Assessing Landscape Construction Course in Landscape Architecture Program

Transcription

1 University of Malaya From the SelectedWorks of Hazreena Hussein 2013 Assessing Landscape Construction Course in Landscape Architecture Program Hazreena Hussein Shahida Shamsuddin Ozanul Ezree Othman Available at:

2 ASSESSING LANDSCAPE CONSTRUCTION COURSE IN LANDSCAPE ARCHITECTURAL PROGRAM Hazreena Hussein 1, Shahida Shamsuddin 2, Ozanul Ezree Othman 3 1 Faculty of Built Environment, Department of Architecture, University of Malaya Kuala Lumpur, Malaysia 2 Faculty of Built Environment, School of Landscape Architecture, Kuala Lumpur Metropolitan University College, PH Level, Wisma Havela Thakardas, JalanTiong Nam off Jalan Raja Laut Kuala Lumpur, Malaysia 3 Faculty of Built Environment, School of Landscape Architecture, Kuala Lumpur Metropolitan University College, PH Level, Wisma Havela Thakardas, JalanTiong Nam off Jalan Raja Laut Kuala Lumpur, Malaysia reenalambina@um.edu.my ABSTRACT A landscape construction course that incorporates a variety of student centered teaching methods including case studies, small group projects and tutorials were created to help students further their problem solving, decision making and critical thinking skills. By incorporating principles from Bloom's Taxonomy in the course, students will move from lower to higher order thinking skills and gain knowledge and understanding within a given tutorials across the topics taught during the semester. Thus, the aim of this paper is to illustrate how Landscape Architectural educators could teach landscape construction course and assess the students learning outcome in sustainable development of the built environment. First, the paper will present the important role of landscape profession in sustainable construction solutions in built environment industry. Then this paper will state the profile of Landscape Construction course, its concept and how the assessment is being done in the education of landscape architecture professionals in the Faculty of Built Environment, Kuala Lumpur Metropolitan University College (KLMUC), as a case-study. The findings showed that Landscape Construction teaching is different from other course, i.e. an appreciation and understand towards art, science and engineering. Keywords: construction, education, landscape architecture, Malaysia INTRODUCTION To transform an area that has not developed to a functional, aesthetic, safe and attractive space needs a skilled landscape architect. Landscape architects must not only display an understanding of aesthetic and design principles but also engineering knowledge when planning, designing and management of both natural and built environments. Engineering knowledge is crucial throughout the implementation of the designer s idea into a reality and during the construction of the designed landscape. Landscape construction requires knowledge of a broad range of construction techniques [1]. Landscape architects need to know how to read contour maps and understand how to translate 2D images, calculate angles and grading requirements for roads and other structures, and calculate the amount of cut and fill needed for particular areas. They also need to know how water runoff and flow will influence their design, basic principles of site layout, drainage, erosion control, irrigation systems, construction materials and details. With the growing concern on the sustainable development worldwide, the knowledge from landscape architects on green engineering is very crucial. The growing demand for incorporating natural elements into man-made environments has led to increasing recognition of landscape architecture by other members of building industry [2]. Furthermore, to incorporate those elements, technical ability of landscape architects should be used in conjunction with and intimately connected to principles of design [3]. Therefore, the transformation of design ideas into physical reality could be achieved. MATERIALS AND METHODS The Kuala Lumpur Metropolitan University College (KLMUC) in Kuala Lumpur, Malaysia was chosen as a case study. This private higher learning institution under Cosmopoint Group of Companies owned by Ekuiti Nasional Berhad (Ekuinas), the government-linked private equity fund Management Company. KLMUC was 1

3 Knowledge Practical skills Social skills and Responsibility Values, Attitudes & Professionalism Communication, Leadership and Team skills Problem solving & Scientific skills Information Management & Life Long Learning skills Managerial & Entrepreneurial skills founded in 1991, is a progressive and innovative higher learning institution with the vision: To contribute to the progress of humanity and the advancement of knowledge through the provision of quality and relevant education. KLMUC s vice chancellor, Dato Professor Dr. Hashim Yaacob stressed on the provision of quality higher education by disseminating an equal balance of theoretical knowledge and practical learning [4]. The KLMUC academic year is divided into two major semesters i.e. January and September. In addition to the two major semesters, KLMUC also has a minor semester labelled as the June Semester. For two major semesters, which consist of 14 lecture weeks, 2 final examination weeks and 3 weeks semester break with total of 19 weeks in each semester. As for minor semester consist of 10 lecture weeks, 2 final examination weeks and 2 weeks semester break with total of 14 weeks in each semester [5]. The paper raises the profile of Landscape Construction as a course (ADL 202) offered in semester 4 in the School of Landscape Architecture, Faculty of Built Environment. This course introduces and explores principle and practice of design and construction of specialised elements in landscape architecture, i.e. site layout, grading and drainage, irrigation systems, cut and fills calculation. This 3 credit hours course, runs for 14 weeks as a 100% continuous assessment in the Diploma in Landscape Architecture program. NO. TEACHING AND LEARNING ACTIVITIES STUDENT LEARNING TIME (SLT) 1. Lectures (14 x 1 hour) Tutorial (14 x 2 hours) 28 Assignment 1 : Landform, Contour, Cut and Fill Calculation(20 hours) 3. Assignment 2: Drainage and Irrigation (20 hours) Final Project : Proposed landform study model (38 hours) 78 TOTAL SLT 120 CREDIT = SLT/40 3 Figure 1: Student learning time relating to the teaching and learning activities of ADL 202 The course learning outcomes are divided into knowledge, skills and understanding, as follows: MOHE PROGRAMME LEARNING OUTCOMES (LO) COURSE LEARNING OUTCOMES (CLO) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 Student will be able to interpret the fundamentals of physical site design and its communication as a result of conducting basic site surveys and creating measured drawings of existing landscapes. Student will be able to demonstrate understanding of site grading, land surveying and calculating cut and fill volumes by applying knowledge concerning the methods, procedures, and landscape architectural construction techniques. 2

