmental Planning has representation on all the College of Design standing committees: Faculty Senate; Admissions; Undergraduate Courses and Curriculum; Graduate Studies; and Research, Extension and Outreach; and Retention, Tenure and Promotion. Members of the faculty

serve on various University committees, including the Faculty Senate, the University Research Committee, the Extension and Community Development Committee, the Campus Planning Committee, the Physical Environment Committee, the University Open House Committee, the Tenure Committee, the University Council on International Studies and the State Employees Combined Campaign Committee.

College of Design Administration

Mark Elison Hoversten, PhD, FASLA, FCELA, AICP, Professor of Landscape Architecture and Environmental Planning,

Sharon Joines, PhD, Professor of Industrial Design

Soolyeon Cho, PhD, Associate Professor of Architecture

Maria Bellalta, FASLA, Professor of Landscape Architecture and Environmental Planning

Derek Ham, PhD, Associate Professor of Media, Art, Design and Technology, Affiliated Assistant Research Professor of Architecture, Media

David Hill, FAIA, Professor of Architecture

Carolina Gill, Professor, Graphic and Experience Design and Industrial Design

M. Elen Deming, FASLA, FCELA, Professor of Landscape Architecture and Environmental Planning

Felicia Womack

Dean of the College of Design

Associate Dean of Academic Strategy

Associate Dean of Research, Doctoral Programs and Global Engagement, Director of the PhD in Design

LAEP Department Head

Art, Design and Technology Department Head

School of Architecture Department Head

Interim Department Head

Director of the Doctor of Design Program

Assistant Dean for Budget and Administration

TBA Executive Director of Development

Tameka Whitaker

Assistant Dean for Student and Academic Services

‘My vision for success at the College of Design includes building upon the already strong academic programs that foster student success and contribute to a resilient and enlightened world. I look forward to bringing a student-focused approach to leadership, and to developing interdisciplinary initiatives that engage students in real-world experiences.’

Mark Hoversten, PhD, FASLA, FCELA, AICP, Dean of the College of Design

Dean Hoversten is a registered landscape architect who has served as Dean and Professor at the University of Idaho from 2007 to 2016. Prior to that, he served as Assistant, Associate and Professor at the University of Nevada-Las Vegas, where he was also coordinator of Landscape Architecture and Planning.

Prior to his work in higher education, Dean Hoversten worked in the private sector for a variety of landscape architecture and architecture firms. He also managed the land planning division of the Howard Hughes Corporation, which had an annual budget of $63 million.

He is a Fellow of the Yaddo Arts Community, the American Society of Landscape Architects and the Council of Educators in Landscape Architecture. He is also a member of the College Art Association.

Dean Hoversten has won numerous national, regional, and local planning and design awards, including the W.K. Kellogg Foundation Engagement Award for the Western U.S. Region in 2010. He was named Outstanding Educator by the Council of Educators in Landscape Architecture in 2006.

A productive scholar and noted speaker, Dean Hoversten authored or co-authored many refereed articles, nonrefereed articles, and planning and design reports, and has made dozens of paper presentations in his field.

He served as president of the Council of Educators in Landscape Architecture and has served as chair and member of committees and review teams for national organizations like the Association of Collegiate Schools of Architecture and the Landscape Architecture Accreditation Board.

Dean Hoversten received a Bachelor of Landscape Architecture and a Bachelor of Fine Arts degree in Painting and Drawing from the University of Minnesota. He completed a master’s degree in Painting and Drawing from the University of New Mexico, and a Master of Fine Arts degree in Painting from the University of Iowa. He also completed his Ph.D. in Landscape Planning from Lincoln University in New Zealand.

It is very likely that you will see Mark walking around that College, particularly in the design studios. Say “hi” and ask him to give you a “crit.”

The College of Design’s STRATEGIC Plan

The College of Design’s STRATEGIC PLAN for 2022-2027, adopted by the Faculty in Fall 2022, provides the underlying contextual MISSION and VISION for our respective design programs.

(The following material is from the College of Design webpage.)

The mission of NC State College of Design is to “educate students to become innovators and thought leaders while creating a community for designers, researchers, scholars and practitioners.”

Our vision is to “pursue excellence in design education, scholarship and engagement to empower a more just, healthy, resilient, flourishing and sustainable future.”

We believe:

DESIGN.”

It touches everything around us from the tech in our pockets to the parks in our cities. It drives innovation. It has the power to make life better for everyone. It is the foundation of our future.

At NC State’s College of Design, we bring the value of transformative design to the world.

We prepare students for rewarding careers that make a positive impact — environmentally, socially, and economically – and create a design community diverse in culture, race, gender, and personal interests. The creative energy of the college truly comes to life through our differences, and we are committed to showcasing a variety of design experiences.

We gather creative minds from around the world and task them with bettering our world both here in North Carolina and beyond. Those minds conduct practical, hands-on research and scholarship that increases knowledge, solves problems, drives prosperity, and benefits our communities.

There is value in the work we do. As we look towards the next 5 years, we strive to continue to make a real impact on people’s lives.”

“THE WORLD NEEDS GOOD

“Good design matters.

WE DESIGN for human well-being.

WE DESIGN meaningful and successful careers. WE DESIGN resilient environmental systems.

WE DESIGN with technological innovation. WE DESIGN for beauty.

Guiding PRINCIPLES

We...

• Design ethically by being inclusive, pluralistic, equitable, transparent, accountable, and respectful of diverse opinions and ideas,

• Innovate as educators and designers through making and scholarship,

• Collaborate as scholars, leaders, researchers, and practitioners,

• Advance resilience and health through environmental, historical, and cultural stewardship,

• Commit ourselves to the rigor and passion of professional practice and the power of design thinking, and

• Pursue meaningful and enjoyable work.

“Our

Program’s connections with the Profession of Landscape Architecture and Environmental Planning

American Society of Landscape Architects. (ASLA). asla.org

Founded in 1899, the American Society of Landscape Architects (ASLA) is the professional association for landscape architects in the United States, representing more than 15,000 members. Landscape architects lead the planning, design, and stewardship of healthy, equitable, safe, and resilient environments.

North Carolina Chapter of ASLA (NCASLA) ncasla.org

“Landscape architects lead the stewardship, planning, and design of our built and natural environments. The Chapter’s mission is to advance landscape architecture through advocacy, communication, education, and fellowship.”

NCASLA Conferences

The NCASLA professional chapter produces one conference each year, typically in May or early June. Our students are encouraged to attend and will receive special discounted registration rates if they are also members of the Student American Society of Landscape Architects (SASLA). The conferences are primarily educational events where practitioners attend and participate in a several continuing education course. Doing so enables practitioners to accumulate the required number of Continuing Education Units required by law to maintain their professional licenses. LAEP students and faculty participate in the delivery of some of these courses.

NC State Student Chapter of the American Society of Landscape Architects (SASLA)

SASLA plans several technical workshops, social events, brown bag seminars with practitioners, and provides important input and advice to the faculty about the curriculum, courses, and the overall quality of the program.

SASLA also manages the Department’s Professional Development Mentor Program (described below) that pairs students with practitioners and the Peer-to-Peer Program that pairs incoming students with second and third year students. Women in Landscape Architecture (WxLA) is a student group in association with the SASLA that reaches out to the professional community to strengthen networking opportunities for women in the profession. WxLA hosts networking events regularly throughout the school year, attended by NCSU students and faculty, with local professionals.

President Noah Weaver nrweaver@ncsu.edu

Vice President Tatiana Veloso tmveloso@ncsu.edu

Secretary Amira Slocum aslocum@ncsu.edu

Treasurer Kelby Stallings klstalli@ncsu.edu

WxLA Co-President Rhys Fuller jnfuller@ncsu.edu

WxLA Co-President Kathleen Elliot kcelliot@ncsu.edu

DEI Chair Cynthia Cukiernik cdcukier@ncsu.edu

Professional Development Chair Shabnam Mohammadzadeh smohamm@ncsu.edu

Professional Development Chair Dalton Langdon kdlangdo@ncsu.edu

Professional Development Chair Drake Bruner debrunerde@ncsu.edu

Peer to Peer Program (P2P)

To help our new incoming students transition to the department, SASLA implemented a “buddy” system wherein each new student is paired with one of our continuing second or third year students. This program is intended to connect you with someone who may be able to answer some of your questions and help you learn the “ropes'' during your first semester in the department. You will receive an email message explaining this program to you and introducing you to your new peer buddy.

Professional Development Mentor Program

The Mentor Program connects LAEP students with practitioners having first-hand knowledge of and experience if the profession. Pairing new students with new mentors is planned for early October. If you are a returning student and have already been paired with a mentor, please continue communicating with your mentor. The co-chairs of the Professional Development Mentor Program will announce plans for the program at the beginning of the fall semester.

Student Advisory Group

The Student Advisory Group plays an important role that influences the making of our high performing/high quality MLA program. The Department Head and DGP and 9-12 students typically meet 2-3 times during the semester (on Wednesdays during the lunch hour, lunch provided) to discuss range of topics of concern to students including (but not necessarily limited to):

• Current events in the community, region, country, and world

• University, College, and Department events: lecture series, brown bag lunches, SASLA functions

• Courses and curriculum

• Matriculation advising and mentorship

• The health and wellbeing of students

• Professional activities such as the Mentor Program, ASLA

• Landscape Architecture licensure

• Emerging practices and trends

• Admissions

• Faculty searches

• Alumni achievements

• Scholarships and GSSP procedures

• “Open Forum” discussion

This past year, for example, the Student Advisory Group raised and discussed concerns about courses required in the first year that led to the making of curriculum adjustments and improved course delivery coordination to be implemented this year. While there are about 12 people serving in this Group, (3-4 representing each year in the program), the meetings are open to all who want to participate. Please inform the Department Head or DGP if you would like to serve.

North Carolina Board of Landscape Architects (NCBLA) ncasla.org

The North Carolina Board of Landscape Architects was established by North Carolina Legislature in 1969 to register professional landscape architects. The purpose of registration is the protection of public health, safety and welfare. To obtain a license to practice, the Board requires education, experience, and successful completion of a national examination. In addition, each registrant must complete continuing education requirements prior to annual renewal of the license. http://www.ncbola.org/

The Council of Educators in Landscape Architecture (CELA) the cela.org

The Council of Educators in Landscape Architecture is composed of all the programs of higher learning in landscape architecture in the United States, Canada, Australia, and New Zealand. There are also individual and institutional members from many other parts of the world who belong to the CELA family. All members of the faculties from these institutions are invited to participate in CELA, as are others who possess an interest in the academic practice of landscape architecture. The Council of Educators in Landscape Architecture can trace its beginnings to 1920 and for more than ninety years it has been concerned with the content and quality of professional education in landscape architecture. CELA publishes the highest quality research conducted in the profession through its refereed publication, Landscape Journal. http://www.thecela.org/

U.S. Green Building Council (USGBC) usgbc.org

The U.S. Green Building Council (USGBC) at NC State offers a multi-disciplinary, cross-campus collaboration of sustainability efforts by students and young professionals in green design, building, business, engineering, and more. NC State's student chapter of this international professional association hosts casual monthly meetings, including volunteer events (like stream clean-ups, Green Apple Day of Service, Green Schools community gardens). Involvement with USGBC at NC State also gives students access to LEED/SITES test prep, networking events with local firms and sustainability professionals, Green Drinks, a yearly Career Panel, the annual Greenbuild Conference and the Scrap Lounge in the Brooks' Hall basement. Traci Rose Rider, PhD, Research Assistant Professor of Architecture, is the College of Design Faculty Advisor.

For more info: ‘Like’ our USGBC @ NC State page on Facebook + be on the lookout for COD emails!

Online Landscape Architecture and Design Resources

We recommend that you subscribe to email updates and/or follow the following organizations on social media. These will give you daily or weekly information about the most current projects, firms and issues related to Landscape Architecture.

• World Landscape Architecture: https://worldlandscapearchitect.com/

• Landscape Architecture Foundation: https://www.lafoundation.org/

• Land 8 Landscape Architecture News: https://land8.com/

• Design Boom: https://www.designboom.com/

• Dazeen: https://www.dezeen.com/

• USGBC North Carolina: https://www.usgbc.org/community/usgbc-north-carolina

• USGBC: https://www.usgbc.org

• The Sustainable Sites Initiative: https://sustainablesites.org/

• Landscape Architecture Magazine: https://landscapearchitecturemagazine.org/

• The Dirt: https://dirt.asla.org/

• The Landscape Record: https://thecela.org/landscape-research-record/

Also be sure to check out the web sites for firms and agencies

LAEP Faculty and Staff

Department of Landscape Architecture and Environmental Planning Faculty

Faculty bios are listed by last name in alphabetical order in Chapter 3.

Maria Bellatlta*, FASLA, Professor, Head of the Department of Landscape Architecture and Environmental Planning

Kofi Boone*, FASLA, Joseph D. Moore Distinguished Professor, University Faculty Scholar, Interim Director of the Graduate Program (DGP)

Meg Calkins*, FASLA, FCELA, SITES AP, Professor

Elen Deming*, FASLA, Professor + Director, Doctor of Design Program

Carla Delcambre, ASLA, PLA, Associate Professor + Director of Graduate Program

Nilda Cosco, PhD, Affiliate ASLA, Research Associate Professor

Andrew Fox*, FASLA, PLA, Professor, University Faculty Scholar

Celen Pasalar*, PhD, Associate Professor + Extension Liaison, University Faculty Scholar

Gavin Smith*, PhD, AICP, Professor

Gene Bressler, FASLA, Professor Emeritus, Former Department Head, 2006-18, Interim 2022-23

Fernando Magallanes, ASLA, Associate Professor Emeritus

Robin Moore, Honorary ASLA, Professor Emeritus

Art Rice, FCELA, Professor Emeritus

* Tenured faculty member

PLA connotes registered Landscape Architect in the State of North Carolina

Professors of the Practice

Leslie Bartlebaugh, ASLA, PLA, Extension Specialist in the Coastal Dynamics Design Lab

Charles Flink, FASLA, PLA, Professor of the Practice, Director Initiative for Community Growth and Development

Dan Howe, FASLA, AICP, PLA Assistant Professor of the Practice

Travis Klondike, ASLA, PLA, Research Associate, Assistant Professor of the Practice

Emily McCoy, ASLA, PLA, Associate Professor of the Practice

Ben Monette, ASLA, PLA, Assistant Professor of the Practice

Julie Sherk, ASLA, PLA, Professor of Horticultural Science

Rodney Swink, FASLA, PLA, Professor of the Practice

Jesse Turner, PLA, Assistant Professor of the Practice

Lecturers

Madalyn Baldwin, ASLA, Research Assistant in the Coastal Dynamics Design Lab

Austin Bowman, ALSA

Andrew Harrell, EI, SITES AP

Stephan Faber PLA ASLA

Jeff Israel, PLA

Also supporting program delivery are local landscape architecture practitioners who participate as design studio reviewers, guest speakers, and mentors.

Maria Bellalta, FASLA

Professor and LAEP Department Head

MLA Harvard Graduate School of Design

María received her MLA from Harvard University, Graduate School of Design, with prior studies in environmental psychology from the University of Notre Dame. Her professional experience includes positions with Buró Verde Arquitectura, Martha Schwartz Partners, Sasaki Associates, and Copley Wolff Design Group.

María is a trustee for the Boston Society of Landscape Architects, ASLA Delegate to the International Federation of Landscape Architects – Americas Region and serves on the Americas Council of Landscape Architecture Schools. She has engaged in academic collaborations with Universidad Pontificia Bolivariana, Colombia, and Centro Metropolitano de Arquitectura Sustentable in Mexico City, among other academic institutions in Latin America.

María’s career is distinguished by the admirable work she has produced over the past 30 years across research, teaching, academic administration, and practice in landscape architecture. Her research is focused on the urbanization of the Global South, its environmental and social impacts, and is informed by international projects and collaborations and her roots in Latin America.

Her recent book: Social Urbanism: Reframing Spatial Design – Discourses from Latin America examines rapidly developing cities in Latin America. The book expands a worldview which considers the cultural values of a given place as they connect to the geographical landscape of the region and as the driving forces behind future models of globalization and urban growth.

Leslie Bartlebaugh

MLA, NC State University, 2011 BS in Ecology and Environmental Biology with minor in Spanish Appalachian State University leslie_bartlebaugh@ncsu.edu

Leslie is the Extension Specialist in the Coastal Dynamics Design Lab (CDDL) at NC State University’s Department of Landscape Architecture and Environmental Planning (LAEP), where she also teaches courses focused on landscape ecology, plant identification, and ecological planting design.

Leslie is a licensed, professional landscape architect (PLA) and an ISA Certified Arborist with a multidisciplinary background in both the public and private sectors. Her work encompasses the horticulture, construction, natural resource, and design and planning industries with a focus on solutions that promote ecological, cultural, and economic health and inclusivity. Project experience focuses on urban and community design including streetscape design, urban infill master planning, higher education and K-12 site design, innovative green stormwater infrastructure design, public park planning and design, public art, and design of civic spaces.

Her current scholarship and focus in the CDDL includes innovative planning, engagement, and implementation strategies for flood recovery and resilience programs, leadership in identifying, facilitating, and overseeing the implementation of community resilience initiatives, and research on landscape ecology and ecologically focused planting design.

Kofi

Boone, FASLA Professor and Interim Graduate Program Director

NC State University Faculty Scholar

Joseph D. Moore Distinguished

Professor

President, Landscape Architecture Foundation

MLA, University of Michigan

BSNR, University of Michigan, 1992 kmboone@ncsu.edu

Kofi is a Detroit native and a graduate of the University of Michigan. His work is in the overlap between landscape architecture and environmental justice with specializations in democratic design and interpreting cultural landscapes.

He is the winner of student and professional ASLA awards including the Jot D. Carpenter Teaching Medal. He is Past President of the Landscape Architecture Foundation, and serves on the board of the Land Loss Prevention Project.

Kofi is the author of several influential essays including “The Black Commons” (Sacred Civics, Routledge, 2022); a co-written article with Julian Agyeman that speculated on the relevance of a capabilities approach to reparative work that leverages on the rich history of cooperatives and community land trusts in community building. “The Resilience of Ruinous Futures” (Intensions, 2009) which helped to popularize landscape analysis accounting for racialized topography as a means of reading the legacy of racism on patterns of human settlement in the American South. “Black Landscapes Matter” (Ground Up, 2017) and “The Carolinas” (included in Hood and Tada’s Black Landscapes Matter, UVA Press, 2020) questioned mainstream teaching in landscape history and its conspicuous omission of the contributions of enslaved African people to the development of canonical landscape spaces. “Cellphone Diaries”, a novel use of smartphones in documenting and sharing cultural landscape history, was included in a special issue of Landscape and Urban Planning on critical visualization and was as a key community design method in the award winning book Design as Democracy (Island Press, 2018). Kofi is widely published, a frequent contributor to Landscape Architecture Magazine. And co-editor with M. Elen Deming, D.Des, FASLA of the forthcoming book Empty Pedestals: Narratives on History, Race and Public Design (LSU Press, 2024).

