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INSTRUCTIONS

Provide the following information. If additional table rows are needed place cursor at location, select Table, Insert, Rows Above or Rows Below. Please limit your submission to 4 pages using 10-point font. I. Course Justification (Explain the need for the course and its place in the curriculum in terms of the educational needs and interests of the students for

whom the course is intended):

Principles of Planting Design combines the science of horticulture and the art of composition. As an advanced

undergraduate / introductory graduate level course in the Landscape Design Curriculum, students will be expected

to synthesize and integrate all that they have learned in other horticulture and design courses with planting design

information and operate in a professional, intelligent, and independent manner. II. Proposed Revisions with Justification (Briefly list the changes and the justification for each): NONE III. Enrollment for Last Five Years (Enter data – look up at R&R website for either existing course number or special topics number as applicable. If

not offered, indicate n/a. If previously offered as special topic, indicate designation after number enrolled [e.g. 17 - XX 592B]):

Academic Year Fall Spring Summer

2013 3

2012 2

2011 3

To date, this course has only been offered at the graduate level when requested by students. Thus it has not been listed as a course in the course offerings. We have chosen to create this graduate section because the demand for the course continues. I anticipate the enrollments will be 10 students each spring once the course is listed in the course catalogue. IV. Consultation with Other Departments A course like this one is not taught by any other department in the university. From Dan Bowman, Director of Graduate Programs, Department of Crop Science

I think a number of our students would find your proposed course a valuable addition to their coursework. I'm thinking about those in

production and plant physiology programs, but possibly others as well. As to how many, I'd guess 3-4 per year. V. Student Learning Outcomes. By the end of the course, the students will be able to:

differentiate plants as an organic design medium used as spatial elements, environmental mitigators, productive

landscapes, and aesthetic elements;

combine plants in an aesthetic manner using the design qualities: line, form, color and texture; and design principles:

repetition, variety, balance, emphasis, scale and sequence in small scale garden detail;

determine how best to design for time--light vs. day; seasonal differences, and the change in a landscape from youth

to maturity and combine plants and hardscape materials;

research and interpret natural and urban ecosystems and develop a systems approach to planting design;

demonstrate an understanding of construction details and specifications; and be able to draw, and otherwise

communicate, planting plans and installation specifications; Additionally, graduate students enrolled in the HS 516 section will be able to: conduct a literature review/precedent study to better inform their design decisions;

summarize their research findings and articulate them in their presentation materials for any client;

cogently defend their proposed designs based on research

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VI. Student Evaluation Methods (List types of evaluation [tests, exam, papers, homework, etc.] and % weighting normally anticipated):

Evaluation Method Weighting for Graduate Course (%) Weighting for Undergraduate Version –

if Dual Level (%)

Design projects 55% 55%

Hands-on designing exercise 25% 25%

Research project and presentation 20% 20 %

VII. Explanation of Differences for Dual-Level Course (Explain differences in content, expectations, and outcomes for graduate level version of

dual-level course and indicate evaluation above):

Design Projects: All students will complete five projects (11% each) designed to teach skills covered in lecture. Additionally, graduate students are required to research relevant precedent studies at the start of each design project. Precedent studies explore similar to the projects the class is about to take on. Analyzing built works is one method of generating research-driven design. Graduate students will be required to assess built projects in terms of successes, challenges, materials, and construction methods. This gathering and compilation of knowledge will better inform graduate

students' design process, creating stronger, well-grounded design solutions.

Hands-On Designing Exercises: All students will complete 9-10 exercises to support studio learning Research Project: All students will develop and write a research paper. Additionally, graduate students will present their findings to the class.

VIII. Resource Statement (New courses only. Indicate the resource requirements of this course and the source(s) of those resources.)

