In order to support the highest standards of landscape architecture education and research and to raise the awareness of scholarship in landscape architecture ECLAS bestows annual awards for outstanding performances by teachers, researchers and students.
An overview of ECLAS awards from previous years can be found here.[1]
Please nominate candidates by May 31, 2024
We are looking for nominations in the following categories:
ECLAS Lifetime Achievement Award
ECLAS Outstanding Educator Award
ECLAS Outstanding Researcher Award
ECLAS Student Awards at Bachelor, Master and PhD levels
Please complete the form and send it, together with the supporting material (<8MB), to ECLAS Secretary General – Frederico Meireles Rodrigues by e-mail to awards@eclas.org to reach him by 31 May 2024.
A nomination should comprise a completed nomination form, with a short motivation for the nomination (maximum 200 words), the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement (maximum 6 pages and/or portfolio panels).
Context
The European Council of Landscape Architecture Schools, ECLAS, is an association of university teachers and researchers in landscape architecture, whose membership primarily consists of university departments and faculties where landscape architecture teaching and research is the main focus of activity.
The purpose of ECLAS is to foster and develop scholarship in landscape architecture throughout Europe by:
strengthening contacts and enriching the dialogue between members of Europe’s landscape academic community,
representing the interests of this community within the wider European social and institutional context and
making the collective expertise of ECLAS available, where appropriate, in furthering the discussion of landscape architectural issues at the European level.
In pursuit of this goal the European Council of Landscape Architecture Schools seeks to build upon Europe’s rich landscape heritage and intellectual traditions to:
Network and platform
Further and facilitate the exchange of information, experience and ideas within the discipline of landscape architecture at the European level, stimulating discussion and encouraging co-operation between Europe’s landscape architecture schools through, amongst other means, the promotion of regular international meetings, in particular an annual conference;
Educational support
Foster and develop the highest standards of landscape architecture education in Europe by, amongst other things, providing advice and acting as a forum for sharing experience on course and curriculum development, and supporting collaborative developments in teaching and learning;
Research and teaching
Promote interaction between academics and researchers within the discipline of landscape architecture, thereby furthering the development of a Europe-wide landscape academic community, through, amongst other things, the development of common research agendas and the establishment of collaborative research projects;
Awareness of scholarship in LA
Represent the interests of scholarship in landscape architecture within Europe’s higher education system, encourage interdisciplinary awareness and enhance the overall standing and the public understanding of the discipline;
External dialogue
Stimulate dialogue with European bodies, institutions and organisations with interests in landscape architecture and with other international organisations furthering landscape scholarship.
In order to support the highest standards of landscape architecture education and research and to raise the awareness of scholarship in landscape architecture ECLAS bestows awards for outstanding performances by teachers, researchers and students.
Categories of awards
ECLAS has four types of awards:
ECLAS Lifetime achievement Award
ECLAS Outstanding Educator Award
ECLAS Outstanding Researcher Award
ECLAS Outstanding Student Award (three categories: 1st cycle, 2nd cycle and 3rd cycle)
For all awards the following criteria are applicable:
Every nominee should be a staff member (or retired staff member) or a student (or recent graduate) at an institution that is an ECLAS member
Every ECLAS member institution may nominate one person for each category each year.
For each category the criteria are described as follows:
ECLAS Lifetime Achievement Award
The aim of this award is to honour a faculty member’s accomplishments over a lifetime or long career in teaching, scholarship/creative activity and service. The accomplishments must reflect sustained activity and achievements over an extended period of time that is truly inspiring and significant for staff and students of the department(s) where the nominee is or has been working and for the wider academic community nationally or internationally.· Recognition should be for long-term accomplishments in a specific area of work in one or more of the following: teaching, research, or public service.
Nominees should be senior members of the academic staff and must have been a staff member at one or more ECLAS-member schools for a minimum of fifteen years in total.
Nominees should have excellence in at least two of the categories listed below.
Teaching: Teaching that has been recognized as outstanding by students, graduates and peers. Nominees should be mentors who actively guide students’ professional and intellectual development through teaching, counseling, guiding and being role models.
Scholarship/Creative Activity: New knowledge that advances the profession of landscape architecture. Scholarship and/or creative activity should be communicated through published articles, papers, books, or awards.
Service: Service that benefits the public realm at local, regional, national or international level and that brings visibility to the profession. Those who have provided past or current service to ECLAS will be given preference.
ECLAS Outstanding Educator Award
The aim of this award is to honour a national or international educator for her or his teaching quality, pedagogical approaches, technologies and learning techniques in ways which enhance the theories, knowledge and skills necessary for good landscape architecture practice.The criteria include the following:
Creativity or high quality of the pedagogy.
Innovation in didactic approaches tailored to the discipline of landscape architecture.
Contribution of the teaching to the motivation and inspiration of students.
Integration of multidisciplinary approaches in teaching.
Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) for a minimum of two years.
ECLAS Outstanding Researcher Award
The aim of this award is to honour a national or international researcher in the field of landscape architecture, who has coordinated a research group for at least three years and completed at least three research projects that are innovative and inspiring. It refers to research that identifies and investigates challenges posed in landscape architecture, providing results that advance the body of knowledge of the discipline.Criteria are:
Inspiring leadership in landscape architecture research.
Creativity or high quality of research methods and content that contributes to the development of the body of knowledge of the discipline.
Contribution to the innovation of landscape architecture research methodology
Contribution to the awareness of the public at large of the discipline of landscape architecture
Providing an example for future landscape architecture researchers in Europe.
Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) or research institute for a minimum of two years.
ECLAS Outstanding Student Awards
The aim of this award is to honour students in the field of landscape architecture, who have demonstrated excellence in one or more of the following fields: a. completing a design, planning or management project; b. performing services for an international organisation or event that contributes to the discipline of landscape architecture in Europe or c. organizing an event or project that enhances the awareness of the public at large for the discipline of landscape architecture. There are three categories: 1st cycle student (Bachelor), 2nd cycle student (Master) and 3rd cycle student (Doctoral).Criteria include one or more of the following:
Creativity or high quality of student project eg final degree project or thesis
Contribution to an international organisation, event or project that promotes teaching, learning or research in the field of landscape architecture e.g. ELASA
Contribution to the awareness of the public at large of the discipline of landscape architecture
Providing an example for future landscape architecture students in Europe e.g. by mentoring junior students.
Nominees should be current students or recent graduates (within 2 years of graduation) of an ECLAS-member school (or schools) or research institute.
Procedure
For the nomination, selection and bestowing of the awards the following procedure is to be followed:
The ECLAS Steering Committee appoints the members of the ECLAS Award Committee.
Every year at the beginning of January there will be a call for nominations. Nominations for ECLAS Awards may be made by an ECLAS Member Institution or by individual academics members not associated with the nominee’s school. Nominations should be made by 31 May for all categories of awards.
A nomination should comprise a completed nomination form, the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement.
For the ECLAS Lifetime award a maximum of three awards annually is possible. For the other categories there is only one award yearly, although it is possible for shortlisted candidates to receive a special mention if the judges deem it appropriate.
For the category of ECLAS Lifetime achievement it is also possible for a member of the ECLAS Executive Committee to nominate a candidate in the context of a special event which is related to honouring an outstanding academic.
Each ECLAS member institution may nominate one candidate for each category of award.
After receiving the nominations the ECLAS Awards Committee will act as a jury for the nominations. Members of the ECLAS Awards Committee will refrain themselves from judging any nominations with which they have a conflict of interest (for example, a juror who teaches in a landscape architecture program will not judge entries submitted by students from that program).
The secretary of this Committee (who is appointed by the ECLAS Executive Committee) will prepare the dossier of materials and the voting procedure. The secretary will ensure that the nominations meet the technical criteria before passing the nominations on to the jury.
The ECLAS Awards Committee will make the selection of nominees who will receive an award.
The ECLAS Executive committee will make the final decision on the selection made by the ECLAS Award Committee.
The award consists of a certificate which will be presented at the yearly ECLAS conference or at a special academic event at the award winner’s university or a related organisation and, for the educator, researcher and student awards, one or more books provided through the sponsorship of Routledge.
ECLAS will announce the award winners at the General Assembly that coincides with the yearly ECLAS Conference and the winners will be presented with the awards in person (if they are able to be present) at the Conference by the President.
