Preview Workflow

Viewing: LAR 517 / GIS 517 : GIS Applications in Landscape Architecture

Last approved: Thu, 01 Aug 2019 08:08:39 GMT

Last edit: Thu, 01 Aug 2019 08:08:39 GMT

Change Type
LAR (Landscape Architecture)
Dual-Level Course
Cross-listed Course
Course Prefix:
GIS Applications in Landscape Architecture
GIS Apps in LAR
College of Design
Landscape Architecture (12LAR)
Term Offering
Fall Only
Offered Every Year
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582Fall 201410
LAR 582Fall 201512
LAR 582Spring 1712
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
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
Jonathan Parsons
Associate Professor of the Practice

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

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape Architecture, Track 3Required
Introduction to the methods and applications of geographic information systems and technology in landscape architecture.


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.

College(s)Contact NameStatement Summary
College of Natural ResourcesRoss Meetemeyer---------- Forwarded message ----------
From: Ross Meentemeyer <>
Date: Wed, Mar 21, 2018 at 7:34 PM
Subject: Re: Course consultation
To: Gene Bressler <>
Cc: Rachel Kasten <>, Eric Money <>

Hi Gene - Great to see GIS in the College of Design! Overall, I don't see a problem with either of the classes and I'm enthusiastic to see the courses permanently; we will get you the needed memo as soon as possible.

Just two things consider: 1) would it be possible to cross-list these two courses as LAR/GIS? NC State does a great job coordinating GIS offerings, but this will help us do it even better. 2) For Andy Fox's LAR 520 Landscape Dynamics, this is the same title I've used for several years as a topics course in Natural Resources and it is the name of my lab group. Would it be possible to choose a slightly different title?
Resources are available to deliver this course as the result of the elimination of the Bachelor of Landscape Architecture program. No new resources are required.

The primary goal of this class is to introduce and provide knowledge and familiarity with fundamental geo-spatial modeling and mapping principles and technologies in landscape architectural applications.  A secondary goal is to introduce students to emerging geo-spatial methods and applications in landscape architecture and other disciplines and professions including the natural and social sciences, engineering, and design.

Student Learning Outcomes

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

Apply GIS principles and technologies pertaining to modeling and analysis in two and three dimensions as an integral part of the creative design process;

Design conceptual and logical models to structure and generate landscape architectural design, linking creative abstraction, computational exploration, structured decision-making, and expression; and

Create GIS workflows as part of an iterative design process linking 3D GIS, 3D modeling, and visualization.

Evaluation MethodWeighting/Points for EachDetails
Homework30Satisfactory completion of weekly assignments, readings, and tutorial exercises
Project50Students will complete 2 3-week projects
Attendance10Students are expected to attend all scheduled classes and field trips
Participation10Students will actively participate in critical reflective discussions
TopicTime Devoted to Each TopicActivity
Introduction to GIS1 weekDefine GIS, discuss class topics, and review types of data, typical sources, and file formats.
Existing Conditions Mapping1 weekReview projections, coordinate systems, and how data interacts.
Thematic Mapping and Basic Principles1 WeekHow to utilize choropleth mapping to create visual presentations.

Mid-term project assigned.
Field Inventory and Data Collection1 WeekHow to enhance existing data and collect new data.

Methodology, concerns, and exploration.

How to link data including working with demographic and social data from US Census.
Site Analysis and Suitability using Geoprocessing Tools2 WeeksUse Geoprocessing tools to conduct basic site analysis and suitability assessments.
Site Analysis Using Spatial Analyst1 WeekExplore the benefits of using Spatial Analyst within Landscape Architecture/Planning. Focus will be placed on hotspot analysis, nearest neighbor, random sampling, and cluster analysis.
Midterm Project Reviews/Presentations1 Week Students will present mid-term projects and findings. Group discussion will evaluate success of analysis in solving project goals.
Visual programming / Model builder 1 WeekAn introduction to conceptual modeling and visual programming using model builder.
Map algebra and weighted analysis 1 WeekLandscape analysis and planning with map algebra.
Network Analyst and Asset Mapping1 WeekExplore the use of Network Analyst based assessments for reviewing site accessibility.
3D analyst– Topography, slopes, and hydrologic mapping tools 1 WeekExplore how to model/visualize topography from existing sources. Tools will include looking at viewshed analysis tools.
Final Review Charrette and Workflow1 WeekWork in teams to develop workflow and data report for final project.

Students will pick from 2 design questions, develop workflow/diagram process, and gather data.
3D Analyst Part 2 - Lidar binning and Data Conversion1 weekCompute topographic models from Lidar data using binning. Review techniques for exporting data to AutoCAD, Sketchup, and other 3D applications.
Future Technologies and Applications1 weekReview and discuss potential emerging technologies – Social/crowdsource mapping, City Engine, and UAVs.
Final project presentations1 weekReview and discussion of student’s final project.
mlnosbis 2/20/2018:
-Suggest consultation from GIST graduate program. Contact DGP, Dr. Eric Money ( via email to obtain consultation. Then, paste consultation summary into the consultation summary field of the CIM form.
-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.

cohen 2/25/2018:
1. As Melissa said, there should be a consultation with GIST.
2. 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?
3. Under Excused Absences (Section 11) in 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 9/12/2018:
-No concerns.
Key: 7334