No additional resources are required for this course. The one faculty teaching the course will teach the undergraduate section at the same time. IX. Topical Outline of Course and Time Devoted to Each Topic (Lecture is once a week for 165 min.; Studio is once a week for 165 min.): Lecture — Week 1 Course introduction, plant appreciation, and the importance of planting design Studio — Week 1 Project #1: Favorite/Loathsome Trees, Shrubs, Perennials, Groundcovers Lecture — Week 2a

Plants as media: Plant components, Horticultural Requirements; Design Considerations: Stimulating All Five Senses (VISUAL - line, form, color, texture, SMELL, TASTE, HEAR, TACTILE) Studio — Week 2a Project #1 Favorite/Loathsome Plant Critique and Favorite Landscape Sketch; drawing to communicate line, form, color and texture Lecture — Week 3a Aesthetic and Functional Uses of Plants and Space Creation with Plants

Studio — Week 3a Form Exercise and Design Project #2: Creating a Bosque Lecture — Week 4a Principles of Planting Design: Repetition, Variety, Balance, Emphasis, Scale and Sequence and Design Process Overview

Studio — Week 4a Design Principles Exercise and Project #2: Bosque Presentations and Critique Lecture — Week 5a

Planting Design Graphic Standards I and II Studio — Week 5a Planting Design Graphics Exercises I and II Lecture — Week 6a Historical and Modern Planting Design Trends and Researching Garden Precedents Studio — Week 6a

Design Project #3 Lecture — Week 7a Urban Planting Design: Street Trees, Stormwater Management and the Role of Plants and Urban Planting Field Trip Studio — Week 7a

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Urban Design Exercise and Urban Planting Field Trip Lecture — Week 8a Project #3 Presentations and Critique Studio — Week 8a

Project #3 Presentations and Critique Lecture — Week 9a Specialty Garden Plant Research and In-class design charette Studio — Week 9a Generating appropriate plant palettes for any project and Project #4: Fright Courtyard Project Lecture — Week 10a Edible Gardens

Studio — Week 10a Work on Fright Courtyard Projects Lecture — Week 11a Material Estimation and Project #4: Fright Garden Presentations and Critique Studio — Week 11a Material Estimation Exercise and Project #4: Fright Garden Presentations and Critique

Lecture — Week 12a Planting Design Construction Details and Garden Management Studio — Week 12a

Planting Design Construction Details Exercise and Garden Management Exercise Lecture — Week 13a Site visit for Project #5 and Professional Planting Design Presentations Studio — Week 13a

Site visit for Project #5 Work on project #5 Lecture — Week 14a Planting Design Professional Practice and work on project #5 Studio — Week 14a Work on Project #5 Lecture — Week 15a

Project #5: Presentations and Critique Studio — Week 15a Project #5: Presentations and Critique Lecture — Week 16a

Project #6: In-class design charette and Course Wrap-up and Reflection Studio — Week 16a

Project #6: In-class design charette and Celebration!

HS 516 Course Syllabus

HS 516 – Planting Design

Section 001

FALL 2015

4 Credit Hours

Course Description

Developing and cultivating a design process for creating meaningful and compelling

ornamental planting designs through the study and practice of spatial articulation (form,

enclosure, permeability), physical properties of plants (line, form, texture, color),

client/site analysis and program development, visual journaling, garden narrative,

presentation skills, utilizing principles of visual composition, design communication, and

understanding and resolving technical and horticultural issues in contemporary planting

design. Course supplies of ~$100 are required.

Learning Outcomes

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

differentiate plants as an organic design medium used as spatial elements,

environmental mitigators, productive landscapes, and aesthetic elements;

combine plants in an aesthetic manner using the design qualities: line, form, color and

texture; and design principles: repetition, variety, balance, emphasis, scale and

sequence in small scale garden detail;

determine how best to design for time--light vs. day; seasonal differences, and the

change in a landscape from youth to maturity and combine plants and hardscape

materials;

research and interpret natural and urban ecosystems and develop a systems approach

to planting design;

demonstrate an understanding of construction details and specifications; and be able to

draw, and otherwise communicate, planting plans and installation specifications;