Kofi has served on many design juries including the Cooper Hewitt National Design Awards and is the 2023 Chair of ASLA Student Award Jury for Analysis and Planning, Communications, and Research. A frequent speaker and panelist, Kofi has presented his work at professional, academic, national and international conferences including ASLA, APA, AIA, ULI, EDRA, CELA, and IFLA.

Kofi was honored by Design Intelligence in 2019 as Most Admired Educator. He co-directed the College of Design’s Ghana International Design Studio for 10 years resulting in an ASLA student award of honor in community service for Playtime in Africa in 2015. Kofi served as chair of the LAF Green New Deal Superstudio; a year long challenge to reflect environmental justice, green Job creation, and climate action through landscape projects. The Superstudio resulted in over 500 projects from 17 countries and culminated in the LAF Summit: Grounding the Green New Deal. Kofi serves as an advisor to many related initiatives including Partnership for Southern Equity

and EcoDistricts. Kofi’s work with cultural landscapes have resulted in numerous partnerships including with The Cultural Landscape Foundation, The Center for the Preservation of Civil Rights Sites, and North Carolina Division of Historic Sites.

Kofi established the Just Communities Lab in 2022 to support collaboration in social equity and environmental justice work that impacts the landscape. Current projects include Historical and Environmental Justice Impacts of Transportation Planning Decisions with ITRE, Lower Ellerbe Creek Watershed Action Plan with ECWA, Catawba Trail Farm Framework Plan with UCAN, and UPLIFT NC with Appalachian State University and Naturescapes.

Kofi is a member of the Academy of Outstanding Teachers and is a Ph.D. in Design and D. Des program faculty advisor. He teaches Landscape Architecture Theory and Criticism, Environmental Social Equity and Design, and Advanced Topic Design Studios.

Gene Bressler, FASLA

Professor Emeritus

MLA, Harvard Graduate School of Design, 1970 BLA, SUNY ESF, 1968 gene_bressler@ncsu.edu

Gene served as Interim Department Head for the Department of Landscape Architecture and Environmental Planning 2022-23. He previously served as department head from 2006 – 2018.

During his tenure as department head, Gene led the faculty and students in initiatives that resulted in:

● The revision of the MLA graduate curriculum and development and implementation of 12 new courses,

● The development of strong relationships with the professional community including initiation of the department’s Lecture Series and the Professional Development Mentor Program,

● The University’s awarding and naming three LAR Professors as University Faculty Scholars, and

● Students and faculty receiving numerous national and regional awards from the American Society of Landscape Architecture given to students and faculty for their achievements in landscape architecture and environmental planning.

From 2009 to 2013 he served on the NC Board of Landscape Architects and has been involved with the Blue Ridge Road Corridor Alliance since 2009, currently serving on its Board of Directors.

From 1997 to 2006, Bressler served as Chair of the Landscape Architecture Department at the University of Colorado, Denver. His research and teaching activities focused on urban growth, sustainable development, and planning and design strategies challenging sprawling suburban development. In 2003, he was named Director of the Colorado Center for Sustainable Urbanism and was responsible for producing the 2004 and 2005 Colorado Tomorrow Public Forum focused on population and urban growth challenges facing the state. In 2006, Bressler was named Outstanding Administrator of the Year by the Council of Educators in Landscape Architecture (CELA). Prior to his work in Colorado, Bressler was previously tenured at the University of Oregon, Eugene, from 1971 to 1985. From 1985 to 1995 he was with Dynamic Graphics, Inc. (Alameda, California), developer of internationally recognized software used in various terrain and land use, geologic, and environmental mapping, 3-D modeling, and visualization applications.

In 2007, he was elected Fellow by the American Society of Landscape Architects. In 2017, the North Carolina Chapter of the American Society of Landscape Architects named him the recipient of the President’s Council Award “in recognition of his major achievements for the advancement of the profession.” In 2018, to honor Professor Bressler’s achievements and contributions, the College of Design established the Gene Bressler Landscape Architecture Faculty Award Endowment that “provides funds to ensure extraordinary research, teaching and outreach, opportunities for faculty academic enrichment.”

Meg Calkins, FASLA, FCELA, SITES AP Professor

MLA UC Berkeley, 1995 March UC Berkeley 1995

BUP University of Cincinnati, 1988 mecalkin@ncsu.edu

Meg served as Department Head for the Department of Landscape Architecture and Environmental Planning at NC State from 2018-2022. She led the Department through a successful LAAB Accreditation in 2022, increased MLA student enrollments, increased participation in the Undergraduate LA Minor program, worked to have the MLA Program become STEM designated and diversified the MLA student body.

Meg teaches Landscape Architecture Construction Materials and Methods, Site Design, and an interdisciplinary Sustainable Design + Development elective. Prior to her tenure at NC State, she taught at the University of California at Berkeley, the University of Illinois at Urbana-Champaign and most recently at Ball State University. Meg's scholarship focus is on the environmental and human health impacts of site construction materials and details. She wrote the book Materials for Sustainable Sites: A Complete Guide to the Selection, Evaluation and Use of Sustainable Construction Materials in 2009. She edited and contributed to The Sustainable Sites Handbook: A Complete Guide to the Principles, Strategies and Best Practices for Sustainable Landscapes in 2012. The book provides information on the strategies and technologies that support the Sustainable Sites Initiative (SITES) credits.

Meg is currently writing a book with the working title Details and Materials for Resilient Sites. As one of the founding members of the Sustainable Sites Initiative (SITES), Meg has taken an active leadership role in the development and implementation of the Standard since 2003. In the early years of SITES, Meg collaborated with a small, interdisciplinary group of professionals on the development of credits and standards for all sections. As the Standard became more detailed, she focused on development and refinement of credits related to materials, construction and waste. Meg has written twenty-five articles for Landscape Architecture Magazine and currently serves on the magazine's Editorial Advisory Board.

Nilda Cosco, PhD Research Associate Professor

Director of Programs, Natural Learning Initiative

PhD in Landscape Architecture, Heriot Watt University, Scotland BS in Educational Psychology, Universidad del Salvador, Buenos Aires Nilda_cosco@ncsu.edu

Nilda Cosco, PhD is Research Associate Professor, Department of Landscape Architecture and Environmental Planning (NC State University), Co-Founder and Director of Programs at the Natural Learning Initiative (NLI). She holds a PhD in Landscape Architecture from the University of Edinburgh/Heriot Watt University. Cosco conducts research studies, manages the professional development program, and develops and directs the comprehensive programs Preventing Obesity by Design (POD). The strategy has been adopted by the Departments of Health in South Carolina and Department of Texas State Health and beyond. The National Wildlife Federation developed an early childhood program modeled on POD. The creation, management, and sustainability of inclusive, multigenerational environments are central to Cosco’s work. Latest projects include the management of childcare outdoor environment projects for infants and toddlers.

Cosco’s current research focuses on the impact of the physical environment on children’s healthy eating and physical activity (USDA-NIFA, 2017-2023). Findings are used to guide evidence based best practice indicators, policy, design assistance, professional development, and dissemination of information.

NLI Certificate programs based on research findings have reached more than 1,600 participants. In 2022, Cosco received the NC State University Outstanding Extension and Outreach Award and was inducted into the Academy of Outstanding Faculty in Extension and Engagement.

Carla Radoslovich Delcambre, ASLA, PLA Associate Professor

Director of the Graduate Program

MLA, University of Pennsylvania, 2001 BA Architecture, UNC Charlotte, 1989 cfdelcam@ncsu.edu

Carla holds a Bachelor of Architecture degree from the University of North Carolina at Charlotte and a Master of Landscape Architecture from the University of Pennsylvania, where she was a Chairman’s Merit Scholarship recipient. She is currently a student-practitioner in the Doctor of Design program at NC State. Her doctoral research focuses on integrating immersive environments using virtual reality to enhance the construction experience in landscape architecture education.

Prior to commencing work at NC State University, Carla was Senior Landscape Designer at OLIN in Philadelphia, PA, and at Design Workshop in Albuquerque, NM, where she worked on a variety of project types encompassing urban design, master planning, and public gardens. She is also a licensed professional landscape architect (PLA) and a member of the American Society of Landscape Architects (ASLA). Carla has worked professionally in several states, including Oregon, Pennsylvania, North Carolina, and

New Mexico, on projects ranging from large master-planned communities to institutional work and private gardens.

Carla teaches the Landscape Architecture Introduction Design Studio in the fall and the Landscape Architecture Design + Build Studio in the spring. Last year, her contribution to the Design + Build Studio received a national Award of Excellence from the American Society of Landscape Architecture (ASLA) Student Community Service Category, and in 2021 she received NC State University’s Outstanding Teacher Award for advancing the field of landscape architecture with creative problem-solving skills.

Carla’s passion for teaching is focused on environmental and ecological issues, particularly those related to sustainable design, stormwater management, and green infrastructure. She has taught graduate and undergraduate design studios and seminars in digital media, urban design, site development, and construction. When not teaching, Carla is gardening with her family and furthering her interest in promulgating environmental awareness and interest in young children. Having traveled extensively across the United States, she continues to explore places that orchestrate powerful spaces of discovery.

Director, Doctor of Design Program

Doctor of Design, Harvard GSD, 2001

MA, History of Art & Architecture, Syracuse University

MLA, Harvard GSD

BA, State University of New York at Albany medeming@ncsu.edu

M. Elen Deming is the Director of the Doctor of Design Program in the College of Design. For over 30 years she has taught design studios, design history and theory, and research design in landscape architecture, and is a sought-after graduate mentor. Most recently, Professor “emerita” of Landscape Architecture and former Department Head at the University of Illinois, Urbana-Champaign (2008-2017) and, from 1993 to 2008, taught at SUNY’s College of Environmental Science and Forestry in Syracuse, NY.

Deming’s research interests are two-fold: history and theory of landscape representation and utopian thought in 20th - century urban design, as well as research design and methodology serving the needs of professional design practitioners. These areas of expertise synthesize her studies in humanities, teaching, and design practice, along with her editorial experiences.

From 1985 through 1992, Deming practiced as a professional landscape architect at Sasaki Associates (Boston). She is professionally licensed in three states, served two terms on the Illinois State Registration Board (2009-2017) and has been recognized as a Fellow by the ASLA for contributions to knowledge in the profession. Co-editor of Landscape Journal from 2002 with James F. Palmer (emeritus, SUNY ESF), Deming became sole editor from 2006 to 2009.

On the basis of work published in the field, she and Simon Swaffield co-authored Landscape Architecture Research: Inquiry/Strategy/Design (Wiley 2011), a framework explaining the breadth of research strategies operating in that discipline. The book was translated into Chinese in 2013 and has been widely adopted as an international standard.

M. Elen Deming, FASLA, FCELA Professor

Deming focuses more broadly on a range of interdisciplinary design research practices in professional firms and agencies. Meanwhile, she edited a volume of essays called “Values in Landscape Architecture and Environmental Design: Finding Center” (LSU Press 2015) along with Landscape Observatory, an edited monograph on the design work of regionalist landscape architect Terence Harkness. Deming is currently co-editing a new book of essays with Professor Kofi Boone: Empty Pedestals: Narratives on History, Race, and Public Design to be published in 2024 by LSU Press.

Deming has served as President of the Council of Educators in Landscape Architecture (2009-2011 cycle) and was twice selected as Research Fellow for LAF’s Case Study Investigation Program in Landscape Performance (2013, 2015). She served on the Board of Directors of the Landscape Architecture Foundation and as Vice President for Research (2015 to 2019).

BLA, University of Arkansas, 2005 Minor in Horticulture MRED, Clemson University, 2011 Project Manager, Stewart Design, Raleigh NC smusfaber@gmail.com

Stephan’s background is multidisciplinary with experience working on projects of varying scales from small commercial and residential properties to large master-planned communities. I have a passion for design and development in which I look to create a visionary path and utilize resources to execute a process-driven plan. Within work and practice, I value building consensus and teamwork to achieve goals more quickly and effectively.

Charles Flink, FASLA, PLA Professor of the Practice Director, Initiative for

Community Growth and Development

MLA, NC State University, 2017 BLA, NC State University, 1982 caflink@ncsu.edu

Chuck Flink, FASLA, PLA, is an award-winning author and landscape architect. He is a Fellow in the American Society of Landscape Architects and widely regarded as one of America’s leading greenway planners and designers, having completed projects in 250 communities within 35 states. He has provided consulting services to international clients in Asia, Canada, Europe, and South America. Chuck has been featured for his work in National Geographic, Landscape Architecture China, American Planning and Business Journal

He is the author/co-author of three award-winning books: Greenways A Guide to Planning, Design and Development, Trails for the Twenty-First Century, and The Greenway Imperative: Connecting Communities and Landscapes for a Sustainable Future

Stephan Faber, ASLA, PLA Lecturer

Some of Chuck’s notable work includes the Grand Canyon Greenway, AZ, Greater Grand Forks Greenway, ND, NW Arkansas Razorback Regional Greenway, AR, Miami River (Florida) Greenway, Charleston County Greenbelt Plan, SC and the Wolf River Greenway in Memphis, TN. Chuck received both his undergraduate (1982) and graduate (2017) degrees from NC State University.

For the past ten years Chuck, as Professor of Practice, has taught several seminars in the Department of Landscape Architecture and Environmental Planning, including The Landscape Imperative, Greenway Planning, Design and Development, Introduction to Real Estate Development and UrbanPlan seminars.

Chuck was named the Department’s 2015 Outstanding Professor of the Year. He is the 2019 recipient of the Watauga Medal, the highest non-academic award bestowed by NC State; the 2006 Distinguished Alumnus of the College; and one of the original 50 recipients of the Wings on Wings Award from the College. In 2023, Chuck received the LaGasse Medal from the American Society of Landscape Architects in recognition of his 40-year professional career and dedication to the conservation of land and water resources. Chuck is past Chair of the NC State University Board of Visitors (advisory to the Chancellor) and Past President of the NCSU Alumni Association. He is a Lifetime Member of the Alumni Association, a Lifetime Member of the Friends of the NCSU Libraries, and a member of the Stanhope Pullen Society. Chuck and his wife Marjorie established a Fellowship Endowment in Landscape Architecture and were co-sponsors of the Gene Bressler Faculty Endowment Award

Andrew Fox, FASLA, PLA, University Faculty Scholar

Professor

Co-Director, Coastal Dynamics Design Lab

MLA, Louisiana State University, 2001 BGS, University of Michigan 1995 andrew_fox@ncsu.edu

Andrew “Andy” Fox is a Professor, University Faculty Scholar, and NC State University Community Engaged Faculty Fellow. He is a licensed, professional landscape architect (PLA), a Fellow in the American Society of Landscape Architects (FASLA), and the Director and co-founder of the Coastal Dynamics Design Lab (CDDL). The CDDL is an interdisciplinary research and design initiative that addresses critical ecological and community development challenges in coastal regions and shoreline communities. Additionally, Professor Fox founded the NC State Landscape Architecture Design+Build Program, which he directed from its inception in 2010 until 2017.

Andy specializes in the development and management of high-performing public landscapes, with expertise in natural infrastructure, resiliency planning, community design, and land/water conservation assessment. The goal of his work is to create tangible, actionable change in the public realm.

The programs and projects developed by Professor Fox have been published and presented domestically and internationally, including venues such as Landscape Architecture Magazine, The New York Times, CNN, Curbed, Architect’s Newspaper, Journal of Green Building, Sustainability, TCLF Landslide, LAF Landscape Performance Series, ASLA Landscape Architecture Technical Information Series (LATIS), Cooper Hewitt Design Journal, Parks Stewardship Forum, and Landscape Research Record.

His work has received more than 50 awards across the realms of teaching, research, design, and engagement. Highlights include four American Society of Landscape Architecture (ASLA) Honor Awards (2023/2022/2020/2018), numerous awards from the North Carolina Chapter of ASLA (NCASLA), including Awards

of Excellence in Analysis & Planning (2019/2018/2015), Honor Awards for Research (2019/2018/2013), and an Award of Excellence in Communications (2018). Notable personal honors include elevation to the ASLA Council of Fellows (2019), receiving the 2016 Award of Teaching Excellence from the Council of Educators in Landscape Architecture (CELA), the 2018 Virginia Design Medal, and the 2018 NCASLA President’s Council Award, and induction into NC State University’s Academy of Outstanding Teachers (2014) and Academy of Outstanding Faculty Engaged in Extension (2012).

Andrew Harrell, ASLA Lecturer

MLA, NC State University, 2019 acharrel@ncsu.edu

Andrew has worked for various civil engineering and landscape architecture firms with experience in resilient site design, green infrastructure, and implementing digital technology applications. His dual background in stormwater engineering aids in collaboration across scales from master planning to interdisciplinary site development projects. Andrew is currently part of the landscape architecture team at RATIO States where he works with architects, interior designers, and historic preservation professionals to implement education, civic, workplace, and mixed-use projects. He is a digital technology specialist and looks for opportunities to utilize computational design to produce more informed and efficient design outcomes. Andrew received a Bachelor of Science in Biological Engineering (2017) and a Master of Landscape Architecture (2019) both from NC State University.

Daniel A. Howe, FASLA, AICP Assistant Professor of the Practice

MLA, NC State University, 1985 BCP, University of Virginia, 1977 dahowe@ncsu.edu

Dan Howe is Assistant Professor of the Practice in Landscape Architecture. He has extensive experience in city planning and municipal government, having served as Assistant City Manager for the City of Raleigh among a variety of other planning-related roles. He currently leads Perry Street Studio, LLC, a planning, writing and public engagement consulting practice in Raleigh, NC, specializing in facilitating solutions for the physical design of public space. Dan’s firm was part of a design team led by Michael Van Valkenburgh Associates that developed the Master Plan for Dorothea Dix Park, a 307- acre former psychiatric hospital campus in central Raleigh.

He is a member of the American Institute of Certified Planners and elected to the American Society of Landscape Architects College of Fellows in 2014. Dan has served on the Board of Directors of the Appalachian Trail Conservancy and the City of Raleigh Museum. He has published articles on such diverse subjects as large landscape conservation, conditional use rezoning, solid state lighting technology and infill development for a

variety of national publications. After his retirement from the City of Raleigh, Dan served on Raleigh’s Bicycle/Pedestrian Advisory Commission and the Wake County Citizens Energy Commission.

