Master of Landscape Architecture Brochure: Fall 2024

Design MASTER OF LANDSCAPE ARCHITECTURE Landscape Architecture +

Environmental Planning

1

2

CONTENTS Program Mission and Goals

4

Faculty

6

Students

8

Raleigh, North Carolina

12

Program Curriculum

14

Studio Work

18

Education Opportunities

28

Application Information

31

Brochure Last Edited: 10/16/2025 Image Credit: Marybeth Campeau, Spring 2023 MLA Graduate 3

THE MISSION To inspire and guide design students in their scholarship and application of landscape architecture through design solutions focused on social and environmental principles impacting communities across multiple scales and global territories.

THE GOALS Experience of Learning: Instill cultural, empathic skills, as well as critical thinking to challenge and elevate existing disciplinary knowledge and professional leadership.

Production and transfer of knowledge: Create, apply, and engage through research, scholarship, and innovation within and beyond the LAEP community.

Cultural Competency: Champion a culture of belonging and well-being in everything we do and where ALL are welcome.

Community of Practice: Engage and give back to local, national, and global communities through internal and external collaborations and partnerships.

Scaling UP: Increase the recognition and visibility of LAEP through an expanded footprint with impacts at regional, national, and global scales.

Faculty Ecology: Value, cultivate, and support LAEP’s faculty as integral members of our academic community and mission.

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DEPARTMENT OF LANDSCAPE ARCHITECTURE + ENVIRONMENTAL PLANNING (LAEP) Welcome Letter Thank you for your interest in our nationally ranked* North Carolina State University Master of Landscape Architecture (MLA) program! Our LAAB* accredited program prepares graduate students for the demands of professional practice, research, leadership, and community engagement.

Students combine critical design thinking with technical and theoretical principles, applying their knowledge and skills to solve real-world spatial opportunities and challenges guided by landscape architecture and environmental planning studies.

As part of the Department of Landscape Architecture + Environmental Planning (LAEP), faculty and students are advancing the discipline and addressing critical topics of the profession by exploring the complexities found across environmental conservation and ongoing urbanization. Students engage with design projects across a range of scales, from site-specific parks and civic spaces to community and regional planning that contribute to the lived experiences and well-being of entire neighborhoods and regions. Resilient landscapes that address the conservation of natural resources and the impacts of environmental disasters are critical areas of the MLA program, and these focus areas are aimed at mitigating present environmental and social challenges. As department head, I envision expanding the lens by which we continue to explore our habitat through a broader understanding of multiple geographies, territories and ecologies, and the cultural values of communities across the globe.

We are a STEM* designated MLA program, permitting international graduates to engage in Optional Practical Training (OPT) in the United States. This also means that landscape architects can seek project and research funding through STEM designated sources.

Please contact me directly at maria_bellalta@ncsu.edu, or Carla Delcambre, Director of the Graduate Program at cfdelcam@ncsu.edu, if you have questions or wish to visit the College of Design to learn more.

We look forward to welcoming you.

Warmest regards,

María Bellalta, FASLA, IFLA She/Her/Hers Professor and Department Head Landscape Architecture and Environmental Planning Director for Global Engagement College of Design North Carolina State University *#17, Best Universities for Landscape Architecture in the US, Edurank, 2025 *LAAB, Landscape Architectural Accreditation Board *STEM, Science, Technology, Engineering, and Mathematics

DIFFERENT TRACKS TO COMPLIMENT YOUR BACKGROUND We offer three Master of Landscape Architecture (MLA) program tracks to invite students with various educational backgrounds:

MLA Track III Curriculum

First Professional LAAB Accredited Degree 78 - 81 credit hours The LAAB Accredited Track III curriculum is intended for graduate students with undergraduate degrees in fields other than landscape architecture, architecture or related design disciplines.

MLA Track II Curriculum

First Professional LAAB Accredited Degree, Advanced Placement Track 63-69 credit hours This curriculum is designed for graduate students with prior degrees in landscape architecture, architecture, or related design programs that are not LAAB accredited; and/or for graduate students seeking concurrent degrees in Architecture, Urban Design or Urban Planning.

MLA Track I Curriculum

Post Professional Degree 30-48 credit hours This curriculum is designed for graduate students with prior LAAB accredited undergraduate degrees in landscape architecture Note: This is not an LAAB Accredited Degree program.

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THE FACULTY

Mark Hoversten

María Bellalta

Kofi Boone

Meg Calkins

Carla Delcambre

Nilda Cosco

Andy Fox

Celen Pasalar

Gavin Smith

M. Elen Deming

Dong Jae “DJ” Yi

Leslie Bartlebaugh

Charles A. Flink II

Daniel Howe

Travis Klondike

Emily McCoy

Benjamin Monette

Rodney Swink

Ph.D., FASLA, FCELA, AICP Dean, College of Design Professor

FASLA, PLA Professor University Faculty Scholar Director, Coastal Dynamics Design Lab (CDDL)

FASLA Director, Initiative for Community Growth and Development Leaders Council Member

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FASLA, IFLA Professor and Department Head, Landscape Architecture and Environmental Planning