4 Knowledge Practical skills Social skills and Responsibility Values, Attitudes & Professionalism Communication, Leadership and Team skills Problem solving & Scientific skills Information Management & Life Long Learning skills Managerial & Entrepreneurial skills MOHE PROGRAMME LEARNING OUTCOMES (LO) COURSE LEARNING OUTCOMES (CLO) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 Student will be able to manipulate land surfaces into new forms including storm and ground water management, the construction of vegetated surfaces finishes, establishes an appreciation of landforms and the design together with the construction processes. COURSE OBJECTIVES (CO) METHOD OF DELIVERY METHOD OF ASSESSMENT KEY PERFORMANCE INDICATIONS To be able to conduct basic site surveys and create measured drawings of existing landscapes. To develop working knowledge concerning the methods, procedures, and office practices of landscape architectural construction emphasizing site grading, land surveying, and calculating cut and fill volumes. To establish an appreciation of landforms and the design and construction processes required to manipulate land surfaces into new forms including storm and ground water management and the construction of vegetated surfaces finishes. Lectures via e- learning services, tutorials Lectures via e- learning services, tutorials Lectures via e- learning services, site visits, tutorials Direct (courserelated) Portfolio assignment Direct (courserelated) Performance based on the assessment of projects with standard rubric Figure 2: Course outcome matrix of ADL 202 Student will be able to interpret the fundamentals of physical site design and its communication as a result of conducting basic site surveys and creating measured drawings of existing landscapes. Student will be able to demonstrate understanding of site grading, land surveying, and calculating cut and fill volumes by applying knowledge concerning the methods, procedures, and landscape architectural construction techniques. Student will be able to manipulate land surfaces into new forms including storm and ground water management, the construction of vegetated surfaces finishes, establishes an appreciation of landforms and the design together with the construction processes. First, assessment questions those need to be answered: What do you really want students to know and learn? (Curricula) What are your students actually learning? What can you do to help students learn what you believe they need to know? (Teaching and delivery process) Then, these are the steps that need to be followed: Identify and articulate what students should learn in your class (course objectives and outcomes) 3

5 Develop tools to measure student learning (assessment methods: direct or/and indirect methods) Establish systems to complete and analyse the data you collect with these tools Use the information gathered to improve curricula, pedagogy and goals. Primary trait analysis, adapted by Walvoord and McCarthy [6] combines traditional grading practises with classroom-based assessment. This technique asks the instructor to link specific goals and objectives outlined for a particular course assignment to varying levels of achievement (for example, excellent, good, adequate, weak, poor). These levels are based on the degree to which the student has to meet the identified learning outcomes for the assignment. For example, an assignment for a landscape construction course (Proposed landform study model) can be analysed for primary traits and levels of achievement as follows: Trait 5 Excellent 4 Good 3 Adequate 2 Weak Construction Process: Steps in a generic construction project. Site Grading and Earthwork: Contours Determine the % slope between points on the map. Cut and Fill Calculations: Calculation of the cut-andfill volumes. Road Alignment: Advantages and disadvantages of different roadway patterns. Drainage: Impact of drainage problems. Storm water Management: Differences between Structural and Non-structural Best Management Practices (BMPs). Irrigation: Differentiate the irrigation application methods. Site Lighting and Electrical Works: Components of low-voltage lighting systems Erosion Control: Identify erosion control measures. Assignment 1 : Landform, Contour, Cut and Fill Calculation (20 hours) Assignment 2: Drainage and Irrigation (20 hours) Final Project : Proposed landform study model (38 hours) Figure 3: An assessment scheme of tutorial by topics trait analysis of ADL Poor The lecturer would then check off the score for each of the five primary traits listed as important for the assignment, with a minimum total score of 5 (poor) and a maximum total score of 25 (excellent). In this way, primary trait analysis can reduce some of the subjectivity in grading and facilitate more reliable tracking of student progress on important course objectives throughout individual assignments. Concern for the health of outdoor places is a central theme in landscape architecture and landscape contracting. It is a concern shared by many members of related disciplines such as architecture, planning and horticulture as well as by private gardeners [7].The project becomes the central objective for students to focus and test the ability and understanding relative to the educational process [8].The lecturer introduces from the concept, language and skills used to construct landscapes landform in the built environment to the fundamental theory, terminology and process of site engineering. This knowledge is applied through a series of tutorials, assignments and final project in the studio. Students are anticipated to gain a basic knowledge of micro site grading and drainage, layout, road alignment and storm water management. The thorough understanding of these topics is later essential to the practice of landscape architecture. RESULTS AND DISCUSSIONS The landscape construction course assessment scheme was done continuously by topics for each week to improve student understanding and learning. Assessments were linked the student performance to specific learning outcomes in order to provide useful feedback to the lecturer and students (11 nos) in meeting these outcomes. 4

