00:01Well a couple years ago at the University of Arizona, Jack Dangermond received an honorary doctorate...

00:10...for his transformational work in GIS and landscape planning.

00:16And I'm not a...I'm not a landscape planner.

00:18I'm actually don't know very much about GIS at all and...but during that visit, we were walking...

00:26...there's lots of receptions and, you know, ways of honoring this distinguished person.

00:32We were quite literally walking through the desert on our way to some picnic ground for a...a...a reception in the...in the national park.

00:43And Jack was describing GeoDesign to me.

00:47And, of course, I, as opposed to some of the other notable people here...

00:51...who were in on the ground floor of this who understood what he was talking about, I didn't really.

00:56I said, well, it sounds very...that sounds really interesting and it's something...

00:59...but it stuck with me over the course of the years that have...that have passed.

01:05This past year, the...the graduate program in planning returned to the College of Architecture and Landscape Architecture...

01:15...and it's a long, sordid story about them...they were there and then they left and for some reason they came back...

01:22...and, I don't...you know, we don't...still don't know why they left in the first place, but they...in the down...

01:27...after 9/11, the university thought they should be doing something.

01:29So something was to move these people around and, you know, and you...you...you...sh...we st...I mean, we still don't know.

01:36It was the...you know, some academic forensics on that would be very interesting to know what happened.

01:41Well, this presents an interesting opportunity because on the way back, well, after they...as they left...

01:47...they were exactly the same size as the School of Landscape Architecture.

01:50When they came back, they were less than half the size, both in faculty and in student numbers.

01:58And, in fact, they have...they were down below accreditation standards and so part of the negotiation of our new dean, Jan Cervelli...

02:06...was to bring them back and sort of restaff this planning program.

02:12So it seemed to me that we have an opportunity to do something rather unique to bring them back into a design college.

02:21They were mostly policy planners.

02:22They were...they are policy planners.

02:25And so this gives us a tremendous opportunity.

02:29Well the s...the second thing I'd like to start with is, and in my career, I've spent most of my scholarly time working on the way people learn.

02:40I'm interested in learning theory.

02:41I'm particularly interested in the way professional programs are designed...

02:46...and that led me early on in my career to working with the learning center, and every university has one...

02:52...and we happen to have a very good one at the University of Guelph in Canada where I spent 27 years.

02:59And one of the things that happened was is that as you go along, people say, it's quite a bit like what...what Carl was saying...

03:05...and people say, do...do this.

03:07You know, get a new curriculum.

03:09How many people have se...heard that?

03:10You know, we're going to redesign the curriculum.

03:13Well, where...where's the information on how you actually design it?

03:17Where's the information on what you actually do?

03:19What do you first and what do you do second and how does that work?

03:24And so, I started looking at that and looked at it in the core structures.

03:28I started looking at it holistically, and we turned it into a design problem.

03:34So what I'd like to do in the first half of this, and go through it fairly quickly, and it's going to have to go by pretty fast...

03:41...is I'm going to show ways in which, if GeoDesign is a profession or a discipline, and no, Mike, not necessarily a department...

03:54...or is it different than landscape planning as we know it?

03:59We can...we can really...I'd really like to talk about it.

04:01Because it's going to be one thing...and dealing with the planners one thing I found out is someone said, kind of disparagingly...

04:08...about...about all that and some other colleagues that were planners, oh these...oh that person's a modeler.

04:14And I didn't...I still don't know if that's a compliment or a, you know, if it was an insult.

04:19So I thought, well gee, I think I'm kind of a modeler.

04:21You know, I'm kind of doing some of this.

04:22So let me see...let me...let me show you some things.

04:25Okay. So get right to it.

04:27If GeoDesign is...is a profession or a discipline, [inaudible] early on said in...in an article back in the 1970s said...

04:37...and one of the definitions of a profession is that it should be able to be taught.

04:41And if it should be...if it can be taught, it should be taught then in a coordinated, coherent manner in a curriculum.

04:48So a professional curriculum is really divided...any curriculum, for that matter...is divided into components.

04:52And the curriculum designers will...will...will...will cite this.

04:56This is the formal curriculum which most of us are aware of.

04:59That's the coordinated set of courses or learning experience or modules and that.

05:03And the other part as Bloom talks about is the cocurriculum, or he...he calls it the latent curriculum, the sort of hidden curriculum.

05:11And those are the things that happen outside.

05:14And immediately we run into what is the difference between a residential student experience...

05:21...learning experience or what happens online for...in distance.

05:26And I don't have a...we can talk about that one for a long time.