Ph.D. Associate Professor

FASLA, AICP Assistant Professor of the Practice

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

Ph.D. Professor

ASLA Assistant Research Professor Associate Director, Coastal Dynamics Design Lab (CDDL)

FASLA, FCELA, SITES AP Professor

DDES, FASLA, FCELA Director, Doctor of Design Professor (DDES)

ASLA, PLA Associate Professor of Practice Principal, Design Workshop

ASLA, PLA Associate Professor

PHD Student Lecturer Community Designer and Researcher

ASLA, PLA Assistant Professor of Practice Principal, Mud

Ph.D. Research Associate Professor Director of Programs for the Natural Learning Initiative (NLI)

PLA, ALSA, ISA Certified Arborist Community Extension Specialist Coastal Dynamics Design Lab (CDDL)

FASLA, PLA Professor of Practice Sr. Associate for Planning + Development, Place Economics

Jesse Turner

Madalyn Baldwin

Art Rice

Robin Moore

Austin Bowman

Andrew Harrell

Matthew Babb

Stephen Faber

Jeff Israel

Adam Walters

Mary Archer

Brandon Dupree

Nikki Evans

Maddie Behnke

PLA Assistant Professor of Practice Principal, Lift Environmental Design

Natural Learning Initiative (NLI) Communication Designer

ASLA Assistant Research Professor Coastal Dynamics Design Lab (CDDL)

ASLA, PLA Assistant Professor of Practice Project Manager, Stewart Design

FCELA Professor Emeritus

ASLA, PLA Assistant Professor of Practice Surface 678

MCP, Honorary ASLA Professor Emeritus Investigator- Senior Manager Natural Learning Initiative (NLI)

ASLA, PLA, ISA Arborist Assistant Director, The Initiative for Community Growth and Development

ASLA Lecturer Planner + Project Manager, McAdams

Natural Learning Initiative (NLI) Design Associate

University Program Specialist

Associate-ASLA, SITES AP Lecturer RATIO Design

Natural Learning Initiative (NLI) Design Assistant

LAEP Department Assistant

LAEP Administrative Support Team 7

THE STUDENTS STUDENT ORGANIZATIONS Student American Association of Landscape Architecture (SASLA) SASLA plans several technical workshops, social events and 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 which pairs students with practitioners and the Peer-to-Peer Program which pairs incoming students with second and third-year students.

Women in Landscape Architecture (WxLA) 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.

National Association of Minority Landscape Architects (NAMLA) The National Association of Minority Landscape Architects (NAMLA) is a 501(c)(3) organization founded in Los Angeles, California, in 2020. Its purpose is to increase minority representation at all levels of landscape architecture practice and academia by supporting and disseminating the landscape architecture knowledge, skills and creativity of minorities while challenging the longstanding status quo that has limited people of color from having decision-making roles on how U.S. landscapes are apportioned, designed, and taught.

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. 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.

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SETTING OUR STUDENTS UP FOR SUCCESS The Raleigh/Triangle area provides many opportunities for students to experience careers in Landscape Architecture. Students work in local firms for summer internships or part-time positions during the semester.

Every year, a career fair is held that provides an opportunity for students to connect with these local firms. Some common places our students work include:

Ryan Anderson May 2024 MLA Graduate “My experience at the MLA program at NC State provided a really good balance of teaching the core skills needed to practice in the field of landscape architecture while also providing opportunities to explore and connect my own personal niche interests to the field through research and studios.

Outside of the required classes, I was able to pursue my interest in coastal ecology and resilience through a research assistantship and the KIETS climate action scholar program, which allowed me to pursue an independent project-based internship in Hawai‘i.

The professors at NC State genuinely care about helping students fully realize their interests within the field, and can become really valuable mentors beyond academia. I also feel like the courses allow students to learn so much from each other through studios and collaborative projects which is immensely valuable.

Since graduating, I’ve been working at Surface678 in Durham which has been a great opportunity to apply what I’ve learned from NC state to projects going on in the Triangle area. I feel that the education at NC State has prepared me quite well for working in a firm, and it’s great to get to work somewhere with other NC State graduates.”

WITHERSRAVENEL https://withersravenel.com/

DESIGN WORKSHOP

https://www.designworkshop.com/

URBAN DESIGN PARTNERS https://urbandesignpartners.com/

SURFACE 678

https://surface678.com/

TOOLE DESIGN

https://tooledesign.com/

KIMLEY HORN

https://www.kimley-horn.com/

STEWART

https://wearestewart.com/

LAND DESIGN

https://landdesign.com/

RATIO

https://ratiodesign.com/studio/raleigh/

ARROWHEAD

https://www.arrowhead-nc.com/

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STUDENT RESOURCES 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, audiovisual, 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.

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NCSU LIBRARIES Harry B. Lyons Design Library 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.

D.H. Hill Library 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.

James B. Hunt Library 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.

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THE CITY RALEIGH AND THE TRIANGLE AREA The Triangle Area is a wonderful place to live, work and study. Long known as a “city in a park,” Raleigh, N.C., boasts a lushly planted environment and many offerings for outdoor recreation — more than 10,000 acres of parkland. The Triangle area is also growing and brimming with culture and opportunities to explore. Home to major sports arenas and outdoor amphitheaters, performing arts theaters, topnotch cultural institutions and museums, award-winning restaurants, and scenic surroundings, the Triangle area is rich in technology, research, culture, and ecology.

