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Viewing: LAR 503 : Landscape Architecture Design Development & Construction Documentation Studio

Last approved: Tue, 08 May 2018 11:51:34 GMT

Last edit: Tue, 08 May 2018 11:51:31 GMT

Catalog Pages referencing this course
Change Type
LAR (Landscape Architecture)
Dual-Level Course
Cross-listed Course
Landscape Architecture Design Development & Construction Documentation Studio
LAR DD & CD Studio
College of Design
Landscape Architecture (12LAR)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Andrew Fox
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Prerequisite: LAR 501 and LAR 502 or permission of Department Head of DGP.
Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape Architecture, Track 3Required
Site planning design refinement from conceptual schematic design through to the preparation of technical landscape architectural construction plans and details.

Course title and content are modified to reflect syllabus emphasis on the integrated processes of design, design research, site development, and preparation of landscape architectural plans and construction documents.


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

This is an existing course; no new resources are required.

The goals/objectives of this design studio are to:

learn and implement the processes and methods required to take a landscape design project through the various stages of development from conception through to construction documentation including: site analysis, programming, conceptual modeling, schematics, technical site plans and construction detailing;

generate construction documents (plans and details) for: existing conditions, demolition, site plan, grading and drainage, layout, planting, utilities, and materials; prepare detailed construction cost estimates; submit a final set of construction documents; and

meet with and receive criticism from faculty and external reviewers including registered professional landscape architects

Student Learning Outcomes

By the end of this course, students will be able to:

Demonstrate knowledge of landscape architectural construction materials, methods, and implementation to actual project situations;

Develop a landscape architectural site planning and design project through various phases including  conception and schematic design, design refinement  and preparation of industry standard construction document;

Research landscape construction material  fabrication, dimensions, and finishes, and how to convey precise instructions to the contractor/craftsman;

Recognize and evaluate inter relationships between existing site conditions, proposed program functions, site grading, drainage, planting, and construction methods associated with the design built works of landscape architecture;

Define principles of sustainable landscape architecture construction and green building practices and technologies, including life cycle analysis of materials and products;

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

Identify simultaneous processes of evaluation during project development including but not limited to: governmental approvals, permitting, cost estimates, construction sequencing, written specifications, contracts, and construction administration;

Receive and deliver constructive criticism from and to  peers, faculty, practitioners, and other constituents; and

Explain the value of built works of landscape architecture in the context of  public health, safety, and well being.

Evaluation MethodWeighting/Points for EachDetails
Project70Completion of various assigned projects during the semester
Attendance10Students will attend all design studio classes in order to work on projects, individual mentoring, participate in class discussions, and reviews
Participation20Active participation in studio reviews, lectures, and critical reflective discussions.
TopicTime Devoted to Each TopicActivity
Precedent Studies2 weeksCase Study (1A):
Research assigned project . Identify the case study by mapping its connection to adjacent land uses. Isolate basic design elements within the stream restoration through 1”x1” black and white thumbnail diagrams. Design elements include: line, form, texture (grain), color, shape and space. Consider how these elements lead to design principles within the neighboring park system; generate supporting images and photographs of a daylight stream include an aerial, a base plan and perspectives.
Students are expected to list the landscape architecture and/or engineering firm that worked on the renovation and identify the cost of the project. Include a 200 word summary explaining the conceptual idea behind the design and the programmatic elements that organize spaces within restoration project
Schematic Design Proposals3 weeksInventory and Analysis that include diagrams of the site, surrounding conditions, behavioral observations, accessibility issues, and/or any other factors you feel are relevant to the successful redevelopment of this site;

Generation of several synthesis diagrams after the Inventory and Analysis phase, using design elements and design principles.
Generation of Design Iterations that include a minimum of 20 thumbnail sketches, three (3) alternative design enlargements with pocket models, and one (1) Preferred Alternative of the required programmatic elements on the site;
Generation of a Conceptual Statement shall include a typed summary (300 words max.) of student's conceptual thoughts related to their project theme. The summary must be in narrative form and be a well-composed and written product;
Final Design Graphics + Model
Construction Documentation and Detail Documentation, Detail Design, and project coordination11 weeks
Generation of:
Existing conditions plan; demolition, erosion control and tree protection plans; grading plan; layout and materials plan; planting plan and details; cover sheet and details; “red pen crit” for QA/QC;
Continued development and refinement of the construction documentation set of drawings that includes: custom construction details; detail area study; final documentation set of drawings
mlnosbis 2/20/2018:
-Syllabus should include full instructor contact information (including phone number).
-Are the listed textbooks required or recommended?
-How do students acquire the listed software (AutoCAD)? At cost to the student, or does the department/college provide downloads?
-Syllabus should include a breakdown of how grades are determined. Listing the PRR is not enough. Explain how assignments will be graded and what constitutes each letter grade. Example: A+ = ____, A = ____, etc.
-Transportation- are there already scheduled field trips that you can include on the syllabus instead of stating that these field trips "may be required?"

cohen 2/22/2018 and 2/25/2018:
1. Under Precedent Studies, should it be "photographs of a daylight steam" or "photographs of a daylight stream"?
2. Under Schematic Design Proposals, is there a clause missing or is Analysis just a typo in the following:
Generation of several synthesis diagrams after the Inventory and Analysis using design elements and design principles.
3. In Section 10, what happens if a student cannot submit an assignment by the due date because he or she has a justifiable excuse? Will those be dealt with on a case by case basis?
4. Under Instructor's Policies on Attendance (Section 11), what happens if a student is, say, in the hospital for three classes? Will the student lose a letter grade?
5. Under Excused Absences (Section 11) on the syllabus, it appears that students must contact the instructor prior to class for each excused absence. There are times when that may not be possible. (The example on the syllabus is potentially one such time.) How will those absences be treated?

ABGS Reviewer Comments 4/17/2018:
- Does the syllabus need to explain what is required for auditing? NO
- Are students penalized twice for absences? Attendance makes up 10% of their grade and if they miss class the instructor may lower their grade? Are these two penalties for the same thing? Or if a student is absent the 10% portion of the grade will be reduced? I am unclear about how a grade will be affected by absences.
mlnosbis (Thu, 01 Oct 2015 20:27:13 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 3405