ECLAS will be given the copyright of all text, photos and other material that has been provided for the nomination of the award winner for the purposes of publicising the award.
During the conference, five workshops will be offered and run in the parallel sessions on 16 and 17 September. The number of participants for each of the workshops is limited and is on a first-come first-serve basis booking. In order to secure your place please book by emailing the contact person(s) directly. If any of the workshops are not fully booked on the day, you might be able to join a workshop then.
If you have other roles at the conference (such as session chairs, paper presenters etc.), please check the programme[7] carefully to avoid any time conflicts before registering for the workshop(s). Location of rooms TBA.
Stonesensing: Evoking meaning with stones (90 minutes)
Block 2G. 13:30-15:00, Monday 16 September.
Organiser: Ram Eisenberg Israel Institute of Technology
“…Choose a particularly splendid stone and set it as the Main Stone. Then, following the request of the first stone, set others accordingly” (Sakuteiki, Ch. IX. Setting stones).
According to the cutting-edge concept of situatedness and extended mind theory, consciousness is much more than an abstract or individually embodied phenomenon. Situated thinking implies that our minds think differently in and with different places. In this workshop we will introduce a method of felt-sensing situated meaning via Stonesensing, a focusing game inspired by Karesensui, the art of the Japanese stone garden.
Written documentation of the art of evoking meaning with stones is found in what is perhaps the oldest text on landscape Architecture: The Sakuteiki, written by Tachibana no Toshitsuna at the height of the Heian era in Japan (1028–1094). The book was originally called Senzai Hishō – Secret talks of gardening. Unlike western thinking, A Secret in the Buddhist tradition is not something hidden, but rather something which requires a “key” to be understood. I propose that this “Key”, corresponds to the “Felt-sense” or “direct referent” in Gendlin’s philosophy: a bodily sense of implied meaning in situations, which is beyond language and concepts.
The stonesensing game is based on Tachibana’s instruction to “follow the request of the first stone”. It requires developing a certain sense, that enables one to pay attention to a “wanting” in the world. Playing the game heightens one’s sense of the “meaning in the relationships of things-in-the-world”, as the “feel” of the situation carries meanings which are beyond words and concepts.
New practices of collaboration: Exploring landscape architectural teaching, learning and practice contexts (180 minutes)
Part 1: Block 2H. 13:30-15:00, Monday 16 September Part 2: Block 3H. 15:30-17:00, Monday 16 September
Organisers: Lisa Mackenzie, Elinor Scarth, Anaïs Chanon Edinburgh School of Architecture and Landscape Architecture, University of Edinburgh
Frits van Loon Technical University of Delft, Netherlands
This workshop will question what it means to undertake meaningful collaborative practice in Landscape Architectural education today.
The workshop will identify key theory in this field and surface critical questions during a 40 minute introductory session. The workshop will split into two internal break-out sessions for an hour, led by different academics presenting different approaches in their work. The workshop will conclude with a 50 minute chaired but open discursive forum to feedback conclusions from the internal sessions and open discussion to the floor.
In the break-out sessions the following topics will be addressed:
Making with: how can design education embrace participatory practice and co-design within the landscape architecture studio project?
For over a decade, concern and action related to the meaningful integration of inhabitant participation in landscape architectural projects has come to the fore of landscape architectural discourse. Although methodologies for integrating the views and needs of inhabitants in landscape architectural design is evident in both scholarship and practice this break-out workshop will address a perceived gap in discussion around how this problem context is integrated within the curricula of landscape architectural schools. This workshop will be led by, Elinor Scarth and Anais Chanon from The Edinburgh School of Architecture and Landscape Architecture at The University of Edinburgh.
Teamwork in landscape architecture design education (master level)
Group work is often applied in Landscape architecture design studios to make, for instance, analysis work more efficient. The students are condemned to each other and often feel that they need to survive this phase of the studio. After graduating they often have to work in teams, sometimes multidisciplinary, sometimes within their own discipline. To prepare them for this, we are developing a game in which we create a safe environment in so the students can be constructively unique. This way they can contribute, to the best of their abilities to the Team. The workshop, led by Frits van Loon will demonstrate this game that shows why unique perspectives are necessary and why everybody should be heard.
Both workshops will unite around the common ground theme by discussing the meaningful involvement of diverse views in the conception of projects: Involving colleagues, involving communities, involving clients. This means helping people to feel safe, helping people to feel free to speak and importantly to make mistakes. It also involves, landscape architects, as both facilitators and designers, listening very carefully during the processes of facilitation to what is said and significantly not said.
If you would like to contribute your views and listen to the views of others, please join us!
Learning to read the landscape: a methodological framework (90 minutes)
Block 3G. 15:30-17:00, Monday 16 September
Organisers: Benedetta Castiglioni, Margherita Cisani University of Padova, Italy
The ability to read the landscape – and to act accordingly – comprises a real involvement of the individuals and contributes to the achievement of a mature citizenship. It is a process involving not just the knowledge of landscape characters, but it focuses more broadly on the acquisition of ‘a way to look’ at the landscape in its dynamic and complex nature and to act responsibly on it.
This workshop aims at presenting, testing and discussing a methodological framework for landscape education, which is based on the concepts of landscape reading and landscape literacy. It is organised in four different paths which question the landscape in its multifaceted nature, from four different perspectives and dimensions: the material and objective dimension; the immaterial and subjective dimension; the causal relationships; the transformations. Learning to identify these dimensions in any given landscape seems a very relevant objective for educational processes, as it can lead to a complex and insightful reading of the landscape.
After an introduction of the methodological framework, the participants will directly experiment this approach during a short walk in the areas surrounding the conference venue, as an attempt to read a local landscape. Then, the workshop will proceed with a debriefing phase, with a world-café method which will animate the discussion on the strengths and weaknesses of this framework, as well as on its adaptability in different contexts, such as higher education, school education or citizens’ awareness projects.
We expect the participation of scholars engaged with/interested in pedagogical and didactic issues but also practitioners as well as teachers and educators at all levels. We kindly invite anyone who is interested in discovering and experimenting some tools for landscape education, discussing the methodological framework and sharing their own experiences in relation to it.
An asset to education: Introducing archives of landscape architecture in academic education (90 minutes)
Block 4H. 10:30-12:00, Tuesday 17 September
Organisers: Ulrike Krippner, Lilli Lička Archiv österreichischer Landschaftsarchitektur (LArchiv), University of Natural resources and Life Sciences, Vienna, Austria
Annegreth Dietze-Schirdewahn Historical Archive of Norwegian Landscape Architecture (ANLA), Norwegian University of Life Sciences, Norway
Hansjörg Gadient, Sophie von Schwerin, Simon Orga Archiv für Schweizer Landschaftsarchitektur (ASLA), University of Applied Sciences Rapperswil, Switzerland
Archives for landscape architecture do not only store the discipline’s history, but also provide an exciting basis for the future. Historical material is an innovative tool for landscape architecture education, which reaches far beyond its relevance for historical studies. Documents lively tell us about styles and innovations in design, plant-use and drawing. They can also trigger creative design processes or serve as a source for learning analogue as well as digital drawing techniques. Exploring historical material fosters a sound reflection of scholarly and professional practice.
Within this workshop we will exchange experiences in introducing archival material in landscape architecture programs and generate new creative teaching methods to inspire undergraduates and master students. Through intensive exchange and discussion, we will develop new ideas of how to effectively link the profession’s history with the education of future generations of landscape architects.
The workshop will be finalized by launching the first European Network of Landscape Architecture Archives. This productive network shall support our efforts to connect historical material to future design processes.
To register please contact: Sophie von Schwerin svonschw@hsr.ch[12]
The power of imagined landscapes
—Workshop on the meaning, role and power of unsolicited and unexecuted research and design projects (90 minutes)
Block 5G. 14:00-15:30, Tuesday 17 September
Organisers: Aurelie De Smet Erasmus University College Brussels
Bruno Notteboom Catholic University of Leuven, Belgium
Academic design studios often offer platforms for out-of-the-box thinking on current (socio) spatial challenges. Unfortunately, the sometimes very innovative proposals produced in these ‘laboratories’ or ‘free zones’, may remain stored in drawers or on bookshelves. Also, when responding to research calls, research teams work out elaborated and well thought-through project proposals, aiming at answering and even formulating questions that can be very relevant to the field. If these proposals are not honoured, the envisaged questions can remain unaddressed. And even if they are carried out, it is not always evident that their results are applied to education and practice.