With festivals such as the Hopscotch Music Festival, SparkFest, Moogfest, and several free festivals offered throughout the year in the area, there is something for everyone’s unique interests. A variety of galleries and museum’s offer the chance to explore and find inspiration. The North Carolina Museum of Art is one of the premier visual arts museums in the Southeast, and is unique in it’s integration of art into the landscape.

There are a growing number of ways to easily travel to and through many of the area’s attractions. Utilize one of the bike share programs, hop on a scenic greenway (Raleigh is home to over 180 miles), take the bus, or take the Amtrak train from the stunning new Raleigh Union Station. You are only a few hours away from both the beach and mountains. There is so much to explore and we can hardly wait to welcome you!

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RALEIGH

THE CURRICULUM First Professional LAAB Accredited Degree The LAAB Accredited Track III curriculum is intended for graduate students with undergraduate degrees in fields other than landscape architecture, architecture or related design areas.

FALL

1 FIRST YEAR

Track III Curriculum MLA 78-81 Credit Hours

*Subject to change SPRING

LA Intro Studio or 507: Adv LA Topics Studio (with DGP approval)

6

LAR 502

3

LAR 582.xxx Plants, Bioregionalism, and Ecological Design 2

3

LAR 582.xxx Plants, Bioregionalism, and Ecological Design 1

LAR 527

3

LAR 514

LA Digital Design Media

3

Free Elective

3

LAR 501

Site Planning and Design Studio

Grading and Site Systems

LAR 582.xxx AutoCAD and Drafting Fundamentals

SECOND YEAR

2

THIRD YEAR

3

14

LAR 528

Design Development and Construction Documentation Studio

6

Construction Materials and Methods

3

Free Elective

3

Free Elective

3

LAR 507, or LAR 506

Advanced Topics Studio or Design + Build Studio

6

LAR 582

LA History

3

LAR 517

GIS

3

Free Elective

3

TOTAL CREDITS: 12-15

TOTAL CREDITS: 12-15

LAR 507

Advanced Topics Studio

6

LAR 534

LA Theory and Criticism

3

Free Elective

3

Free Elective

3

TOTAL CREDITS: 12-15

3

TOTAL CREDITS: 12-15

TOTAL CREDITS: 12-15 LAR 503

6

LAR 507, or LAR 506

Advanced Topics Studio or Design + Build Studio

6

LAR 550

LA Professional Practice

3

LAR 540

LA Research Methods

3

Free Elective

3

TOTAL CREDITS: 12-15

This curriculum is designed for graduate students with prior degrees in landscape architecture, architecture, or related design programs; also graduate students obtaining concurrent degrees in Architecture, Urban Design or Urban Planning. *IMPORTANT NOTE: This is a sample curriculum. The actual required courses, number of studios (either 4 or 5), and credit hours will be determined based on transcript review from the applicant’s undergraduate degree and a portfolio review after completion of the first semester in the NCSU MLA program.

1 FIRST YEAR

Advanced Placement Track, First Professional LAAB Accredited Degree

FALL LAR 507

SPRING Adv LA Topics Studio or alternate studio (with DGP approval)

6

LAR 502

Site Planning and Design Studio

3

LAR 582.xxx Plants, Bioregionalism, and Ecological Design 2

3

LAR 582.xxx Plants, Bioregionalism, and Ecological Design 1

LAR 527

Grading and Site Systems

3

LAR 514

LA Digital Design Media or Free Elective

3 LAR 517, or LAR 540

GIS or LA Research Methods

3

Free Elective

3

TOTAL CREDITS: 15

2 SECOND YEAR

Track II Curriculum MLA 60-69* Credit Hours

6

TOTAL CREDITS: 15

LAR 503

Design Development and Construction Documentation Studio

6

LAR 507, LAR 506, or LAR 508

Advanced Topics Studio, Design + Build Studio, or LA Design Research Project

6

LAR 528

Construction Materials and Methods

3

LAR 582

LA History

3

LAR 550

LA Professional Practice

3

LAR 534

LA Theory and Criticism

3

Independent Study or Free Elective

3

LAR 540, or LAR 517

LA Research Methods or GIS

3

LAR 630

TOTAL CREDITS: 155

TOTAL CREDITS: 15

*Sample Curriculum (60) + Additional Studio (6) + Free Elective (3) = 69 Credit Hours

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TRACK I CURRICULUM MLA 30-48 Credit Hours Post Professional Degree This curriculum is designed for graduate students with prior LAAB Accredited undergraduate degrees in landscape architecture.

CURRICULUM A Studios

18

Seminars

30 TOTAL CREDITS: 48

This program is for graduate students with an LAAB Accredited undergraduate degree in landscape architecture who are not licensed landscape architects.

Note: This is not an LAAB Accredited Degree program.

CURRICULUM B LAR 540

LA Research Methods

LAR 508

LAR Design Research Project 3 Curriculum Area, Advised and/or Free Electives

3

24

TOTAL CREDITS: 30

This program is for graduate students with an LAAB Accredited undergraduate degree in landscape architecture who are licensed landscape architects.

