Design Studio Sequence BLA Program Work

3.
1 Program Mission
February 12, 2021
The Mission of the Bachelor of Landscape Architecture at Dalhousie University is to prepare

students to engage the built and natural environment at a multiple scales and contexts which
enhances our environment both aesthetically and ecologically. The program synthesizes this
information to effectively communicate complex human-nature relationships and the benefits of
landscape architecture at multiple scales and contexts.
The program addresses sustainable design in urban, rural and agricultural landscapes through
developing skills in theory and critical thinking to positively impact real-world design
improvement. The program teaches practical knowledge to design landscapes which improve
human and ecological health by addressing traditional and innovative landscape questions
through a strong foundation in horticulture, ecology, design, and people.
A BLA from Dalhousie instills the ability to approach problem solving creatively in order to
respond to environmental, social and aesthetic issues as it prepares them for work in the
profession or graduate school. Dalhousie’s all-inclusive teaching and learning environment
welcomes students from all geographical and cultural backgrounds.
r.lebrasseur@dal.ca 1
BLA CURRICULUM - Overall Educa onal Sequences
Monday, February 8, 2021
I summarized the following Curriculum Sequence based on the our unique program strengths and
objec ves. This sequence outline is a simpler evolu on of the LAAC sequences and provide a clear,
approachable iden ty.
Core Curriculum Sequence of Landscape Architecture Studies

The Landscape Architecture curriculum has four overarching types of courses or sequences
which are taught using distinct learning modes.
Design Studio Sequence

Landscape Architecture History and Theory Sequence
Hor cultural Design, Technology & Science Sequence
Visual Communica ons Sequence
The majority of courses are 3 credits with the exception of Design Studios which are 6 credits.
Some courses are o ered in two parts such as Visual Communications and Construction
Documentation & Technology This split is designed so that the knowledge and skills learnt in
each course can be directly related to concurrent project work in the Design Studio course, to
allow a more speci c and structured approach to student learning. This synthesis of learning
and application continues throughout the curriculum.

These courses engage students in practical problem-solving design exercises in landscape
architecture under instructor guidance and supervision. The projects are closely related to
concurrent course work and seek to develop student’s knowledge of key landscape theories,
concepts and contexts, as well as giving them practical experience in technical issues.

Collectively these courses examine the theories and practice of landscape architecture through
a comparative study of the history of landscape architectural design and urbanism, in various
geographic and cultural contexts. Key issues are explored in more detail through the work of
contemporary practitioners and current trends are assessed to see where the future of
landscape architecture might be positioned to address current climate and sustainable
development issues.

These courses explore issues of materials, construction, structures and environment as they
relate to the built environment. The courses establish key technical concepts and knowledge
that underpin students’ design work.
These courses also explore the hard science behind landscape architecture and give students
a thorough grounding in the knowledge that underpins their design work. Students learn the
basics of plants, including their physiology, ecology and design application, together with the
related soil science and planting technology. Current principles of green infrastructure and
LEED technologies are provided. Students also gain an understanding of hard landscape
including the principle and application of site grading, drainage, structures, and the properties
and uses of materials in landscape construction.
r.lebrasseur@dal.ca Page 1 of 2
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Visual Communica ons Sequence

These courses introduce students to the essential tools of design communication, and teach
the fundamentals of graphic design as a means to describe space visually. Students learn
freehand drawing, computer aided drafting, physical model building and 3D computer
modelling. They investigate approaches and techniques to manage, manipulate, and envision
information, using various computer software to link photography, drawing, and digital media.
Textbooks as an Outline for Course Delivery

There are many textbooks available now for our courses; many were created as a course
teaching approach with modules, assignments, etc. These can be quite appropriate for our
Program. Most of our course curriculum is likely a mix of multiple books or methods (e.g.
McHarg site analysis, Experiential site analysis, Transect site analysis, Corner Layering site
analysis, Site analysis plan section elevation graphics, Site analysis multimedia). Thus, a short
review of current and new books, of which there are many in the past 5 years, is highly
recommended.
Furthermore, I feel our Core Faculty backgrounds and Program development so far represents
the English/UK teaching and learning approaches more than the traditional USA approach. This
is mostly due to the similarity in Government structure and those terms, approaches
represented therein. For example, USA does not teach or practice Landscape Character
Assessment (LCA) or Experiential Landscape Analysis (ELA). These are common within
Canadian LA programs and Govt. Thus, we can utilise British/UK textbooks as a means to
encourage this learning.
BLA Teaching and Instruction Approach

Core Instructors - Internal Rotation
RL TO REVIEW
Make a 4 yr rotation on courses so fresh teaching/mental.
Team Teaching - identify WHICH courses possible for
Where contribute most e ectively
LEARNING OUTCOME - ONLY in TABLE