Dan hiked the entirety of the Appalachian Trail and is an avid cyclist, having completed a bicycle ride of the entire length of the Blue Ridge Parkway, as well as extended bicycle tours across North Carolina, Virginia, and Colorado. In the spring semester, he delivers City Planning and Design – Building Great Communities, an overview of public sector planning and the interface of the profession of city planning and the design fields.

Jeff Israel, ASLSA, PLA

MLA, NC State University 2014 NC Central University, 2011 jisrael@surface678.com

Jeff Israel is a professional landscape architect working as a lead designer and project manager with Surface 6,7, 8 in Durham

Over the last decade Jeff has worked on award winning designs for various sectors including, high profile private clients, universities, healthcare, development, and parks. Jeff’s understanding of design is informed by his experience and lifelong creative pursuits in design and visual expression. He develops active and artfully realized spaces which address client goals while producing a personal design signature of functionality and beauty. Ushering work from the early concepts and analysis through construction and completion makes this career extremely rewarding and highly collaborative for everyone working in landscape architecture.

Travis Klondike, ASLA

Assistant Professor of the Practice

CDDL Research Associate

MLA NC State University

BLA University of Kentucky

tmklondi@ncsu.edu

Travis Klondike is a Research Associate at the Coastal Dynamics Design Lab, an interdisciplinary research and design initiative housed within the College of Design at NC State University. Travis is also an Assistant Professor of the Practice within the Department of Landscape Architecture and Environmental Planning at NC State University and serves as a Faculty Advisor for the NC State University Student Chapter of the American Society of Landscape Architects.

Travis holds a Master of Landscape Architecture from NC State University, and a Bachelor of Science in Landscape Architecture from the University of Kentucky with a minor in Plant and Soil Sciences. Prior to joining the Coastal Dynamics Design Lab, Travis gained professional experience in North Carolina and Colorado and strives to bring that background into his current role within an academic setting. Much of Travis’ teaching, research, and engagement efforts focus on the intersection of Land and Water

Conservation Planning, Hazard Mitigation and Adaptation, Site Analysis and Description, Data Visualization and Graphic Communication, and Pedagogical Enhancement.

Recently Travis was recognized, along with affiliated faculty and students, with multiple awards at the 2019 Southeast Regional ASLA Conference. These include Award of Excellence in Analysis and Planning: Lumberton Floodprint; Honor Award in Research: Urban Water Rx; Merit Award in Analysis and Planning: Greater Princeville

Fernando Magallanes, ASLA, PLA Associate Professor

MLA, Harvard Graduate School of Design, 1981 BSLA, Texas A & M University, 1978 F_magallanes@ncsu.edu

With over 40 years of university teaching experience, Fernando has an academic record of teaching in Landscape Architecture core design studios, history, and drawing at NC State University, the University of Texas at San Antonio, and Michigan State University. He maintains a theoretical design pedagogy that supports “teaching as experiential learning and fitting the societal needs of current practice and era.” His contributions to teaching have been recognized with outstanding teaching awards including the national award for Outstanding Educator from the Council of Educators in Landscape Architecture (CELA), several teaching awards from the College of Design, and an honorary doctorate from the Universidad de Aquino Bolivia (UDABOL) in 2019. He has served as a visiting design critic, guest speaker, and juror at the Harvard Graduate School of Design, University of Nevada Las Vegas, University of Arkansas, North Carolina A&T, UNC Charlotte Department of Architecture, NJASLA, and LABash.

Fernando’s publications and conference papers include history, design, drawing, and Latino history. Since 2018, his scholarly essays, conference presentations, and publications focus on establishing a wider view and understanding of the knowledge of Latino Landscape History and Urbanism and the use of drawings by designers in a post-humanist environment. His recent papers and panels presented have included: The Emergence of a Landscape Architecture History and Urbanism Course (F. Magallanes), The Latino Academic Presence: Four Latino Faculty Perspectives (Magallanes, Chamorro, Serrano, & Ortega), A Pedagogy of Care: Minority Faculty Approaches for Educating Diverse Students (Özer, Napawan, Magallanes, Chamorro, & Miller).

His scholarly work prior to 2018 includes writing a seminal paper on “Landscape Surrealism”, found in Thomas Mical’s book Architecture and Surrealism, Routledge, 2005. His work on Landscape Surrealism’s methods of unconscious inspiration on designers has been recognized with citations in books by authors such as Susan Herrington (2017) and Neil Spiller (2016). He has published his drawings, his drawing course exercises, and the works of his students in graphic drawing books (R. Yee, 2003, U.M. Saleh, 1997). His knowledge and practice of landscape architecture design education and interdisciplinary and collaborative professional practice has carried over to collaborative projects with the NCSU College of Veterinary Medicine.

International student travel programs and personal travel have been a major part of his teaching experience and pedagogy. He has undertaken student travel programs in Santander, Spain; Berlin, Germany; and Prague, Czechia. His grant funded travel includes traveling to Germany, Mexico, Argentina, and Bolivia. He and his students engage in an empirical method for observing history, landscape environments, designed spaces, and the critical cultural

making of “place.” It is through travels and discussion of these experiences that he and his students apply in developing cognitive skills, to heighten the senses, and to produce design memories.

Emily McCoy, ASLA, PLA, SITES AP

Associate Professor of Practice

Principal, Design Workshop

MLA, NC State University, 2008 BS of Ecology, Evolution, and Environmental Biology, Appalachian State, 2002 emccoy@designworkshop.com

Emily McCoy, PLA, ASLA, SITES AP is a landscape architect and researcher at Design Workshop. She recently moved to Design Workshop after serving as the Director of Integrative Research and Principal at Andropogon Associates for 11 years.

Emily’s passions are rooted in both design and understanding of the natural world, which is reflected in her past educational and professional experiences in design, ecology, and horticulture. As an associate professor of the practice at NC State University, Emily strives to contribute to the knowledge base of landscape architecture by exploring the interplay between professional practice and scholarly research. She has worked on such notable projects as the US Coast Guard Headquarters, Washington, DC; Shield Ranch, Austin, TX; Georgia Tech Living Building, Atlanta, GA; and the Thaden School, Bentonville, AR.

Emily holds a Master of Landscape Architecture with a concentration in Natural Resource Management and GIS from North Carolina State University; a Bachelor of Science in Ecology and Environmental Biology from Appalachian State University; and has past professional experience as a horticulturist and research assistant in both the design and biology fields. Emily also serves on the Landscape Architecture Foundation’s Education Committee, the Advisory Council for the Landscape Architecture and Environmental Planning Department at NC State University, the Advisory Board of Penn State's Stuckeman School, and is an Awesome Raleigh trustee.

Ben Monette, ASLA PLA, LEED AP

Assistant Professor of the Practice

Founder and Principal, Mud

MLA, NC State University, 2007 bjmonett@ncsu.edu

Ben Monette is the Founder and President of Mud, an award-winning landscape architecture firm based in Raleigh NC. His career has focused primarily on high-profile public projects of various scales, where he has had the opportunity to work with many world-renowned planners, architects, and artists.

He began his career as a greenway designer before focusing on the broader practice of landscape architecture. Working for some of the world’s most renowned landscape architecture practices, he has led intense site-scale urban design efforts and city-scale green infrastructure planning. As a landscape architect and educator, he is known for his innovative design solutions and dedication to creating welcoming, attractive, and functional spaces.

Some of Ben’s most notable projects include the Thaden School in Bentonville, Arkansas, and the Penland School of Craft in Penland, North Carolina. His work is characterized by its sensitivity to context, innovative use of sustainable materials, and emphasis on delivering design solutions that blend local ecology and culture within a broader global lexicon.

In addition to his professional practice, Ben is an Assistant Professor of Practice in Landscape Architecture at NC State and has lectured and taught at Temple University, the University of North Carolina at Chapel Hill, the University of Pennsylvania, and Thomas Jefferson University. He has been inspired by community outreach and extension while attending graduate school at NC State, where he seeks opportunities to build and expand that University’s land-grant mission. Through his teaching, he encourages students to build logical and reasoned narratives, embrace the intuitive, and approach design challenges with both confidence and humility.

Ben holds fast to the belief that beyond the trappings of tastefully appointed finishes, appropriately balanced soil, and well-grown nursery-grade plant stock, what makes a place special is the wonder found in the poetry of place. This expository landscape discourse should at once tell a story while permitting yours to be lived.

Robin Moore, MCP, Honorary ASLA Professor

Co-founder, Natural Learning Initiative (NLI)

Master of City Planning, Massachusetts Institute of Technology, 1966

Diploma in Architecture, Bartlett School of Architecture, University College, London, 1962 robin_moore@ncsu.edu

Prior to NC State University, Moore practiced in the founding staff of Land Use Consultants (LUC), London, then taught at UC Berkeley, in Landscape Architecture, and at Stanford University, in Urban Studies. He was Director of Research at the People-Environment Group, San Francisco, and a founding principal of Moore Iacofano Goltsman (MIG), Berkeley, CA.

Moore was appointed to the then Department of Landscape Architecture in 1982. In 1989, with architect and College of Design alum Ron Mace and others, Moore co-founded the Center for Accessible Housing, later becoming the Center for Universal Design. As Director of Training, Moore was Principal investigator for the US Access Board update of the Uniform Federal Accessibility Standards for Children's Environments. Moore cofounded the PhD in Design (1999), College of Design. In 2000, he co-founded the Natural Learning Initiative (NLI) with Dr. Nilda Cosco, serving as director until 2021.

Moore’s urban design studio teaching combines goal-directed, community-based participatory urban planning theory with design programming of user needs, universal design, regeneration of urban biodiversity, and environmental equity. In 1997, the studio collaborated with the Partners for Environmental Justice to support creation of what is now the Walnut Creek Wetland Center and Park. For 35 years, Moore taught the urban field research methods course, Human Use of the Urban Landscape. He currently teaches a seminar in Biophilic Design.

Born in London, Moore spent his childhood learning about natural systems by roaming the woods, meadows, and streams of Southern England. Influenced by urban design studies with Kevin Lynch and Donald Appleyard at MIT, Moore applies “environment and behavior” participatory design thinking to creating play and learning environments serving disadvantaged, urban communities. Moore’s prior leadership in the international children’s

rights movement, with a focus on childhood outdoor culture and urban landscape design, continues to influence his local-global perspective on the biospherical crisis now facing humanity. In 1997, Moore joined the Growing Up in Cities (GUIC) international action research team sponsored by UNESCO. He served as co-director of the Buenos Aires project and worked with then doctoral candidate, Eyyad Al-Khalaileh, PhD, to execute a successful dissertation study using the GUIC methodology in Amman, Jordan.

Moore’s early design experience include Hanley Forest Park and subsequent urban landscape regeneration greenways and parkland in Stoke-on-Trent, UK (with LUC, London); the Environmental Yard, Washington Elementary School, Berkeley, California (recipient of the 1988 Outstanding Contribution to the Practice of Design Research Award by the Environmental Design Research Association - EDRA); Hamill Family Play Zoo, Brookfield Zoo, Chicagoland (with MIG); Blanchie Carter Discovery Park, Southern Pines, NC (featured in the New York Times, October 1999, now part of the Center for African American History and Business); Kids Together Playground, Cary, NC (with Little and Little, Landscape Architects); and Heritage Park (public housing community) Natural Learning Area, Raleigh, NC.

Supporting the NLI mission, “local” to Moore means design innovation on the ground, based on evidence as well as generating evidence aimed at changing culture, intersecting also with Moore’s teaching, research, publication, and professional development activities. Moore led decades of development of environment and behavior mapping, now applied as an objective built environment measurement tool applicable to site to city scales. More than 20 doctoral students mentored or co-mentored by Moore, have contributed their passion for research to NLI, and now lead in academia and practice around the world. Moore leads NLI professional development Certificate Programs and course offerings for designers and contributes to offerings for educators and public health professionals.

With the NLI team, Moore contributes evidence-based design thinking and design evaluation tools to the NLI design assistance program. Built work includes the Schott Nature PlayScape, Cincinnati Nature Center (team led by Sharon Floro, landscape architect); the Arlitt Nature PlayScape, University of Cincinnati (with Rachel Robinson Landscape Architecture); and Rash Field Park, Baltimore (with Mahan Rykiel Associates). For three decades, Moore and NLI co-founder Dr. Nilda Cosco, have worked with Michael Van Valkenburgh and Associates (MVVA) on a series of urban parks, beginning with Teardrop Park, Battery Park City, and other New York City parks, including Brooklyn Bridge Park. Others include A Meeting Place for Tulsa, Tulsa, Oklahoma; Children’s Wharf and Martin’s Park, Boston, Massachusetts; and Gipson Play Plaza, Dorothea Dix Park, Raleigh, North Carolina. Moore’s NLI design thinking has contributed to outdoor play and learning spaces in approximately 220 childcare/development centers and 25 Montessori schools. NLI’s communications program is framed by Moore’s passion for helping professionals in education, landscape design, public health, and parks and recreation to understand how environment and behavior, nature-based design thinking can increase human benefits by best practice investment in physical infrastructure.

Moore’s expertise in design facilitation and participatory design programming contributed to the redesign of North Carolina Museum of Natural Sciences, Raleigh, and public projects led by Frank Harmon Architect (and NC State Professor of Practice), including the North Carolina Partnership for the Sounds, visitor/education centers in Columbia, Little Washington, and Lake Mattamuskeet. Built work also includes the UNC-Chapel Hill, Botanical Garden Education Center, and KidZone, North Carolina Zoo, Asheboro.

Moore is author or co-author of numerous scientific articles and book chapters. His books include the classic, Childhood's Domain: Play and Place in Child Development (1986), republished by Routledge (2018), in the Psychology Library Editions in Child Development; Plants for Play (1993); Play for All Guidelines (1987, 1992); The Complete Playground Book (1993); and Natural Learning: Nature’s Way of Teaching (1997).

Professor Moore was president of the International Association for the Child's Right to Play (IPA), 1990-1999, and editor of the IPA magazine, PlayRights, 1987-1999. He served on the American Horticultural Society Educational

Advisory Board, 1997-2001, and currently serves on the International School Grounds Alliance Leadership Council and the Editorial Advisory Board, Children, Youth Environments Journal. The journal originated from “Childhood City,” launched by Moore as a learning community at the EDRA 4 Blackburg Conference, 1973. He was EDRA board member, then chair, 1983-1986.

In 2021, Moore received the Alexander Quarles Holladay Medal for Excellence from the Board of Trustees, NC State University.

Celen Pasalar, PhD, University Faculty Scholar

Associate Professor, Extension Liaison

PhD in Design, NC State University

MS Urban Design/City and Regional Planning, Middle East Technical University

BArch, Middle East Technical University

Celen_pasalar@ncsu.edu

Celen Pasalar, Ph.D. is Associate Professor in the Department of Landscape Architecture and Environmental Planning, University Faculty Scholar, and Community Engaged Fellow at North Carolina State University. She is an affiliate faculty at the Institute for Transportation Research and Education and co-leads the Climate Change and Health Disparities Research Initiative in NCSU’s newly established Global One Health Academy. Celen has extensive administrative and leadership experience through her previous roles as Assistant Dean for Research and Extension, and Director of Downtown Design Studio. She is also an internationally recognized scholar and educator with vast research and community engagement experience within US and international contexts.

Dr. Pasalar’s research focuses on generating, translating, and scaling up evidence for designing smart, connected, resilient, healthy communities, and reducing inequities in cities and underserved populations. Her current research is funded by the National Science Foundation, Federal Emergency Management Agency/US Department of Homeland Security, NC Department of Transportation, the Spencer Foundation, and various non-profits. She has published extensively, including book chapters, peer-reviewed journal articles, proceedings, and research reports. She is the recipient of the Award of Excellence in Service Learning by the Council of Educators in Landscape Architecture, including multiple awards from the American Society of Landscape Architects.

In 2016, she co-chaired the 47th Annual Conference of the Environmental Design Research Association in Raleigh, NC and co-edited the Conference Proceedings, Innovation: Shifting Grounds. She also organized Sustainable and Smart Cities Symposium as part of the University Global Partnership Network in 2019. She is currently serving in the Executive Editorial Board of Ekistics and the New Habitat Journal, and the Review Board of International Journal of Architectural Research by Emerald Publishing. She will also serve on the Board of Directors of the Environmental Design Research Association for the term 2023-2026.

Celen has a Ph.D. in Design from NC State University, MSc. in Urban Design, and BArch in Architecture from the Middle East Technical University.

Art Rice, FCELA

Professor Emeritus of Landscape Architecture

BLA, University of Oregon, 1973

MLA, Harvard Graduate School of Design, 1978 Art_rice@ncsu.edu

Art Rice is Professor Emeritus of Landscape Architecture, past president of the Council of Educators in Landscape Architecture (CELA), and past chair of the Council of Educators in Landscape Architecture Academy of Fellows. His research is in design education and understanding and promoting the development of creative abilities.

He was awarded the Harvard Charles Eliot Traveling Fellowship upon graduation and was selected as an International Research and Exchange Board Traveling Fellow. He was one of fifty American scholars to teach and conduct research in the Soviet Union in 1979/80.

Art has worked for several major national and international design firms and has taught at Harvard University, Tufts University, the Moscow Engineering and Building Institute, the University of Washington and North Carolina State University.

He came to the College of Design in 1990 to serve as head of the Department of Landscape Architecture until 2000. He since served as Associate Dean for Graduate and International Studies, and Interim Dean of the College.

He has taught numerous disciplinary and interdisciplinary design studios to both beginning and advanced design students. He currently mentors doctoral students and serves on a number of doctoral committees. In 2015 he received the Jackson Rigney International Service Lifetime Achievement Award for his efforts in leading numerous studies abroad and internationalization efforts at NC State University.

Julieta Trevino Sherk, ASLA, PLA Professor of Horticultural Sciences

MLA and Minor in Horticulture Science, NC State University, 1992 BS in Biology, Meredith College, 1985 jtsherk@ncsu.edu b

Professional Landscape Architect and Professor, Julieta Trevino Sherk, teaches landscape design in the College of Agriculture and Life Sciences at NC State, in the Department of Horticultural Sciences. She is also an associate faculty in the Department of Landscape Architecture and Environmental Planning at the NCSU College of Design.