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ELECTIVE COURSES OFFERED CODE

COURSE NAME

LAR 445/582.601

Sustainable Design and Development

LAR 520

Environment and Culture

LAR 582.611

Computational Design and Parametrics

LAR 546

The Landscape Imperative

LAR 552

Survey of Natural Hazards & Disasters

LAR 582.009

Intro to Real Estate Development

LAR 582.004

Walking and Drawing

LAR 582.602

Smart and Healthy Cities

LAR 554

Disaster Resilient Policy, Engineering, and Design

LAR 582

Biophilic Design

LAR 582.XXX

Urban Planning Seminar

LAR 607

Natural Hazards, Disasters, and Climate Change Adaptation Lecture Series

LAR 535

Environmental Social Equity and Design

LAR 543

Landscape Performance and Metrics

LAR 545

City Planning, Landscape Architecture, and the Public Realm

LAR 630

Independent Study

LAR 650

LA Internship

LAR 697

Independent Study for Design Research Project

LAR 582.XXX

AutoCAD and Drafting Fundamentals

LAR 221/582.601

Intro to Environment and Behavior

*Note: This is a non-exhaustive list; subject to change.

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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.

E. Carrabus St.

Manassa T. Pope Heritage Museum

Lincoln Theatre Shaw University Student Housing

The Pope House Stronachs Plaza

The Lawn

Mixed-Use 20 Story Structure S. Wilmington St.

Mixed-Use Structure with Community Rooftop Garden

The Playground S. Blount St.

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, placemaking, and representation.

Various representational methods including drawing, physical, and computer modeling are learned and applied to explore site conditions, program relationships, scale, and placemaking.

The Scuplture Walk

E. Lenoir St.

Stronachs Park Raleigh, North Carolina Kathleen Elliott, LAR 501

Image Credit: Kathleen Elliott, Fall 2022

1860

1900

1930

1960

LAR 501 18

LAR 501: Landscape Architecture Introduction to Design Studio

2020

ecology unveiled

symbiotic learning within nature’s classroom

0

800’

bioretention planting zones

1600’

Elissa Boster | LAR 502: Site Design & Environmental Planning Studio | Spring 2024

0

connecting research, education, and the natural environment in schenck forest by unveiling the ecological and hydrological processes on-site.

cr ee

kr d

(s

ac

ce

ss

n

e

Carolina allspice Calycanthus floridus

American beautyberry

)

Itea virginica

Callicarpa america

rd

bandwidth

ill

ue

ct

site drainage toward creek system

ivi

schenck forest masterplan

ty

eastern redbud river birch

Taxodium dystichum

m

ea ve n

Bald cypress

25’

Virginia sweetspire

ed w ar ds

y

conn

wa d

ol

og

high elevation flat topo

older tree stands

10’

Amelanchier canadensis

ite

ti o

hy d r

5’

Serviceberry

ta

young hardwood forest

greenway access

dy

water flow from roadway

flowering dogwood

sloped border research stands

longleaf pine restoration

minimize impact to site hydrology by utilizing bioretention areas and existing flat topography

symbol

witch hazel

create an accessible educational trail loop for outdoor learning spaces

392

bald cypress

preserve exisiting mature trees

0

30’

60’

150’

393

394

4

botanical name

height & spread

river birch

Betula nigra

30-70’ 40-60’

bald cypress

Taxodium distichum

50-70’ 20-30’

eastern redbud

Cercis canadensis

20-30’ 25-35’

service berry

0

understory

395

39

40

396

ss

ss

acce

ce

connection to existing trail network board walk

(3

(387)

(3 88 )

8)

ADA accessible trail loop

(402 ) (4 (40 01) 0) (399 )

9 (3

(3 9 (396 7) ) (395 ) (39 4) (393 ) (392 ) (391 ) (390 )

deck

ac

89 )

Amelanchier canadensis

15-25’ 15-20’

flowering dogwood

Cornus florida

15-25’ 15-30’

witch hazel

Hamamelis virginiana

15-30’ 15-20’

sourwood

Oxydendron arboreum

20-30’ 10-15’

+ LP 390.5

1 39

accessible boardwalk indoor-outdoor deck area

indoor-outdoor connectivity

0

20’

40’

200’

entry drive loop

entry garden drop off area

enhanced trail networks

50’

391

shrubs

preservatation of mature trees on-site

30’

bioretention

3)

ck

10’

wash station

(40

399

398

400

1

397

de outdoor classroom

common name

canopy

sourwood

connect the site to existing trail systems and research areas throughout the forest

upland d edge

planting schedule

serviceberry

program goals

ponding area

bioretention

carolina allspice

Calycanthus floridus

6-12’ 6-12’

florida flame azalea

Rhododendron austrinum

8-10’ 8-10’

oakleaf hydrangea

Hydrangea quercifolia

4-8’ 4-10’

virginia sweetspire

Itea virginica

4-8’ 3-6’

american beautyberry

Calycarpa americana

3-8’ 3-6’

sweet pepperbush

Clethra alnifolia

5-10’ 4-6’

dwarf witchalder

Fothergilla gardenii

1.5-3’ 2-4’

redtwig dogwood

Cornus sericea

5-9’ 5-10’

cattail sedge

Carex squarrosa

2-3’ 2-3’

coral bells

Heuchera ‘palace purple’

1-2’ 1-1.5’

+ LP 390.5 392

bioretention

dro

p-o

ff

39 2

ve g e

re e

connection to site ecology

outdoor learning opportunities

perennials

common yarrow

Achillea millefolium

1-3’ 1-4’

rattlesnake master

Eryngium yuccifolium

4-6’ 3-6’

purple coneflower

Echinacea purpurea

3-4’ 1-2’

existing loblolly pine/ hardwood forest

39

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.