TABLE - 1 for program level, 1 for course level outcomes
MUST write course syllabi rst then correlate to Matrix.
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BLA PROGRAM + DIPLOMA INTEGRATION DIAGRAM
MAN LAN LEARNING OUTCOMES SHARED LEARNING OUTCOMES BLA LEARNING OUTCOMES
LANDSCAPE CONSTRUCTION PRACTICAL KNOWLEDGE ECOLOGICAL DESIGN
PLANT IDENTIFICATION HORTICULTURAL DESIGN COMMUNITY DESIGN
TERMINOLOGIES - STANDARDS SMALL SITES DESIGN SUSTAINABLE DEVELOPMENT
SMALL-SCALE DESIGN GREEN INFRASTRUCTURE CLIMATE-ADAPTIVE DESIGN
SUSTAINABILITY
SURVEYING PLANT MANAGEMENT PLANNING CAPSTONE
INTRODUCTION DESIGN
SCIENCE DEVELOPMENT
INSTALLATION GRAPHICS
APPLICATION TECHNICAL
HORTICULTURE + DESIGN COMMUNICATION PROF PRACTICE
SITE ENGINEERING SOIL SCIENCE
YEAR 1 YEAR 2 YEAR 3 YEAR 4
FINISH 2 YR MANAGED LANDSCAPES DIPLOMA MATRICULATE TO BLA

Start/Work in a Design Build Company Continue to Master’s Degree
Become a Landscape Contractor Enter Profession - Path to Licensure
Grounds Maintenance Supervisor NGO and Non-Profit Work
Apprenticeship
ON SITE - ON JOB TRAINING REQUIRED
Arborist Nursery Worker
BLA PROGRAM - 4 YEAR CURRICULUM DIAGRAM NOT USED
GRAPHIC COMMUNICATION
ECOHYDROLOGY
COMMUNITY
ETHICS
Visual Communica ons Sequence EDI
SUSTAINABLE
PRINCIPLES HISTORY THEORY DEVELOPMENT
GRAPHIC MEDIA TECHNOLOGY PLANNING
S T U D I O
PROFESSIONAL
PLANT & SOIL SCIENCE GREEN INFRASTRUCTURE CONSTRUCTION

PRACTICE
CLIMATE CHANGE ECOSYSTEMS GIS/CAD HUMANITIES
LAAC HEADINGS
YEAR 1 - DESIGN FOUNDATION History, theory, philosophy, principles & values

YEAR 2 - DESIGN METHODOLOGY & TECHNOLOGY Design Process & Methodology LAAC WORDS
Natural & cultural systems & processes
YEAR 3 - DESIGN INTEGRATION Communica on & documenta on HISTORY, THEORY,
YEAR 4 - DESIGN SYNTHESIS Computer applica ons & advanced technologies PHILOSOPHY,
Assessment & evalua on PRINCIPLES,
Opera onal context of landscape architecture VALUES,
Project Implementa on
Professional Prac ce
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February 19, 2021
BLA CURRICULUM GENERAL NOTES

Please refer to PDF (BLA Curriculum OVERVIEW) and .xls sheet (BLA Curriculum - COURSE LIST for
REVIEW) included in email.
The goal of this exercise was to view the curriculum as a whole and analyse its ‘ t’ within a LA curriculum
compared to other school’s programs. My assessment is that as it is, there are too many HORT courses
and this causes a perceived ‘watering down’ of an accredited BLA program by students, faculty and sim. -
thus a simple cross-lis ng of course #’s may be the solu on we seek.
This is how we set about doing this though with the inclusion of the HortDipl Managed Landscapes as a 2
year ‘founda on’ to the BLA. I believe this is s ll on the table Je Morton? ___________
Please see a ached PDF and below which tries to posi vely assess the two programs content.
BLA PROGRAM + DIPLOMA INTEGRATION DIAGRAM
MAN LAN LEARNING OUTCOMES SHARED LEARNING OUTCOMES BLA LEARNING OUTCOMES
LANDSCAPE CONSTRUCTION PRACTICAL KNOWLEDGE ECOLOGICAL DESIGN
PLANT IDENTIFICATION HORTICULTURAL DESIGN COMMUNITY DESIGN
TERMINOLOGIES - STANDARDS SMALL SITES DESIGN SUSTAINABLE DEVELOPMENT
SMALL-SCALE DESIGN GREEN INFRASTRUCTURE CLIMATE-ADAPTIVE DESIGN
SUSTAINABILITY
SURVEYING PLANT MANAGEMENT PLANNING CAPSTONE
INTRODUCTION DESIGN
SCIENCE DEVELOPMENT
INSTALLATION GRAPHICS
APPLICATION TECHNICAL
HORTICULTURE + DESIGN COMMUNICATION PROF PRACTICE
SITE ENGINEERING SOIL SCIENCE
FINISH 2 YR MANAGED LANDSCAPES DIPLOMA MATRICULATE TO BLA

Start/Work in a Design Build Company Continue to Master’s Degree
Become a Landscape Contractor Enter Profession - Path to Licensure
Grounds Maintenance Supervisor NGO and Non-Profit Work
Apprenticeship
ON SITE - ON JOB TRAINING REQUIRED
Arborist Nursery Worker
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February 19, 2021
COURSE NUMBERING
The Curriculum’s Course Numbers should follow, to the best degree possible, a more consistent format.
Typical formats is 1st year - 1xxx; 2nd year, 2xxx; etc.
000’s Design Studio Sequence

100’s Landscape Architecture History and Theory Sequence
200’s Hor cultural Design, Technology & Science Sequence (MOSTLY HORT Courses)
300’s Visual Communica ons Sequence
400's Seminars, Internships, Unique Elec ve Courses, etc.
In the .xls spreadsheet, the column with NEW CLASS # in Yellow Highlight gives a star ng point to nish
this discussion. Cross-lis ng is a powerful tool we should consider to establish our curriculum iden ty.
COURSE NAMING
I likely get too caught up in the names given to the courses, but for reasons above I feel it has value to
address and give thought to, IF it works within the guidelines/Senate approval red-tape which I am
unclear.
In the .xls spreadsheet, the column with REVISED COURSE TITLE in Yellow Highlight gives a star ng point
to develop this program within a more landscape architecture delivery. I focussed on ambiguous terms
and adding keywords but feel Climate Change, Sustainability and Ecosystems are terms which should be
included somewhere (I just did not nd the proper slot yet).
COURSE SEQUENCING and DELIVERY