Additionally, graduate students enrolled in the HS 516 section will be able to: conduct a literature review/precedent study to better inform their design decisions;

summarize their research findings and articulate them in their presentation materials for any client;

cogently defend their proposed designs based on research

Course Structure

This course is lecture and studio format. Lectures will be used to present information and

generate discussion. Studio sessions allow students to apply lecture information to their design

projects. Class time is best used as critique time, both one on one and via pin-ups and group

discussion. Therefore, it is expected that students work on designs outside of class time and

come prepared to each class session with new/refined ideas. Field trips will be incorporated for

lessons best learned outside the classroom (e.g. exploring built landscapes, nurseries, etc.)

Course Policies

Cell Phones. Please be sure to silence cell phones for all class times (even if studio is an

allotted day for desk critiques). Phone use during class is an annoying disruption for

both the instructor and your peers, as well as an unnecessary distraction for you. If you

must take a phone call (e.g. family related matter), please take the call outside of the

classroom. No texting is allowed during class.

Social Networking. Use of Facebook or other social network site during class is NOT

permitted, even if the day is a desk critique/work day. It disrupts your creative flow,

productivity, and wastes your time. Get into good habits by working during class time. If

I have to tell you to get off your social networking site even once, you will be counted as

absent that day.

No Tobacco. During site visits and client meetings, NO tobacco (smoking and chewing) is

permitted.

Instructors

Anne Spafford (amspaffo) - Instructor

Email: amspaffo@ncsu.edu

Phone: 9195151190

Fax: 9195157747

Office Location: 110 Kilgore Hall

Office Hours: 9:30-11:00 Tuesdays, Thursdays

Course Meetings

Lecture

Days: TH

Time: 1:30pm - 2:45pm

Campus: Main

Location: 173 Kilgore Hall

This meeting is required.

Studio

Days: TH

Time: 3:00pm - 4:15pm

Campus: Main

Location: 173 Kilgore Hall

This meeting is required.

Course Materials

Textbooks

Professional Planting Design: An Architectural and Horticultural Approach for

Creating Mixed Bed Plantings - Scott C. Scarfone

Edition: 1st

ISBN: 978-0-4717-6139-6

Cost: 40.00

This textbook is required.

Materials

Art Supplies - $100

This material is required.

Requisites and Restrictions

Prerequisites

HS 400

Co-requisites

None.

Restrictions

This course is required for Horticulture majors in the Masters of Science in Landscape

Design. LAR students may enroll without all of the prerequisites with approval from

instructor.

General Education Program (GEP) Information

GEP Category

This course does not fulfill a General Education Program category.

GEP Co-requisites

This course does not fulfill a General Education Program co-requisite.

Transportation

This course will not require students to provide their own transportation. Non-scheduled class

time for field trips or out-of-class activities is NOT required for this class. The Horticultural

Sciences Department will provide vans for field trips more than walking distance from campus.

Safety & Risk Assumptions

None.

Grading

Grade Components

Component

Weight

for

Graduate

Course

Weight for

Undergraduate

Course

Design Projects 55% 55%

Hands-on designing exercises

25% 25%

Research Project 20% 20%

Design Projects:

All students will complete five projects (11% each) designed to teach skills covered in lecture. Graduate students are required to research relevant precedent

studies at the start of each design project. Precedent studies explore similar to the projects the class is about to take on. Analyzing built works is one method of generating research-driven design. Graduate students will be required to assess built projects in terms of successes, challenges, materials, and construction methods. This gathering and compilation of knowledge will better inform graduate students' design process, creating stronger, well-grounded design solutions.

Hands-On Designing Exercises:

All students will complete 9-10 exercises to support studio learning

Research Project:

All students will develop and write a research paper. Additionally, graduate students will present their findings to the class.