Having practiced and taught since 1994

Julieta is dedicated to working with her students to create natural and stimulating places that improve the health and wellbeing of the community and the environment alike. Along with students, she is particularly interested in tackling challenging sites and evaluating the results of her efforts. She promotes the importance of using artful forms, the use of plants as design elements, and believes in the critical role they play in health/wellbeing and the enhancement of the human/nature experience. To this end, she is interested in opportunities to protect and enhance natural, social/cultural resources while incorporating living infrastructure such as bio-retention, pollinator, edible and ornamental landscapes that provide multiple benefits to vulnerable people's daily lives and to the voiceless: plants, soil, and water.

Julieta delivers instruction across various topics, academic year level sin lecture-based and studio/workshop formats. She fosters critical and creative thinking, enhances problem solving for her students by infusing service

learning, and uses evidence-based approaches in her teaching. She has executed a variety of service-learning projects with her students across communities in NC, and internationally. With her students, Julieta addresses key and timely issues that pose critical questions and keep presenting themselves in contemporary discourse related to community development, marginalization, and democratic design, planning, and evidence-based design.

Professor Sherk was honored with a J. William Fulbright Foreign Global Scholar Science/Technology Academic and Research Scholarship, from the U.S. Department of State Global Program for 2017-2018 in Mexico. During and after her Fulbright experience, she taught courses and collaborated in community design projects across Mexico, implementing strategies that address service-learning design projects in which she helps train students in developing small urban design improvement projects. Through conducting workshops with the community, students enriched their connection to the local people, and experienced real-world applications of the skills introduced in the class, while serving as a support to healthy community development.

Professor Sherk's contributions in both in her field and in the scholarship of teaching and learning is exemplary and attests her scholarship excellence including quality, originality, and broad dissemination. She delivers salient presentations locally, nationally, and globally.

Gavin Smith, PhD, AICP Professor

PhD in Urban and Regional Planning, Texas A&M University

MS in Sociology, Texas A&M University

BS in Sociology, Texas A&M University

Gsmith5@ncsu.edu

Gavin Smith is a Professor in the Department of Landscape Architecture and Environmental Planning at North Carolina State University. His teaching and research focus on hazard mitigation, disaster recovery, and climate change adaptation and the integration of research and practice through deep community engagement. Educational efforts focus on the oversight and teaching of core courses associated with a 13-credit graduate certificate titled Disaster Resilient Policy, Engineering, and Design. The curricula emphasize interdisciplinary coursework and includes three track options (policy, engineering, and design) developed in partnership with the Department of Public Administration, Department of Civil and Environmental Engineering, and the Department of Landscape Architecture and Environmental Planning.

His current research includes assessing the capacity and commitment of university faculty and engagement experts to assist under-represented groups develop and implement hazard mitigation grants, climate resilience, and hazard mitigation plans, and based on that information, developing a national cadre of university officials capable of providing this type of assistance. Additional research involves developing a coastal hazard overlay district typology to assist communities apply disaster resilient design standards tied to managed retreat/avoidance and protect/accommodate-based strategies. In addition, Dr. Smith is involved in research to identify the factors that lead to innovation in local buyout programs and whether that knowledge is shared with other community officials.

Dr. Smith has written the text Planning for Post-Disaster Recovery: A Review of the United States Disaster Assistance Framework (Island Press, 2011) and served as the co-editor of the text Adapting to Climate Chance: Lessons from Natural Hazards Planning (Springer, 2014) as well as writing numerous peer reviewed journal articles, book chapters, and practice-oriented reports. Smith’s past research includes a six-year study assessing

the quality of state and local hazard mitigation plans, assessing the state of disaster resilient design education at U.S. Universities, a national survey assessing the role of states in building the capacity of local governments to implement hazard mitigation grants, and a comparative assessment of hazard-prone housing acquisition programs in the U.S. and New Zealand.

Smith has also served as a policy advisor to several nations, states, and local governments addressing planning for post-disaster recovery, flood-hazard risk reduction, and climate change adaptation and has testified before congress, state legislatures, and international committees. He has advised four governors including North Carolina Governor Hunt following Hurricanes Fran and Floyd and Mississippi Governor Haley Barbour following Hurricane Katrina. During Hurricanes Fran and Floyd, Smith led teams responsible for the acquisition and elevation of more than 5,000 and 500 homes respectively. In addition, Smith led a team of eight faculty, eighteen graduate students, and two practitioners assist six hard-hit low-capacity communities following Hurricane Matthew in 2014. This effort, which lasted more than two years, focused on addressing local needs not addressed by FEMA or the State of North Carolina. Examples include identifying multiple uses for land acquired through the Hazard Mitigation Grant Program, conducting land suitability analyses to identify locations suitable for the construction of replacement housing outside the floodplain but within the boundaries of towns participating in the buyout, assessing possible flood-proofing techniques for historic downtowns, creating architectural renderings of replacement housing, and developing disaster recovery plans.

Smith currently serves on a National Academy of Science committee focused on assessing managed retreat strategies in Gulf Coast states and serves as an author of the 5th U.S. National Climate Assessment, focused on the southeastern United States.

Rodney L. Swink, FASLA, PLA Professor of the Practice MLA, NC State University BA, Economics, NC State University rlswink825@gmail.com

Rodney Swink, FASLA, PLA, is a licensed landscape architect and Professor of the Practice in the Department of Landscape Architecture and Environmental Planning. He is Senior Associate for Planning and Development with PlaceEconomics, (www.placeeconomics.com) and its international arm, Heritage Strategies International (www.hsintl.com ) a Washington, DC-based real estate and economic development consulting firm. PlaceEconomics specializes in services to public and nonprofit-sector clients who are dealing with downtown and neighborhood commercial district revitalization, the reuse of historic structures, and the rigorous analysis of preservation’s economic impacts. Heritage Strategies International is a Washington DCbased consulting firm offering international services on the economic evaluation of historic resources and integrating heritage buildings into economic development strategies. Clients include local and national governments, international non-governmental organizations, international development banks and others.

Swink specializes in helping local governments, non-profits, individualsl, and firms interested in creating better community futures built around a thriving central city and utilizing their historic assets. He has provided consulting services and guidance to communities and organizations throughout the United States as well as in Bolivia, Canada, China, Chile, Curacao, England, Malaysia, Abu Dhabi and Saudi Arabia.

Swink has been active in both professional and civic affairs. He served as President of the American Society of Landscape Architects, Chair of the ASLA Council of Fellows, and Chair of the Landscape Architecture Accreditation Board. He is past Chairman of the Board for Preservation North Carolina and past chair of the JC Raulston Arboretum Board of Advisors. Swink is past Chair of the City of Raleigh Planning Commission and is currently serving as Chair of the City of Raleigh Board of Adjustment.

He has won numerous state and national awards for his leadership and public service, including the Ruth Coltrane Cannon Award from Preservation North Carolina, the American Society of Landscape Architects (ASLA) President’s Medal and the ASLA LaGasse Medal in recognition of management and conservation of natural resources and public landscapes. A Professor of Practice of the College of Design since 1997, Swink is a 2004 recipient of the College’s “Wings on Wings Award” and was recognized as its 2004 Distinguished Alumnus. He also sits on the College of Design Leaders’ Council.

LAEP Department Administrative Support Team

Stephanie Blake

Administrative Support Specialist BA in Rhetoric and Communications Studies from The University of Virginia

Stephanie is the assistant to the Department Head of Landscape Architecture and Environmental Planning in the College of Design.

As a native of Boca Raton, Florida, Stephanie grew up in the sunshine state but later earned a degree in Rhetoric and Communications Studies from The University of Virginia.

Her life’s work has been raising her four children whose ages now range from 18 to 32. Having spent much of that time in Maryland, Kentucky and Rhode Island, she recently moved to Raleigh from State College, Pennsylvania where she had lived for 12 years. While enjoying the fun of Penn State University’s college-town culture, she spent several years working in the counseling office of a large public high school.

University program Associate BA in Psychology, North Central University

Since 2015 Nikki has served as the departmental administrator for Architecture and Landscape Architecture and Environmental Planning. She supports our departments by assisting with course scheduling, arranging meetings for the department heads, financial/budget administration, curricula development and process management (and keeping the departments heads out of trouble.)

This past year she was awarded the College’s Award of Excellence and the LAEP Department’s Extraordinary Achievement Award “In recognition of “game changing” and timely performance and whose knowledge and experience, problem solving and mentoring skills, respect and devotion, and impactful leadership consistently enhances department operations to the benefit of our students, faculty, and extended community.”

Nikki Evans

4 | Curriculum Areas and Course Sequences

This section describes the MLA curriculum areas and the required and elective courses within each area. (Please refer to the curriculum Tracks presented in Chapter 5, Curriculum.)

The Department maintains an official syllabus for each course. Included are the course description, statement of learning outcome objectives, course schedule and requirements, performance/grading policies, and readings. In addition, each semester a descriptive, more specific and updated syllabus is prepared for each course and distributed to the entire faculty and student body. Courses are continually revised and improved in response to changes in practice, departmental resources and opportunities and student needs.

This section describes the MLA curriculum areas and the sequence of required and elective courses within each area:

● Design Studio Sequence

● Representation and Modeling

● History, Theory, and Research

● Ecology and Technology

● Professional Practice Methods

Design Studio Sequence

36 credit hours required for Track III and 24-30 credit hours required for Track II students.

For the typical student, this means taking a studio during every semester in the first professional MLA program. The first three design studios must be taken by Track III students in the sequence of LAR 501, LAR 502 and LAR 503 as they build upon each other. Then students can choose from LAR 506 LA Design + Build Studio and LAR 507 Advanced Topic Studios their remaining semesters in the program. Topics vary by semester for LAR 507.

Design studios introduce, deliver, and require the student to build understanding of and skills in specific content and application areas of design thinking, design theory, and design methods. Our studios are intended to be a “safe place” in which students are encourages and enabled to explore and develop their design ideas for constructive peer review. Emphasis is on discovery and developing the ways and means associated with understanding landscape situations, the imperatives or problems to be addressed, the strategies for engaging these imperatives, and generating and evaluating alternative solutions. Content and methods developed within the subject area courses pertaining to media, history and theory, site works, research and professional practice are integrated within all studio venues at levels appropriate to specific studios.

Some Track II students may not be required to take LAR 501 LA Introductory Design Studio if they had an introductory design studio and other studios in their undergraduate program. Some Track II students may be required to take LAR 501 if they have low language test scores or their portfolio shows some design deficiencies.

Track III required design studios are:

● LAR 501, 6 credits, Landscape Architecture Introduction Studio

● LAR 502, 6 credits, Site Design and Environmental Planning Studio

● LAR 503, 6 credits, Design Development Studio

● LAR 507, 6 credits, LA Advanced Topics Design Studio (topics vary each semester)

The fifth and sixth studio can be selected from the following options:

● A second and possibly third LAR 507 (6 credits) LA Advanced Topics Design Studio (topics vary each semester)

● LAR 506, 6 credits, LA Design + Build Studio

● LAR 504, 6 credits, International Urban Design Studio

● LAR 508, 6 credits, Design Research Project

● Swing Studio, 6 credits, A studio offered by another discipline in the College with department head approval

Track II required design studios are:

● LAR 502, 6 credits, Site Design and Environmental Planning Studio

● LAR 503, 6 credits, Design Development Studio

● LAR 507, 6 credits, LA Advanced Topics Design Studio (topics vary each semester)

The fourth and possibly fifth studio can be selected from the following options:

● A second LAR 507, 6 credits, LA Advanced Topics Design Studio (topics vary each semester)

● LAR 506, 6 credits, LA Design + Build Studio

● LAR 504, 6 credits, International Urban Design Studio

● LAR 508, 6 credits, Design Research Project

● Swing Studio, 6 credits: A studio offered by another discipline in the College with department head approval

Required (Track III) Core Design Studios:

LAR 501, 6 credit hours, Landscape Architecture Introduction Studio: first year, fall semester. In this first landscape architecture studio, students discover and explore ideas of landscape architectural design. Several studio projects serve as vehicles to learn concepts and methods associated with design thinking, place making, and representation. Various representational methods including drawing, physical, and computer modeling are learned and applied to explore site conditions, program relationships, scale, and place making. The studio introduces students to landscape architectural design by focusing on fundamental problem solving, and graphic concepts, methods, and skills that set the stage for more advanced studies.

Upon completion of this course, students will be able to:

● Study, describe, and evaluate how people use landscapes,

● Identify and describe design issues, affected constituents, and situations/problems to be addressed in the planning and design of landscapes,

● Analyze site specific and contextual landscape conditions in terms of opportunities and constraints to accommodate development,

● Design, apply, and evaluate various design thinking methods to develop alternative site plans at various scales of resolution. (These plans should accommodate diverse program elements on sites and consider sustainable and resilient design practices, and strategies for site development including grading, drainage, planting design, and landscape dynamics), and

● Apply various communication and representational methods including written, oral, drawing, physical and digital modeling, and representation to explore, test, develop, and communicate design ideas.

Our instructors provide a supportive environment for students to experiment with many alternative ways to solve a problem, evaluate their ideas, learn from their successes and errors, and evolve their own approaches to design. Students are strongly urged to work in the studio. “Design is something you cannot do in isolation.”

LAR 502, 6 credit hours, Site Design and Environmental Planning Studio: First year, Spring semester. The Site Design and Environmental Planning Studio expands upon the ideas, practices, and complexity associated with creating landscapes responsive to the needs of people, site, and context. Upon completion of this course, students apply concepts and methods associated with site assessment, programming, and site planning and design. A balance between rational and intuitive thinking is integral to the studio structure and project assignments. Central to studio investigations are questions that pertain to how landscapes are understood, represented, revealed, and transformed. This studio is delivered in tandem with LAR 527, Landform, Grading, and Environmental Site Systems. The final design project in the studio includes detailed landform, grading and infrastructure plans.

Site planning processes taught include basic parameters for understanding a site, site analysis and its relationship to building program and site concept, and preparation of site plans. Synthesis of ecological, functional, and aesthetic considerations through landscape suitability/opportunities/constraints modeling are applied. Students taking this class will be able to approach site planning and design, the opportunities and limitations presented by a site, and program development as an expression of the needs of a variety of land use types. Functional, market, and aesthetic considerations characteristic of specific land uses are reviewed. Assigned projects increase the

student’s understanding of site planning issues and problems at a variety of scales and programmatic complexity. Field trips and guest lectures are an integral part of the course. This studio expects students to utilize and expand upon ideas of landscape ecology, landscape architecture history, site development (grading, drainage, stormwater design and management) and hand and digital graphic media covered in the current and previous semesters.

LAR 503, 6 credits, Design Development/Construction Documentation Studio: Second year, fall semester. In this intensive studio, students are given a relatively small site, typically less than one acre, on which to develop a design for an urban open space functions. Upon completion of this course students will be able to refine their respective design proposals to a level sufficient to generate construction documents including grading, layout, and planting plans and an array of construction details. A teaching team consisting of registered landscape architecture practitioners and faculty deliver this studio. It builds upon the course work of the previous year Practitioners are invited into the studio on at least two occasions to critique the students’ work. In one of these sessions, known affectionately as the “Red Pen Crit,” practitioners review a preliminary set of drawings with the students “redlining” areas needing correction and/or further refinement. Students apply both hand drawn and computer--generated methods in design and presentation.

LAR 528 Landscape Architecture Construction Materials and Methods is taught concurrently with the Design Development Studio. LAR 528 learning content is scheduled to support work in the studio and final deliverables for both courses are coordinated to maximize the end-product of the studio, a design development level construction document set.

Advanced Design Studio Options: (Typically commencing in the 4th semester of matriculation)

1. LAR 507, 6 credits, Advanced Topics Design Studio, (As mentioned above, students may elect to take a second and even third LAR 507 studio.)

2. LAR 506, 6 credits, LA Design + Build Studio

3. LAR 508, 6 credits, Design Research Project

4. LAR 504, 6 credits, International Urban Design Studio

5. Swing Studios: Students may elect to take an approved studio offered by another unit in the College or another institution with approval by the department head.

LAR 507, 6 credits, Advanced Topics Design Studio: Second year and third years. LA Advanced Topics Design Studios are inquiry focused. Upon completion of this course students will be able to apply important professional practices, venture into emerging areas, test and evaluate known practices, and literally experiment with evolving design theories or technologies that advance knowledge and capability of the profession. The LA Advanced Topics Design Studio requires rigorous thinking to identify, clearly define, and engage more complex sets of questions or issues that influence or become influenced by situations of increasing complexity at multiple scales of resolution.

These studios often reflect the specific research interests of the faculty delivering the studio. Recent topics addressed in the advanced studios include community planning and design, coastal dynamics, brownfield re-development, sustainable design, community food systems, campus planning, large area resource planning, design competitions, and city design. Integration, application, and reinforcement of subject area course material including history and theory, landscape technologies, plants, media, and professional practice courses is expected.

LAR 506, 6 credits, LA Design + Build Design Studio, spring semester, second and third years. The Design + Build Design Studio enhances students’ understanding of sustainable site strategies through exposure to the design--build sequence having a comprehensive scope, content, and depth of inquiry. Students design, produce construction documents and construct a project on a small site. Upon completion of this course students will be able to apply current and emerging design/build concepts that bridge disciplines while promoting a healthy environment through the development of sustainable construction practices that are transferable nationally and globally. These integrated skills are essential to the practice of landscape architecture and specifically tied to current professional licensure and continuing education requirements.

LAR 508, 6 credits, Design Research Project (DRP), fall, summer, or spring semesters

LAR 508: Design Research Project is intended for students wanting to pursue independent research in a specific area of design. Upon completion of this course a student or team of students (up to 4 people) will be able to engage independent inquiry leading to the completion of a self-directed definitive scholarly, research--oriented landscape architectural design project. The expectation is that the research be integrated and applied within the context of a landscape architectural design application. Students eager to continue their education at a PhD level or possibly pursue a career as a university instructor often pursue this option. The work derived from the DRP should be of the quality suitable for scholarly publication, dissemination at a scholarly/professional conference, or submission to an awards competition venue.

Students who pursue this option are motivated by a research question requiring research and a design application, an extension-based project situation requiring research and a design application, or another project situation requiring research and a design application.

The Design Research Project requires 3 courses over 3 semesters consisting of:

● LAR 540 (3 credits), Research Methods in Environmental Design and Landscape Architecture, required of all students, typically taken in the spring of second year.

● LAR 697 (3 credits), DRP Independent Study typically taken immediately preceding the planned undertaking of LAR 508: Design Research Project.

● LAR 508 (6 credits), Design Research Project typically taken in the last semester of MLA matriculation.