I no ced some speci c courses delivered at ‘not the op mum semester’ to build our BLA Skillset - Meet
Learning Objec ves IMO. I am not sure IF we have wiggle room for this but I do feel some courses, such
as Landscape Theory should be delivered earlier. This is likely due to the HortDipl requirements. I have
made speci c notes in the column RL NOTES.
Perhaps we complete an exercise of cra ing the “Ideal BLA Delivery” (courses in best t loca on) as a
comparison to what we have now. Have we had direct feedback from LAAC on our current curriculum
delivery sequence with heavy HORT science stu early on? I know the LAAC has a list of courses, but
what about where/when they get delivered? This is likely a subject assessment but one which has direct
impact to learning outcomes within BLA programs.
COURSE INSTRUCTOR ASSIGNMENT

31 core LA courses becomes untenable for current core faculty. REVIEW faculty/course
rela onships. HOW Je , Tracey can help (NOT Karen).
Overall Accreditated LA Teaching Load

1 studio each semester (4.5 credits +) for 6 credit course
1 lecture each semester (3 credits)
GOAL - review and coordinate, fair for everyone (Preliminary course assignments for LAAC but will
change in future…)
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February 19, 2021
From Gefu:
Propose integrated teaching model by making all three LA professionals to teaching courses in years 1, 2,
and 3. This issue has been standing out and being asked by many outsiders. If three of you do not teach
courses in years 1-3, it will not make a true accredited program.
COURSE ELECTIVES
Landscape Planning Course - Elec ve OR required course (on-line delivery).
As stated prior, if we deliver 20 - 40% of our gradua ng students to MUP program, great. THUS we
should ac vely seek integra on with them. As HB noted, we should allow/encourage/require course in
HFX.
I made contact with the Planning Department Summer 2020 and they did not know what, if any, courses
would be ‘permanently’ delivered on-line. But, this is a signi cant opportunity and IF we got our
students to HFX campus and back (i.e. bus), there is long-term economic sustainability and master’s/
research opportunity for us here.
I do not think we should develop a landscape planning course, BUT if we do - this would likely be urban?
or ? or ecological-based?
F of Ag Elec ves
I think we should list these courses in our material as a means to a ract prospec ve students as it
supports our BLA Program’s Mission and the College.
The current list I have is:
ONLINE COURSES - Faculty of Ag.

SUST 1400.03 Exploring Sustainability (Online)
AGRI 4001.03: Agriculture, Food and Well-being (Online)
ENVA 2003.03: Introduc on to Urban and Peri-Urban Agriculture (Online)
IAGR 3002.03: Interna onal Rural Development (Online)
HORT 3008:03 Hor cultural Therapy

ENVA 2000.03:Environmental Studies I
ENVA 2001.03:Environmental Studies II
ENVA 4006.03: Air, Climate and Climate Change
SPEC 4015: Topics in Sustainable Development - An Interna onal Perspec ve
PHLA 3000: Environmental and Agricultural Ethics
STAA 2000.03: Introduc on to Sta s cs
STAA 3000.03: Introduc on to Planned Studies: Surveys & Experiments
BIOA 3001.03: Ecology
APSC 4005.03: Watershed Management and Environmental Restora on
SPEC 4009.03: Special Topics in Rural Studies
NOTE: CSLA indicated we should provide more opportuni es for students to explore the humani es.
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February 19, 2021
Alterna ve Courses - BLA - TBD as available, special seminars (1 cr) or ?

Green Infrastructure Planning and Design: Urban Ecologies and ——
EDI and Design: ________-
LEED, BMP and _____
Cultural Landscapes and _____________
Climate Change and the NS Regional Landscapes: Warmer, We er, Wilder
The Anthropocene and the NS Landscape: Resilience, Mi ga on and ______
Alterna ve Courses - School of Sustainability

I also think these courses at HFX campus should be encouraged/integrated into our suggested elec ves.
Coordinate transporta on? Currently, none o ered on-line.
ENVIRONMENT, SUSTAINABILITY AND SOCIETY PROGRAM

SUST 1000.06 - What is Sustainability? (Fall term)
SUST 1001.06 - A Sustainable Future (Winter term)
SUST 1400.03 - Exploring Sustainability (Online, Winter and Summer terms) (F of Ag?)
SUST 3039.03 - Indigenous Perspec ves on Resource and Environmental Management (Fall term)
SUST 3101.03 - Food Systems and Sustainability (Winter term)
SUST 3102.03 - Coastal Change and Adapta on (Summer and Winter term)
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BLA CURRICULUM - Learning Objec ves - Studio Sequence

