Abstract

This paper presents the findings of a study that integrated sustainability concepts into a first year landscape architecture design course at a four-year academic institution in the southeastern United States. The study’s purpose was to assess student learning of basic principles and concepts of sustainability related to the design of the built environment. The course framework, which details the variety of approaches used in the class to foster student learning of the sustainability concepts of place, ecological and/or environmental design, social and cultural aspects of design, economic considerations, and design process, is described. The study used concept mapping to assess student learning for the course and for the sustainability concepts. Statistical analysis revealed significant cognitive student growth for the course and for four of the five sustainability concepts. The paper concludes with a discussion of the strengths and limitations of integrating sustainability concepts into a first year design studio.