LAR 504, 6 credits, International Urban Design Studio: third year, summer or fall

Students may choose from multiple international studio experiences with approval by the DGP or Department Head. Most students who choose this studio option engage in the semester-long NC State Prague Program. In 2005, the College of Design Prague Institute in the Czech Republic was founded. It has since become the NC State Prague Institute, open to other academic units. During this 90--day intensive experience, MLA students explore the historic and complex urban environments of Prague to examine how contemporary interventions become part of the urban cultural fabric and the natural systems of the city. Students observe the urban structure of the city and develop strategies to visualize and interpret urban space.

Modeling and Representation Sequence

7 credit hours, required.

Instruction in digital and manual graphic communications is woven throughout the MLA curriculum. All design studios and seminar courses incorporate, teach and assist students with learning and applying written, verbal, and graphic (both hand drawn and computer generated) communication skills.

Required courses include:

● LAR 514 LA Digital Design Media (required for Track III only), 3 credits

● LAR 517 GIS Applications in Landscape Architecture, 3 credits

● LAR 582.XXX LA Digital Drafting, 1 credit

Elective courses include:

● LAR 582.xxx, Computational Design and Parametric Modeling, 3 credits

● LAR 582.xxx, Autocad and Drafting Fundamentals, 1 credit

● LAR 582.xxx, Drawing, Walking and Seeing, 3 credits

● LAR 582.xxx, Advanced Digital Media, 3 credits

Representation and modeling courses delivered by other academic units (architecture, graphic design, industrial design) in the College are also available. Please discuss your interests in these classes with our DGP.

Required Courses*:

LAR 514, LA Digital Design Media, 3 credits delivered fall semester, for first year students, introduces functionality delivered using applications like the Adobe Creative Suite (Photoshop, InDesign, Illustrator, and Acrobat Professional) and 3D modeling and representation using applications like Sketch Up and Rhino

LAR 582.xxx, LA Digital Drafting, 1 credit delivered spring semester for first year students introduces functionality using applications like AutoCad

The two required digital media courses are linked to LAR 501 Landscape Architecture Introduction Studio and LAR 582.XXX Plants, Bioregionalism and Ecological Design 1 in the fall semester and LAR 502 Site Planning and Design Studio and LAR 527 Grading and Site Systems and LAR 582.XXX Plants, Bioregionalism and Ecological Design 2 in the Spring semester.

*Please note: Students having acquired prior proficiencies in these application(s) may be eligible to request the course or courses be waived. Please discuss this with the respective course instructors and DGP.)

The following digital media techniques are explored:

● Data gathering / base map creation

● Site analysis / diagramming

● Design rendering techniques

● Photo simulation/montage techniques/digital sketching mixed media approaches

● Site modeling techniques (including terrain)

● Design communication for presentation and/or marketing

LAR 517, 3 credits, GIS Applications in Landscape Architecture, second year, fall semester. Geographic Information Systems (GIS) are powerful tools for analyzing natural and built environments. Despite its roots in landscape architecture, the role of GIS has largely been relegated to analysis rather than design. Upon completion of this course students will be able to apply GIS technology as an integral part of the creative design process. Terrain, hydrological, and overlay modeling and analysis in two and three dimensions are explored. With

visual programming, students will learn how conceptual and logical models can structure and generate designs, linking creative abstraction, computational exploration, structured decision--making, and expression. As part of an iterative design process students will learn workflows linking 3D GIS, 3D modeling, and rapid prototyping (3D printing, CNC fabrication, and laser cutting).

History, Theory, and Research Sequence

9 credit hours required. History, theory, criticism, and research are threads pervasively woven throughout the entire MLA curriculum. They are central elements of all design studios and subject area courses.

Required courses include:

● LAR 582.001 History of Landscape Architecture, 3 credit hours

● LAR 540 Research Methods in Environmental Design and Landscape Architecture, 3 credit hours

● LAR 534 Landscape Architecture Theory and Criticism, 3 credit hours

Elective courses include:

● LAR 535 Environmental and Social Equity and Design, 3 credit hours

● LAR 582.003 Smart and Healthy Cities, 3 credit hours

● LAR 582.019 Biophilic Design, 3 credit hours

● LAR 582.601 Sustainable Design + Development, 3 credit hours

● LAR 634 Contemporary Issues in Landscape Preservation, 3 credit hours

Students are encouraged to seek history, theory and criticism courses offered in other academic units in the college, the university, and from other universities in the area (UNC Chapel Hill and Duke University).

Required courses:

LAR 582.001, 3 credits, History of Landscape Architecture: second year, spring semester. Students learn the range of landscape styles and historical thinking within landscape architecture. Course requirements include exams and papers in which students demonstrate growth in their understanding of history. The course requires a final paper and physical model of an historic landscape. Upon completion of this course students will have a mastery of historic landscape styles, vocabulary, and significant concepts and figures of each era.

LAR 540, 3 credits, Research Methods in Environmental Design and Landscape Architecture: second year, fall semester.

In this course, students learn how to engage in basic research methods and tools in design situations; select, synthesize, and use environmentally critical information; and understand and appreciate the importance and value of research-based design. Upon completion of this course, students will be able to apply the techniques and skills necessary to develop project proposals and scopes of design work, as well as to learn problem--solving approaches.

LAR 534, 3 credits, Landscape Architecture Theory and Criticism: second year, fall semester. This course introduces the pervasive principles, concepts, movements, and applications influencing landscape architectural planning and design. Utilizing a case study approach, the course explores various theoretical underpinnings of the profession. The final project requires students to critically examine an “iconic” work of landscape architecture, submitting a written paper and delivering a formal presentation. Upon completion of this course, students will be able to critically examine these ideas, present them to classmates, and engage in serious debate

Elective courses:

LAR 535, 3 credits, Social + Environmental Equity: Spring semester. This seminar will increase student awareness of principles of environmental justice and social equity in the context of landscape architecture, planning, and design. This seminar uses case studies, readings, in-class exercises, and community engagement to gain experience with democratic design techniques including participatory design and advocacy strategies.

Landscape Ecology and Technology Sequence

12 hours required.

The Technology and Ecology sequence includes an array of courses traditionally associated with the core of landscape architectural practice in the areas of site analysis, ecological design, site planning, grading and drainage, construction materials and methods, plants, and planting design. Many of these courses are strategically placed within the first half of the curriculum to provide students’ knowledge and capability in the core aspects of landscape architectural practice. In the second half of the curriculum students may take courses and studios that build upon and extend in greater depth the material covered in the first half. Material covered in the Technology and Ecology areas are explicitly applied and reinforced in the design studios at all levels.

Required courses in the Technology and Ecology sequence include:

● LAR 527 Landform, Grading, and Environmental Site Systems, 3 credits

● LAR 528 LA Construction Materials and Methods, 3 credits

● LAR 582.XXX Landscape Ecology and Bioregionalism I and II, 6 credit (3 credits each semester)

Elective courses include:

● LAR 520 Environment and Culture, 3 credits

● LAR 543 Landscape Performance and Metrics, 3 credits

● LAR 582.005 Natural Hazards, Disasters and Climate Change Adaptation, 3 credits

Required courses:

LAR 582.XXX, 6 credits (3 credits in fall/3 credits in spring), Plants, Bioregionalism, and Ecological Design 1 and 2: first year fall semester and spring semester

Over the course of two semesters, (3 credits each semester), students learn about landscape ecology and plant communities as the foundations for innovative environmental design that works to coalesce humans and ecology in the built environment. Plant identification, bioregionalism, and ecological design content will be integrated throughout, and take advantage of seasonal opportunities to identify plants. The course will be a combination of lecture and field visit format. This course will be closely coordinated with the other courses taught throughout both semesters in the MLA curriculum including the LAR 501 and LAR 502 design studios and LA Digital Design Media, and Grading and Site Systems. Students will receive coordinated education in their first year to reinforce learning and ensure application of this in studios with a more conceptual focus in the fall and a more refined and technical focus in the spring.

LANDSCAPE ECOLOGY

• Understand the relationships between abiotic and biotic components of living systems and how these composite systems operate and affect each other at the landscape scale.

• Analyze sites via an ecological lens, observing existing ecosystem components and considering how to entwine these existing processes into the design of a site.

• Frame a wide range of questions and issues related to ecology and bioregionalism.

PLANTS and PLANT COMMUNITIES

• Identify a broad range of native and cultivated, introduced and invasive plants commonly utilized and found in built and restored landscapes, including the scientific classification and common names

o Become familiar with plant morphological components useful in plant identification and indicative of plant classification, such as stem, leaf, and reproductive components.

o Become familiar with numerous plant identification tools including keys, online resources, and site resources.

• Create and build upon career-long reference tools including a personal plant database and field reference notebook practice

ECOLOGICAL DESIGN

• Critique design from ecological and bioregional perspectives.

• Refine research skills in topic areas that connect ecology to practice, from the site scale to the landscape and bioregional scale.

• Utilize plants in the built landscape through an ecological lens

o Consider the benefits of plant selection through an ecological lens, selecting plants that support habitat and ecological communities, and which native plants may fill the design niche frequently filled by invasive species or introduced species not supportive of native pollinators or habitat

o Develop an appreciation of plant form, texture, color, and seasonal attributes. Additionally, develop an understanding of how specific plants complement and support one another in the landscape.

• Understand how ecological components such as soils and landforms, hydrology, and geology apply to the ecologically responsible and innovative design of the landscape.

LAR

527, 3 credits, Landform, Grading

and

Environmental Site Systems

: first year, spring semester. Upon completion of this course, students will be able to perform landform and slope analyses, and develop, apply, and evaluate grading and hydrologic strategies for the design of resilient landscapes. The course is structured around projects and assignments ranging from short to long term exercises. Emphasized are the vocabulary, methods, principles, and calculations landscape architects used to make critical design decisions in the preparation of technical documents as an integral part of the site planning and design process. Immediate and longer-term issues, practices, and consequences associated with balancing land use and functionality needs with landforms, soils, and surface water hydrologic conditions are discussed as critical factors affecting the long--term resilience of a site design.

LAR 528, 3 credits, LA Construction Materials and Methods: fall, second year. Upon completion of this course students will be able to utilize knowledge and best practices in the use of landscape construction materials and technologies, implementation strategies, applications, and resultant performance. This course examines materials used in landscape construction, construction techniques and details, and methods of construction documentation. Particular attention in lectures and projects will be given to the appropriate use of these materials with respect to aesthetic, functional, ethical, and environmental and human health concerns. The course addresses materials and details for steps and ramps, railings, paving, walls, fences, decks, overhead structures, stormwater and erosion control structures, lighting, irrigation, and water features. It also covers basic structural considerations of these landscape structures. Processes of project delivery, construction and maintenance are discussed. Principles and practices of sustainable landscape construction will be integrated into all course lectures and projects. LAR 528 is taught concurrently with LAR 503, Design Development/Construction Documentation Studio. Together, these two co--requisite courses cover three major areas including an introduction to the artful craft of construction detailing and material selection; the application of construction details in integrated systems within the built environment; and the process of preparing landscape architecture construction documents.

Elective courses:

LAR 520, 3 credits, Environment and Culture: TBA

The dynamics of ecological function, system structure, temporal and spatial scales and human ecosystem interactions are examined through lectures, field trips, case studies, readings and group discussion. Course activities link the role of landscape dynamics to both contemporary and historical design and planning principles. Innovative design thinking is promoted via an understanding of practical applications. Subject matter includes: ecosystem services, ecosystem ecology, conservation biology, landscape ecology, urban ecology, human ecology and relevant local, national and international precedents. Upon completion of this course students will be able to explain the integrative approaches to human and natural systems with the dynamic processes that influence natural processes, including the human interpretation of and reliance upon healthy functioning ecosystems.

LAR 543, 3 credits, Landscape Performance and Metrics. Upon completion of this course students will have knowledge of the concepts of and tools and methods used to measure and integrate considerations of landscape performance including environmental, economic, life cycle cost, management, social, and aesthetic factors in landscape architectural applications.

Professional Practice Sequence

3 hours required.

Required courses in the Professional Practice sequence include:

● LAR 550, Professional Practice, 3 credits Elective courses include:

● LAR 545, City Planning, Landscape Architecture and the Public Realm, 3 credits

● LAR 546, The Landscape Imperative, 3 credit hours

● LAR 554, Disaster Resilient Policy, Engineering and Design, 3 credits

● LAR 552, Survey of Natural Hazards and Disasters, 3 credits

● LAR 650, Landscape Architecture Internship, 3 credits

Required courses:

LAR 550, 3 credits, Landscape Architecture Professional Practice: second year, spring semester. Upon completion of this course students will be conversant in the full range of practice opportunities open to landscape architects with an overview of career opportunities in the public and private sectors as well as in non-traditional roles. The major areas covered by this course include development of the profession’s core values, related theories and a survey of the techniques and methods of their development. The course format includes lectures, discussion, student presentations, guest speakers, office visits and topical site visits. Students receive an overview of U.S. landscape architecture history, professional ethics, the language and jargon of the profession, business practices, and the legal framework within which landscape architects practice. Students will write short papers and deliver short oral presentations as a means to reinforce and practice written and verbal communication skills.

Elective courses:

LAR 545, 3 credits, Landscape Architecture and City Planning the Public Realm: offered spring semester. This class provides understanding of the common genesis of both professions and the ebbs and flows of the two parallel evolutionary paths in the twentieth century. The course emphasizes the shared and complementary skills of professionals of either discipline, and the common core of professional practice centered on the public realm and the design of cities and public spaces. Upon completion of this course, the student will be able to:

● Identify the historical context within which the professions of landscape architecture and city planning were created and evolved through the twentieth century.

● Distinguish the specific skills that are both unique to each profession and shared between the practitioners of each.

● Explain the American philosophical, legal and procedural framework that governs the use of land in urban environments, how it is changed and altered in growing urban areas, and how professional expertise is brought to bear on these changes by both landscape architects and planners.

● Apply the same concepts used by Olmsted and others by developing physical solutions in public space that address not just aesthetic and functional, but also broader urban social, legal, political and symbolic goals as planners do.

● Interpret how development is governed, and how landscape architects can navigate this world to have powerful impacts on the future urban realm.

LAR 546, 3 credits, The Landscape Imperative, offered fall semester

This course is predicated on the facts that the North Carolina landscape will transform dramatically in the next twenty-five years, primarily from a steady growth in population, and there are many imperatives due to this increase that landscape architects can address. Upon completion of this course students will be able to discuss complex interrelationships of population growth, resource stewardship and land development in terms of the issues, questions, challenges and opportunities for landscape architects and urban designers. The course format will consist of lectures, discussion, class (student) presentations, and guest lectures. Students will be expected to conduct research, author brief white papers on key subjects, discuss and debate findings, generate digital presentations, make oral presentations and work in a team-oriented environment. Considerations of professional practice weave through the entire curriculum by virtue of the participation of landscape architect practitioners in all studio and subject courses. Practitioners from both the private consulting and public realms serve as critics, present lectures, deliver a number of core and elective courses, and meet with students and faculty in many informal contexts.

LAR 554, Disaster Resilient Policy, Engineering and Design, offered fall semester.

This course will address the interdisciplinary (policy, engineering, and design) study and practice of disaster resilience. Emphasis will be placed on the critical review of existing policies, programs, and approaches taken that have led to increased levels of exposure to natural hazards, growing levels of social vulnerability, and exponentially rising disaster losses. In an era of climate change, these issues are explored relative to the need to enhance adaptive capacity through sound policy, engineering, and design. Class lectures, readings, and student/faculty discussions will help to advance each student’s knowledge of the subject matter and provide relevant background information to inform interdisciplinary class projects. This class aligns with a 1 credit speaker series class focused on the acquisition of hazard-prone housing and resettlement. Students are not required to take the 1 credit-hour course and video of each lecture will be made available via the class site. The nature of the final class projects will depend, in part, on the make-up of the students enrolled in the class.

LAR 552, 3 credits, Survey of Natural Hazards and Disasters, offered spring semester

This course provides a graduate level introduction to the study of natural hazards and disasters. Emphasis is placed on gaining an understanding of the defining characteristics of natural hazards and how their effects on human settlements can lead to a series of outcomes and processes that help us understand what defines a disaster. This course introduces students to a range of topics including meteorology, geology, hydrology, engineering and building performance, policy making, planning, and sociology, among other disciplines. The course is framed using the aspirational concepts of sustainable development and disaster resilience, including those pre- and post-disaster conditions and actions that enhance or hinder these goals. Emphasis is placed on the use of disaster-based case studies to help students understand the physical characteristics of natural hazards (i.e., intensity, size, duration, speed of onset, and timing) and how individual, community, state, regional, national, and international actions (or inaction) led to the event becoming a disaster.

LAR 650, 3 credits, Landscape Architecture Internship: any semester

The department encourages students to complete an internship within a professional landscape architectural, architectural, or civil engineering (private or governmental) organization. Upon completion of the internship students will have knowledge of and appreciation for the practices of landscape architecture.

Students seeking an internship experience are instructed to initiate a relationship with a potential (landscape architectural) practice. The student and the prospective employer discuss the potential internship experience with the goal of identifying and defining the work to be undertaken and performance expectations. It is the responsibility of the student to develop and submit to the department head a Work Plan that describes the work to be performed and the anticipated products or outcomes during the internship.

Internships may be paid or unpaid. Any question about remuneration must be resolved between the student and prospective employer. An internship earning 3 credit hours in one semester requires a minimum of 112 hours of work. The student is required to maintain a log sheet documenting hours worked. Upon completion of the internship and before the last day of the semester, the employer is required to verify the student’s attendance, describe the work assigned, and evaluate the student’s performance. The student is required to submit a report that documents the work undertaken during the internship, evaluates the quality of the experience in terms of what was learned, and provide examples of work generated during the experience.

5 | MLA Oral Examination

Overview

All MLA students in their final semester are required to successfully complete the MLA Oral Examination.

The purpose of the MLA Oral Examination is to provide students with the opportunity to reflect upon their years of study in our program and to (1) present their views on what they believe is a major or significant imperative that motivates their pursuit of a career in landscape architecture and environmental planning AND (2) to explain their own approach or strategy or process for undertaking a design/planning project. To illustrate their points students are encouraged to address how their design and landscape thinking evolved by showing examples of work they themselves produced during their time in our program as well as to incorporate research, readings, and/or examples derived from and credited to others.

It has been the common practice of the department and faculty to publish the questions in this MLA Handbook and to incorporate the questions in various forms in classes delivered through out one’s stay in the program.

Pre and Post Exam Procedures

• In the semester before one’s expected graduation, the department head or DGP will confirm the list of students to graduate at the end of the next semester, notify those students and convene an open meeting with students to discuss the questions and procedures related to faculty mentoring, the exam format, and logistics (The Exams are typically scheduled during the following semester in mid-October and March typically after the Fall break and before Spring break.)