We ask:
What is the status of the ‘alternative realities’ that take shape in the imagined landscapes and paper projects created in an academic context? What are their strengths and weaknesses and how can they find their way out of the institution and into the real world?
The aim of this workshop is for the participants to learn from each other’s approaches. The workshop will therefore be organised in the form of a group discussion and working session. Attendants are asked to bring a case to the table, in which they took part themselves, and which, in their eyes, is either a ‘good practice’ or represents a ‘problem’ in the context of the issue at hand. The participants will be provided with a number of preparatory questions to reflect on, in relation to their case. The participants are not asked to bring any materials or to prepare a presentation.
Ellen Fetzer holds a diploma and a doctoral degree in landscape planning from Kassel University, Germany. Since 2001 she has been working at the school for landscape architecture, environmental and urban planning in Nürtigen (Stuttgart area, Germany). She is coordinating an international master degree in landscape architecture (IMLA). The second focus of her work is in the Centre for University Didactics. Ellen works a great deal in the field of computer-supported collaborative learning and facilitates online seminars in international cooperations on topical issues such as social entrepreneurship and democracy education. She is president of ECLAS, the European Council of Landscape Architecture Schools.
Ellen will talk about:
Landscape education: Our path towards responsible citizenship
“Education has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Learning to form clear and purposeful goals, work with others with different perspectives, find untapped opportunities and identify multiple solutions to big problems will be essential in the coming years. Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens.” (OECD, 2018: The Future of Education and Skills – Education 2030).
In its 2018 report on the future of education and skills the Organisation for Economic Co-operation and Development (OECD) calls for urgent changes in teaching and learning. Our environment, society and economy are facing complex transformations with unpredictable futures. Every educational institution, including landscape architecture departments, needs to prepare their students for a future of uncertainty. ‘Transformative competences’ are key in order create new value for others, for reconciling tensions and dilemmas and for taking responsibility. Transformative competence is composed of systems-thinking, anticipatory competence, normative competence and strategic competence. All of these are based on interpersonal competence, which is a precondition for joint action (Scheidewind et al, 2016). Landscape and landscape architecture education provide an ideal context for developing such competences. It is in our landscapes where the global sustainability challenges become tangible and alternative futures emerge. However, today, almost 20 years after the first publication of the European Landscape Convention, weak public and political awareness of the relevance of landscape and landscape architecture education is still the norm in many places, in Europe and worldwide. During my talk, I will call for more self-confidence among landscape educators to promote the value of their work in the light of the current future skills debate and the global OECD movement for transformative education. Nevertheless, I will also remind about an ongoing need for curricular development. Integrating future skills and transformative competence into landscape architecture curricula is our common challenge. I hope that this and future ECLAS conferences become the place for debating, co-designing and learning from each other in order to give landscape education eventually the attention it deserves. Landscape and landscape architecture has the potential for becoming a role model across disciplines and domains.
Uwe Schneidewind, Mandy Singer-Brodowski, Karoline Augenstein, Franziska Stelzer (2016): Pledge for a Transformative Science: A Conceptual Framework, Wuppertal Paper Nr. 191 , https://wupperinst.org/a/wi/a/s/ad/3554[15] (last accessed 24.03.2019)
Burcu Yigit Turan is associate senior lecturer in the subject area of “planning in cultural environments” at the Swedish University of Agricultural Sciences, Department of Urban and Rural Development, Division of Landscape architecture, in Uppsala. She obtained her Ph.D. degree in 2010 from Vienna University of Technology, defending her dissertation titled ‘Complexity of Meanings in Urban Landscapes: Between the Imagined and the Real’. Burcu practiced, studied and taught landscape architecture and urban planning and design in different geographies such as Turkey, the Netherlands, Austria, the United States and Sweden. Her current work has revolved around the issues of social justice, migration, urbanisation, and ethics and politics in landscape architecture.
Burcu will talk about:
Questions for landscape architecture education in an age of increasing inequalities and polarisation
Social inequalities, fragmentation, polarization and hate speech: they have represented a growing dominant social and sentimental state all over the world now. Semiotic games have been bombarded into our lives through different media. They have been shaping our understanding about events disassembling the causality chains behind the facts and pointing singular elements as scapegoats, rather than structural issues. Borders are being constructed every day to exclude some bodies from somethings. They produce and reproduce inequalities. They are both material and immaterial; they are visible and invisible; they exist in our minds, in between us, and outside of us. They can exclude some bodies; they can paralyze minds not to understand, eyes not to see, and hearts not to feel the pain of those who are excluded. They are smart: they evolve not to be recognized. They are materially and symbolically constructed in landscape by others and by us, consequently by us landscape architects. We produce and reproduce them.
Today, we hear voices in landscape architecture calling for social equity, democracy and justice. Policy texts emphasize social justice and sustainability as the goal for envisions for future. Projects represent themselves with concepts such as social justice, sustainability, participation, inclusion and democracy. We want to see a just, socially and environmentally sustainable world. How much do we do? What is the gap between intention and action? What are the elements of this gap?
Are we able to see the borders that create and exacerbate inequalities? Are we able to help others to see them? Are we able to stand against them for justice? Can we imagine and create landscapes that can bring down walls? What kind of education in landscape architecture do we need to help our students gain those abilities? What are the challenges?
With this talk, I will elaborate on the above questions and propose some thinking axes to open a dialogue in our community and to discuss the challenges and possibilities to move beyond borders in our pedagogical practices.
Anne Whiston Spirn
Anne Whiston Spirn, the Cecil and Ida Green Professor of Landscape Architecture and Planning at MIT, is an award-winning author, scholar, photographer, teacher, and practitioner. Her books include The Granite Garden (1984), The Language of Landscape (1998), Daring to Look (2008), and The Eye is a Door (2014). Since 1987, she has directed the West Philadelphia Landscape Project, an action research program integrating research, teaching and community service. Spirn is the recipient of Japan’s 2001 International Cosmos Prize for “contributions to the harmonious coexistence of nature and mankind,” IFLA’s Geoffrey Jellicoe Award, and the 2018 National Design Award.
Anne’s talk:
When Learning Is Real
For forty years, Anne Whiston Spirn has integrated action research and teaching to address intractable environmental and social challenges, to advance knowledge, and to expand the scope of professional practice. Spirn will reflect on that experience, on successes and failures and lessons learned.
The conference is held at the Norwegian University of Life Sciences (NMBU) in Ås, a small town located 40 km south of Oslo.
Interactive campus map https://use.mazemap.com/?campusid=241[16]
[17]
Poster session is held in ‘Rosehaven’ in Samfunnet
Heads of Schools’ meeting is held in ‘Festsalen’ in Samfunnet
Memorial tree planting is outside Audmax.
The Farewell reception will be a joint event with delegates, observers and ExCo from IFLA World Council.
PARALLEL SESSION #1.
