HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Hewitt, R. Articles by Nassar, H. F. Search for Related Content

Assessing International Education in Contemporary Landscape Architecture

The paper provides needed definition and description of international education in landscape architecture through an analysis of four principal sources of data, collected from CELA-participating landscape architecture programs between 2002 and 2005. The first two principal sources were two consecutive surveys of landscape architecture department heads concerning international education at their respective institutions. The third source was a series of focused interviews with landscape architecture department heads to supplement the two surveys. The fourth source comprised two web-based reviews of CELA-participating landscape architecture programs completed in 2002–3 and in 2005. The findings from the data were evidenced in five principal areas:

1. Program background in terms of the number of contemporary programs offering landscape architecture international education, the historical development of those programs, and contemporary factors that influence program change.

2. Program trends and variations in terms of study destination preferences, available activities, affiliation and exchange agreements, the timing of activities within the academic year, participating students and faculty, the extent of financial aid for students, unique study destinations, and unique activities.

3. Program approaches, program emphasis, the influence of university policy, and the role of international faculty and students in program activity, specifically in terms of internationalization and multiculturalism.

4. Student preparation and assessment in terms of student orientation and student surveys before and/or after participation in international education activities.

5. Perceived benefits and problems in terms of student and faculty international cultural experience, pedagogy, professional development, student recruitment, faculty research, program outreach, cost of participation, logistics, and administration.

The paper concludes with recommendations for further research on international education and its influence on the profession of landscape architecture.