• The Exam procedure requires a three-person Faculty Committee that includes the student’s Committee Chair/Mentor, the Department Head, and the Program DGP. Immediately following the open meeting students are advised to approach specific LAEP Faculty individuals about their availability to serve as the student’s MLA Exam Committee Chair. Faculty are limited to the number of students that they can accommodate. Students having difficulty obtaining a Committee Chair should notify the DGP within 10 days of the start of the semester during which their Exam is scheduled.

• Students will be contacted to schedule their examination date and time.

• Upon completion of the Exam, students are required to submit a digital copy of their presentation to the DGP. This material may be used later in the upcoming LAAB accreditation and the University’s Outcome Assessment processes and linked on the College of Design’s web page.

Examination Presentation

The MLA Oral Examination presentation is “public” meaning faculty, students, and others are welcome to observe. The exam period runs for about 50 minutes. A minimum of three landscape architecture graduate faculty (the committee Chair/Mentor, the Department Head, and the Graduate Program Director) attend the presentations and ask questions during the Q and A period to which the students will respond. In the event a student concurrently seeks a minor in another discipline, a faculty member from that discipline will participate in the examination.

• Presentation: Students have up to 20 minutes to deliver their presentations (10 minutes per question). The exam presentation is formal in the sense that the student is expected to give a verbal and graphic presentation that responds to each of the 2 questions. The questions expect students to reflect upon,

apply, and communicate a significant body of knowledge and skills learned during their tenure as graduate students in the MLA program.

• Q and A: Following this presentation, students have 10 minutes to respond to questions and comments delivered by the LAEP faculty and others attending the examination.

• Following the Q and A period the room is cleared except for the three faculty who will convene for up to 10 minutes to discuss the student’s performance and determine the student’s grade: Unconditional Pass, Conditional Pass, No pass.

• The student is then called back into the room to meet with the faculty for about 10 minutes to learn of and discuss their findings.

• The LAEP department head/DGP then completes and transmits all required documentation and forms to the NCSU Graduate School for processing.

Grading

The outcomes of the MLA Oral Exams are based on the quality of student presentations. Potential grade outcomes include:

Unconditional Pass:

The student successfully responded to both questions and demonstrated mastery of key concepts experienced in the MLA Curriculum.

Conditional Pass:

The student was partially successful responding to both questions. The student will be required to respond to committee criticism in writing (one to two pages, maximum) and submit it to the committee chair within 5 days of their initial Oral Exam. Review of the written statement by the committee chair will determine satisfactory student response to faculty feedback and will provide evidence demonstrating mastery of the key concepts experienced in the MLA Curriculum and result in a Pass.

No Pass:

The student unsuccessfully responded to one or both questions and did not demonstrate a mastery of the key concepts experienced in the MLA Curriculum. In the case of a “No Pass”, the MLA student will be dismissed from the MLA Program.

Following are the two MLA Oral Examination questions:

Question #1: What is Your Landscape Imperative?

Landscape architects have developed a body of knowledge with design theories and concepts that address important societal imperatives.

Identify one imperative as well as related theories or concepts that you find particularly important to historic, contemporary, and future research and practices. Choose a topic about which you are passionate the imperative should be an area of landscape architecture that you believe is a potential pathway toward your continuing career development.

Explain how this imperative and its associated concepts have been applied in your design project work. Use your project work to illustrate your experience with attempting to pursue landscape architecture design through the lens of the driving imperative. Provide and appropriately document evidence that describes the potential outcomes of the application and reflect on its value. Speculate on how the theories or concepts related to the imperative could be modified through future exploration, testing, and/or application.

Successfully articulating a landscape architecture imperative reflects how the student can frame inquiry, “take a position”, and clearly describe their role in advancing an imperative through their own project design work A successful student presentation will describe: a) that imperative, b) why it is landscape architecture imperative, and c) how their work reflects a commitment to the future pursuit of that imperative. This emphasizes the student’s work to date, but also anticipates work to be completed in the future.

Question #2 What is Your Landscape Architecture Design Strategy?

Communicate to a lay audience (a group having little understanding of a specialized profession like landscape architecture and environmental planning) the process/strategy by which you pursue a design project.

Consider addressing the following items, as appropriate: Values informing the process; programming and user needs; site analysis; ideation and conceptual design; advanced design development, evaluation, and visualization.

Consider your response in the context of question #1: How has the body of knowledge of landscape architecture informed your strategy?

Explain how your process reflects a defensible approach to the design situation, issues, and mission addressed.

Successfully articulating landscape architecture design strategies reflects the student’s ability to effectively describe how they think a problem should be defined, analyzed, and solved through landscape architecture design processes. A successful MLA Oral Exam answer will clearly communicate the student’s approach for undertaking a design project that would ultimately lead to competently executed landscape architecture and serve to showcase the unique roles landscape architecture can play in solving complex problems, particularly those dealing with societal and environmental health, safety, and wellbeing.

6 |

Distinctive Educational Opportunities

Students are encouraged to work closely with the Department Head, DGP, and the Faculty to pursue an area(s) of expertise related to their special interests and background. Opportunities to concentrate one’s studies in a particular area extend to elective coursework, graduate certificate programs, concurrent degrees, independent studies with a specific instructor, and the final advanced studio.

Extension

Students have many opportunities to apply their academic experiences and work on projects associated with faculty research and the College’s Extension office. The LAEP Department has a long-standing history and tradition of Service Learning. MLA students work together with faculty and local citizen groups to address planning and design situations pertaining to economic development, eco-tourism, streetscape design, overall land use and transportation planning, historic preservation, downtown rejuvenation, and recreational development For information, please contact: Celen Pasalar, Associate Professor of Landscape Architecture

(919) 515-8952 celen_pasalar@ncsu.edu

Natural Learning Initiative (NLI) nli.org

Acting Director: Professor Maria Bellalta, LAEP

The Natural Learning Initiative (NLI) is a research and development, community engagement, and professional development unit of the College of Design. They have employed several LAEP students as research associates.

“FOR 25 YEARS the Natural Learning Initiative (NLI, co-founded by Robin Moore, Dipl. Arch, MCP, and Nilda Cosco, PhD, based on Moore and Wong’s book, Natural Learning, 1997), has applied community-based, equity-driven design thinking to creating healthy natural play and learning environments, where all children and their families can thrive, learn healthy life habits, and set in motion a life course of peace and love for nature.”

Embracing the overall land grant mission of NC State University, the NLI mission focuses on design applications to support the health of children, their families, and the outdoor spaces of daily life:

“Creating environments for healthy human development and a healthy biosphere for generations to come.”

NLI works in four areas:

• Design Assistance

• Research and Evaluation

• Professional Development

• Information Dissemination/communications

Research and development approach. NLI applies design thinking at the community level as a preventative health research and development intervention. The aim is to create demonstration sites modeling best practices to educate local professionals about how to enhance quality of life in underserved communities.

A trans-disciplinary field. Using design inquiry strategies, NLI participates in multiple fields to create the evidence base and metrics to inform sectors of design practice, including the urban public realm, parks and recreation,

non-formal education, formal education, and early learning. Research support includes the National Institute of Environmental Health Sciences, the Robert Wood Johnson Foundation, Blue Cross and Blue Shield Foundation of North Carolina, US Fish and Wildlife Service, and currently the US Forest Service.

Professional collaboration. NLI collaborates with architects, landscape architects, urban planners, educators, environmental educators, play workers, public officials, and all professional groups working with or on behalf of children and families. For many years, NLI has for example collaborated nationally with Michael Van Valkenburgh and Associates, and regionally with Frank Harmon Architect, on evidence-based, award-winning urban landscape architecture/architecture projects.

Research into practice. NLI works with allied professionals to translate and transfer scientific knowledge into practice through a variety of activities, including education sessions at national and regional professional conferences (ASLA, NRPA, NAAEE, NAEYC, ALR, CEFPI), NLI professional development events (Growing In Place, Annual Design Institute), customized professional training courses (University of Cincinnati, College of Design, Architecture, Art, and Planning), and customized research methods training (Toledo Zoo/Bowling Green, Arlitt Center/University of Cincinnati).

Early childhood focus. NLI’s contribution is best represented by specialized work with the Partnership for Children (Smart Start) who are leading Shape NC, a three-year effort tied to the Clinton Global Initiative, funded by BCBS, including the UNC Gillings School of Public Health and Be Active North Carolina. Thirty demonstration outdoor learning environments are being developed across the state to model best site development and management practices aimed at increasing children’s daily physical activity and experience of edible landscapes (from year one, children will understand where food really comes from).

Healthy childhood leadership partner. At the 2012 Smart Start National Conference, Shape NC symposium, federal and state leaders noted that North Carolina leads the nation in tackling health issues through early childhood preventive strategies. NLI is participating in a unique state effort, through the NC Institute of Medicine, to implement a preventive strategy targeting young children, families, and the communities where they live. NLI has helped pioneer a cost-effective “naturalization” approach to improving the quality of outdoor learning environments, as a more feasible option for the 5000 childcare centers in NC, mostly located in under-served communities.

Professional development and training. A critical component of the strategy to fulfill the NLI mission is professional development and training. NLI is in the final stages of launching a NC State Certificate Program in Intergenerational Design. Supported by Blue Cross and Blue Shield of North Carolina Foundation, NLI is also preparing educational modules for outdoor learning environments to be adopted by programs in early childhood, landscape design, landscape architecture (A&T), landscape contracting, and horticulture, to be delivered through the NC Community College system.

Creating a new subfield of practice. NLI’s long-term goal is to help promote and develop intergenerational design as a new landscape architecture subfield and to train practitioners to contribute to its growth and development.

Coastal Dynamics Design Lab (CDDL) coastaldynamicsdesignlab.com

Professor Andy Fox, Director aafox@ncsu.edu

The mission of the Coastal Dynamics Design Lab (CDDL) is to organize and lead trans-disciplinary research and design teams to address critical ecological and community development challenges in vulnerable coastal regions and shoreline communities, with a concentrated focus on Eastern North Carolina and the Mid-Atlantic coastal plain.

Coastal and riverine environments along the U.S. Eastern Seaboard are vulnerable to challenges from both long - term sea level variations and the more acute forces of powerful Atlantic storms and extreme precipita tion events. The collaborative project teams at the CDDL seek greater understanding of these dynamic natural forces and the human - made environments that shape the bioregion and, most specifically, the coastal plain of eastern North Carolina.

The CDDL is operated from within the NC State University College of Design and has formed strategic partnerships with experts across the University of North Carolina system, numerous governmental agencies, non - profit organizations, and professional design firms. Recen t efforts undertaken by the CDDL have provided various Eastern North Carolina communities with technical assistance focused on design and programming strategies for both short - term rebuilding activities and long - term resiliency planning. These efforts have successfully contributed to increasing local capacity related to aspects of community development, recreation and heritage - based tourism, management of public landscapes, navigating disaster recovery processes, and identifying and leveraging funding sourc es. Outcomes of these efforts include citizen engagement activities, policy and programming recommendations, planning reports and design plans, and construction and installation of numerous community amenities.

Initiative for Community Growth and Development

Charles A. Flink, Professor of Practice, Director caflink@ncsu.edu

Design.ncse.edu/about/community-growth-initiative

The mission of the Initiative is “to foster public dialogue about community growth and development while forming interdisciplinary partnerships and fulfilling NC State University’s land grant mission of service to all of North Carolina’s communities. The Initiative will unite globally renowned scholarship and academic research to support a vibrant, prosperous, equitable, and inclusive quality of life across the state.”

One of the primary focuses for the Initiative in 2023-2024 will be to more closely examine and emphasize outreach, engagement and research on community growth challenges and opportunities within small to mid-size rural communities of North Carolina. As a land grant university, it is in our DNA to be of service to the communities in all 100 counties across the state. We understand the disparities of modern-day North Carolina and are committed to completing work that will address these inequities and offer practical solutions to some of the most vexing challenges.

The work of the Initiative is accomplished by fostering a new public dialogue about quality community growth and development by recommending carefully considered and yet realistic solutions for solving challenging growth and development issues of today and tomorrow. The Initiative harnesses the resources, experience, and expertise of NC State’s Faculty, students, and alumni to tackle the grand challenges facing North Carolina today and in the coming years.

The Initiative is accomplishing its work through four focus areas:

• engagement,

• funded coursework,

• faculty-led applied research and

• the creation of a new curriculum focused on real estate development.

The Initiative is a pedagogical undertaking that balances globally renowned scholarship and academic research with community-based application. The work of the Initiative is grounded in NC State university’s land grant mission, which is “dedicated to excellent teaching, the creation and application of knowledge, and engagement with public and private partners . . . uniting our strength in science and technology with a commitment to excellence (to promote) an integrated approach to problem solving that transforms lives and provides leadership for social, economic, and technological development across North Carolina and around the world.”

The goal of the Initiative is to research and test various community growth and development strategies, particularly in areas that intersect with economic, social and environmental impact and benefit.

In the year ahead, the Initiative will continue to partner with academic, public and private sector interests to:

1. Conduct engagement and education, workshops, symposia, and mentoring that inform elected officials, public agency staff, NGO’s, real estate industry, design and planning professions about emerging trends and data.

2. Initiate and apply academic research to resolve growth and development challenges using appropriate design solutions. Provide research and technical assistance to specific partner nominated design development problems, opportunities, and challenges.

3. Provide forum for analysis, research, and public dialogue about community growth and development patterns and the associated transportation, socio-economic, affordable housing, green infra-structure, and other issues impacting the quality of life in North Carolina.

4. Equip the next generation of real estate thought leaders and doers with the skills and experiences needed to address the future challenges of quality growth and development.

Graduate Certificate Programs

Graduate Certificate programs are available through many departments in the NCSU Graduate School. Graduate Certificate Programs offered in GIS, Public Policy, and Horticultural Science have been of particular interest to students in landscape architecture and environmental planning.

The following three interdisciplinary Graduate Certificate Programs presently offered in the College of Design are specifically targeted for landscape architecture and architecture students:

Graduate Certificate in Disaster Resilient Policy, Engineering and Design

The imperative motivating the Graduate Certificate in Disaster Resilient Policy, Engineering and Design is to educate the next generation of practitioners and scholars to apply knowledge gained in the classroom and in the field to reduce the rise in disaster losses and assist communities to adapt to a changing climate. The aims of the certificate reflect the NC State vision of “Think and Do”, to include using evidence-based information, assessing existing policy constraints and opportunities, and visually depicting examples of policy achieved through good planning, engineering and design.

Program Coordinator: Professor of Landscape Architecture Gavin Smith, PhD, AICP (919) 606-5578 gsmith5@ncsu.edu

Graduate Certificate in City Design

The Graduate Certificate in City Design is a joint certificate program between the School of Architecture and the Department of Landscape Architecture and Environmental Planning in the College of Design at North Carolina State University.

Program Coordinator: Robin Abrams, Professor of Architecture (919) 513-4841 robin_abrams@ncsu.edu

Public Interest Design Certificate

Public Interest Design is a participatory and issue-based design practice that places emphasis on the “triple bottom line” of sustainable design that includes environmental, economic, and social challenges across the world. Public Interest Design seeks to broaden access to the benefits of design to the general public. By connecting the design process to global issues, Public Interest Design helps further establish the public value of design to a broader audience and provides designers with a larger platform to affirm the value of all design disciplines. The graduate level certificate program in Public Interest Design will provide education in this rapidly emerging field. Program

Coordinator: Bryan Bell, Professor of Architecture (919) 637-2804 bbell@ncsu.edu

The following certificate programs are offered by programs within the greater NC State University Community. Please visit the Graduate School website for more information.

Geographic Information Systems Certificate

http://catalog.ncsu.edu/graduate/natural-resources/graduate-certificate/geographic-informationsystems-certificate/

Building on NC State's strengths in technology, computational methods, and geographic information systems (GIS), this program provides professional, graduate-level academic preparation in the advanced application of GIS technologies to a wide spectrum of disciplines, including economics, public health, emergency planning and response, land use planning, environmental resources, etc. The certificate, which is also available to current NC State students enrolled in non-GIS graduate programs, forms the basis for the Master of Geospatial Information Science and Technology

Admissions Requirements

Admission to the certificate program requires a baccalaureate degree from an accredited college or university with at least a 3.0 GPA. Students with less than a 3.0 undergraduate GPA may still be considered for admission based on the remaining criteria or may be recommended to take one of our graduate courses as a non-degree student first. These determinations will be made on a case-by-case basis. All applicants must submit:

● Transcript showing Bachelor's degree conferred

● A clear and concise personal statement/statement of interest

● A resume/CV

Current NC State students in other degree programs may also be eligible to earn the certificate. These students should contact the Center for Geospatial Analytics for more information on how to apply.

Horticulture Certificate (Graduate)

https://cals.ncsu.edu/horticultural-science/students/graduate/certificate/

The Horticulture Certificate is a non-degree, is designed to increase personal knowledge and skills for current or future employment in the horticulture industry. Earning the graduate certificate requires completing only 15 credit hours of coursework via the web. The Graduate Certificate requires a minimum of 15 credit hours, equaling 5 courses.

Public Policy Certificate

http://catalog.ncsu.edu/graduate/humanities-social-sciences/public-international-affairs/publicpolicy-certificate/

7 | Computer Hardware Requirements

Landscape Architecture graduate students must have their own computer by the beginning of their first semester in the program that, at a minimum, meets the specifications listed below. We strongly recommend students purchase a Windows computer and Windows-associated hardware.

Students who already own a Mac or choose to purchase a Mac need to consider the following Mac computers require dual-boot capabilities to run software commonly found in our curriculum (i.e., AutoCAD, ArcGIS Pro, Rhino, etc.). In this circumstance, students should 1) increase the size of the hard drive because it is partitioned (split) to accommodate both Mac and Windows operating systems and 2) complete the following steps:

● Learn how to dual boot.

● Learn how to move back and forth between operating systems.

● Learn how to manage files in a dual-operating-system environment.

● Acquire and mount the Windows-based software that will be required to complete their degree requirements.

WolfPack Outfitters sells some computers based on Design IT staff recommendations. The benefits of purchases from WolfPack Outfitters include education discount pricing, optional third-party warranties and the fact that profits go to university scholarship funds.

Please read the College’s Student Computing Requirements Information page for general information before spending money on computer hardware or software.

We recommend that your computer meet or exceed the specifications below. A computer with greater capability (processor speed, RAM, disk capacity) and expandability will be more likely to continue to run required software in later years of study.