Monday 16 September 11:00-12:30
Block 1A. Pedagogic methods: Studio teaching (1/4)
Chair: Juanjo Galan
Scenario thinking in landscape architecture education
Gianni Lobosco (University of Ferrara, Italy)
An evaluation of a systematic teaching approach to evidence-based design in landscape architecture studios
Andreas Wesener, Wendy McWilliam, Anupriya Sukumar, Louise Bailey, Marcus Robinson (Lincoln University, New Zealand)
Islands as interpretative, cognitive and design tools for teaching process oriented waterscape design in a studio setting
Stefania Staniscia (West Virginia University); Maria Goula (Cornell University)
Block 1B. Digital technology in landscape education (1/2)
Chair: Ramzi Hassan
Digital methods for mapping landscape space
Mei Liu, Steffen Nijhuis (Delft University of Technology, Netherlands)
The digital classroom as landscape democracy arena. Toward a socially transformative pedagogy in design and planning
Deni Ruggeri (Norwegian University of Life Sciences); Ellen Fetzer (Nürtingen-Geislingen University, Germany)
Using classroom clickers as a means to increase student participation in large landscape planning lectures
Michael Roth (Nürtingen-Geislingen University, Germany)
Agency of landscape architecture in the digital world: Connecting classical skills with contemporary conditions
Tomaž Pipan (University of Ljubljana, Slovenia)
Block 1C. Curricula: Assessment and programme development
Chair: Anders Larsson
Evaluating evaluations of students’ design proposals
Maria Kylin, Linnea Lindström (Swedish University of Agricultural Sciences)
(Re)affirming landscape planning as a core area of landscape architecture practice, education and research
Selma B. Pena (University of Lisbon)
Drawing an exam – exploring didactical relations
Richard Hare, Anne Margrethe Wagner, Liv Løvetand, Elzelina van Melle, Carsten Johansen (University of Copenhagen)
Environmental literacy and landscape planning and design in Turkey
Sevgi Gormus (Inonu University, Turkey)
Block 1D. Teaching transdisciplinary approaches to landscape (1/4)
Chair: Ed Wall
Hybrid landscapes. Blurring boundaries between art and science in landscape research. The case of Trento, Italy
Alessandro Betta (University of Trento, Italy)
Teaching, research and design: Interdisciplinary methods and new concepts at the
International Winter School Welzow for post-coal mining landscapes
Christine Fuhrmann (Brandenburg Technical University Cottbus, Germany)
Landscape beyond engineering. Landscape design research in the Alpine context
Sara Favargiotti (University of Trento, Italy)
Theory of Weakness as a pedagogic method
Luca Maria Francesco Fabris (Polytechnic University of Milan); Fan Fu (Beijing University of Civil Engineering and Architecture); Elisa Cristiana Cattaneo (Polytechnic University of Turin, Italy)
Block 1E. History of landscape education (1/3)
Chair: Meryem Atik
Reorganisation of landscape architecture and planning education in Latvia
NatalijaŅitavska, Madara Markova, DaigaZigmunde (Latvia University of Life Sciences and Technologies)
Landscape architecture in Croatia 1900-1990
Petra Perekovic, Monika Kamenecki, Dora TomicReljic, Ines Hrdalo, Ana Zmire (University of Zagreb, Croatia)
Landscape architecture education in Israel: Past, present and future TALK CANCELLED
Tal Alon-Mozes (Israel Institute of Technology)
Landscape architecture education in Albania – the challenge of having a studio and research-based programme
Zydi Teqja, Arlind Dervishaj (Agricultural University of Tirana, Albania)
Block 1F. The ELC and landscape education
Chair: Kine Thoren
Applying LBSN data as a research resource to enhance landscape assessment skills in the wake of the European Landscape Convention
Clara García-Mayor (University of Alicante, Spain)
Developing a technique to identify diverse professionals’ attitudes towards blue-green infrastructure
Jinxuan Wang, Karen Foley (University College Dublin)
Re-constructing the ethic dimensions of landscape: the educational action of the ecomuseums in Friuli Venezia Giulia, Italy
Andrea Guaran, Enrico Michelutti (University of Udine, Italy)
Ideas of landscape in educational contexts. Theoretical and methodological implications from a survey in Italy
Benedetta Castiglioni, Margherita Cisani (University of Padova, Italy)
Block 1G. Pedagogic methods: Multisensory
Chair: Thomas Oles
Walk and dance through landscape in design studio teaching – reflective movement as an initial and explorative design tool
Carola Wingren (Swedish University of Agricultural Sciences)
The multicultural urban landscape and its somatic and emotional dimension. A participative and pedagogic methodology
Ana Moya (Evora University, Portugal)
Felt-sensing, focusing and landscape architecture education
Ram Eisenberg (Israel Institute of Technology)
Hypermediation: a resonance and a sociality. Consciousness-building in landscape-architectural sensory-aesthetic design processes
Rikke Munck Petersen (University of Copenhagen)
Block 1H. [Special session] Landscape architecture education in a global research context
Organisers: Henriette Steiner, Ellen Braae (University of Copenhagen)
Henriette Steiner, Ellen Braae, Torben Dam (University of Copenhagen); Lilli Lička (University of Natural Resources and Life Sciences, Vienna); Alan Tate (University of Manitoba); Inge Bobbink (Delft University of Technology); Anne Bordeleau (University of Waterloo); Tao DuFour (Cornell University)
PARALLEL SESSION #2.
Monday 16 September 13:30-15:00
Block 2A. Pedagogic methods: Studio teaching (2/4)
Chair: Henriette Steiner
The design critique as means to foster creative growth
Arthur Rice (North Carolina State University)
Integration of the green infrastructure approach into landscape architecture design studio teaching
Attila Tóth, Ľubica Feriancová (Slovak University of Agriculture in Nitra)
Teaching landscape design studio: a creative part of the design process
Davorin Gazvoda (University of Ljubljana, Slovenia)
Elaborated photo diaries as tools for problem-setting and concept development within the landscape architectural design studio
Melissa Cate Christ (Swedish University of Agricultural Sciences); Andrew Toland (University of Technology Sydney)
Block 2B. Pedagogic methods: sustainability, ecology and planting design
Chair: Maria Ignatieva
Pedagogic exercises for sustainable material selection
Åsa Bensch (Swedish University of Agricultural Sciences)
In-depth, dynamic understanding of context: Application of ecological landscape design method in graduate urban design research
Jala Makhzoumi (American University of Beirut, Lebanon)
Designing with plants and nature – working with continuity, entities and design thinking in landscape architecture education
Torben Dam, Jan Støvring (University of Copenhagen)
Teaching applied planting design at the Faculty of Landscape Architecture and Urbanism in Budapest
Krisztina Szabó, JuditDoma-Tarcsányi (Szent István University, Hungary); Martin van den Toorn (Szent István University, Hungary; Delft University of Technology, Netherlands)
Block 2C. Pedagogic methods: Understanding site
Chair: Diedrich Bruns
Land art: a creative ground for site analysis
Funda Baş Bütüner (Middle East Technical University, Turkey)
Testing the illustrative method: How to reveal hidden knowledge stored in traditional water systems
Inge Bobbink (Technical University Delft, Netherlands)
Landscape analysis for policy and planning – themes and current challenges for learning and practice
Jørgen Primdahl (University of Copenhagen); Simon Swaffield (Lincoln University, New Zealand); Per Stahlschmidt (Private office, Denmark)
Incomplete cartographies
Ed Wall (University of Greenwich)
Block 2D. Teaching transdisciplinary approaches to landscape (2/4)
Chair: Melissa Anna Murphy
Teaching transdisciplinarity in landscape architecture curriculum for resilient urban places
Elisa Palazzo (University of New South Wales, Sydney)
Who is responsible for realising spatial quality? Experiences from three interdisciplinary educational exercises
Jo Boonen, Marlies Marreel, Sven De Visscher, Pieter Foré (University College Ghent, Belgium)
Pedagogy in transdisciplinary approaches to landscape: Training public administrations in renewable energy transition, the case of Amsterdam
Paolo Picchi, Dirk Oudes, Sven Stremke (Amsterdam Academy of Architecture)
Thriving on transdisciplinarity: Designing at the kitchen table
Wim van der Knaap, Sjoerd Brandsma, Kevin Raaphorst (Wageningen University, Netherlands)
Block 2E. History of landscape education (2/3)
Chair: Richard Stiles
Early history of landscape architecture teaching initiatives in Romania
Alexandru Mexi (University of Bucharest; National Institute of Heritage, Romania)
History of landscape education in Italy
Francesca Mazzino (University of Genoa, Italy)
Mapping the history of landscape architecture programmes in Saudi Arabia
Mamdouh M.A. Sobaihi (King Abdulaziz University, Saudi Arabia)
Nurturing education in gardens and gardening education in Portugal
Ana Duarte Rodrigues (University of Lisbon)
Block 2F. [Special session] UNISCAPE meeting: Landscape education after 20 years of the ELC
Organisers: Tessa Matteini (UNISCAPE; University of Florence, Italy), Juan Manuel Palerm (UNISCAPE; University of Las Palmas de Gran Canaria, Spain)
Landscape Education in Europe after 20 years of the ELC;
The Las Palmas Declaration of Rectors for University Landscape Education in Europe
Roundtable discussants: Lucija Ažman Momirski (University of Lubjiana, Slovenia), Benedetta Castiglioni (University of Padua, Italy), Saša Dobricic (University of Nova Gorica, Slovenia), Juanjo Galan-Vivas (Aalto University, Finland), Anna Lambertini (University of Florence, Italy), Rita Occhiuto (University of Liège, Belgium)
Rapporteurs: Paolo Picchi (Amsterdam University), Viola Corbari (Sapienza University of Rome, Italy), Margherita Cisani (University of Padua, Italy)
Block 2G. [Workshop] Stonesensing: Evoking meaning with stones
Organiser: Ram Eisenberg (Israel Institute of Technology)
Block 2H. [Workshop] New practices of collaboration: Exploring landscape architectural teaching, learning and practice contexts (1/2)
Organisers: Lisa Mackenzie, Elinor Scarth, Anaïs Chanon (University of Edinburgh); Frits van Loon (Technical University of Delft, Netherlands)
PARALLEL SESSION #3.