393

grasses + groundcover

university research enhancement

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.

Image Credit: Elissa Boster, Spring 2024

4

2% en try

FFE: 394.5

LAR 502 LAR 502: Site Design + Environmental Planning Studio

19

FREE FORM

1 MILE

An 6exploratory space that encourages learning through inquiry and curiosity.

2 CARALEIGH PARK:

N

Green Space within 1 Mile

P1

0LOHV

P1

SCHEMATIC MASTER PLAN

In this intensive studio, 4 S1 students are given a relatively small site, typically less 1 P2 1 3 2 than one acre, on which 3 5 to develop a design for an 4 S1 MAYWOOD AVE. 5 urban open space functions.

0’ 10’ 20’ 6 Upon completion of this 2 6 5 course students willPROJECT be able NARRATIVE 2) The exploratory play landform This space is beneficial for developmental learning S1 and risk assessment in younger kids, which fits the to refine their respective Caraleigh Park consists of 3 primary areas that work neighborhood to create a mentally stimulating and ecologically P1 demographics. The items in this space are multipurpose, sculptural, and play into the concept healthy space design proposals to afor users of all abilities.

P2 1 of risk, uncertainty, and creativity.

6 1) The active gathering space level sufficient to generate 4 3) The passive pollinator pathways The entrance works to serve the social needs of the The passive pollinator pathways provide opportunities Caraleigh neighborhood and provides a sense of MAYWOOD AVE. construction documents for education and relaxation. The garden also provides community. The overhead structure functions to funnel ecological benefits by connecting to neighboring green people into the park and direct them to the central including grading, layout, spaces in the Raleigh area. gathering space.

PROJECT NARRATIVE and planting plans and an 3 array of construction details.

5 A teaching team consisting of registered landscape architecture practitioners and 2 6 faculty deliver this studio.

PROJECT NARRATIVE

CA

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Gree

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CARALEIGH NEIGHBORHOOD

ANALYSIS

The Caraleigh neighborhood residents are primarily middle aged with kids.

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BUS STOP

CARALEIGH PARK

ACTIVE GATHERING SPACE & OVERHEAD STRUCTURE

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OPEN LAWN

EXPLORATORY PLAY LANDFORM

PASSIVE POLLINATOR PATHWAYS

CARALEIGH NEIGHBORHOOD:

40’

NORTH

Demographics

STORMWATER BIOSWALE

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1 MILE

ACTIVE GATHERING SPACE

CARALEIGH PARK:

EXPLORATORY PLAY LANDFORM

0’

10’

20’

40’

1) The active gathering space The entrance works to serve the social needs of the Caraleigh neighborhood and provides a sense of community. The overhead structure functions to funnel people into the park and direct them to the central gathering space.

2) The exploratory play landform This space is beneficial for developmental learning and risk assessment in younger kids, which fits the neighborhood demographics. The items in this space are multipurpose, sculptural, and play into the concept of risk, uncertainty, and creativity.

2

NORTH

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ACTIVE GATHERING SPACE

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CARALEIGH NEIGHBORHOOD: MAYWOOD AVE. Demographics

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2) The exploratory play landform This space is beneficial for developmental learning and risk assessment in younger kids, which fits the neighborhood demographics. The items in this space are multipurpose, sculptural, and play into the concept of risk, uncertainty, and creativity.

Caraleigh Park consists of 3 primary areas that work to create a mentally S1 stimulating and ecologically healthy space for users of all abilities.

0’

N

10’

20’

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40’

NORTH

ACTIVE GATHERING SPACE EXPLORATORY PLAY LANDFORM PASSIVE POLLINATOR PATHWAYS

1) The active gathering spaceP2 3) The passive pollinator pathways The entrance works to serve the social needs of the The passive pollinator pathways provide opportunities Caraleigh neighborhood and provides a sense of for education and relaxation. The garden also provides community. The overhead structure functions to funnel ecological benefits by connecting to neighboring green people into the park and direct them to the central spaces in the Raleigh area.

MAYWOODgathering AVE. space.

ACTIVE GATHERING OVERHEAD P2 SPACE 0’ 10’ SPACE 20’ 40’ NORTHSTRUCTURE DETAILS P2 ACTIVE GATHERING

1

OVERHEAD STRUCTURE DETAILS

P1

EXPLORATORY PLAY P1 LANDFORM EXPLORATORY PLAY LANDFORM

S1

DESIGN GOALS OF THE THREE AREAS OF CARALEIGH PARK

OF THE THREE AREAS OF CARALEIGH PARK 2) The exploratory play landform S1 DESIGN GOALS PROJECT NARRATIVE

ACTIVE GATHERING SPACE

This space is beneficial for developmental learning and risk assessment in younger kids, which fits the Caraleigh Park consists of 3 primary areas that work neighborhood demographics. The items in this space to create a mentally stimulating and ecologically Increase Biodiversity on Site Connect to Raleigh Ecosystems are multipurpose, sculptural, and play into the concept healthy space for users of all abilities.

