DLB301 Landscape Ecology

Unit Outline: Semester 1 2024, Gardens Point, Internal

Overview

This unit applies theories of landscape ecology related to sustainable landscape design and planning in combination with an understanding of geomorphological structures and processes. It prepares you for further expansion of your intermediate-level design skills into Landscape Planning theory and application. It expands your understanding of landscape from a small site to a broad and holistic level. Landscape architects need to understand the systems that create and are created by the landscape and so this unit will develop your ability to comprehend the interconnectedness of landscape structures and processes, and how they interact within landscape systems, essential to the formulation of sustainable landscape design propositions. You will apply this knowledge in a semester-long landscape study project, extending the communication techniques you learnt in first and second year units.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Discuss and employ knowledge of landscape ecology and related geomorphologic in landscape formation.
2. Analyse spatial data to evaluate and interpret the characteristics of a specific landscape and propose specific design and planning interventions in that landscape.
3. Employ appropriate communication skills including report writing and mapping, to communicate the characteristics of a specific landscape to professional and/or scholarly audiences.

Content

Learning Approaches

Teaching and learning takes place through blended learning including: lectures and studio activities supported by online learning resources. This unit engages you in your learning through:

• individual problem-based learning through a semester-long landscape study project applying beginner-level knowledge of landscape ecology, and related theories to landscape analysis at a sub-regional scale,
• team-based learning through the completion of formative studio workshop exercises and oral communication of in-class feedback that supports the completion of the site-specific landscape study project.

Both content and organisation are designed for you to assess your progress in the unit and the course and for you to gather evidence of meeting unit and course outcomes.

Feedback on Learning and Assessment

Formative feedback on the landscape study report and proposal will be given through the completion of a series of formative studio exercises, and staged studio presentations of landscape study work- in-progress.

Summative assessment will be in the form of detailed feedback through relevant criterion referenced assessment sheets.

Assessment

Overview

Your ability to perceive and understand the interconnectedness of landscape structures, systems and processes will improve your ability to make decisions in landscape design and planning that foster sustainable outcomes. Assessment will encourage and test your understanding of core theoretical concepts, and develop and evaluate your application of this theory in a real-world landscape.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Landscape Study Report

Create a scientific-style report presenting your analysis and interpretation of the structures, systems and processes of a landscape, through the application of landscape ecology, geomorphology and related theories.

This is an assignment for the purposes of an extension.

Assessment: Landscape Study Proposal

A visual and text-based presentation of your proposed change in the study landscape, identifying the transformations in the landscape's structures, systems and processes this change might lead to, in terms of landscape ecology, geomorphology and related theories.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Costs

There are no out of the ordinary additional costs associated with this unit. Additional costs can be reduced by minimising travel distances for field work, sharing a ride with friends, sharing copies of sourced material and using black and white presentations of assignments, unless colour is specifically required.

Resources

Resource Materials

Prescribed text(s)

Dramstad, W.E., Olson, J.D. and Forman, R.T.T. (1996). Landscape Ecology Principles in Landscape Architecture and Land Use Planning, Washington DC: Harvard University Press Graduate School of Design Island Press.

Forman, R.T.T. (1995). Land Mosaics: The ecology of landscapes and regions. Cambridge: Cambridge University Press.

Strahler, A.N. and Strahler, A. (2011) Introducing Physical Geography. John Wiley and Sons. 3rd Edition.

Willmott, W. and Stevens, N. (2012). Rocks and Landscapes of Brisbane and Ipswich. Geological Society of Australia, Queensland Division.

Recommended text(s)

Bosselmann, P. (2008). Urban Transformation': Understanding City Form and Design (2). Washington DC, US: Island Press.

Bunce, B. (2012). ‘A Shared Perspective' On the Relationship Between Landscape Ecology and Landscape Architecture’. In Bell, S., Herlin Sarlöv, I. and Stiles, R. Exploring the Boundaries of Landscape Architecture, Abingdon: Routledge. pp.131 – 149.

Forman, R.T.T. (2012). ‘Infrastructure and Nature: Reciprocal Effects and Patterns for our Future’. In Pollalis, S., Georgoulias, A., Ramos, S. J., and Schodek, D. (Eds.). Infrastructure Sustainability and Design. New York: Routledge.

Forman, R.T.T. (2014). Urban Ecology: Science of Cities. New York: Cambridge University Press.

Hill, K. (2005). Chapter 6: ‘Shifting Sites’. In Burns, C.J. and Kahn, A. Site Matters: Design Concepts, Histories, and Strategies. New York: Routledge. pp.131 – 155.

Willmott, W. (1988). Rocks and Landscapes of the Sunshine Coast. Geological Society of Australia, Queensland Division.

Willmott, W. (2006). Rocks and Landscapes of the National Parks of Southern Queensland. Geological Society of Australia, Queensland Division.

Willmott, W. and Stevens, N. (2010). Rocks and Landscapes of Gold Coast. Geological Society of Australia, Queensland Division.

Risk Assessment Statement

All students and staff are required to complete the Tier 1 CIF General Health and Safety Induction for access to campus buildings and facilities. This must be completed online.

During classes, you are expected to comply with all evacuation drills, instructions and other occupational health and safety regulations at QUT. You are advised to avoid construction areas/hazardous zones and to minimise risks to both yourself and other members of the public while at QUT. The unit may require you to participate in field trips, both of a self-guided nature and sometimes organised trips overseen by staff. A risk assessment for the former has identified only low impact risks. A risk assessment will be conducted prior to any organised field trips. You will be provided with relevant safely guidelines prior to any field trip, and be required to obey all these and directions given while attending field trips

Course Learning Outcomes

DE43 Bachelor of Design

1. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
   Relates to: ULO1, Landscape Study Report, Landscape Study Proposal
2. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
   Relates to: ULO2, Landscape Study Report, Landscape Study Proposal
3. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal
4. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal

DE45 Bachelor of Design - International

1. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
   Relates to: ULO1, Landscape Study Report, Landscape Study Proposal
2. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
   Relates to: ULO2, Landscape Study Report, Landscape Study Proposal
3. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal
4. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal

DV43 Bachelor of Design

1. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging and working in global, cultural and indigenous contexts.
   Relates to: ULO1, Landscape Study Report, Landscape Study Proposal
2. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
   Relates to: ULO2, Landscape Study Report, Landscape Study Proposal
3. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal
4. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
   Relates to: ULO3, Landscape Study Report, Landscape Study Proposal