Monday 16 September 15:30-17:00
Block 3A. Pedagogic methods: Studio teaching (3/4)
Chair: Carola Wingren
Embedded spatial learning: Bringing studio to site
Bettina Lamm, Anne Margrethe Wagner (University of Copenhagen)
Studio crits as perceived by the landscape architecture students
Impervious to improvement, reflections on workload in the design-studio
Rudi Van Etteger (Wageningen University, Netherlands)
Fostering design-research methods in graduate design studio teaching
Jorg Sieweke (paradoXcity, Germany)
Block 3B. [Special session] The history and future of teaching digital methods in landscape architecture
Organiser: Olaf Schroth (Weihenstephan-Triesdorf University of Applied Sciences, Germany)
Diverse historical phases of digital design education in landscape architecture
Olaf Schroth (Weihenstephan-Triesdorf University of Applied Sciences, Germany)
Educational landscapes of the digital age:
Challenging the frontiers of digital landscape education— a discussion on future-oriented computational design thinking
Pia Fricker (Aalto University, Finland)
Enabling generation and critical reflection of GIS-based 3D landscape visualization for collaborative planning
Ulrike Wissen Hayek (Swiss Federal Institute of Technology in Zurich)
Panel discussion
Discussant: Ulrich Kias (Weihenstephan-Triesdorf University of Applied Sciences, Germany)
Block 3C. The making of a profession
Chair: Ingrid Sarlöv-Herlin
The historical development of landscape architecture education in Slovakia
JánSupuka (Slovak University of Agriculture in Nitra, Slovakia); Attila Tóth (Slovak University of Agriculture in Nitra Slovakia; LE: NOTRE Institute)
The role of the botanic garden of Ajuda in the affirmation of the new profession of landscape architecture in Portugal
Ana Luísa Soares (University of Lisbon); Sónia Talhé Azambuja (University of Lisbon; University of Algrave); Cristina Castel-Branco (University of Lisbon)
Timeline of knowledge creation of Latvian landscape architecture
Indra Purs (Latvia Association of Landscape Architects)
An outstanding multidisciplinary education concept of Professor Mőcsényi
Kinga Szilágyi (Szent István University, Hungary)
Block 3D. Teaching transdisciplinary approaches to landscape (3/4)
Chair: Morten Clemetsen
Making the case for service learning: Pedagogy that fosters professional leadership in landscape architecture
Linda Corkery (University of New South Wales Sydney, Australia)
Animating criticality and trans-disciplinarity through landscape architecture education
Lisa Babette Diedrich, Andrea Kahn, Gunilla Lindholm (Swedish University of Agricultural Sciences)
Complexity, otherness and change in Arctic landscapes—didactic methods and experimental approaches to planning
Bjørn Anders Fredriksen (Norwegian university of Life sciences)
Block 3F. [Special session] Challenges and opportunities of landscape architecture education in the Arab world: The experience of the American University of Beirut
Organisers: Yaser Abunnasr, Nayla Al-Akl, Monika Fabian, Jala Makhzoumi, Salma Talhouk, Rami Zurayk, Beata Dreksler, Maria Gabriella Trovato (American University of Beirut, Lebanon)
Block 3G. [Workshop] Learning to read the landscape: a methodological framework
Organisers: Benedetta Castiglioni, Margherita Cisani (University of Padova, Italy)
Block 3H. [Workshop] New practices of collaboration: Exploring landscape architectural teaching, learning and practice contexts (2/2)
Organisers: Lisa Mackenzie, Elinor Scarth, Anaïs Chanon (University of Edinburgh); Frits van Loon (Technical University of Delft, Netherlands)
PARALLEL SESSION #4.
Tuesday 17 September 10:30-12:00
Block 4A. Pedagogic methods: Studio teaching (4/4)
Chair: Jala Makhzoumi
Teaching the unpredictable, critically engaging with urban landscapes
Lisa Babette Diedrich, Mads Farsø (Swedish University of Agricultural Sciences);
The studio as the core of design education: Some aspects of studio teaching from three different schools TALK CANCELLED
Olivier Marty (École Nationale Supérieure de Paysage de Versailles, France); Martin van den Toorn (Delft University of Technology, Netherlands); Peter Vrijlandt (independent researcher, Netherlands)
Public space design studio – exploring and learning to do a multipurpose design proposal
Paulo Farinha-Marques, José MiguelLameiras (University of Porto, Portugal)
Evaluating the case for the ‘Spread Studio Model’, using Self-Determination Theories (SDT) in education
SarehMoosavi (University of Melbourne, Australia)
Block 4B. Pedagogic methods: Student engagement and motivation
Chair: Maria Kylin
Teaching the history of landscape architecture: Some thoughts and a case study
Marc Treib (University of California, Berkeley)
Recollecting landscapes: Teaching and making landscape biographies
Bruno Notteboom (Catholic University of Leuven, Belgium)
A simple task to increase students’ motivation
Magdalena Wojnowska-Heciak (Kielce University of Technology, Poland)
Teaching through design competitions
Roland Tusch, Julia Backhausen-Nikolić, Roland Wück (University of Natural Resources and Life Sciences, Vienna)
Block 4C. Pedagogic methods: Fieldwork
Chair: Jørgen Primdahl
Identifying right uses within words for the right to landscape. The tianguis in Mexico City
Gabriela Wiener (National Autonomous University of Mexico)
Trans-Alpine: Landscape inquiries from Norway to China
Bin Li (Oslo School of Architecture and Design)
Practicing theory: From fieldwork to theory-work
Daniel Coombes (Birmingham City University)
Teaching fieldwork: Fieldwork Methods in Landscape Architectural Education and the Case of Brexit, Borders and the Irish Northwest
Gareth Doherty (Harvard University)
Block 4D. Landscape education: Ethics and values
Chair: Burcu Yigit Turan
Symbolic conversations in public landscapes of the American South: Re-evaluating monuments to the confederacy
M. Elen Deming, Kofi Boone (North Carolina State University)
Walking on broken glass? Women, education, and the glass ceiling in landscape architecture
Elinor Scarth (University of Edinburgh); Leonie Mhari (Self employed)
Are we educating traditional heroes or team players for the future? Reflections on landscape architecture education in Finland
Ranja Hautamäki, Meri Mannerla-Magnusson, Emilia Weckman (Aalto University, Finland)
From action research to action education: How we can meaningfully engage with the world
Marlies Brinkhuijsen, Marleen Buizer, Clemens Driessen (Wageningen University, Netherlands)
Block 4E. Pedagogic methods: Teaching in a global context
Chair: Martin Prominski
Improving our global infrastructure: the international geodesign collaboration
Mojca Golobič, Andrej Bašelj, Nadja Penko Seidl, Tadej Bevk (University of Ljubljana, Slovania)
Notes on a global experience of landscape architecture education from Sweden, Russia, USA, New Zealand, and Australia
Maria Ignatieva (University of Western Australia)
CultureScape Project – Landscape design in international and intercultural learning environment: Dresden, Elbe-Roeder-Triangle Case
Meryem Atik, Veli Ortaçeşme, Tahsin Yilmaz (Akdeniz University, Turkey); Cornelius Scherzer, Wolfgang Fischer (Dresden University of Applied Sciences, Germany); Steven Goossens, Pol Ghekiere (Erasmus University College Brussels); Oğuz Yilmaz, Aysel Uslu (Ankara University, Turkey)
Block 4F. [Special session] Bridging national and disciplinary boundaries: Concepts of sustainability in landscape and urban planning education
Organisers: Stefanie Hennecke, Diedrich Bruns (University of Kassel, Germany)
Sustainability under economic pressure: Education in urban and landscape planning in Poland
Agnieszka Cieśla (Warsaw University of Technology)
Investigating the education for sustainability in official landscape architecture masters programmes
Pedagogic methods for sustainability teaching in landscape architecture
Dan Li, Mintai Kim, Cermetrius Bohannon (Virginia Polytechnic Institute and State University)
New paradigms and concepts for urban nature: an integrative model practical applications in landscape planning education at Aalto university
Juanjo Galan (Aalto University, Finland)
Block 4G. [Special session] Professional mythologies or academic consistency? Reframing the basic concepts in landscape architecture education
Organisers: Marius Fiskevold, Anne Katrine Geelmuyden, Marius Grønning, Melissa Anna Murphy (Norwegian University of Life Sciences); Antonio E. Longo (Polytechnic University of Milan)
Block 4H. [Workshop] An asset to education: Introducing archives of landscape architecture in academic education
Organisers: Ulrike Krippner, Lilli Lička (University of Natural resources and Life Sciences, Vienna); Annegreth Dietze-Schirdewahn (Norwegian University of Life Sciences); Hansjörg Gadient, Sophie von Schwerin, Simon Orga (University of Applied Sciences Rapperswil, Switzerland)
PARALLEL SESSION #5.