Letter Grades

This Course uses Standard NCSU Letter Grading:

97 ≤ A+ ≤ 100

93 ≤ A < 97

90 ≤ A- < 93

87 ≤ B+ < 90

83 ≤ B < 87

80 ≤ B- < 83

77 ≤ C+ < 80

73 ≤ C < 77

70 ≤ C- < 73

67 ≤ D+ < 70

63 ≤ D < 67

60 ≤ D- < 63

0 ≤ F < 60

Requirements for Credit-Only (S/U) Grading

Performance in research, seminar and independent study types of courses (6xx and 8xx) is

evaluated as either "S" (Satisfactory) or "U" (Unsatisfactory), and these grades are not

used in computing the grade point average. For credit only courses (S/U) the requirements

necessary to obtain the grade of "S" must be clearly outlined.

Requirements for Auditors (AU)

Information about and requirements for auditing a course can be found at

http://policies.ncsu.edu/regulation/reg-02-20-04.

Policies on Incomplete Grades

If an extended deadline is not authorized by the Graduate School, an unfinished incomplete

grade will automatically change to an F after either (a) the end of the next regular semester

in which the student is enrolled (not including summer sessions), or (b) by the end of 12

months if the student is not enrolled, whichever is shorter. Incompletes that change to F

will count as an attempted course on transcripts. The burden of fulfilling an incomplete

grade is the responsibility of the student. The university policy on incomplete grades is

located at http://policies.ncsu.edu/regulation/reg-02-50-03. Additional information relative

to incomplete grades for graduate students can be found in the Graduate Administrative

Handbook in Section 3.18.F at http://www.fis.ncsu.edu/grad_publicns/handbook/

Late Assignments

Late assignments will be reduced one letter grade per calender day after the due date has

passed unless prior arrangements have been made with the instructor.

Attendance Policy

For complete attendance and excused absence policies, please see

http://policies.ncsu.edu/regulation/reg-02-20-03

Attendance Policy

Because of the sequential nature of the course and the extent of the material to be

covered, the necessity of attendance cannot be exaggerated. As a result, anyone not

attending class without prior approval from the instructor should not expect to receive

remedial help from the instructor.

Absences Policy

In the event of an excused absence (sickness, family emergency, etc.), students are

advised to contact the instructor directly via email PRIOR to the absence. Students are

allowed ONE unexcused absence during the semester. For each unexcused absence after

the first one, the student's semester letter grade goes down by grade division (e.g. an

"A" lowers to an "A-", a "B-" lowers to a "C+, etc.). If an unexcused absence falls on a

site visit/data collection class day (where group participation is mandatory to collect all

the necessary data), the student's grade is lowered by an entire letter grade.

Makeup Work Policy

The instructor will help students with excused absences get caught up in a timely

manner.

Additional Excuses Policy

None.

Academic Integrity

Academic Integrity

Students are required to comply with the university policy on academic integrity found in

the Code of Student Conduct found at http://policies.ncsu.edu/policy/pol-11-35-01

Academic Honesty

See http://policies.ncsu.edu/policy/pol-11-35-01 for a detailed explanation of academic

honesty.

Honor Pledge

Your signature on any test or assignment indicates "I have neither given nor received

unauthorized aid on this test or assignment."

Electronically-Hosted Course Components

Students may be required to disclose personally identifiable information to other students in

the course, via electronic tools like email or web-postings, where relevant to the course.

Examples include online discussions of class topics, and posting of student coursework. All

students are expected to respect the privacy of each other by not sharing or using such

information outside the course.

Electronically-hosted Components: Lecture materials and additional sources will be

posted on a class Moodle site

Accommodations for Disabilities

Reasonable accommodations will be made for students with verifiable disabilities. In order

to take advantage of available accommodations, student must register with the Disability

Services Office (http://www.ncsu.edu/dso), 919-515-7653. For more information on NC

State's policy on working with students with disabilities, please see the Academic

Accommodations for Students with Disabilities Regulation at

http://policies.ncsu.edu/regulation/reg-02-20-01.

