Degree Programme Specification 2019/2020
MA Honours in Landscape Architecture
|To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision.|
|Awarding institution:||The University of Edinburgh|
|Teaching institution:||The University of Edinburgh|
|Programme accredited by:||Landscape Institute|
|Final award:||Landscape Architecture MA (Honours)|
|Programme title:||Landscape Architecture MA (Honours)|
|Relevant QAA subject benchmarking group(s):||Landscape Architecture|
|Postholder with overall responsibility for QA:||Director of Quality, ECA|
|Date of production/revision:||March 2014|
|Further Information:||View the prospectus entry for this programme|
Teaching and learning methods and strategies
The Design Studio
The major locus of landscape architectural education in Edinburgh is the design studio, where students work on projects (either group or individual), benefiting from discussions and interaction with the teaching staff and with their fellow students. Studio projects are structured elements of study exploring themed aspects of landscape architecture. Studio taught courses usually include tutorials, seminars, discussions, and lectures. Student work is enhanced by periodic review involving presentation and discussion with staff, students and visitors. Reviews are integrated with processes of assessment and feedback.
Individual tutorials, accompanying more formal critiques take place during the teaching of all design projects and the dissertation in final yea. Distance based tutorials support the professional placement period and courses, undertaken at that time.
Team Teaching Team teaching is employed during the delivery of design modules in all stages, and in design and dissertation courses in final year.
Projects are the vehicles for learning, teaching and assessment in courses in design, spatial exploration and representation, construction and reading the landscape.
Technical Instruction Technical instruction supports learning and teaching in first year design courses and second year techniques courses.
Group Teaching and Learning Formal group teaching and learning typically takes place during the site analysis stage of design courses in most years.
Lectures support learning and teaching in history and theory, ecology, reading the landscape, construction, horticulture, computer-aided design, landscape engineering, contracts and specification and elective modules.
Seminars support learning and teaching in the delivery of history and theory, CVCS electives and dissertation modules. Online seminars will take place during stage 4 to support the professional placement period and modules, which are undertaken at that time.
Computer-Aided Learning Teaching occurs in Digital Construction in second year. There is also an elective in year 3, integrated digital media, which advances teaching.
A week long, study tour in year 1 forms part of the landscape history course and is a formally assessed part of the programme. Shorter site visits and field excursions are involved in the teaching of most design modules, plant materials, construction, landscape engineering and reading the landscape.
Practice-Related Learning Experience
Third year formally includes an assessed 60 credit professional placement period in semester 2. During this period students are required to keep a professional logbook describing and analysing their workplace experience and undertake preparatory research for their dissertation in final year.
The policy we promote for all exchanges is that each operates on 1 semester duration only, which helps safeguard against outgoing students encountering problems with study over the more prolonged duration of one year. The 1 semester duration can be in either semester 1 or 2, although exchange to Australia and New Zealand is limited to semester 2 due to alignment with their academic year.
These currently comprise of the 4 EMILA partner institutions:
Academie van Bouwkunst, Amsterdam, The Netherlands.
Universitat Politècnica de Catalunya, Barcelona, Spain.
Fakultät für Architektur und Landschaft, Leibniz Universitat, Hannover, Germany.
École Nationale Supérieur de Paysage, Versailles, France.
EMILA exchanges take place in semester 2 of third year and semester 1 of final year.
There is one further exchange with:
Istanbul Technical University (ITU), Istanbul, Turkey
These are all established exchanges, which are monitored in regard of balance of numbers which the International Office provides statistics for each year. We envisage no changes to these agreements.
Currently we have three international partners:
Queensland University of Technology (QUT), Brisbane, Australia
Institute of Technology (UNITEC), Auckland, New Zealand
Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia
The programme makes use of the combined resources at both the Lauriston Place campus (including Evolution House) and the Chambers Street (Minto House) campus. In addition some lectures occur in various locations around the George Square area.
Lauriston Place Campus
Lauriston Place houses the landscape architecture studios, café, workshop, printing facilities and shop.