These charts provide minimum recommendations for students purchasing new computers. Software requirements are listed at the bottom of the chart. Additional specialized software may be required in other courses, as determined by the instructor. Students may consider the purchase of other software to support their particular goals and learning styles.

Windows Computers

Components

CPU (Processor) or Model

System RAM

Hard Drive (Storage)

Monitor/Display

Graphics Processor Unit (GPU) Should have a discrete GPU.

Windows Desktop

Windows Laptop

Any model using Intel Core i7 or newer processors. Should meet current Lumion system requirements.

16 GB minimum. Students who intend to pursue coursework in advanced GIS or 3D modeling courses should upgrade to 32 GB minimum.

512 GB SSD or 750 GB/7200 RPM minimum, more preferred

21ʺ or larger, 1920×1080 resolu-tion or better.

15ʺ or larger (second external monitor recommended)

Should meet current Lumion system requirements. 6GB video memory or more. No integrated graphics processors.

Components

Operating System

Windows Desktop

Windows Laptop

Windows 10 Pro Edition 64-bit (Not “Home” version)

Audio 100% Windows-compliant sound card

Network Adapters

External Hard Drive for Back-ups

Warranty Service

Software

Be sure to check for educational discounts through the College of Design or Wolfpack Outfitters

Many Autodesk products are available for free through Autodesk’s Education Community.

Information for obtaining a free student license of Windows 10 Pro is available here. Additional software may be required for certain courses.

A Wi-Fi adapter may be included. Built-in RJ-45, CAT 6 cable recommended for faster connections in the studio.

Wi-Fi normally included. Wired Ethernet adapter and CAT 6 Ethernet cable recommended for faster connections in the studio.

An external drive at least as large as your computer’s internal drive for backing up your computer

Minimum 3-year onsite parts and labor or third-party loss/ damage coverage

• Microsoft Office 365 (free for NCSU students)

• Autodesk AutoCAD 2020 or later

• Adobe Creative Cloud

Macintosh Computers

Components

Macintosh Desktop Macintosh Laptop

CPU (Processor) or Model iMac, iMac Pro, or Mac Pro, any current model

System RAM

Hard Drive (Storage)

Monitor/Display

Graphics Processor Unit (GPU) Should have a discrete GPU.

16 GB minimum, more preferred

MacBook Pro, any current 15ʺ or 16ʺ model

512 GB SSD or 750 GB/7200 RPM minimum, more preferred

21ʺ or larger (Monitors from other vendors will work with Apple computers.) iMacs include a built-in 5K monitor.

15ʺ or 16ʺ (second external monitor optional but recommended)

Monitors from other vendors will work with Apple computers.

6 GB VRAM or more. Avoid integrated graphics processors.

Operating System Mac OS X version 10.14 or later

Audio Standard on Macintosh

Network Adapters

Wi-Fi and wired Ethernet adapter included. CAT 6 Ethernet cable recommended for faster connections in the studio.

Wi-Fi is included. Wired Ethernet adapter and CAT 6 Ethernet cable recommended for faster connections in the studio.

External Hard Drive for Back-ups

Warranty Service

Software

Be sure to check for educational discounts through the College of Design or Wolfpack Outfitters.

Many Autodesk products are available for free through Autodesk’s Education Community.

Information for obtaining a free student license of Windows 10 Pro is available here.

Additional software may be required for certain courses.

An external drive at least as large as your computer’s internal drive for backing up your computer

3-year AppleCare Protection Plan or third-party loss/damage coverage

● Microsoft Office 365 (free for NCSU students)

● Adobe Creative Cloud

If you want to run both Mac OS X and Windows on a Mac, you will also need:

● Microsoft Windows 10 Pro Edition (in addition to Mac OS X) and Windows compatible software of your choosing. (You do not need to have the same software applications for both operating systems.)

● Autodesk AutoCAD 2020 or later. Autodesk AutoCAD for Mac is available, but does not have all the features of AutoCAD for Windows.

Questions?

The College’s Information Technology staff will be glad to go over purchase choices or answer any related questions. You can send an email to design_help@ncsu.edu or use this form to contact the College Information Technology staff with specific information about your problem.

Employment Opportunities

Teaching (TA) and Research (RA) Assistantships

Qualified students may be hired as teaching, research, or extension assistants. The hands-on experiences offered through the following assistantships enables students to extend and enhance the material learned in their “regular” courses. The opportunities to work under and with faculty and student colleagues provides NC State MLA students unique and challenging venues and opportunities to advance the profession. Assistantship funding is set in accordance with College of Design policies. The number of available assistantships is dependent upon available funding.

Teaching and research assistantships are awarded to MLA students who are typically in their second and third years, and first year students who might have appropriate prior education and experience in a particular area. Teaching assistants may participate in the process of developing course syllabi, course materials, delivery, grading, and other tasks assigned by the instructor.

Students interested in pursuing teaching assistantships are required to complete and submit an application form that is distributed in during the fall and spring semesters for the following semesters. Decisions will be made by the Department Head or DGP based on the applicant’s past academic performance in the program, recommendations of the instructors of record, and available funding resources.

There are three kinds of teaching and research assistantships:

● Simple paid assistantship: In this case the department head may approve hiring a student to serve as a TA under the instructor of record for a specific course, for which the student is be paid an hourly rate, biweekly, based upon a predetermined number of hours worked per week.

● Graduate Student Support Plan (GSSP): The LAEP program provides a limited number of Graduate Assistantships to qualified masters students serving as a teaching assistant or research assistant on a semester-by-semester basis for a maximum of 4 semesters The GSSP program provides recipients a minimum financial stipend of $3708, tuition, and medical insurance during the subject semester. Recipients are required to pay normal student fees and Premium Tuition. Each semester the LAEP department DGP will notify students when it’s time to apply for GSSP appointments for the following semester. The LAEP Department Head and DGP, in consultation with Faculty, will select students for GSSP appointments. GSSP recipients will be expected to work as a teaching assistant and or research assistant for up to 12 per week and serve the department for up to 4 hours per week GSSP awards are highly competitive and based on the student’s academic performance and available funding. Please note, per NC State Graduate School policy, graduate students may receive the GSSP plan for a maximum of 4 semesters.

● Master’s Supervised Teaching: In this case the TA registers for LAR 685, 3 credits, Master’s Supervised Teaching, and acquires teaching experience under the mentorship of a Faculty member who assists the student in planning for the teaching assignment, observes and provides feedback to the student during the teaching assignment, and evaluates the student upon completion of the semester. For this, the student is graded (S/U), receives academic credit that is documented on the official transcript, and may be paid if funding is available. If interested in this option, please discuss with the department head and the faculty member who you’d like to have as your mentor.

Internships

The Department strongly encourages students to undertake an internship with a professional Landscape Architectural, Architectural, or Civil Engineering (private or governmental) organization. The purpose of the internship is to enhance and broaden the student’s knowledge of and appreciation for the practice of landscape architecture. The local Triangle metropolitan area is the home for many diverse firms and agencies that offer internship opportunities. Students may also pursue internships elsewhere, nationally or internationally. Many firms advertise for full time summer interns, while local firms may employ part-time interns during the fall and spring semesters. Internships with a registered Landscape Architect are eligible to accrue hours that may count towards fulfilling the state licensure requirement.

There are two kinds of internships:

● LAR 650, 3 credit hours (maximum), Landscape Architecture Internship. (Counts as a free elective for one semester)

● Not for academic credit.

To receive academic credit, students must:

● Work in an approved professional office or governmental agency for a minimum of 120 hours. During the semester, it is recommended students work 12-15 hours per week and not more than 20 hours per week per Graduate School Policies. The student may work more than 20 hours per week during the summer or during a semester when the student is taking a part-time course load (less than 9 hours).

● Maintain a weekly journal that documents their work tasks and time served.

● Submit to the LAEP Department Head one reduced file size PDF binder containing representative examples of the work generated during the internship, a 2-3 page critical Reflection paper about their internship experience, including the skills and methods of practice learned, areas of strength and weakness, and how well the internship met their personal expectations.

● Ask their internship supervisor to write and submit to the Department Head or DGP an evaluation of the student’s performance and verification of approximate total hours worked.

● All materials must be submitted to the Department Head or DGP by the last day of classes in the semester in which the student registers for LAR 650, Internship.

Please note:

Students seeking an internship experience for credit are responsible for initiating the relationship with the host design practice. The student and the host employer should discuss the potential internship experience with the goal of identifying and defining the scope of work to be undertaken and performance expectations.

Students wanting to undertake an Internship for academic credit are directed to complete the Internship

Application form (obtained from Stephanie Blake or Nikki Evans, LAEP Support Staff) for Department Head approval. The LAEP department will register students for LAR 650, Internship in the appropriate semester. Internships may be paid or unpaid. (Financial compensation must be resolved between the student and prospective employer prior to commencing the Intership. The University shall in no way become a party to or be involved in financial compensation arrangements between students and the internship host.)

International students wishing to complete an internship, for credit or just for experience, must contact the Office of International Services to comply with Visa requirements Optional academic semesters, such as summers, may also require additional authorization. If you are an International Student, you should always contact OIS for more information regarding how work may affect your immigration status. For more information about the typical approval process for F-1 students, visit the Curricular Practical Training website.

College of Design Career Services

The College of Design Career Services offers many resources for students who are interested in applying for internships and post-graduation professional jobs. They offer one on one assistance with:

▪ Resume enhancement

▪ Cover letter crafting

▪ Interview preparation

▪ Mock interviews

▪ Job search strategies

▪ Writing personal statements for graduate school applications

▪ Networking to build professional relationships

▪ Utilizing LinkedIn

▪ Portfolio review days by industry experts

▪ Career Expo and employer on-campus recruitment

▪ Individualized career advising appointments

NCSU Career Development Center

The NC State Career Development Center and the Office of International Services offers potential resources for careers, especially if you are an international student and wish to have an internship during your time here at NC State. “The Career Development Center offers resources and support for your internship and job search! Success requires your active preparation, participation, and persistence. You don’t need to know exactly what you want to do in order to get started. Each step you take will bring you one step closer.”

Once you get into the system, scroll down to the section devoted to graduate students. Here are some potentially useful links and resources you might want to check out:

▪ Career Development Center: https://cdc.dasa.ncsu.edu/

▪ Career Guide: https://careers.dasa.ncsu.edu/gain-experience/career-guide/

▪ Epack: https://careers.dasa.ncsu.edu/using-epack/

▪ Campus Jobs for International Students: https://internationalservices.ncsu.edu/student-employment/oncampus-employment/

Overview of College of Design Facilities

The College of Design is housed in four buildings: Brooks Hall, Kamphoefner Hall, Leazar Hall and the Design Center at Lampe Drive. Brooks Hall, built in 1925 as the original library of North Carolina State College, has been the central building of the College of Design since 1956, when a new north wing was added. To accommodate the College's rapid growth, a south wing was added in the 1960s. The College of Design Addition (now known as Kamphoefner Hall) was completed in 1978.

Leazar Hall houses the College of Design’s materials lab (the shop), design basics studios, painting and sculpture studios, seminar spaces and faculty offices. Leazar Hall was built in 1912, and has undergone three renovations, in 1922, 1983 and 2006. During its 96-year history, Leazar has served as a dining hall, student store, print shop, housing rental office, and payroll benefits office.

Kamphoefner Hall, built in 1977, has four floors of studio and lecture space. It also houses the College’s largest auditorium space (seating about 250). Landscape Architecture studios, faculty offices, a review room, a computer cluster with scanners and large format plotter are located on the second floor. Architecture studios are located on the third and fourth floors; graphic design studios occupy the first floor.

The Design Center occupies the first floor of the building at 111 Lampe Drive. Renovations for the Design Center were completed in 2021. The Design Center houses most of the Industrial Design program including studios, research labs, and faculty offices. The space also includes a conference room, critique spaces, a classroom, computer clusters and a light maker space. The addition of the space in Lampe has expanded the neighborhood of the College of Design and has created backfill opportunities for the College in Lampe, Brooks, and Kamphoefner Halls.

Together, these facilities create a physical community blending traditional and modern architectural styles. The buildings house the College's library, gallery, auditorium, resource centers, laboratories, classrooms, and offices, and provide all students with a desk space of their own.

LAEP Studio Spaces

Landscape Architecture studios are located on the second floor of Kamphoefner Hall. Joint studios delivered with Architecture faculty and students are also delivered in Brooks Hall. The studios are air conditioned. Access is controlled with key codes. Each student in the LAEP Department who is enrolled in a studio is provided with a desk and chair. Each desk has lockable storage and serves as the student’s home base “work station.” Studio infrastructure includes high speed WiFi, ceiling mounted electric extension access, and a digital equipment cluster consisting of several desktop workstations loaded with the same licensed software applications as the machines in the College’s computer labs, and small and large format printers.

College of Design Materials Lab

The Materials Lab for wood and metal applications is a resource available to all College of Design students and faculty. Landscape architecture students use the Lab to build site models. This facility provides space, equipment, and trained personnel to assist students in working with wood, metal, and plastic. It includes an extensive range of power equipment, hand tools, and large scale CNC router.

Students are encouraged to use the lab resources to explore form, materials, and construction methods. The Lab is staffed with highly trained specialists who provide instruction and “check out” students in the safe and proper use of the equipment.

In addition, there are three laser cutters in a separate room with their own specialized filtration and exhaust ventilation systems, capable of cutting up to 1/4 inch in cardboard, cardstock, wood or certain specified plastics. Usage of the laser cutter by landscape architecture students has dramatically increased during the past two years as students discover the ease of being able to produce models.

William Bayley Information Technology Laboratory

The William Bayley Information Technology Laboratory provides computer-based and communications-related equipment and facilities in support of an orchestrated professional design education. The facility provides three central computer labs/classrooms, 10 distributed departmental computer "clusters," and a lending service of computing, audio-visual, and photographic and video equipment. Students are permitted to check out equipment and return it, normally within 24 hours. The Central Labs are open for use ninety-one hours a week. Use of these facilities is limited strictly to students currently enrolled in College of Design courses.

All students are introduced to the William Bayley Information Technology Laboratory as they enter the Landscape Architecture program. They are expected to make full use of the equipment, software, and expertise that is available through the lab. Application of computer and information technology is a requirement of most of their curricular courses.

Libraries and other Information Systems Resources

There are three main libraries on the NCSU Campus:

● Harry B. Lyons Design Library, a branch of the NCSU Libraries, is located in Brooks Hall and houses a comprehensive collection of design-related books, periodicals, slides, videos and DVDs. The Design Library collection is especially strong in the areas of architecture, landscape architecture, and graphic and industrial design, although all Library of Congress classifications are represented.

● The D. H. Hill Library, the main library at NC State University, is located within a 10 minute walk of the College. Patrons can use the main library reference service twenty-four hours a day, five days a week; reference service is also available through chat, text messaging, email, and instant messaging from early morning until midnight most days. The NCSU Libraries are ranked forty-first among research libraries in the nation. The Libraries’ collection comprises 4.3 million volumes and 69,223 print and electronic serial subscriptions.

● The James B Hunt Library is located on Centennial Campus. “At the core of the vision for the Hunt Library is the ability for our students, faculty, and partners to immerse themselves in interactive computing, multimedia creation, and large-scale visualization tools that are enabling revolutionary ways to see and use information. In bringing together a state-of-the-art research library with the Institute for Emerging Issues, the Hunt Library is an international destination for those who seek to explore how collaborative spaces and innovative applications of technology can inspire the next generation of engineers, designers, scientists, researchers, and humanists.”

● All electronic databases, e-journals, and e-books provided by the NCSU Libraries are available to Design students. Patrons can log into electronic resources from their studio workstations, from computers located in the library, or from remote locations. Patrons can also check their borrowing account and renew materials online.

● A number of collections in architecture, horticulture, and natural resources are available in the Special Collections Research Center at D.H. Hill Library. Landscape architecture students and faculty may also find materials of interest at the university’s Natural Resources Library. Students and faculty can request that material at other libraries on campus be delivered to the Design Library.

● The NCSU Libraries is a member of the Triangle Research Libraries Network, and NC State University students and faculty may use the libraries at Duke University, the University of North Carolina, and North Carolina Central University. They may also have materials delivered from Triangle libraries or from libraries across the nation through interlibrary loan.

Other Resources

There are several arboreta available for students to study.

● The Horticulture Department maintains an extensive plant collection arranged in garden form on six acres, known as the JC Raulston Arboretum. The arboretum contains a variety of demonstration and theme gardens (designed by students, including landscape architecture students), a substantial lath house, and a Japanese Garden.

● UNC-Chapel Hill is home to the North Carolina Botanical Garden, an extensive arboretum collection of native plant communities and herb, and medicinal gardens sited on a large farm property, as well as the smaller Coker Arboretum located on the main Chapel Hill campus.

● At nearby Duke University in Durham are the Sarah P. Duke Gardens, which includes an extensive woodland garden and an Asian arboretum.

Where to find more information about….

