Assessment of Landscape Design Portfolios Brian Oleksak Chair, Landscape and Horticultural Technology

Student Career Goals Self-employed designers and landscape professionals Management of family- owned businesses Supervisory positions in regional/national companies Transfer to university for Landscape Architecture degree

LHT Core Curriculum Introduction to Horticulture Herbaceous Plant Identification Woody Plant Identification Grounds Maintenance Landscape Construction Irrigation Horticultural Soils Plant Science Horticultural Computer Applications Plant Pest Management Specifications and Estimating Design I and II Cooperative Agricultural Experience

Landscape Design II (Capstone Course)

Assignments leading to the Master Plan final project Site surveys Graphics and design layout Base maps and bubble diagrams Functional and aesthetic considerations Project detailing (hardscape elements) Planting plans Sourcing supplementary materials Local ordinances and zoning issues …finally…development and presentation of Master Plans

Examples from 2017

Examples from 2017

Design Rubric (Likert scale of zero to five) The student landscape design presentation is of professional quality. The student is able to articulate their design intent through the materials that are clearly presented and easy to understand. The displayed landscape design shows mastery of the design principles of scale, rhythm, proportion, repetition, texture.

Design Rubric (continued) The displayed landscape design shows an understanding of vehicular and pedestrian patterns and needs. The landscape design elements are cohesive and thoughtfully chosen including hardscape and plant materials.

Selection of the Professional Panel Plant materials specialists Landscape contractors Landscape designers Business managers

Current Challenges and Future Goals The students may feel overwhelmed by trying to integrate all the skills learned in previous coursework into their Design II portfolio. (Challenge) Emphasize skills-based projects earlier in the core curriculum (planting plans, budgets, detail work with Dynascape design software…). (Goal)

Current Challenges and Future Goals Students and faculty fail to make sufficient linkages from introductory courses to more advanced course work. Artifacts of previous work often not maintained in the development of the students’ portfolio (Challenge) Introduce e-portfolio into first year courses as a tool for curating and reflecting upon earlier work. Students will be better prepared for job interviews and transfer to 4-year programs. (Goal)

Current Challenges and Future Goals Students resist or even resent the need for revision. Students are often in the mindset of receiving a score or letter grade and simply moving on. (Challenge) The directions for project assignments now specify that a first draft is not the completed project. Maintain a culture of critique, reflection and revision. Students are required to show project mid-point progress prior to the final submission. (Goal)

Current Challenges and Future Goals Students may lack the communication skills to express their design choices and “sell” the design proposal to the client (Challenge) Students are given mini-design projects in earlier courses and are required to offer an oral presentation before their peers. Students often value the appraisal of fellow students more than that of the professor (Goal)

Current Challenges and Future Goals Students view the Cooperative Agricultural Experience (paid internship) as a 3-credit course needed for graduation. (Challenge) Strengthen the Co-Op with more student-driven goals relating to their future career. Have students provide better documentation for inclusion in the e-portfolio. Include reflective work on the impact of the Co-Op. (Goal)