05:29But the cocurriculum is made up of all of those other experiences.

05:32It could be study abroad, and you can see them listed there.

05:35It goes down to mentorship, alumni interactions...all those things that happen outside of the formal core structure.

05:45Well, I'm going to present to you then two ways of going about this.

05:48There's the fast way and then there's the comprehensive way, or you might call it the slow way.

05:53And the slow way really does present an opportunity for faculty, student, staff, practitioners to get involved.

06:00Because it's a long conversation, and I won't...I won't kid you.

06:04Okay, the first thing that you can do is you can take a series of learning objectives.

06:10And this is just a partial list.

06:12And you can say, here are the years of the curriculum and we can then down here at the bo...on the bottom left...

06:17...you can say, where is it that we're going to introduce, continue, emphasize, etc.

06:23And we can go through all of the learning objectives for...they...for the curriculum, for the student time in place.

06:31You can start to...you can start to say, well, some of them get a little i, and this is where you can kind of get a little discreet...

06:39...some of them get big Is.

06:41That means we're just going to...just introduce it or here we're going to spend a great deal of effort, time, and course resources on that.

06:52Down in the cocurriculum...down here, are things...that again they're outside the...the normal curriculum...

07:00And there are things that happen as you move through the...move through the program.

07:04And I just picked a bunch.

07:06I...this...this list is probably about two and a half times this list.

07:10But it's something that you can get through very quickly.

07:13You can do this in the c...matter of a couple weeks if you get everybody talking about it.

07:21Well what you do then is in phase 2 is you start to list out then by the courses.

07:26The courses where you want these learning objectives to appear in the syllabi.

07:30And so the syllabi then reflect that and you've put them all up on a wall and you look at them and you say...

07:35...does this all agree with that and to what level are we really talking about it?

07:41And that works very, very quickly.

07:42You can get, so if geodesign is a discipline or profession and we could...we could somehow agree what it is if it's, you know...

07:49...and some of the great discussions that we were having yesterday...

07:52...if we can agree, we can start to put it through...through this model.

07:58Well, let's talk a little bit more about it being a little more complicated.

08:03Each profession has its own set of curriculum domains or realms.

08:09And this is something that we did when I was a visiting professor at San Luis Obispo.

08:15They...we spent an awful lot of time just discussing not only what was in the accreditation standards...

08:22...but we went through and we tried to explain and...and devise much more richness to that.

08:28And this the same thing their planning has those, architecture has them...all of the major accredited programs have these...

08:34...have these curriculum domains or...or realms.

08:37Well, a model that you might start to look at is this is Kowitz and Smith's Students' Form of Development.

08:44And when you look at this, you can say, well, that's pretty obvious.

08:47You know, it's...a lot of these things are really...aren't very complicated.

08:50But what it does is allows us to look at one of the things...a couple of the things a student moves...

08:56...moves along through learn...their learning experience.

08:59The first level, the learner has little knowledge.

09:01They're very instructor-dependent.

09:03And they're requiring methods, relationships, the processes, they're memorizing all the plants.

09:10All along when we talk about learning objectives, we should never forget that it's not about not memorizing things.

09:16There are things in every profession that you have to memorize.

09:20We all know what the third level looks like.

09:23This is when the student...we have the student independent.

09:26The student is out there leading in the field, particularly at the graduate level.

09:30We hope that our students are becoming experts.

09:33In fact, in many cases they will know more than we do about that particular area.

09:38What's really hard, and this is where the controversy in instructional development...

09:42...because I spent years as the director of the teaching center.

09:46I got into these long discussions about where do you put your so to speak best instructors?

09:52Do they end up at the early level as...as many people would claim?

09:56Or do they end up as these transitional coaches or...and...mentors in the second level?

10:08Getting students, letting them go, giving them some freedom.

10:11Eh, a little tether but not too much.

10:13Going to hold them back just a little bit.

10:16This is...this is something that we come back to a couple different times.

10:21Well when you start looking at this in...as a diagram, you have years of the curriculum.

10:27This is not the first year necessarily.

10:29It's...it's just in zones.

10:32Here's the...here are the various Kowitz and Smith levels as we go along.

10:37The curriculum rounds as they move through years.

10:41And one of the more important things is that in the model, you start to give the suggested ways in which it's taught.

10:48I just c...because I serve on the chair of a...on the Landscape Architecture Accreditation Board visiting teams...

10:55...I go to a lot of universities, and you see very quickly if you're aware of this...

11:00...that very often we teach the first year of a program the same way we teach the fourth year of the program.