Tuesday 17 September 14:00-15:30
Block 5A. Pedagogic methods: Design thinking
Chair: Dirk Funck
Design-orientated PhD education in landscape architecture
Martin Prominski (Leibniz University Hannover)
A topological composition method in landscape design pedagogy
Guangsi Lin (South China University of Technology)
The use of physical working models in teaching design in landscape architecture
Eszter Bakay (Szent István University, Hungary)
‘The various aspects of landform design’ Teaching methodology of artistic earth sculpturing to ground modelling
Anna Eplényi, Máté Sárospataki (Szent István University Hungary)
Block 5B. Digital technology in landscape education (2/2)
Chair: Marius Fiskevold
Progressing research, practice and education in landscape architecture through the adoption of digital tools and evidence-based design
Maria-Beatrice Andreucci (Sapienza University of Rome)
Teaching digital photography to landscape architecture students
Kristine Vugule (Latvia University of Life Sciences and Technologies)
Landscape values, on-line learning, and communities of inquiry: Lessons from landscape design history
M. Elen Deming (North Carolina State University)
Block 5C. Educating in a multicultural context
Chair: Annegreth Dietze-Schirdewahn
Learning how to create multicultural landscapes in Japan: an intercultural garden project as an educational workshop
Naomi Shimpo, Mamoru Amemiya (University of Tsukuba, Japan)
A cultural heritage workshop with international students as a teaching tool in landscape architecture
Julia-Nerantzia Tzortzi (Georgi) (Polytechnic University of Milan); Cristina Musacchio (Neapolis University of Pafos, Cyprus); Bardha Meta (Polytechnic University of Milan)
‘Becoming Garden’, a landscape education project at the Zen district of Palermo.
Monica Manfredi (Polytechnic University of Milan)
Block 5D. Teaching transdisciplinary approaches to landscape (4/4)
Chair: Jörg Rekittke
Connecting experiential and performative realms: Mapping exercises in interdisciplinary education
Jennifer A.E. Shields, Ellen Burke (California Polytechnic State University, San Luis Obispo)
Landscape film studio experiments
Mads Farsø (Swedish University of Agricultural Sciences)
Deep Landscape Studio: a transdisciplinary approach to understanding an inhabited landscape
Sophia Meeres (University College Dublin)
Pedagogy of participation. Painting new scenarios in the liquid landscape paradigm
Guido Granello (University of Alcalá, Spain)
Block 5E. Pedagogic methods: Integrating theory
Chair: Tim Waterman
‘Modern, postmodern, anti-modern’ revisited. A critical appraisal of a theoretical design studio TALK CANCELLED
Vera Vicenzotti (Swedish University of Agricultural Sciences)
Drawing time: Developing the score as a contribution to the master thesis phase
Noël Van Dooren (Van Hall Larenstein University of Applied Sciences, Netherlands)
Optimistic experiments in the teaching of landscape urbanism
Ian Fisher (Manchester Metropolitan University)
Toponyms as the indicator to identifying and mapping the correlativity between cultural and natural context based on GIS
Tongxi Gao, Chi Gao (Huazhong Agricultural University, China)
Block 5F. Visions for landscape education
Chair: Benedetta Castiglioni
Landscape architecture education in Europe: Searching for common ground
Viola Corbari (Sapienza University of Rome)
Land Landscape Heritage: Experimenting a new Master in Science in landscape architecture at the Politecnico di Milano
Antonio E. Longo (Polytechnic University of Milan)
Millennials, Centennials … Who´s next? The need for rethinking the learning environment to offer to students
Cláudia Fernandes (University of Porto, Portugal)
Block 5G. [Workshop] The power of imagined landscapes
Organisers: Aurelie De Smet (Erasmus University College Brussels); Bruno Notteboom (Catholic University of Leuven, Belgium)
ECLAS AWARDS SCHEME NOMINATION FORM[19](Please complete the form and send it, together with the supporting material (<8MB), to ECLAS Secretary General – Gabriela Maksymiuk by e-mail to: gabriela_maksymiuk@sggw.pl[20] to reach her by 30 April 2019)
A nomination should comprise a completed nomination form, with a short motivation for the nomination (maximum 200 words), the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement (maximum 6 pages and/or portfolio panels).
Context
The European Council of Landscape Architecture Schools, ECLAS, is an association of university teachers and researchers in landscape architecture, whose membership primarily consists of university departments and faculties where landscape architecture teaching and research is the main focus of activity.
The purpose of ECLAS is to foster and develop scholarship in landscape architecture throughout Europe by:
strengthening contacts and enriching the dialogue between members of Europe’s landscape academic community,
representing the interests of this community within the wider European social and institutional context and
making the collective expertise of ECLAS available, where appropriate, in furthering the discussion of landscape architectural issues at the European level.
In pursuit of this goal the European Council of Landscape Architecture Schools seeks to build upon Europe’s rich landscape heritage and intellectual traditions to:
Network and platform
Further and facilitate the exchange of information, experience and ideas within the discipline of landscape architecture at the European level, stimulating discussion and encouraging co-operation between Europe’s landscape architecture schools through, amongst other means, the promotion of regular international meetings, in particular an annual conference;
Educational support
Foster and develop the highest standards of landscape architecture education in Europe by, amongst other things, providing advice and acting as a forum for sharing experience on course and curriculum development, and supporting collaborative developments in teaching and learning;
Research and teaching
Promote interaction between academics and researchers within the discipline of landscape architecture, thereby furthering the development of a Europe-wide landscape academic community, through, amongst other things, the development of common research agendas and the establishment of collaborative research projects;
Awareness of scholarship in LA
Represent the interests of scholarship in landscape architecture within Europe’s higher education system, encourage interdisciplinary awareness and enhance the overall standing and the public understanding of the discipline;
External dialogue
Stimulate dialogue with European bodies, institutions and organisations with interests in landscape architecture and with other international organisations furthering landscape scholarship.
In order to support the highest standards of landscape architecture education and research and to raise the awareness of scholarship in landscape architecture ECLAS bestows awards for outstanding performances by teachers, researchers and students.
Categories of awards
ECLAS has four types of awards:
ECLAS Lifetime achievement Award
ECLAS Outstanding Educator Award
ECLAS Outstanding Researcher Award
ECLAS Outstanding Student Award (three categories: 1st cycle, 2nd cycle and 3rd cycle)
For all awards the following criteria are applicable:
Every nominee should be a staff member (or retired staff member) or a student (or recent graduate) at an institution that is an ECLAS member
Every ECLAS member institution may nominate one person for each category each year.