DECEMBER 26, 2020

8 Courses
32 Credits
In this sequence, the core of the landscape architecture program, students learn the principles,
methods, processes, and techniques of landscape architecture design. Each semester’s studio
poses progressively more founda onal informa on and complex challenges.
Teaching is conducted in the design studio in both group and individual formats, and work is
regularly presented and discussed in cri cal review sessions. Field trips are o en required.
Teaching is conducted in two to three four-hour design studio sessions per week, and involves
working on projects in both group and individual formats. Work is regularly presented and
discussed in critical review sessions. Site visits, data research, eld trips and practical
workshops are required.
Assessment is 100% continuous coursework assessment of drawings, diagrams, photos,

renderings, animations, physical models, prototypes and project presentation.
Various instructors teaches each studio, including co-teaching, and real clients and guest cri cs
ensure a diverse range of project types, scales, and points of view.
In this curriculum, sequen al course progress is impera ve. A student failing to complete any
required course more than one year later than the me designated in the curriculum will be
prohibited from advancement in the design studio sequence un l the de ciency is corrected. All
required courses listed in the fourth year must be completed before a student will be allowed
to graduate.
SEMESTER CREDITS NAME (to be nalised)

LA Studio I: Introduc on to Design
LA Studio II: Design with Plants
LA Studio III: Site Design
LA Studio IV: Inventory and Analysis
LA Studio V: Community & Design
LA Studio VI: Regional Planning and Design
Independent Study Proposal
A Studio VII: Independent Study
DRAFT Learning Objec ves

GOALS: limit learning objec ves to maximum 6
(learning objec ves some mes referred to as learning outcomes)

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BLA Learning Outcome Spreadsheet - Design Studio Sequence

 

Proposed Bachelor of Landscape Architecture Program - STUDIO SEQUENCE KEY Sessional = Instructor hire for Semester/Academic Year NH = New PhD Core Faculty
RL - December 20, 2020
TEACHING TEACHING
CYCLED OVERALL FAFU FAFU Course
COURSE PROPOSED NEW PRIMARY CO- CREDIT : CREDIT :
COURSE NAME CREDITS PRIOR COURSE NAME COURSE TEACHING Course DALHOUSIE
# COURSE # COURSE INSTRUCTOR INSTRUCTOR Primary Co-
(4yr) CREDIT CHINA 4th yr
Instructor Instructor
SEMESTER 1
NONE 0
SEMESTER 2
LARC 20XX LA Studio I: Introduction to Design 4 NO HORT 2013 - Land Hort. II CORE Maybe Yes
SEMESTER 3
LARC 2XXX LA Studio II: Design with Plants 4 NO HORT 2008 - Residential JM Sessional No YES
SEMESTER 4
LARC 20XX LA Studio III: Site Design I 4 NEW RL Yes
SEMESTER 5
LARC 30XX LA Studio IV: Inventory and Analysis 4 NEW Sessional EV
SEMESTER 6
BLA Spreadsheet - Design Studio Sequence
LARC 3003 LA Studio V: Community & Design 4 NO LARC 4002 EV ? No
SEMESTER 7
LARC 4001 LA Studio VI: Regional Planning and Design 6 NO LARC 4001 HB RL Yes (annual) YES
LARC 4003 Independent Study Proposal 1 NEW RL Maybe YES
SEMESTER 8
LARC 4002 LA Studio VII: Independent Study 5 NEW RL, HB, NH No YES
Total Credit Hours - Studio Sequence 32

LA Studio I: Introduc on to Design
LARC 2XXX from HORT 2013
Semester 2 4 Credits
Projected Instructor: CORE LA FACULTY, NOT SESSIONAL?
The course DOES NOT focus on visual graphics (visual communica on, hand drawing, etc.) and
such and those principles but does introduce them. Visual Communica on for LA is where
graphics are introduced, etc.
Calendar Descrip on:

This course introduces students to landscape design principles and the design process. LARC
1001 will develop an understanding of design theory and the use of design elements through
the explora on of noteworthy designers and their work. The role of color and form, spa al
composi on, crea vity, design itera on and self-re ec on are highlighted. Concepts of
environmental psychology, sustainability, accessibility, and client interac on in the development
of a program and conceptual development are reviewed. The physical elements of site
materials, plant associa ons, and site condi ons are studied. A small design project will be used
to develop these skills.??
Emphasis is placed on the development of a working design vocabulary and an introduc on to

the fundamental spa al design principles. The studio course is taught through lectures that
introduce landscape architectural theory as well as the importance of the design process within
a problem-solving approach. The Program’s landscape architecture studios and resources are
introduced in order to develop an understanding of the design studio culture.
Case studies are used to inform & support teachings and illustrate cri cal analysis through class
presenta ons and discussions. Studio labs and exercises focus on the core principles of space,
form and meaning and include demonstra ons, exercises, and small projects. The use of a
sketchbook is acquired in this course.?
Learning Outcomes:
By the end of this course, students should be able to:
1. Understand and characterise the history, concepts, and trends of contemporary