Learn about Local Ecology of risk, uncertainty, and creativity.

1) The active gathering space Increase Biodiversity on Site 3) The passive pollinator pathways The entrance works to serve the social Connect needs oftothe Raleigh Ecosystems passive pollinator pathways provide opportunities Caraleigh neighborhood and provides a sense of about LocalThe Learn Ecology for education and relaxation. The garden also provides community. The overhead structure functions to funnel ecological benefits by connecting to neighboring green people into the park and direct them to the central spaces in the Raleigh area. gathering space.

Create a Relaxation Space Provide Education Opportunities Encourage Physical Activity

1 1/2”=1’-0”

1 1/2”=1’-0”

EXPLORATORY PLAY LANDFORM PASSIVE POLLINATOR PATHWAYS

Promote Learning through Curiosity Promote Developmental Learning Promote Creativity Teach Risk Assessment Provide Space to Gather Promote ADA Accessibility Encourage Community Connections Create a Space for All Demographics Promote Learning through Curiosity Promote Developmental Learning Promote Creativity Teach Risk Assessment

Create a Relaxation Space Provide Education Opportunities Encourage Physical Activity

Provide Space to Gather Promote ADA Accessibility Encourage Community Connections Create a Space for All Demographics

P1 PASSIVE POLLINATOR PATHWAYS

P2

EXPLORATORY PLAY LANDFORM

EXPLORATORY PLAY LANDFORM

P1

PASSIVE POLLINATOR PATHWAYS DESIGN GOALS OF THE THREE AREAS OF CARALEIGH PARK

S1

ACTIVE GATHERING SPACE

Increase Biodiversity on Site Connect to Raleigh Ecosystems Learn about Local Ecology

1 1/2”=1’-0”

OVERHEAD STRUCTURE DETAILS

1 1/2”=1’-0”

EXPLORATORY PLAY LANDFORM

ACTIVE GATHERING SPACE

Increase Biodiversity on Site Connect to Raleigh Ecosystems Learn about Local Ecology

Promote Learning through Curiosity Promote Developmental Learning

LAR 503: Design Development + Construction Documentation Studio Create a Relaxation Space Promote Creativity Provide Education Opportunities Teach Risk Assessment Encourage Physical Activity

Create a Relaxation Space Provide Education Opportunities Encourage Physical Activity

OVERH

DESIGN GOALS OF THE THREE AREAS OF CARALEIGH PARK

P2

EXPLORATORY PLAY LANDFORM

ACTIVE GATHERING SPACE

ACTIVE GATHERING SPACE

LAR 503 S1

20

The Caraleigh neighborhood residents are primarily middle aged with kids.

3) The passive pollinator pathways The passive pollinator pathways provide opportunities for education and relaxation. The garden also provides ecological benefits by connecting to neighboring green spaces in the Raleigh area.

Image Credit: Anna Desmone, Fall 2023

Demo

CARALEIGH NEIGHBORHOOD

Caraleigh Park consists of 3 primary areas that work to create a mentally stimulating and ecologically healthy space for users of all abilities.

CAR

N

Green Space within 1 Mile

PASSIVE POLLINATOR PATHWAYS

Provide Space to Gather Promote ADA Accessibility Encourage Community Connections Create a Space for All Demographics

Promote Learning through Curiosity Promote Developmental Learning Promote Creativity Teach Risk Assessment Provide Space to Gather Promote ADA Accessibility Encourage Community Connections Create a Space for All Demographics

Wood Hall, 2023

Syme Hall, 2018

Artists Backyard, 2016

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.

Owen’s Refuge, 2015 Syme Hall, 2010

Artists Backyard, 2011

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.

Image Credits: Design Build Studio

Wood Hall, 2024

LAR 506 LAR 506: Design + Build Studio

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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.

Image Credit: Ryan Anderson and Hannah Clarke, Spring 2024

LAR 507 22

LAR 507: Coastal Dynamics Design Studio

planting axon

H y d r o l o g y : System Diagram

Centennial Campus Precinct at NC State University is a globally recognized research hub that facilitates collaboration across disciplines, bringing together NC State’s academic and research experts with industry leaders, governmental agencies, and non-profit organizations.

H y d r o l o g y : System Diagram

INTRODUCTION + GOALS

INTRO

CONTEXT

CO

INVENTORY + ANALYSIS

FINDINGS + RESOURCES

Students collaborated on a project that explores key themes: connectivity, health, walkability, ecological and economic sustainability, technological innovation, aesthetic appeal, and resilience, all within the context of mixed-use development on a higher education campus. The project focuses on envisioning the next generation of higher education campuses, studying the interactions within the urban environment as it builds upon Centennial’s innovation ecosystem.

Students developed a comprehensive framework addressing diverse needs of the community and stakeholders, offering a holistic vision tailored to the site and fostering long-term, equitable solutions.