For each category the criteria are described as follows:
ECLAS Lifetime Achievement Award
The aim of this award is to honour a faculty member’s accomplishments over a lifetime or long career in teaching, scholarship/creative activity and service. The accomplishments must reflect sustained activity and achievements over an extended period of time that is truly inspiring and significant for staff and students of the department(s) where the nominee is or has been working and for the wider academic community nationally or internationally.
· Recognition should be for long-term accomplishments in a specific area of work in one or more of the following: teaching, research, or public service.
· Nominees should be senior members of the academic staff and must have been a staff member at one or more ECLAS-member schools for a minimum of fifteen years in total.
· Nominees should have excellence in at least two of the categories listed below.
· Teaching: Teaching that has been recognized as outstanding by students, graduates and peers. Nominees should be mentors who actively guide students’ professional and intellectual development through teaching, counseling, guiding and being role models.
· Scholarship/Creative Activity: New knowledge that advances the profession of landscape architecture. Scholarship and/or creative activity should be communicated through published articles, papers, books, or awards.
· Service: Service that benefits the public realm at local, regional, national or international level and that brings visibility to the profession. Those who have provided past or current service to ECLAS will be given preference.
ECLAS Outstanding Educator Award
The aim of this award is to honour a national or international educator for her or his teaching quality, pedagogical approaches, technologies and learning techniques in ways which enhance the theories, knowledge and skills necessary for good landscape architecture practice.
The criteria include the following:
· Creativity or high quality of the pedagogy.
· Innovation in didactic approaches tailored to the discipline of landscape architecture.
· Contribution of the teaching to the motivation and inspiration of students.
· Integration of multidisciplinary approaches in teaching.
· Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) for a minimum of two years.
ECLAS Outstanding Researcher Award
The aim of this award is to honour a national or international researcher in the field of landscape architecture, who has coordinated a research group for at least three years and completed at least three research projects that are innovative and inspiring. It refers to research that identifies and investigates challenges posed in landscape architecture, providing results that advance the body of knowledge of the discipline.
Criteria are:
· Inspiring leadership in landscape architecture research.
· Creativity or high quality of research methods and content that contributes to the development of the body of knowledge of the discipline.
· Contribution to the innovation of landscape architecture research methodology
· Contribution to the awareness of the public at large of the discipline of landscape architecture
· Providing an example for future landscape architecture researchers in Europe.
· Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) or research institute for a minimum of two years.
ECLAS Outstanding Student Awards
The aim of this award is to honour students in the field of landscape architecture, who have demonstrated excellence in one or more of the following fields: a. completing a design, planning or management project; b. performing services for an international organisation or event that contributes to the discipline of landscape architecture in Europe or c. organizing an event or project that enhances the awareness of the public at large for the discipline of landscape architecture. There are three categories: 1st cycle student (Bachelor), 2nd cycle student (Master) and 3rd cycle student (Doctoral).
Criteria include one or more of the following:
· Creativity or high quality of student project eg final degree project or thesis
· Contribution to an international organisation, event or project that promotes teaching, learning or research in the field of landscape architecture e.g. ELASA
· Contribution to the awareness of the public at large of the discipline of landscape architecture
· Providing an example for future landscape architecture students in Europe e.g. by mentoring junior students.
· Nominees should be current students or recent graduates (within 2 years of graduation) of an ECLAS-member school (or schools) or research institute.
Procedure
For the nomination, selection and bestowing of the awards the following procedure is to be followed:
The ECLAS Steering Committee appoints the members of the ECLAS Award Committee.
Every year at the beginning of March there will be a call for nominations. Nominations for ECLAS Awards may be made by an ECLAS Member Institution or by individual academics members not associated with the nominee’s school. Nominations should be made by 30 April for all categories of awards.
A nomination should comprise a completed nomination form, the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement.
For the ECLAS Lifetime award a maximum of three awards annually is possible. For the other categories there is only one award yearly, although it is possible for shortlisted candidates to receive a special mention if the judges deem it appropriate.
For the category of ECLAS Lifetime achievement it is also possible for a member of the ECLAS Executive Committee to nominate a candidate in the context of a special event which is related to honouring an outstanding academic.
Each ECLAS member institution may nominate one candidate for each category of award.
After receiving the nominations the ECLAS Awards Committee will act as a jury for the nominations. Members of the ECLAS Awards Committee will refrain themselves from judging any nominations with which they have a conflict of interest (for example, a juror who teaches in a landscape architecture program will not judge entries submitted by students from that program).
The secretary of this Committee (who is appointed by the ECLAS Executive Committee) will prepare the dossier of materials and the voting procedure. The secretary will ensure that the nominations meet the technical criteria before passing the nominations on to the jury.
The ECLAS Awards Committee will make the selection of nominees who will receive an award.
The ECLAS Executive committee will make the final decision on the selection made by the ECLAS Award Committee.
The award consists of a certificate which will be presented at the yearly ECLAS conference or at a special academic event at the award winner’s university or a related organisation and, for the educator, researcher and student awards, one or more books provided through the sponsorship of Routledge.
ECLAS will announce the award winners at the General Assembly that coincides with the yearly ECLAS Conference and the winners will be presented with the awards in person (if they are able to be present) at the Conference by the President.
ECLAS will be given the copyright of all text, photos and other material that has been provided for the nomination of the award winner for the purposes of publicising the award.
Note: Due to an overwhelming response, registration for the PhD Colloquium has been closed. If you would like to be on the waiting list, please contact anne-katrine.geelmuyden@nmbu.no[22]
Your PhD process is the entrance gate to becoming a researcher producing new scientific knowledge. Whether you envision a career path in research or in academic education, this knowledge along with the various insights you gain through the PhD is relevant for the education of future landscape researchers, theorists and practitioners.
In the spirit of this year’s conference, this colloquium will revolve around the following questions and provide opportunities for sharing reflections and insights:
How may your PhD project result in new knowledge that should be conveyed to students of landscape?
What are the implications for the way we teach students of landscape and landscape architecture?
Reflections may include points of discussion concerning:
New Pedagogical tools and methods
How can we address landscape problems in education?
New concepts and ways of looking at landscapes
New ways of understanding landscapes
New ways of visualizing landscapes, through traditional as well as new media
New approaches to environmental design
The professional role of landscape architects and planners in public planning
The colloquium is open for more topics that may be of interest and inspirational to your fellow PhD students
We therefore invite PhD-students and their supervisors, prior to participating at the conference, to present their work in posters and join us in reflection and discussion on their projects.
This session is free for PhD students who register for the conference; conference registration at a special student reduced rate will open on 15 February. Please make sure to note your intended participation at the colloquium when registering for the conference. Please note that there is a limit of places and participation will be determined on a ‘first come first serve basis.’
How to get involved as a doctoral student?
Current and prospective doctoral students are invited to present a poster (A1) of their research project. The contents of the poster should include:
Topic of my research project
Please state the thesis title.
Please explain the context and scientific and societal relevance.
What is my research question and which research strategy & approach have I selected to answer this question?
In this context it might be useful to also explain your way of operationalizing the theoretical concepts that are included in your research question.
What is, or will be, my empirical evidence and how will I collect and analyse my data/evidence?
In what way does your project relate to basic knowledge in landscape architecture studies that should be included in university curricula?
Present a short text on how you would include the reflections and findings you have made so far in your PhD-process into a course or curriculum of landscape architecture.
Poster Submission deadline: 31st of August 2019 to this e-mail: anne-katrine.geelmuyden@nmbu.no[22] . On the email subject line, please indicate ‘ECLAS PhD-colloquium. Student’.
How to get involved as a prospective doctoral students?
If you are a future doctoral student and still in the process of developing a thematic framework, you are also invited to attend the discussions. In that case you need not submit an outline but please send an e-mail to anne-katrine.geelmuyden@nmbu.no[22] before 31st of August 2019 to inform us of your intention to attend. On the email subject line, please indicate ‘ECLAS PhD-colloquium. Prospective doctoral student’
How to get involved as a thesis supervisor or senior researcher?
The colloquium will be a combination of individual mentoring, group discourse and presentations. Discussion themes could be the following, but are not limited to these:
How has your teaching and supervision affected your research interests and supervision of PhD-studies
Should PhD-students be encouraged to teach during the course of their PhD study? Why?
How do you convey your own research to students through teaching?
Supervisors are invited to join at any time during the day.