landscape architecture theory, aesthe cs, and sustainability principles;
2. Describe the principles of design, summarise those within examples, and cri cally
discuss;
3. Explain and demonstrate the design process and characteris cs of a design theme;
4. Cul vate a design vocabulary and how landscape architecture impacts the
experience of place and quality of space;
5. State, compare and relate how people and landscapes support one another and how
spaces meet user needs and requirements;
6. Develop conceptual spa al thinking through the review and prac ce of design
factors and form composi on.
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Produce a Project De ni on Study that iden es and describes design issues, a ected
cons tuents, and situa ons/problems to be addressed in the planning and design of landscapes;
List typical steps in program development and create func onal diagrams.
Students will show evidence of understanding by using a theme, form composi on, and spa al
composi on in the nal design
LAAC Learning Outcome Levels: INTRODUCTORY
TOTAL I 17
TOTAL D 0
TOTAL A 0
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LA Studio II: Design with Plants (- Plants in the Landscape ? Plants and Plan ng Design ?)
LARC 2XXX NEW COURSE
Projected Instructor: Je Morton, co-taught with _________
Overlap with HORT 2008 or 2013?
I dont think they will have any graphic communica on courses yet?? NO cad, NO pshop, NO
hand illustra on??
This course is an introductory studio focussing on the use of plants in crea ng landscape form
and structure, providing ecosystem services, and overall aesthe cs. Plan ng design principles
which enforce spa al and visual composi on are demonstrated. Par cular a en on is paid to
suitability, regional character and the use of na ve plants within the overall landscape ecology.
Working with a local site, this studio course familiarises students with various plant species and
their use in the crea on of outdoor space, roles in ecological processes, and hor cultural
prac ces related to their establishment, management, and maintenance.
The studio focusses on learning a core pale e of plant species and their characteris cs, for use
in landscape plan ng in the region and developing student’s understanding of plants as a design
language within the various tools such as site materials and forms taught in LARC xxx LA Studio
I. The func onal and aesthe c aspects of plants are explored in both historical and
contemporary themes such as environmental improvement, ornamental, medicinal,
agricultural, cultural, and other uses. Plan ng design issues such as urban forestry, turf grass,
green roof & wall systems, and green infrastructure are introduced. Students are introduced to
a systema c approach to plan ng design and technical hor culture concepts such as plant
speci ca on and quality control.
Learning Objec ves:

1. Describe plant characteris cs and list func onal bene ts in the use of plants;
2. Apply the proper plant species in a variety of contexts such as clima c zones and
distribu on regions;
3. Ar culate the basic concepts of color theory and the aesthe c use of plant
material in a design at various scales;
4. Iden fy appropriate uses for plants and contextual plant species selec on at
mul ple scales;
5. Develop a nalized plan using plants as a signi cant component of site design
and space making and communicate those ideas graphically and orally.
LAAC Learning Outcome Levels: INTRODUCTORY
TOTAL I 20
TOTAL D 1
TOTAL A 0
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LA Studio III: Site Design

- Introduc on to Site Design ? - Spaces, Places and Context ? - Residen al Design ?
LARC 2XXX FROM HORT 2008
Projected Instructor: Rick leBrasseur
This course is an introductory course in landscape site design. It explores the rela onships
among architecture, outdoor space, plants, materials and landscape. This studio typically
involves a real client, along with an exis ng site and structure to which students must respond.
Emphasis is placed upon maximizing the usefulness of the site and designing it in an
environmentally sound and sustainable manner. Grade changes, on-site storm water
management, and the use of plants in design is included.
This studio is a con nued explora on of design and media through the introduc on of a real
site, typically a local, small public park or greenspace. Students will develop their schema c
designs taking into account the exis ng condi ons of the site. Students work with a design
client from the development of the design brief to the nal presenta on.
Studio exercises develop drawing skills necessary to conceive, develop, and communicate
design ideas. Through the the use of hand drawn graphics as the basis of design
communica on, this course introduces plan and sec on dra ing, freehand drawing,
orthographic projec on, rendering techniques, and perspec ve. The studio also begins the
applica on of digital tools in design representa on and communica on. ((Studio exercises will
u lize the computer as a design tool as well as manual graphic techniques.))
Learning Objec ves:

By the end of this course, students should be able to apply the following learning outcomes to
the development of a landscape architecture design project:
1. Develop visual thinking skills which express the spa al and experien al aspects
of landscape architecture;
2. Perform and prac ce the design process.
3. Create clear graphics which meet landscape architecture visual communica on
protocols and standards;
4. Evaluate the social and cultural in uences upon the landscape and various
natural infrastructure typologies;
Demonstrate graphic thinking and idea on within the design process of site
development and programming;
LAAC Learning Outcome Levels: DEVELOPMENT and INTRODUCTORY
TOTAL I 14
TOTAL D 16
TOTAL A 0
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LA Studio IV: Inventory and Analysis

LARC 3XXX NEW COURSE
Projected Instructor: xx (Session, Hire, non-PhD?)

This course is an introductory course in landscape and site analysis. LARC 3002 provides the
founda on and overview to the theory, methodology, technique, and tools to conduct a
thorough and cri cal landscape site analysis.
Site analyses involve social (e.g. human elements such as roads) and biophysical (e.g. natural
elements such as soils and vegeta on) components which together gives a landscape its iden ty
and character. The loca on of these components and their rela onship to each other create
pa erns on the landscape which provide important informa on about the site’s complexity,
ecology, history, performance, and design poten al. These socio-ecological interconnected
systems are the landscapes and places we live, work and play and provide the clues to problem
solving and assessing suitability for sustainable design and planning ideas.
LARC 3002 focusses on developing the skills to e ec vely communicate and illustrate site
factors of di erent scales within an eastern Canadian context. The studio will visit a local site to
apply the knowledge of constraints and opportuni es within landscape architectural design.
This studio engages students in the site analysis and inventory process involving drawing, model
construc on, digital media, researching, wri ng, oral presenta ons, and a cri que of one's own
and others' work.
Learning Objec ves:

The objec ve of this course is to demonstrate a synthesized understanding of research and
analysis techniques in landscape architecture which consider the social and ecological
dimensions of a site. By the end of this course, students should be able to apply the following
learning outcomes to the cri cal analysis of landscapes and site components in the
development of a landscape architecture design project:
1. study and evaluate a landscape analy cally and holis cally so as to be er

understand the complex web of rela onships that exist in the interconnected
biophysical and anthropological systems present;
2. coordinate the various sources of data required to manage and complete a
thorough site analysis of exis ng condi ons;
3. demonstrate a comprehensive understanding of natural systems, cultural
landscapes, and social processes as they pertain to site analysis and design;
4. apply appropriate graphic methods and tools to document the landscape context
and scenic resources;
5. use cogni ve observa on skills when studying a landscape at varying scales of
inves ga on in order to interpret and recon gure informa on in a way that is
useful for environmental design, planning, and decision making;
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6. demonstrate a cohesive and clear theore cal underpinning to landscape site
analysis which includes assessment strategies, research approaches,
methodologies, scien c data, site opportuni es, and cri cal thinking.
Create a typical site inventory and explain the concept of opportuni es and constraints based on
the site analysis.
Analyze non complicated, site speci c, and contextual landscape condi ons in terms of
opportuni es and constraints to accommodate development;
LAAC Learning Outcome Levels: DEVELOPMENT

TOTAL I 0
TOTAL D 21
TOTAL A 1
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LA Studio V: Community & Design

LARC 3003
Projected Instructor: Ed Versteeg & ______ (or 4 credit = alone, or shared??)

LARC 3003 is a 4-credit studio course and focuses on communi es and people, and their
rela onship to the built and natural landscape. It teaches the human aspects of design including
the inves ga on of human-environment interac ons, client and public engagement and team
work. This studio completes a typical landscape architecture design process by undertaking a
series of linked assignments over the course of the semester. Hands-on ac vi es will develop
the understanding of the ways people and landscapes interact and develop the ability to
integrate environmental and social needs in design. This course emphasises users needs and
requirements in the design of landscapes and explores the social and behavioural aspects of
landscapes through the understanding of community, environmental psychology and how
individuals relate to their local environment.
This course will consider Dalhousie’s and the United Na on’s Sustainable Development Goals
(UNSDG) as part of the learning process and project development. This course will also discuss
the importance and value of Canada’s indigenous peoples - the First Na ons People - and how
all future design and landscape development requires a historical understanding of the
indigenous people of Canada as expressed though the Truth and Reconcilia on Commission of
Canada (h ps://www.rcaanc-cirnac.gc.ca/eng/1450124405592/1529106060525).
Landscape architecture entails both conceptual design and physical construc on of spaces and
places. By analysing the environment as a system of interconnected social and cultural
landscapes, this course develops the theories and principles learned in prior studios to apply
these processes together in a comprehensive design which lasts the en re semester. Graphic
techniques technical skills broadened and re ned. The studio project’s site program enhances
human health and well-being with the development of community outreach and engagement
strategies. These are applied to ensure target audience needs are met as an ongoing educa on
component of connec ng with communi es.
The course will focus on developing design principles as they relate to cultural prac ces, social
behaviour, and community building through the medium of landscape.
Learning Objec ves:

By the end of this course, students should be able to apply the following learning outcomes to
the design, planning, and development of a landscape architecture design project within LARC
3003:
1. Apply various approaches to community engagement and par cipa on within the
design process;
2. Develop wri en, oral, and visual communica on skills, related to landscape
architecture and sustainable development principles, by collec ng and analyzing
ecological and cultural informa on about the natural and built environment;
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3. Gain teamwork skills by working in small groups on exercises and project
development;
4. Engage the public and clients in developing site programming and data collec on to
enable successful design solu ons;
5. Synthesize concepts of health, safety and human welfare in site design;
6. Demonstrate user knowledge, site assessment, site programming and use, and
design communica on skills (verbal and visual) through in-class presenta ons and
client or community member review sessions.
NO CASE STUDY in 4 credit course
LAAC Learning Outcome Levels: DEVELOPMENT

TOTAL I 0
TOTAL D 17
TOTAL A 0
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LA Studio VI: Regional Planning and Design
LARC 4001
Projected Instructor: Heather Braiden, Rick leBrasseur
? Are we running two separate studios? when BLA drops?

LARC 4001 is a 6-credit studio course and focuses on large scale analysis, master planning, and
site-speci c design development. This course explores the rela onship between people and
changing landscapes with a focus on sustainable design and development within a large mul -
use landscape within Nova Sco a.
This course will consider Dalhousie’s and the United Na on’s Sustainable Development Goals
(UNSDG) as part of the learning process and project development. This course will also discuss
the importance and value of Canada’s indigenous peoples - the First Na ons People - and how
all future design and landscape development requires a historical understanding of the
indigenous people of Canada as expressed though the Truth and Reconcilia on Commission of
Canada (h ps://www.rcaanc-cirnac.gc.ca/eng/1450124405592/1529106060525).
Students will complete an in-depth site visit, survey the area, and research the community to
nd out concerns and goals for a future design. Students will conduct a thorough analysis of the
area to understand community needs, including transporta on, greenspace, economic growth,
social infrastructure, environmental concerns, and the historical importance of the site and
region. Students will create a comprehensive site analysis or infrastructural analyses within a
group format to share with the class the work individually to develop par cular areas as they
work towards their nal project design.
Learning Objec ves:

As a design profession, landscape architecture involves communica ng ideas visually and
verbally, u lizing a shared design language of expression. It involves the skills of reading,
wri ng, thinking, speaking and drawing which ul mately contribute to the design process. The
prac ce is both itera ve and inclusive through a series of crea ve inquiries and analyses.
By the end of this course, students will:

1. Develop wri en, oral, and visual communica on skills, related to landscape
architecture and sustainable development principles, by collec ng and analyzing
ecological and cultural informa on about the natural and built environment;
2. Solve design problems and develop design skills (analysis, synthesis, and
visualiza on) by developing conceptual, preliminary, detailed, and nals design
proposals and drawings of a high quality;
3. Illustrate cri cal thinking skills and cri cism with responses to readings and studio
work;
4. Iden fy contemporary trends in landscape architecture and sustainable design and
improve communica on (visual and wri en) literacy by developing increased
vocabulary and the analysis of precedent or case studies;
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5. Grasp connec ons between design disciplines and allied elds, such as architecture,
urban design, planning, hydrology, engineering, hor culture, ecology, art, geography,
sociology, and anthropology through readings, assignments, lectures and discussions
as well as by producing drawings that re ect this interdisciplinary problem-solving
thinking;
6. Demonstrate design knowledge, design communica on skills (verbal and visual)
through project sheets, presenta ons, and digital review sessions.
LAAC Learning Outcome Levels: ADVANCED

TOTAL I 0
TOTAL D 3
TOTAL A 22
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Independent Study Proposal

LARC 4003 (con rm course #) NEW COURSE
Semester 7 1 Credit
Projected Instructor: Heather Braiden, Rick leBrasseur
OTHERS? Ed, Angela, Sarah?
What is our teaching credit for this? 1? 2?
Classes 1 hour/week?

This course requires the student to develop a program to complete their capstone studio design
project in LARC 4002. You will be able to select and develop a par cular area of interest. The
capstone project will bring together all the skills and knowledge gained in your prior educa on
in order to solve complex landscape problems. The outcome of this course will be a clearly
wri en project proposal for what you will accomplish in LARC 4002. Students can consider
applica on to the Student Honor Awards from the American Society of Landscape Architecture
with instructor approval and support.
In this course, you will develop your own nal project which can be site-design (i.e. project-
based) or wri en (i.e. research and analysis). Two themes are o ered as the primary focus of
your project: ecological and socio-cultural. Emphasis is placed on the integra on of design
theory and sustainability principles, and understanding the complex interrela onships between
people and environment.
The course will operate as both a seminar and studio. The rst part of the semester will de ne
your project goals and re ne a site selec on. Readings will be assigned to s mulate thought
and examine case studies. The second part of the semester will require you to clearly outline all
the steps you will undertake in LARC 4002 to complete your independent study nal project.
This is the project proposal and must be approved by the instructor(s) prior to course
comple on. Throughout, you will research, design and compose documents for your nal
project proposal which ul mately nds, describes, programs, and probes opportuni es and
problems.
Do we require this to be a Canadian/Nova Sco a Project? I would say yes unless they can show
valid reasons for not selec ng one (graduate school context, work context, research funding,
etc.)
Learning Outcomes:
The objec ve of this course is to demonstrate a synthesized understanding of research and
design methodologies in landscape architecture which consider the social and ecological
dimensions of a site. By the end of this course, students should be able to apply the following
learning outcomes to the design, planning, and development of a landscape architecture design
project within LARC 4002:
1. Iden fy and explore signi cant design topic(s) worthy of 4th year capstone
Landscape Architecture projects. This includes the history, concepts, and trends of
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contemporary landscape architecture theory and sustainability principles used to
develop design strategies and solu ons;
2. Apply precedent and case studies relevant to the design topic and issue(s) as
expressed through oral, wri en and visual communica on;
3. Demonstrate a cohesive and clear theore cal underpinning to the proposed project
development which includes assessment strategies, methodologies, scien c
reasoning, evidence-based design, and cri cal thinking;
4. Construct a compelling project proposal that mixes graphic, visual and textual
elements which synthesize a meaningful argument and outline a set of appropriate
design goals and objec ves;
5. Produce a legible project program and design brief which synthesizes user needs and
trends, ecological func on, seasonal varia on, climate change impact, spa o-
temporal dynamics and other considera ons.
A completed Final Project Proposal Permission Form which includes:

o Project descrip on
o Learning objec ves
o List of major themes or areas of research / areas of inquiry
o List of tasks or deliverables to be completed including expected dates of comple on
o Reading list
o Final product descrip on – what you will submit at the end of LARC 4002.
o Role in LARC 4002 student conference

Project Proposals should include one or more of the following natural and cultural systems and
processes:
• ecosystems sciences including soils and hydrology, and plants
• built environment, urban systems and infrastructure
• social and cultural in uences on landscape
• urban-rural rela onships and linkages
• storm water management, ecosystem protec on, resource management, natural
system restora on and rehabilita on
• human health and well being

TOTAL I 0
TOTAL D 0
TOTAL A 9
 
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LA Studio VII: Independent Study

LARC 4002 (con rm course #) NEW COURSE
Projected Instructor: Heather Braiden, Rick leBrasseur (Each w/individual student)
NO GROUP PROJECTS
OTHERS? Ed, Angela, Sarah?
What is our teaching credit for this? 4.5? 3? 2?