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Fe bru ary

bioswale Planting

bioswale Planting

January

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rch Ma

April

April

Asclepias incarnata Eutrochium Pontederia cordata Saururus cernuus Amsonia tabernaemontana Nelumbo lutea Sambucus nigra Juncus Muhlenbergia capillaris Scirpus cyperinus Chasmanthium latifolium

INTRODUCTION + GOALS Asclepias incarnata Eutrochium Pontederia cordata Saururus cernuus Amsonia tabernaemontana Nelumbo lutea Sambucus nigra Juncus Muhlenbergia capillaris Scirpus cyperinus Chasmanthium latifolium

CONTEXT

Ju ne

ly Ju

Oc tob er August

Ju ne

ber vem No

May

May

December

INVENTORY + ANALYSIS

FINDINGS + RESOURCES

POLYCENTRIC DESIGN

INTRODUCTION + GOALS

CONTEXT

INVENTORY + ANALYSIS

FINDINGS + RESOURCES

POLYCENTRIC DESIGN

ly Ju

Septemb er

A

CONCLUSION

CONCLUSION

LAR 507 LAR 507: Urban Design Studio

AN

FIN

RES

CON

CONCLUSION

Site planting

INV

POLY D

POLYCENTRIC DESIGN

ry

G

Image Credits: Spring 2025, 507 Advanced Studio students.

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LAR 507 is an advanced studio on urban design principles applied to an infrastructurally complex site in Mexico City. This context offers introspection on the deep history of the Aztec Empire and Tenochtitlan, the floating city located on Lake Texcoco, the urbanization of Mexico City over the past seven centuries, and valuable environmental, social, and economic implications and opportunities.

Mexico City is one of the world’s densest cities, with 22 million inhabitants living in a compact area susceptible to natural hazards and disasters, earthquakes, flooding and subsidence, infrastructural degradation, and a lack of potable water, coupled by economic and social inequality. The city is also blessed with natural resources and a rich biodiversity that require a renewed narrative to move past its colonial history and instead flourish as a resilient urban mecca.

Image Credits: Jules Mainor and Fall 2024 507 Advanced Studio students.

ECO

Semiarid Temperate

Ecotones Over Topography Once the largest lake in the Valley of Mexico covering approximately 5,700 sq-km and 150 m deep in some areas, has been drained from extensive anthropogenic activity and use.

Being majority a saline lake, it developed a unique ecosystem and regulated the basin’s temperature keeping it a relatively mild climate.

Semicold Subhumid

Temperate Subhumid Semiarid Temperate

LAR 507 LAR 507: Mexico City Studio

24

Temperate Subhumid

This urban design and planning advanced studio reenvisions urban design principles over a 287 block area in Mexico City, to inspire a renewed framework for global urbanization. The challenges of overlapping environmental risks, infrastructural limitations, and social and economic inequalities inform a comprehensive masterplan for sustainable urban growth.

The plan considers Mexico City’s colonial history, while highlighting the cultural values of indigenous communities and traditions derived from their territory.

e

10 M Calle

s

Residencial

Cafe

Boutique

Gimnasio

Tienda

28 M Calle

Restaurante

Commercial

LAR 507

RP ORATI NG CO MMU N ITY

ment’s vision for redesigned streets, Jane eet” theory, and our research on economic work of streets where everything you need We plan to introduce three distinct types of ocused exclusively on bicycle traffic, ensuring ment for residents; commercial streets that cilitating efficient movement and access for

Increased mobility, lively mercados to enhance the local economy, and colorful native plantings along bluegreen infrastructure systems, invite people to return to the streets amid a landscape of memory that promotes community well-being and Tienda de Veterinario urban sustainability.

Musica

Image Credits: Jules Mainor, Melissa Dominguez

MOB I L U R B AN

LAR 507: Mexico City Studio

25

Our street designs will neighborhood, with buildin

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 selfdirected 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.

Image Credit: Marybeth Campeau, Spring 2023

LAR 508 26

LAR 508: Design Research Project

The work derived from an independent study 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.

Image Credit: Britt Davis, Fall 2022

LAR 630 LAR 630: Independent Study

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CONCURRENT DEGREES Master of Architecture (NCSU) Landscape architecture students have the opportunity to earn a dual degree in both landscape architecture and architecture. DGP and Department Head review of academic work plans are required.

Master of City and Regional Planning (UNC Chapel Hill) NC State’s landscape architecture students can combine their landscape architecture education with studies at UNC Chapel Hill to pursue a dual degree in city and regional planning. You must apply and be admitted separately to each program. Students may apply to both programs at once or may choose to apply to a second program during the fall of their first semester. Consult your DGP or Department Head.

CERTIFICATES Disaster Resilient Policy, Engineering, and Design Certificate 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.

City Design Certificate The Graduate Certificate in City Design focuses on design at the scale of the city, and within neighborhoods and urban districts. Studios and seminars focus on the, challenges, and opportunities facing communities and cities in the 21st century, with a particular emphasis upon principles of sustainability and urban ecology.

Public Interest Design Certificate Public Interest Design (PID) 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. PID seeks to broaden access to the benefits of sustainable design to all.

