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Viewing: LAR 543 : Landscape Performance and Metrics

Last approved: Tue, 08 May 2018 08:01:23 GMT

Last edit: Mon, 07 May 2018 15:23:33 GMT

Catalog Pages referencing this course
Change Type
Major
LAR (Landscape Architecture)
543
032619
Dual-Level Course
No
Cross-listed Course
No
Landscape Performance and Metrics
LAR Perf. Metrics
College of Design
Landscape Architecture (12LAR)
Term Offering
Spring Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
2
 
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582Fall 201610
LAR 582Spring 201615
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Emily McCoy
Assistant Professor of the Practice
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture201Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape ArchitectureElective
Concepts, tools and methods, and research to measure and integrate considerations of landscape performance including environmental, economic/life cycle, management, social, and aesthetic factors in landscape architectural applications.

Landscape architecture is at a pivotal moment in its history as a discipline—where design practice is becoming more reflective, adaptive and thus more scholarly. As a professional degree, it is critical for landscape architecture students to be exposed to this interplay between professional practice and scholarly research if they are to be prolific and successful designers and this exposure is the basic building block of my teaching philosophy and research interests.


No

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.
 

No new resources are required to deliver this course as a result of the elimination of the Bachelor of Landscape Architecture (BLA) program.

The primary goal of this course is to explore the practical application of landscape performance concepts, tools, and methods in landscape architectural practice, including setting performance goals with clients to meet their needs within regulatory frameworks. The course will include field investigations of built work and collaborative production of a landscape performance assessment.


Student Learning Outcomes

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

 


Evaluate and utilize concepts, tools, and methods of landscape performance including environmental, economic/life cycles, management, social, and aesthetic considerations in landscape architectural design situations;


Integrate concepts of sustainable/resilient design, from concept design to landscape management, in landscape architectural design situations; and


Conduct a landscape assessment.


Evaluation MethodWeighting/Points for EachDetails
presentation10

Delivery of project methods and products in public review venues
Participation10Engaging in critical and reflective discussion during project reviews and class discussions
Project40Completion of landscape performance term project
Attendance10Students will attend all appointments with faculty mentor as agreed in order to receive individual mentoring, participate in discussions and reviews with others
Homework30Satisfactory completion of homework assignments, including reading assignments, case study analysis, and other assignments pertaining to different methods of performance measurement
TopicTime Devoted to Each TopicActivity
Introduction to Landscape Performance1 WeekLecture, fundamental concepts, literature review
Landscape Architecture Research Approaches and Case Study Methodologies3 WeeksClassic approaches to LA research methods and practices; Analysis of various case study methodologies, presentation of professional examples
Landscape Performance Methodologies3 WeeksLectures and discussions focused on tools and metrics used to measure and evaluate landscape performance related to: water management, plant growth and maintenance, human use, impacts on surroundings
Landscape Performance Metrics in Detail3 WeeksEconomics, aesthetics; society and cultural values; construction practices; operations; and management
Field Studies3 WeeksStudent will visit, observe, gather data, and generate reports
Student Presentations2 WeeksStudents will deliver 15 minute reports on their respective term projects.
mlnosbis 2/20/2018:
-See Learning Outcomes Guidelines attached under Additional Documentation. Use stronger, more measurable words than "apply."
-Syllabus should include full instructor contact information (she does not have an email address?).
-Are the listed textbooks required or recommended?
-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.
-Include more information about assignments- what is the term project? What type of homework assignments?

cohen (3/13/2018):
1. The two paragraphs in Section 10 of the syllabus appear to be contradictory. Please clarify that section.
2. Note that in Section 11 of the syllabus, there are other absences that the University recognizes as excused absences, for example, absences due to religious observances, military duty, etc. Please see https://policies.ncsu.edu/regulation/reg-02-20-03-attendance-regulations/

ABGS Reviewer Comments 4/17/2018:
- No concerns.
arrl (Tue, 15 Sep 2015 20:53:41 GMT): Rollback: this course is more accurately listed as a lecture
mlnosbis (Thu, 01 Oct 2015 20:29:31 GMT): Rollback: Rollback to Gene Bressler as requested.
mlnosbis (Thu, 07 Jan 2016 18:19:27 GMT): mlnosbis 1/7/2016: changed course number from 611 to 620 as requested by department.
Key: 7322