This course requires the student to complete their capstone studio design project which re ects
their special interests in landscape architecture and follows the framework established in LARC
4003. The capstone project will bring together all the skills and knowledge gained in your prior
educa on in order to solve complex landscape problems. This is an individual-based, self-
directed, 5-credit studio course requiring focussed and sustained e ort. Field trip(s) are
required.
The capstone studio design project integrates theore cal, historical and prac cal landscape
architectural methods as applied to complex environmental, social, and economic
considera ons of a site and community. Small studio groups meet twice weekly with instructor
guidance to review their work progress. Class lectures and sessions include review and
discussion of design theory and process, programming, stakeholder and user group co-
knowledge development, and sustainability and climate change mi ga on strategies, among
others. Weekly class presenta ons, cri que, and discussions of their projects and milestones are
required.
Final projects will demonstrate advanced applica on of landscape architecture skills including
project idea on, comprehensive analysis, site programming, design development, detailed
design and nal presenta on. Final projects will be publicly displayed and will require an oral
presenta on to professionals, faculty, sta and students.
Require eld trip for FAFU Students? They may not be allowed to rent car, drive car, etc.
NOTE: A mid-semester project review is required. If acceptable level of work is not produced,
the student will be advised to drop the course or to accept a FAIL mark and focus on other
courses … TBD
Learning Outcomes:
1. Comprehensively demonstrate design principles and theories in a contextually-

appropriate manner which e ec vely synthesize ecological and socio-cultural
processes and uses (natural and user-based needs);
2. De ne and apply sustainability principles and/or indigenous peoples /
diverse+inclusive popula ons used to develop design strategies and solu ons;
3. Apply a range of exploratory design techniques and cri cal research to developing a
nal design;
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4. Manage the mul ple aspects of project development, idea on and synthesis
throughout the semester;
5. Produce a high-level nal graphic package or research document which clearly
exhibits landscape architecture protocols and illustrates technical skills.

TOTAL I 0
TOTAL D 0
TOTAL A 30
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Design Studio Sequence BLA Program Work

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3.

The Mission of the Bachelor of Landscape Architecture at Dalhousie University is to prepare

Core Curriculum Sequence of Landscape Architecture Studies

Design Studio Sequence

Design Studio Sequence

Landscape Architecture History and Theory Sequence

Hor cultural Design, Technology & Science Sequence

Visual Communica ons Sequence

Textbooks as an Outline for Course Delivery

BLA Teaching and Instruction Approach

Team Teaching - identify WHICH courses possible for

Where contribute most e ectively

LEARNING OUTCOME - ONLY in TABLE

BLA PROGRAM + DIPLOMA INTEGRATION DIAGRAM

SURVEYING PLANT MANAGEMENT PLANNING CAPSTONE

HORTICULTURE + DESIGN COMMUNICATION PROF PRACTICE

SITE ENGINEERING SOIL SCIENCE

YEAR 1 YEAR 2 YEAR 3 YEAR 4

FINISH 2 YR MANAGED LANDSCAPES DIPLOMA MATRICULATE TO BLA

PLANT & SOIL SCIENCE GREEN INFRASTRUCTURE CONSTRUCTION

YEAR 1 YEAR 2 YEAR 3 YEAR 4

YEAR 1 - DESIGN FOUNDATION History, theory, philosophy, principles & values

February 19, 2021

BLA CURRICULUM GENERAL NOTES

BLA PROGRAM + DIPLOMA INTEGRATION DIAGRAM

SURVEYING PLANT MANAGEMENT PLANNING CAPSTONE

HORTICULTURE + DESIGN COMMUNICATION PROF PRACTICE

SITE ENGINEERING SOIL SCIENCE

YEAR 1 YEAR 2 YEAR 3 YEAR 4

FINISH 2 YR MANAGED LANDSCAPES DIPLOMA MATRICULATE TO BLA

February 19, 2021

000’s Design Studio Sequence

COURSE SEQUENCING and DELIVERY

COURSE INSTRUCTOR ASSIGNMENT

Overall Accreditated LA Teaching Load

February 19, 2021

The current list I have is:

ONLINE COURSES - Faculty of Ag.

HORT 3008:03 Hor cultural Therapy

February 19, 2021

Alterna ve Courses - BLA - TBD as available, special seminars (1 cr) or ?

Alterna ve Courses - School of Sustainability

ENVIRONMENT, SUSTAINABILITY AND SOCIETY PROGRAM

BLA CURRICULUM - Learning Objec ves - Studio Sequence

Design Studio Sequence

Assessment is 100% continuous coursework assessment of drawings, diagrams, photos,

SEMESTER CREDITS NAME (to be nalised)

DRAFT Learning Objec ves

BLA Learning Outcome Spreadsheet - Design Studio Sequence

LARC 3003 LA Studio V: Community & Design 4 NO LARC 4002 EV ? No

Total Credit Hours - Studio Sequence 32

Calendar Descrip on:

Emphasis is placed on the development of a working design vocabulary and an introduc on to

1. Understand and characterise the history, concepts, and trends of contemporary

LAAC Learning Outcome Levels: INTRODUCTORY

Learning Objec ves:

LAAC Learning Outcome Levels: INTRODUCTORY

LA Studio III: Site Design

Learning Objec ves:

LA Studio IV: Inventory and Analysis

Calendar Descrip on:

Learning Objec ves:

1. study and evaluate a landscape analy cally and holis cally so as to be er