Student Achievement Statistics

Over the past five years (2017-2022), the program awarded the following number of degrees and enrolled the following number of students:

Degrees Awarded: 77 students were in the MLA program during 2022-23 during which 27 MLA degrees were awarded

Prospective Student Information

Information for prospective students can be found on the following websites:

Master of Landscape Architecture Program Admissions Information: https://design.ncsu.edu/admissions/masters/

Landscape Architecture and Environmental Planning Homepage: https://academics.design.ncsu.edu/departments/academics/landscape-architecture

Financial Aid and Scholarship: http://studentservices.ncsu.edu/your-money/financial-aid/

How to Apply: https://grad.ncsu.edu/programs/how-to-apply/

International Student Recruitment and Admissions: https://grad.ncsu.edu/students/internationalstudents/international-student-admissions/

Graduate Student Policies

http://www.ncsu.edu/grad/ This web page contains information about:

▪ NC State University

▪ The Graduate School

▪ Admissions

▪ Financial Support: See: https://grad.ncsu.edu/students/fellowships-and-grants/

▪ Graduate Programs

▪ International Students\Research opportunities and

▪ Student Life:

o Student Health,

o Women’s Center

o Counseling

o Student Organizations

o Sports and Recreation

o Arts and Activities

o Community Services

o Housing

o Food

o Diversity and Safety

▪

Financial Aid

Courtney Hughes

Graduate Fellowship Specialist chughes5@ncsu.edu

919-513-1635

Myke Dunstan rmdunsta@ncsu.edu 919.515.8841

Assistant Director

North Carolina State University

Office of Scholarships and Financial Aid Box 7302, 2016 Harris Hall Raleigh, NC 27695

University Registrar

http://www.ncsu.edu/registrar/

This web page contains information about:

▪ MyPack Portal

▪ Academic calendars

▪ Course information

▪ Registering for classes

▪ Course forms

▪ Registration information

▪ Transcripts

▪ Veterans Affairs

▪ Transcript requests

Living in Raleigh

▪ University Housing + Amenities:

o University campus housing for graduate students:

▪ http://www.ncsu.edu/housing/index.php

o University Dining: https://dining.ncsu.edu/

o Student Employment: https://studentservices.ncsu.edu/your-money/financial-aid/ types/student-employment/

▪ NCSU and Raleigh:

o Transportation: https://goraleigh.org/ , https://www.lyft.com/ , https://www.carmax.com/stores/search?keyword=27603

o Arts and culture: http://www.newsobserver.com/entertainment/arts-culture/ o Things to do in and around NCSU: https://getinvolved.ncsu.edu/events , https://www.visitraleigh.com/events/

▪ City of Raleigh:

o Neighborhoods of Raleigh: https://www.movoto.com/guide/raleigh-nc/raleighneighborhoodguide/

o Residential real estate: https://www.trulia.com/NC/Raleigh/

o Guide to Downtown Raleigh: https://www.downtownraleigh.org/

o Nightlife, restaurants, entertainment, culture:

▪ https://www.downtownraleigh.org/explore/bars-nightclubs

Emergency Contact Numbers

• Emergency: Dial 9-1-1

• Non-emergency: 919-515-3000 https://police.ehps.ncsu.edu/

• Raleigh Police Department https://raleighnc.gov/police

• Raleigh Fire Department https://raleighnc.gov/fire

NCSU FALL 2023 Academic Calendar

Other Fall Semester Critical Dates

NCSU International Graduate Student Orientation

o Wednesday, August 16th

o In-person at the Talley Student Union

o Time: TBD

o https://internationalservices.ncsu.edu/future-students/orientation-7/

▪ College of Design New Graduate Student Orientation

o Thursday, August 17th

o In-person, Burns Auditorium, Kamphoefner Hall

o Time: 9:00am-11:00am

▪ NCSU New Graduate Student Orientation

o Friday, August 18th

o In-person at the McKimmon Center

o Time: TBD

o https://grad.ncsu.edu/students/orientation/

SPRING SEMESTER 2024 REGULAR SESSION ACADEMIC CALENDAR

January 8 Monday First day of classes

January 12 Friday Last day to add a course without permission

January 15 Monday Martin Luther King Jr. Day (University closed; No classes)

January 22 Monday Census Date/Official Enrollment Date

February 13 Tuesday Wellness Day (No classes)

March 4 Monday Drop/Revision Deadline

March 6 Wednesday Schedule for 2024 Fall term published; Shopping Cart opens

March 11 –15 Mon. – Fri. Spring Break (No classes)

March TBA TBA Enrollment begins for Fall 2023 term

April 17 –23 Wed. –Tues. Last week of semester

April 23 Tuesday Last day of classes

April 24 Wednesday Reading Day

April –May 25 –1 Thur. –Wed. Final Examinations

May 3 Friday Spring grades due by 5 p.m.

May 4 Saturday Spring Commencement Exercises

Department of Landscape Architecture and Environmental Planning College of Design

Campus Box 7701

50 Pullen Rd

Raleigh, NC 27695-7701

gene_bressler@ncsu.edu

September 27, 2022

To: All LAEP students

Copy: LAEP faculty

From Gene Bressler, FASLA, Interim Department Head

Re: Pursuing graduate education in a productive and ethical manner

I want to address seasonal change and the realities it stimulates and address concerns about academic integrity that have recently surfaced and require immediate attention.

Introduction:

This afternoon I had the pleasure of having my lunch sitting in the brilliant sunshine on the brick wall running along the “bridge” connecting Brooks Hall with the design studios in Kamhoefner.

A few students and faculty colleagues stopped to chat with me. Everyone expressed their personal joy and enthusiasm about the change of seasons along with its accompanying cooler weather and enthusiasm for emerging fall colors that will soon illuminate our Raleigh landscape.

A few friends stopped to visit with me and remarked that it is hard to believe that we’re already into our 6th week of classes. They added that they’re feeling the pressures associated with project and paper due dates, the demands of required readings, family and/or personal needs, and worries about world events. I certainly concurred.

For me, seasonal change from summer to fall, triggers a “reality check.” Over the years, I learned to use this seasonal paradigm switch to assess and think about what I’m doing, why I’m doing it, and how I’m going to move forward. (This has become an annual rite of passage for me.)

Here’s what’s on my mind:

We care:

First, as proactive members of the LAEP community your faculty reiterates what we said at the Convocation 6 weeks ago. That is, “as an engaged and highly productive LAEP community we truly care about the health and wellbeing of all our students.”

We pursue a scholarly agenda with purposes that reinforce the missions of NC State University, the College of Design and our Department of Landscape Architecture and Environmental Planning. We are committed to the proposition that all LAEP students be able to experience substantive and inspiring educational experiences.

And your faculty is committed to delivering their very best efforts in teaching their respective and critically peer reviewed courses; and that we will work with you as you have questions or special needs or considerations.

To that end we respectfully request that students inform their respective instructors, the DGP or Department Head of any circumstances that might impact your performance. Please inform us, in strict confidence, if you:

1. have a learning accommodation

2. experience a personal hardship (medical, family, emotional, financial, visa related)

3. have difficulty understanding course material or how to approach or develop an assignment

4. have concerns about another student(s);

5. question whether you’re in the right program

6. need matriculation advising or mentoring on specific areas

7. want advice about how to secure an internship or employment

8. or have another issue and just need someone to help you work through something or guide you to where you might receive better assistance.

As the semester advances day by day, we understand that the rigors, demands, and expectations of classes combined with your personal expectations often include increased personal stresses that might affect your personal health and wellbeing. This is expected and when realized and addressed, they are generally manageable.

We, therefore, respectfully request that you inform us sooner rather than later if you or someone you know is dealing with any of these situations. We want each of our students to succeed but need to know if someone needs assistance.

Academic Ethics is fundamental:

We recently learned that some students may have unknowingly violated the NC State Code of Conduct, specifically the subject of Academic Integrity, the “ethical backbone” of education.

This is important!

Violations to the Code of Conduct includes copying web-based images or written literature without providing proper attribution given to the original author and/or source and/ or copying all or parts of another student’s work without permission AND without providing proper attribution.

After considerable deliberation, LAEP faculty leadership agreed to mentor these students with the goal of treating these specific recent violations as a “learning experience” with a warning along with appropriate accompanying grade penalties.

Please note:

Going forward, the LAEP Faculty informs our student body that any and all academic integrity related violations will not be tolerated; violations will be documented in a student’s official record subject to

NC State policies governing academic misconduct per The Code of Student Conduct, University Policy 11.35.01.

Henceforth, documented violations to the Code of Student Conduct will be enforced according to NC State University Policies.

Before closing this memorandum, you are directed to the following official department and university policies governing academic integrity. Read this and obey.

First, following is the Department’s position regarding academic integrity as stated in the 2023-24 MLA Handbook (page xx):

“Graduate studies require intellectual rigor, honesty, and creative processes. All work must be original and created by you. Citing all references (with proper credit given to the author) is mandatory. Cheating of any kind and failure to adequately cite references is a serious offense and will be treated as such. Familiarize yourself with the NC State Code of Student Conduct (see below) and with academic integrity standards in America, as they may differ from those in other universities or countries.

Any student who violates the NC State Code of Student Conduct i.e., plagiarism (including design plagiarism), cheating, etc. will automatically receive a failing grade (F) for the semester, will be immediately removed from the course, and will be reported to the appropriate departmental, college and university authorities where they may be subject to additional disciplinary actions.

Second, the following from the NC State Office of Student Conduct states: https://studentconduct.dasa.ncsu.edu/academic-integrity-overview/

“What is Academic Misconduct?

“The Code of Student Conduct does not provide a single, broad definition that encompasses all aspects of academic misconduct. Instead, the Code provides a listing of several behaviors that fall into four basic categories of misconduct:

 Cheating

 Plagiarism

 Aiding and Abetting another to Cheat or Plagiarize

 Destruction or Removal of Academic Materials

Generally, academic misconduct can be thought of as any behavior that involves the giving, taking, or presenting of information by a student that unethically or fraudulently aids the student or another on any work which is to be considered in the determination of a grade or the completion of academic requirements or the enhancement of that student’s record or academic career.

Plagiarism:

Plagiarism is defined under the Code of Student Conduct as either (a) representing the work of others as his or her own; or (b) submitting written materials without proper attribution or acknowledgment of the source.

The free exchange of ideas depends on the participants’ trust that they will be given credit for their work. Everyone in an academic community must be responsible for acknowledging when they have used others’ words and ideas. Since the intellectual work of others constitute a kind of property, plagiarism is like theft.

In addition, as a reader you may want to follow other writers’ paths of research to make your own judgements about their evidence and arguments. In doing so, you will depend on those writers’ accuracy and honesty in reporting their sources. In turn, your readers will depend on yours. This is frequently the case with professors as they grade and provide feedback to students on papers written. Faculty are more easily able to evaluate and assess the arguments contained in a paper if they are provided an honest and thorough “road map” for where the ideas came from.

When reviewing the definitions of plagiarism in the Code, it is important to consider the following:

 Not only does plagiarism include borrowing someone else’s direct language, plagiarism can also include using others’ ideas, thoughts, or actions and representing them in a way that leads others to believe they are your own. An example includes reading someone else’s interpretation of a poem and incorporating it into a paper you are writing about the poem, but without acknowledging where you got the idea. To avoid plagiarism, you must acknowledge where that specific idea came from (ideally using the style manual required by your instructor – MLA, APA, Chicago, etc.)

 Whether a student acted intentionally or “meant” to plagiarize is not a relevant factor that is considered when deciding if the student is responsible for this allegation.

Cheating:

Cheating is defined by several behaviors, all of which tend to provide an unfair advantage to the student involved. The most common behaviors include copying from another assignment or test, collaborating with others on an assignment when the professor has required independent work, used outside resources when completing an assignment or test, and falsifying test answers or grades. For a more complete listing of the behaviors involved, please see the Code of Student Conduct

Cheating prevents students from attaining the most important goals of higher education: learning and critical thinking. By cheating to gain answers or a higher grade, students fail to obtain the critical thinking skills necessary to learn future lessons. In addition, they put into practice a habit that will ultimately disadvantage themselves by allowing them to take shortcuts.

More practically, cheating breaks down the trust that exists between teachers and students. Professors who have been impacted by cheating often report the additional effort they must go through to root out unethical behavior and that cheating behavior affects their willingness to form close bonds with students. Also, cheating affects other students whose grades in the class are often impacted by the unfair advantage a single student has achieved. Contrary to popular opinion, students care deeply about and look negatively upon cheating behavior.

A few important points to consider when reviewing these definitions in the Code include:

 When students submit an assignment to the professor, the student is providing an assurance that the work is the result of the student’s own thought and study, produced without assistance, and stated in that student’s own words, except when quotation marks, references, or footnotes acknowledge the use of other sources.

 In most cases, whether a student acted intentionally or “meant” to cheat is not relevant when deciding if the student is actually responsible for the allegation.

Aiding and Abetting Others to Cheat or Plagiarize:

Aiding and Abetting others to cheat or plagiarize is defined by several behaviors, all of which tend to unfairly advantage another student. The most common violations include providing portions of an academic evaluation to another student, providing unauthorized aid to another student, and sharing academic materials. As with cheating, a student should always consult with the professor prior to aiding another student. In addition, students should never make assumptions about the appropriateness of providing aid to others.

Destruction of Academic Materials:

Destruction of academic materials is defined under the Code as either (a) Removing or attempting to remove, destroy, steal, or make inaccessible library or other academic material without authorization; or (b) Willfully damaging the academic work or efforts of another.”

Department of Landscape Architecture and Environmental Planning (LAEP) College of Design

LAEP F ALL S EMESTER 2023 A DVISING B

Advising sessions are planned per year group cohort as follows:

1. Please attend the advising session for your cohort in Allred Gallery:

a. Rising second year MLA Students: Tuesday, March 21, 10:00am-11:00am

b. Rising third year MLA Students: Tuesday, March 21, 11:00am-12:00pm. We’ll also discuss the MLA Oral Examination during this meeting.

2. During these sessions we will address courses you should register for in Fall 202 and any individual questions you might have.

3. Information about Summer Session LAEP course offerings is forthcoming.

4. The Fall 2023 Matriculation Table, attached, reflects and incorporates revisions that were made to the Track 2 and Track 3 curriculum. Please schedule a meeting with Carla or Gene after attending an advising session if you have additional questions or seek advice about your matriculation path.

F ALL 2023 C OURSE L INEUP

Notes:

1. MLA Track 3 curriculum requires completion of 3 advanced topics studios that may include: one LAR 506, Design + Build and two LAR 507, Adv Topics Studios OR three LAR 507, Adv. Topics studios.

2. MLA Track 2 curriculum requires completion of 2 or 3 advanced topics studios that may include: one LAR 506, Design + Build and one LAR 507, Adv Topics Studios OR two LAR 507, Adv. Topics studios

3. Rising 3rd year students please note: Since the instructors designated to teach LAR 507 is still in flux, we ask, for now, that you register for LAR 507.001. When the 507 studio instructors are finalized, we will notify you with their names and request that you respond with your first and second choice. Students graduating in December 2023 will be given their first choice of studio.

4. Please register for LAR 650 LAR Internship fall semester if you plan to undertake an INTERNSHIP for academic credit this summer or fall. Contact Stephanie Blake (sblake@ncsu.edu) for the Internship Form. Fill it out, sign it, and email it back to Stephanie Blake.

5. Free electives: Students may take as free electives courses offered by the LAEP department and graduate level courses available from other NCSU programs, UNC Chapel Hill and Duke University. Students are encouraged to contact the DGP, department head, and individual faculty as you seek advice.

6. Please schedule a meeting with Carla or Gene if you have additional questions or seek advice about your matriculation path.

F ALL 2023 M ATRICULATION T ABLE :

(Please contact the DGP or Department Head for questions or advice related to your specific matriculation path)

Notes:

1. (3, 6 or 15) connotes taking an additional elective course in that semester.

2. Free electives: Students may take as free electives courses offered by the LAEP department and graduate level courses available from other NCSU programs including UNC Chapel Hill and Duke University (Check with Nikki for paperwork required with courses from other schools). Students are encouraged to contact the DGP, department head, and individual faculty as you seek advice related to your specific matriculation path.

3. Students may take available free electives during summer sessions 1 and 2

S UMMARY OF A VAILABLE LAEP F ALL 2023 E LECTIVES

(Subject to change)

Notes:

1. If you plan to undertake an INTERNSHIP for academic credit this summer or fall, please register for LAR 650 LAR Internship. Contact Nikki Evans for the Internship Form, fill it out, sign it and email a digital PDF to the Department Head

2. “Free” electives: Students may take as “free” electives courses offered by the LAEP department and graduate level courses available from other NCSU programs including UNC Chapel Hill and Duke University (Check with Nikki for paperwork required with courses from other schools). Students are encouraged to contact the DGP, department head, and individual faculty as you seek advice related to your specific matriculation path.

Department of Landscape Architecture and Environmental Planning (LAEP) College of Design

LAEP ELECTIVE COURSE LINEUP 2023-24

(Subject

Notes: 1.

LAEP Elective Course Descriptions (Fall 2023)

LAR 552 SURVEY OF NATURAL HAZARDS AND DISASTERS

Professor Gavin Smith, T 6:00-8:45 pm, 3 credit hours

This course provides a graduate level introduction to the broad fields of study associated with natural hazards and disasters. Emphasis is placed on the defining characteristics of natural hazards and how their effects on human settlements can lead to a series of issues that help us understand what defines a disaster. This course introduces students to a range of topics including meteorology, geology, hydrology, engineering and building performance, policy making, planning, and sociology, among other disciplines (no course prerequisite required). The course is framed using concepts of sustainable development and disaster resilience.

LAR 582 009 REAL ESTATE DEVELOPMENT

Chuck Flink, M 6:00-8:45 pm, 3 credit hours

This course will introduce students to Real Estate Development, including market analysis, site analysis and funding for development. Students will learn from experts in the field, exploring entitlements, social, political, and environmental implications of real estate development. The seminar will examine residential, retail, office, hospitality, industrial and mixed-use development.

LAR 582.601 SUSTAINABLE DESIGN + DEVELOPMENT

Professor Meg Calkins, asynchronous, Delta online, 3 credit hours

This online, asynchronous course focuses on the global, regional and local environmental and social impacts of development. We explore sustainable development strategies and exemplary case studies in the following areas: climate change; ecosystems; water systems; food systems; material, resource and waste systems; building and energy systems; and cities and communities. UN Sustainable Development Goals provide a framework for this course and allow us to examine issues of equity as they relate to these goals.

LAR 582.602 SMART AND HEALTHY CITIES

Professor Celen Pasalar, T 1:30-4:15 pm, online, synchronous, 3 credit hours

This seminar is an introduction to the principles, concepts, and applications influencing the future of city planning and design. Centering on the discussions of how to create smart and healthy cities, it aims to provide a unique focus on pressing, contemporary issues with far-reaching consequences on communities and the environment. Topics such as rapid urbanization, mobility, climate change, pandemic/health, equity, and smart technologies will be explored.

LAR 582.611 COMPUTATIONAL DESIGN AND PARAMETRIC MODELING

Professor Austin Bowman, TH 3:00-5:45pm, Delta online, 3 credit hours

This synchronous online seminar will explore advanced 3D modeling techniques and their application within the practice of landscape architecture while emphasizing the iterative nature of computational

design. Through assignments and projects, students will explore 3D modeling in Rhino, parametric design with Grasshopper, and rendering/animation with Lumion and Adobe.

Landscape Architecture and Environmental Planning Lecture Series

The Department sponsors an almost monthly public lecture featuring presentations by nationally and internationally recognized leaders.

The Lecture Series exposes students, faculty, alumni, practitioners and the public to the breadth of ideas, situations, issues, challenges, technologies and methods, controversies, collaborations, and achievements related to the profession. The lectures are held in Burns Auditorium in Kamphoefner Hall. They are typically scheduled for Wednesday evenings starting at 6:00 pm, right after studio. Each lecture typically lasts for an hour, followed by Q + A and a brief discussion. Many speakers will extend their visits to campus in order to participate in design studio reviews and brown bag lunch sessions with students and faculty.

The speaker lineup for the 2023-2024 academic year is in process and will soon be announced pending confirmation by the invited speakers. And you are also encouraged to attend lectures delivered by other departments in the College.

Recordings of past years’ lectures are available here.