Evolution House contains the Edinburgh College of Art Library. The library’s collections of books, journals, DVDs and videocassettes, slides and other media cover all aspects of architecture and landscape architecture, art, design, film, photography, and related disciplines. The library also provides web access to a comprehensive range of online resources in these subject areas. A Computing Services helpdesk is located within the library.
Minto House Campus
Minto House is home to the University of Edinburgh Art and Architecture Library (Minto House Level 2/Ground Floor) covering architectural theory and practice, architectural history and art history, construction, planning and urban design, landscape architecture, professional practice, presentation techniques, and CAD. Architectural journals are held here. There is a collection of DVD and videos, a comprehensive slide library and a large collection of digital images, which are used in history teaching and made available by a variety of means, but primarily via Learn. Wireless web access is provided throughout.
University of Edinburgh Main Library, George Square
Large collections of books on architecture and related subjects are also held in the main University Library in George Square. Extensive holdings of valuable and historical publications are also to be found, together with an expanding archival collection on twentieth-century urban design and planning. The library has was recently refurbished and includes a café and group working “pods” available for all students.
There are additional Crit areas in both campuses, which will be used occasionally.
Assessment methods and strategies
Methods of Assessment
The detailed methods of assessment will vary with the content of each course and project. Generally, students will receive diagnostic and formative feedback through tutorials and interim reviews with members of staff and invited critics. Summative feedback will be provided through Course Feedback Forms at the end of the course. Grades given on feedback forms are for guidance only and subject to ratification at the Examination Board.
ESALA programmes are governed by the University of Edinburgh Assessment Regulations. These are available online at: www.ed.ac.uk/schools-departments/academic-services/policies-regulations/regulations/assessment
Feedback is given through formative assignments and also through formal overall feedback for each course. This includes provisional (pre-examination board) grades alongside written comments and action points. In courses in which all assignments are summatively assessed, students will receive feedback with each marked assignment.
Common Marking Scheme and Grade descriptors
The assessment scheme is designed to assist students and staff to clearly identify both strengths and weaknesses in assessed work through aligning assessment directly to the learning outcomes. For each learning outcome contained within a Course descriptor the student will receive a grade. These grades will then be used to produce a single summative mark for each course.
In this way both students and staff can clearly see where the strengths and /or weaknesses lie.
The grade scheme comprises eight category bands and uses letter grades rather than numbers. Grade criteria can be found at:
An extract of which is given below:
EXTRACT FROM COMMON MARKING SCHEME
Graduates of the ESALA MA(Hons) in landscape architecture – the majority of whom become chartered landscape architects - have been readily employed in the UK and overseas. They work in a wide range of small and large private practices, local and national government and large commercial organisations. In addition, our students graduate with a wide variety of transferable skills that can be put to use in other creative industries. These include skills in document production and graphic design, computer modelling, visualisation techniques, and general expertise with various software packages. Those who wish to pursue further study on completion of the MA(Hons) have the opportunity to access post-professional MSc and PhD programmes in the built environment and other cultural and creative disciplines.
2009 University of Edinburgh validation
2009 Enhancement led institutional review (ELIR) Edinburgh College of Art.
2013 Landscape institute annual professional accreditation
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards:
Programme reviews. (Annual)
External Examiner reports
Edinburgh College of Art Annual Programme Monitoring Review
Programme Committees with responsibility for monitoring and evaluating quality and standards.
Board of Examiners
Mechanisms for gaining student feedback on the quality of teaching and their learning experience.
Staff/student Liason Committee
Student representation on Programme Committees
Questionnaire evaluation of Courses
Staff development events.
Programme Committees are a means of disseminating information about programme changes, which have been affected, or actions, which have been taken at School level, which affect programmes. The Committees meet once a term and consist of:
Other staff may be invited to attend the Committee where appropriate, e.g. part-time or temporary staff responsible for modules/units or their components.
Student representatives make a significant contribution to Programme Committees. They are responsible for canvassing the views of their fellow students on agenda items and, most importantly, informing them of the content and outcome of Programme Committee Meetings. Students are advised to make use of EUSA help in training for their role as representatives and in Committee procedures.