6 Trait CLO 1 CLO 2 CLO 3 Construction Process: Steps in a generic construction project 5/11 4/11 4/11 Site Grading and Earthwork: Contours determine the per cent slope between points on 7/11 6/11 6/11 the map Cut and Fill Calculations: Calculation of the cut-and-fill volumes 5/11 6/11 5/11 Road Alignment: Advantages and disadvantages of different roadway patterns 7/11 6/11 5/11 Drainage: Impact of drainage problems 7/11 7/11 5/11 Storm water Management: Differences between structural and Non-structural Best 6/11 6/11 6/11 Management Practices (BMPs) Irrigation: Differentiate the irrigation application methods 8/11 7/11 5/11 Site Lighting and Electrical Works: Components of low-voltage lighting systems 8/11 7/11 7/11 Erosion Control: Identify erosion control measures 5/11 5/11 5/11 Assignment 1 : Landform, Contour, Cut and Fill Calculation (20 hours) 5/11 5/11 5/11 Assignment 2: Drainage and Irrigation (20 hours) 7/11 7/11 6/11 Final Project : Proposed landform study model (38 hours) 5/11 5/11 5/11 Percentage of CLO by topics trait 56.8% 50% 48.4% Figure 4: The evaluation of CLO by topics trait of ADL 202 The integration of lectures and tutorials are equally important, incorporating these two teaching methods enable students to gain most learning sources from theory and case study tutorials learning experiences. Without both teaching methods, it becomes learning constraint that due to the lacking knowledge and understanding of landscape site construction. Figure 4 reveals the student s evaluation of CLO by topics. Students are able to further self-learning on basic site engineering calculation, contour and landform, irrigation ideas and increasing of sensitivity in creating sustainable design. Based on the overall performance, students have achieved their learning outcomes as below: Knowledge on interpreting the fundamentals of physical site design as a result of conducting basic site surveys and creating measured drawings of existing landscapes. Practical skills on site grading, land surveying, and calculating cut and fill volumes by applying knowledge concerning the methods, procedures, and landscape architectural construction techniques. Solving basic land surfaces problems into new forms including storm and ground water management, the construction of vegetated surfaces finishes and establishes an appreciation of landforms. Inspired students in landscape design together with the construction processes. Students had improved on interpretation to translate primary data to sectional graphic composition. Students had improved on communication skills during open discussion and final project presentation. STUDY LIMITATIONS The paper suffers from the constraint quality of the sample. By conducting assessment consisting of only 11 numbers of students alone, the sample was not sufficiently varied. The limited heterogeneity in students academic level background could have affected the extent of the forecaster, especially since there is only 1 Private University investigation, which would not be the case in a real academic situation. CONCLUSION Providing opportunities for students to be actively involved in a class and systematically work through the learning levels of Bloom's Taxonomy can enhance student learning [9]. The engagement of lecturing, tutorials and assignments was to ensure the assessment method was carried out and the course learning outcomes were achieved. This method is highly appropriate for the integration in the landscape construction course, mainly in developing knowledge and understanding of site engineering and landscape design. It was the best teaching tool method to justify either the assessment of course learning outcome is successful or failure. ACKNOWLEDGEMENT Thank you for the participation of the 2 nd year Landscape Architecture students (semester 4 and 5, session 2012/2013), School of Landscape Architecture, Faculty of Built Environment, Kuala Lumpur Metropolitan University College. 5

7 REFERENCES [1] Sauter, D. (2011) Landscape Construction, 3 rd Edition. Cengage Learning. [2] Foster, K. (2010) Becoming Landscape Architect. John Wiley and Sons. [3] Strom, S., Nathan, K. and Wolan, J. (2013) Site Engineering for Landscape Architects, 6 th Edition. John Wiley and Sons. [4] Kuala Lumpur Metropolitan University College homepage (assessed 28 February 2013). [5] CAS Portal homepage (assessed 5 March 2013) [6] Fischer, Martin, Kunz, John, and Levitt, Raymond. (2003) Management and Leadership Education for Civil Engineers: Teaching Virtual Design and Construction for Sustainability. [7] JW Thompson and K Sorvig (2007) Sustainable Landscape Construction: a guide to green building outdoors, 2 nd Edition, Island Press. [8] Brown, T. (2001) education for sustainability. Second Nature Conference, August 2001, Wiscousin, USA. [9] McCormick, D.F. and M. S. Whittington (2000) Assessing academic challenges for their contribution to cognitive development. Jour. of Agriculture Education, 41(3):