11:06The...the instructor behaviors, the student responses end up being very similar.

11:10Now we'd like to think that doesn't happen, but it really...it really does.

11:14We also look at various ways in which assessment takes place, and this model then forms...

11:20...forms the basis of...of how we...we begin to plot out a strategy.

11:26Well, the way in which that happens is is that there are, and traditionally, you've probably heard this...

11:32...there's knowledge, skills, and values.

11:35Knowledge, skills, and values in landscape architecture I think got a little out of whack.

11:39They ended up with...what was it, knowledge, skills, and attributes, or something like that.

11:44Which doesn't...it makes it very difficult in that body of knowledge study to move it into a curriculum because it gets rather confusing.

11:51Gronlund, based on the work of Bloom and Krathwohl and others, speaks to the cognitive, effective, and psychomotor domains.

12:02There's a wonderful little book.

12:03I give it to all of...anybody that comes near me.

12:06It's in...I think this is the sixth edition.

12:08I think it's in its ninth edition now.

12:10And it really then...I know it sounds like, oh, God.

12:13This sounds like, you know, this doesn't very...

12:14Well, it's not very interesting.

12:17It's not very interesting except for the fact that because you can get into, you know...

12:21...how do you parse down what is a goal and objectives and the mission and that sort of thing.

12:25But, what happens is it has different components of Bloom's taxonomy.

12:38And what we do is we have then at the beginning, we have knowledge which is the lower level...

12:43...which is why the way they don't use knowledge, skills, and values.

12:47And they move upwards through this, in this case downward...

12:53...but it's to the upper levels then of where we would like to see our students in that zone 3.

12:58We'd like to see them over on the synthesis and evaluation stage.

13:04In the effective domain, here they come.

13:09These are the values.

13:10And what's important in the...it wasn't on the last slide for some reason, it dropped it off.

13:13But if you can just sort of look over here.

13:15What's really important is is that as you begin to work on...on the curriculum and look at the way in which the various syllabi are developed...

13:25...you start to use the verbs...whoops.

13:29I see what you mean.

13:30The...and you look at the instructional objectives from beginning at the...at the...at the beginning...

13:35Let's say undervalues, listens attentively, and down here, displays, you know, safety consciousness, maintains good health habits...

13:44Those kinds of values, and you can...we can translate...we've translated those many times into landscape architecture.

13:53The next is psychomotor skills.

13:55Skills are...are...are one that's...it's often misused term because we talk about teamwork skills and team-building skills...

14:01...and they're really not skills.

14:03I mean, team...teamwork is really more of a cognitive and an effective.

14:07It's really more about...it's about values and the valuing of the opinions of others and working with...with...with a degree of respect.

14:14Skills very often it's...it's psychomotor is very often the manipulation of stuff and how well you can actually do those kinds of things.

14:25And there you start off with perception in the lower level and work to the...to origination at the upper levels.

14:31Again, you may want to just look at some of the...some of the verbs over here.

14:39So what does it look like at the end?

14:41Well, you take the domains.

14:45You take the various areas and you start to...you start to...whoops, sorry.

14:54You start to define by learning objective then what it is in that zone in the first zone in the...in the...

15:04...in the dependent learning zone what it is that you're talking about.

15:07Appreciate the role and values and their effect on creative thinking.

15:12Affective learn...sorry...affective level 3.

15:17And if you go back to those charts, and I can't show you them all at the same time.

15:20But you have to do it sort of with three things on the table.

15:24And...and then, by connecting them, by showing the connections between one objective and another...

15:31...you make sure that they end up being in the same, so to speak, course or module or learning opportunity...

15:38...or whatever it is that you're talking about.

15:40And this is what really you...you want to come out of it.

15:43You want to come out of it because of the fact that we have more and more adjunct professors, people coming in teaching.

15:49You want them to say, Okay, what are the expected learning outcomes from this course in the cognitive, effective, and psychomotor?

15:57What are the course connections in other places?

15:59What are the technical needs?

16:01And what's the program description?

16:03And I know I'm going to do this because it's going to be ab... kind of absurd.

16:06But if you want to know what it looks like, I gave a copy to Jack one time.

16:14This is kind of what it looks like at the end.

16:17Alright. This is the way...with this, then looking at it.

16:22There's our little chart up above that we looked at of the three...

16:25...and then we have the connections that are made between the various learning objectives in the various domains...

16:31...and at the end we can say, did we actually do that?

16:34So the assessment technique then is not based on necessarily wholly on the student output.

16:39The assessment technique...the techniques are really based on what it is that you went off to do in the first place.