Non-Discrimination Policy

NC State University provides equality of opportunity in education and employment for all

students and employees. Accordingly, NC State affirms its commitment to maintain a work

environment for all employees and an academic environment for all students that is free

from all forms of discrimination. Discrimination based on race, color, religion, creed, sex,

national origin, age, disability, veteran status, or sexual orientation is a violation of state

and federal law and/or NC State University policy and will not be tolerated. Harassment of

any person (either in the form of quid pro quo or creation of a hostile environment) based

on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual

orientation also is a violation of state and federal law and/or NC State University policy and

will not be tolerated. Retaliation against any person who complains about discrimination is

also prohibited. NC State's policies and regulations covering discrimination, harassment,

and retaliation may be accessed at http://policies.ncsu.edu/policy/pol-04-25-05 or

http://www.ncsu.edu/equal_op/. Any person who feels that he or she has been the subject

of prohibited discrimination, harassment, or retaliation should contact the Office for Equal

Opportunity (OEO) at 919-515-3148.

Course Schedule

NOTE: The course schedule is subject to change.

(Lecture is once a week for 165 min.; Studio is once a week for 165 min)

Lecture — Week 1 Course introduction, plant appreciation, and the importance of planting design

Studio — Week 1 Project #1: Favorite/Loathsome Trees, Shrubs, Perennials, Groundcovers

Lecture — Week 2a Plants as media: Plant components, Horticultural Requirements; Design Considerations:

Stimulating All Five Senses (VISUAL - line, form, color, texture, SMELL, TASTE, HEAR,

TACTILE)

Studio — Week 2a Project #1 Favorite/Loathsome Plant Critique and Favorite Landscape Sketch; drawing to communicate line, form, color and texture

Lecture — Week 3a Aesthetic and Functional Uses of Plants and Space Creation with Plants

Studio — Week 3a Form Exercise and Design Project #2: Creating a Bosque

Lecture — Week 4a Principles of Planting Design: Repetition, Variety, Balance, Emphasis, Scale and Sequence and Design Process Overview

Studio — Week 4a Design Principles Exercise and Project #2: Bosque Presentations and Critique

Lecture — Week 5a Planting Design Graphic Standards I and II

Studio — Week 5a Planting Design Graphics Exercises I and II

Lecture — Week 6a

Historical and Modern Planting Design Trends and Researching Garden Precedents

Studio — Week 6a Design Project #3

Lecture — Week 7a Urban Planting Design: Street Trees, Stormwater Management and the Role of Plants and

Urban Planting Field Trip

Studio — Week 7a Urban Design Exercise and Urban Planting Field Trip

Lecture — Week 8a Project #3 Presentations and Critique

Studio — Week 8a Project #3 Presentations and Critique

Lecture — Week 9a Specialty Garden Plant Research and In-class design charette

Studio — Week 9a Generating appropriate plant palettes for any project and Project #4: Fright Courtyard

Project

Lecture — Week 10a Edible Gardens

Studio — Week 10a Work on Fright Courtyard Projects

Lecture — Week 11a Material Estimation and Project #4: Fright Garden Presentations and Critique

Studio — Week 11a Material Estimation Exercise and Project #4: Fright Garden Presentations and Critique

Lecture — Week 12a Planting Design Construction Details and Garden Management

Studio — Week 12a Planting Design Construction Details Exercise and Garden Management Exercise

Lecture — Week 13a Site visit for Project #5 and Professional Planting Design Presentations

Studio — Week 13a Site visit for Project #5 Work on project #5

Lecture — Week 14a Planting Design Professional Practice and work on project #5

Studio — Week 14a Work on Project #5

Lecture — Week 15a

Project #5: Presentations and Critique

Studio — Week 15a Project #5: Presentations and Critique

Lecture — Week 16a Project #6: In-class design charette and Course Wrap-up and Reflection

Studio — Week 16a Project #6: In-class design charette and Celebration!