Real Estate Development Certificate The Real Estate Certificate Program, students and industry professionals enroll in classes that emphasize building resilient and sustainable communities, with a focus on architecture, landscape architecture, engineering, financing, and environmental sciences. To do this we’ve built our program in collaboration with 4 colleges while maintaining independence at every level of our structure.

Please visit the Graduate School website for more information: https://grad.ncsu.edu/faculty-and-staff/program-development/graduate-certificate-programs/

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RESEARCH OPPORTUNITIES Coastal Dynamics Design Lab (CDDL) 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 MidAtlantic coastal plain. https://www.coastaldynamicsdesignlab.com/

Natural Learning Initiative (NLI) 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. 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. https://naturalearning.org/

Just Communities Lab The Just Communities Lab aims to support the impact of environmental justice strategies by co-creating with communities. The lab explores how we can use landscape architecture, design, and planning to rethink how we protect people, ecosystems, and environments. Their work emphasizes the importance of education by finding ways to help people who live in those areas discover the beauty and value of their own local communities and habitats. Just Communities follows a Community-Based Participatory Research (CBPR) model, working in communities to effect change. All of the work is done directly in communities and in partnership with other entities. https://design.ncsu.edu/research/just-communities-lab/

The Pappas Program The Pappas Program champions community building through placemaking by fostering student and professional growth in design-focused, STEM-integrated real estate development education and applied research. The Pappas Program strives to cultivate a robust community of interdisciplinary community development leaders, empowering them to shape our growing region through meaningful placemaking, innovative research, and engagement. Grounded in NC State University’s land-grant mission, we aspire to excellence in teaching, the practical application of knowledge, and collaborative problem-solving. Integrating design, science, technology, and diverse academic perspectives, we aim to equip our students with the comprehensive skill set needed to plan, design, and build a future for our State that is both equitable and prosperous. https://communitygrowthnc.ncsu.edu/

ORAL EXAMS 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.

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FINANCIAL AID MLA Students can apply for Teaching and Research Assistantships with faculty in the Department of Landscape Architecture + Environmental Planning. Teaching assistants are involved in the process of developing course syllabi, course materials, delivery, grading, and other tasks assigned by the instructor. Research assistants are responsible for a wide variety of tasks related to research, scholarship and engagement activities of faculty members.

If you are interested in learning more about teaching or research assistantships within the Department of Landscape Architecture and Environmental Planning, please contact the specific faculty member or Department Head, María Bellalta.

SIMPLE PAID ASSISTANTSHIP: • • •

Assigned to work with a specific class and instructor Paid a flat rate based on predetermined number of hours No academic credit for the course

GRADUATE STUDENT SUPPORT PLAN (GSSP):

MASTER’S SUPERVISED TEACHING:

LANDSCAPE ARCHITECTURE SCHOLARSHIPS

•

•

The Landscape Architecture and Environmental Planning Department offers multiple academic scholarships to qualified applicants.

Additionally, there are many fellowships, scholarships and funding opportunities available from outside sources. The NCSU Graduate School provides links to national listings at: https://grad.ncsu.edu/ students/fellowships-andgrants/national/

•

• • •

Assigned to work with both a specific class/ instructor and the department/department head Paid a flat rate based upon a predetermined number of hours worked per week Receives tuition for the semester (fees not included) Receives health care benefits No academic credit for the course

• •

•

•

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TA registers for LAR 685, Master’s Supervised Teaching Not paid Acquires teaching experience under the mentorship of a faculty member who assists the student in planning for the teaching assignment Faculty member observes and provides feedback to the student during the teaching assignment, and evaluates the student upon completion of the semester Academic credit is documented on the official transcript

APPLY TODAY! ACADEMIC QUALIFICATIONS Minimum 3.0 GPA from all previous study at the college level. Applicants with an undergraduate GPA of less than 3.0 will be considered and conditional acceptance must be approved by the Graduate School.

All applicants must use the online system and provide the following: þ Personal Statement stating career objectives, prior experience, intention of graduate study, and their relevance to the selected program at NC State University. þ A portfolio of work. Portfolio should demonstrate applicant’s intelligence, creative potential, passion for landscape architecture and design, and breadth of experience through a collection of graphic, photographic, and written material. Portfolio should be no larger than 10 mb. þ Uploaded unofficial transcripts for each institution attended (official transcripts will be required if admitted). þ Three uploaded letters of recommendation from people who know your academic record. þ TOEFL or IELTS scores for international students only (TOEFL institution code for NC State is 5496). þ Residency statement for US citizens only (http://go.ncsu.edu/NCRes). þ Personal résumé (include under “PDF Documents” in the online system).

No admissions decisions will be made on the basis of email correspondence.

For International Students

Acceptable minimum online TOEFL score (combined score of 80 and at least 18 on each individual component); OR minimum IELTS score for international students (overall band score of at least 6.5 in each individual component). International students with at least one year of full-time study at a fouryear US College or university do not have to submit TOEFL and/or IELTs scores.GRE Scores are not required.

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LET’S KEEP IN TOUCH! design.ncsu.edu facebook.com/NCStateDesign instagram.com/NCStateDesign instagram.com/NCSTATELAEP

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Design MASTER OF LANDSCAPE ARCHITECTURE Landscape Architecture +

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Environmental Planning