16:44So it gives us that opportunity.

16:46Now, I'm going to turn the floor over to Karen who's going to talk a little bit about what we...

16:50...some of the things that we've been doing in relationship to GeoDesign.

16:58Can you hear me? Okay.

17:02Oops. Okay.

17:06I'm going to go through a series of...first of all a set of drawings and digital images...

17:13...that I collected from my colleagues across the country, all at public universities.

17:21And you will find that they are following a very similar process of a design process, somewhat different than Carl's.

17:30And they're, you know, jumping in after the big question has been answered.

17:35But I'm simply going to relate those examples to Bloom's ta...taxonomy...

17:41...and I'm going to move through this very quickly because I'm told I have two minutes or three?

17:46So we are already doing quite a bit of this...of Bloom's taxonomy in our GIS classes.

17:54Many people are teaching design class using GIS, and so the lower level of Bloom's taxonomy is mapmaking and site inventory.

18:04And as you move to the upper-level skills, we have advanced input, collecting input on-site, interviewing people...

18:13...generating new maps from interviews, doing photo interpretation and analysis, and that's a very rich field...

18:22...site analysis, several different ways of putting together site analyses, either through suitability or just through graphic composites...

18:31...schematic plans and then stakeholder reviews.

18:35And so this very simple little graph shows mapmaking is at the lower end and stack...stakeholder reviews is the evaluation...

18:46...and I won't go through all of those.

18:49And then, here are some very pretty examples of...from the University of Arizona simple mapping.

18:57Many of these are just downloaded.

19:00Then there are derived maps which means that you have to use the GIS tools so that's an example of Bloom's application.

19:12Analysis...when you...when we put them all together, this corresponds to Bloom's analysis.

19:19Here's a different one where the student has applied some affective values and chosen the child's view of his neighborhood...

19:30...and selected those elements, those features that child...children are interesting...interested in.

19:38And then there's...this is a series of three projects, very straightforward inventory maps, site analysis...

19:47...in this case suitability analysis leading to the diagrams over here, the design diagrams based on these analyses leading to a schematic plan.

20:02Again, this is an example of Bloom's synthesis.

20:06Another one.

20:08A third one with the 3D view which we can now do digitally very effectively.

20:16Here's an example, in China my colleague Janet Silbernagel worked with some Chinese colleagues...

20:23...right after the Sichuan earthquake to identify conservation areas, a couple of different strategies, and then a combination in strategy number 3.

20:34My colleague Weimin Li at Cal Poly...this is this fall's Station Fire looking at not just the existing conditions and the 3D view but the...

20:48...moving into the analysis of defensible space and looking at different conditions along the urban interface, especially in debris basins.

21:01But more importantly, what I want to talk about is the challenges that we face.

21:05What are the things that we need to do in order to really move us into GeoDesign?

21:12What...what are the things that we're on the cutting edge of that we need to continue to develop?

21:17And among these are hand drawing.

21:20I think we all agree that we want to be able to continue to hand draw.

21:24We need to teach our students how to draw quickly, iteratively, so that they're using the right side of their brain...

21:32...and then bring those images into the 3D environment.

21:36And we're already doing this.

21:39We need to further explore these 3D tools, ArcSketch, Sketchup, and viewsheds.

21:45We need to really embrace BIM and integrated practice.

21:51Our colleagues in the area of engineering and architecture are very heavily involved in BIM.

21:58Many of them are moving to integrated practice.

22:01The whole design fields need to be aware of what integrated practice is.

22:07It's not just the technology.

22:09It's a matter of bringing everybody to the table at the same time and making sure that the scientists are involved, that the contractor's involved.

22:18It's...it's a very different model of construction.

22:22And then we need to develop better terrain tools.

22:26I think everyone who has worked with terrain tools knows that there are limitations and are...

22:33My good friend Chris Ellis is working on wetlands at University of Michigan...

22:38...tells me that he has to keep moving around to different tools, whereas Randy Gimlet, he uses a different tool for terrain modeling.

22:50And so another set of challenges, integrating other technologies, integrated...

22:56...integration of analyses from the sciences into the design process, and greater integration of vetting tools.

23:07So the question that we're all here to answer, I don't think anybody has the answer, is this a unique profession or is it a skill?

23:15And so will we be training people or educating geodesigners to be designers who have all of these geospatial skills...

23:25...or will we have geodesigners who are simply trained as technologists...

23:31...and they'll act as the intermediaries between the designers and the other disciplines?

23:37And that's a conversation that I've heard several times at this conference.