A certificate of attendance will be issued on behalf of ECLAS.
For any questions: e-mail: anne-katrine.geelmuyden@nmbu.no[22]
ECLAS 2018: Landscapes of Conflict
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ECLAS Annual Awards – rules and procedure
A nomination should comprise a completed nomination form, with a short motivation for the nomination (maximum 200 words), the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement (maximum 6 pages and/or portfolio panels).
The European Council of Landscape Architecture Schools, ECLAS, is an association of university teachers and researchers in landscape architecture, whose membership primarily consists of university departments and faculties where landscape architecture teaching and research is the main focus of activity.
The purpose of ECLAS is to foster and develop scholarship in landscape architecture throughout Europe by:
strengthening contacts and enriching the dialogue between members of Europe’s landscape academic community,
representing the interests of this community within the wider European social and institutional context and
making the collective expertise of ECLAS available, where appropriate, in furthering the discussion of landscape architectural issues at the European level.
In pursuit of this goal the European Council of Landscape Architecture Schools seeks to build upon Europe’s rich landscape heritage and intellectual traditions to:
Network and platform
Further and facilitate the exchange of information, experience and ideas within the discipline of landscape architecture at the European level, stimulating discussion and encouraging co-operation between Europe’s landscape architecture schools through, amongst other means, the promotion of regular international meetings, in particular an annual conference;
Educational support
Foster and develop the highest standards of landscape architecture education in Europe by, amongst other things, providing advice and acting as a forum for sharing experience on course and curriculum development, and supporting collaborative developments in teaching and learning;
Research and teaching
Promote interaction between academics and researchers within the discipline of landscape architecture, thereby furthering the development of a Europe-wide landscape academic community, through, amongst other things, the development of common research agendas and the establishment of collaborative research projects;
Awareness of scholarship in LA
Represent the interests of scholarship in landscape architecture within Europe’s higher education system, encourage interdisciplinary awareness and enhance the overall standing and the public understanding of the discipline;
External dialogue
Stimulate dialogue with European bodies, institutions and organisations with interests in landscape architecture and with other international organisations furthering landscape scholarship.
In order to support the highest standards of landscape architecture education and research and to raise the awareness of scholarship in landscape architecture ECLAS bestows awards for outstanding performances by teachers, researchers and students.
Categories of awards
ECLAS has four types of awards:
ECLAS Lifetime achievement Award
ECLAS Outstanding Educator Award
ECLAS Outstanding Researcher Award
ECLAS Outstanding Student Award (three categories: 1st cycle, 2nd cycle and 3rd cycle)
For all awards the following criteria are applicable:
Every nominee should be a staff member (or retired staff member) or a student (or recent graduate) at an institution that is an ECLAS member
Every ECLAS member institution may nominate one person for each category each year.
For each category the criteria are described as follows:
ECLAS Lifetime Achievement Award
The aim of this award is to honour a faculty member’s accomplishments over a lifetime or long career in teaching, scholarship/creative activity and service. The accomplishments must reflect sustained activity and achievements over an extended period of time that is truly inspiring and significant for staff and students of the department(s) where the nominee is or has been working and for the wider academic community nationally or internationally.
· Recognition should be for long-term accomplishments in a specific area of work in one or more of the following: teaching, research, or public service.
· Nominees should be senior members of the academic staff and must have been a staff member at one or more ECLAS-member schools for a minimum of fifteen years in total.
· Nominees should have excellence in at least two of the categories listed below.
· Teaching: Teaching that has been recognized as outstanding by students, graduates and peers. Nominees should be mentors who actively guide students’ professional and intellectual development through teaching, counseling, guiding and being role models.
· Scholarship/Creative Activity: New knowledge that advances the profession of landscape architecture. Scholarship and/or creative activity should be communicated through published articles, papers, books, or awards.
· Service: Service that benefits the public realm at local, regional, national or international level and that brings visibility to the profession. Those who have provided past or current service to ECLAS will be given preference.
ECLAS Outstanding Educator Award
The aim of this award is to honour a national or international educator for her or his teaching quality, pedagogical approaches, technologies and learning techniques in ways which enhance the theories, knowledge and skills necessary for good landscape architecture practice.
The criteria include the following:
· Creativity or high quality of the pedagogy.
· Innovation in didactic approaches tailored to the discipline of landscape architecture.
· Contribution of the teaching to the motivation and inspiration of students.
· Integration of multidisciplinary approaches in teaching.
· Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) for a minimum of two years.
ECLAS Outstanding Researcher Award
The aim of this award is to honour a national or international researcher in the field of landscape architecture, who has coordinated a research group for at least three years and completed at least three research projects that are innovative and inspiring. It refers to research that identifies and investigates challenges posed in landscape architecture, providing results that advance the body of knowledge of the discipline.
Criteria are:
· Inspiring leadership in landscape architecture research.
· Creativity or high quality of research methods and content that contributes to the development of the body of knowledge of the discipline.
· Contribution to the innovation of landscape architecture research methodology
· Contribution to the awareness of the public at large of the discipline of landscape architecture
· Providing an example for future landscape architecture researchers in Europe.
· Nominees are members of the academic staff and must have been a staff member at an ECLAS-member school (or schools) or research institute for a minimum of two years.
ECLAS Outstanding Student Awards
The aim of this award is to honour students in the field of landscape architecture, who have demonstrated excellence in one or more of the following fields: a. completing a design, planning or management project; b. performing services for an international organisation or event that contributes to the discipline of landscape architecture in Europe or c. organizing an event or project that enhances the awareness of the public at large for the discipline of landscape architecture. There are three categories: 1st cycle student (Bachelor), 2nd cycle student (Master) and 3rd cycle student (Doctoral).
Criteria include one or more of the following:
· Creativity or high quality of student project eg final degree project or thesis
· Contribution to an international organisation, event or project that promotes teaching, learning or research in the field of landscape architecture eg ELASA
· Contribution to the awareness of the public at large of the discipline of landscape architecture
· Providing an example for future landscape architecture students in Europe eg by mentoring junior students.
· Nominees should be current students or recent graduates (within 2 years of graduation) of an ECLAS-member school (or schools) or research institute.
Procedure
For the nomination, selection and bestowing of the awards the following procedure is to be followed:
The ECLAS Steering Committee appoints the members of the ECLAS Award Committee.
Every year at the beginning of April there will be a call for nominations. Nominations for ECLAS Awards may be made by an ECLAS Member Institution or by individual academics members not associated with the nominee’s school. Nominations should be made by 20 June for all categories of awards.
A nomination should comprise a completed nomination form, the nominee’s curriculum vitae, a biographical sketch that summarises the highlights of the nominee’s career or achievements (3 pages maximum) and evidence of this achievement.
For the ECLAS Lifetime award a maximum of three awards annually is possible. For the other categories there is only one award yearly, although it is possible for shortlisted candidates to receive a special mention if the judges deem it appropriate.
For the category of ECLAS Lifetime achievement it is also possible for a member of the ECLAS Executive Committee to nominate a candidate in the context of a special event which is related to honouring an outstanding academic.
Each ECLAS member institution may nominate one candidate for each category of award.
After receiving the nominations the ECLAS Awards Committee will act as a jury for the nominations. Members of the ECLAS Awards Committee will refrain themselves from judging any nominations with which they have a conflict of interest (for example, a juror who teaches in a landscape architecture program will not judge entries submitted by students from that program).
The secretary of this Committee (who is appointed by the ECLAS Executive Committee) will prepare the dossier of materials and the voting procedure. The secretary will ensure that the nominations meet the technical criteria before passing the nominations on to the jury.
The ECLAS Awards Committee will make the selection of nominees who will receive an award.
The ECLAS Executive committee will make the final decision on the selection made by the ECLAS Award Committee.
The award consists of a certificate which will be presented at the yearly ECLAS conference or at a special academic event at the award winner’s university or a related organisation and, for the educator, researcher and student awards, one or more books provided through the sponsorship of Routledge.
ECLAS will announce the award winners at the General Assembly that coincides with the yearly ECLAS Conference and the winners will be presented with the awards in person (if they are able to be present) at the Conference by the President.
ECLAS will be given the copyright of all text, photos and other material that has been provided for the nomination of the award winner for the purposes of publicising the award.
