The 2018 IFLA World Congress in Singapore

by Erik S. Mustonen, ASLA, CSLA, RLA (CA + MN), CLARB, LEED AP-ND

image: Erik Mustonen

The Republic of Singapore, an island city-state one degree north of the equator, has 5.6 million residents on 700 square kilometers (270 square miles.) Since independence in 1965, land reclamation has increased its size by 23%. With dense development on its small area, only 5% of its historical forests remain, but the creation of nature parks has become a national priority. It is a multi-ethnic community with four official languages—English (most common), Mandarin Chinese, Malay, and Tamil. Most of its people are bilingual. About 74% of the residents are of Chinese descent. It ranks very high in many economic measures and is known to be safe, corruption free, and extremely well organized (some say too organized). While working in nearby Malaysia in the 1980s and 1990s, I often visited Singapore, and I was impressed by how much it has developed since then.

The 2018 International Federation of Landscape Architects (IFLA) World Congress and Trade Exhibition was held from July 18-19, at the Sands Expo and Convention Centre, Marina Bay Sands, Singapore. It was organized by IFLA together with the Singapore Institute of Landscape Architects and the (Singapore) National Parks Board. The organizers also offered nine technical tours on July 20.

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Creating an Everyone-Wins Playground Partnership

by Lawrence Raffel, PLA, ASLA

The Mark Twain Elementary School Playground in Wheeling, Illinois / image: Lawrence Raffel

Some say two heads are better than one. The Wheeling Park District discovered this concept applies to public agencies, too.

It makes sense. When agencies establish partnerships, the communities they serve benefit from the collective mission and expertise of each agency. Oftentimes an overarching mission of one agency may support a neglected, yet critical, component of another agency.

Such was the case when the Wheeling Park District partnered with Community Consolidated School District 21 (CCSD21) to design and develop a new playground at Mark Twain Elementary School, and, at the same time, create a neighborhood park within an underserved community. This creative project, a partnership between the Park District and the School District, fosters the goals of both agencies, and, most importantly, the Wheeling community.

In 2010, the Wheeling Park District conducted a Community Attitude and Interest Survey (CAIS) to determine the parks and recreation needs of the Wheeling community. The results of that survey showed an overwhelming need and desire for improved and developed neighborhood parks. In fact, development of neighborhood parks was one of the most selected responses under the category of “Actions Most Willing to Fund with Tax Dollars.” This data has been a driving component of the Wheeling Park District Strategic Plan.

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Join us for the 2018 Student & Emerging Professional SPOTLIGHT Mini-Series

Mark your calendars for two upcoming opportunities to earn professional development hours (PDH) with ASLA’s Student & Emerging Professional SPOTLIGHT mini-series. Each is a two-part presentation, providing access to forward-thinking topics and discussions.

Earlier this year, four emerging professionals were selected to work with Professional Practice Network (PPN) mentors in creating presentations for the SPOTLIGHT mini-series. This program provides valuable mentorship through design critique, effective communication guidance, and building relationships with industry professionals. We’re proud of the work these emerging professionals have put forth, making a name for themselves among their peers, and look forward to their continued volunteer work and leadership with ASLA.

Please join us for the upcoming SPOTLIGHT mini-series presentations Transforming Landscape Through Culture: Dance Principles & Archival Sources as Design Inspiration on August 21 and Adaptation Strategies: Infrastructure Flexibility for Resilient Communities and Autonomous Vehicles on August 28.

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Mentorship Programs for Landscape Architects

by Alison Kennedy, ASLA

A coffee break in Grand Park during the 2017 Women in Landscape Architecture Walk in Los Angeles / image: EPNAC

ASLA’s Women in Landscape Architecture Professional Practice Network (WILA PPN) has heard that many of our members are interested in a mentorship program. We are in the process of pulling together resources to help you find a program you can join, or give you inspiration to start your own program.

Here are few we’ve put together or located so far:

Mentorship Resources:
Women in Design: How to Find a Network of Other Women Designers
Lessons Learned from Mentors
Guidance on Networking & Mentoring for Emerging Professionals
Landscape Architecture Mentoring Programs (2011 report)
Wanted: Examples of Landscape Architecture Mentor Programs

ASLA Chapter Mentorship Programs:
Colorado
Iowa
Minnesota
Northern California
Potomac

Does Your Chapter Support or Work with a Local Mentorship Program?

If you don’t see your chapter’s local mentorship program listed above, please send the link to propractice@asla.org so we can add it to our list. And if you, or someone from your chapter, is interested in writing a short description of the program, please let us know. We’d love to hear from members across the country, especially from areas where landscape architects may be few and far between, and finding a mentor may be more of a challenge. Share your landscape architecture mentorship story!

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Marjory’s Garden Story

by Kyle Jeter

Marjory's Garden / image: BrightView
Marjory’s Garden / image: BrightView

Amy Wagenfeld, Affil. ASLA, Children’s Outdoor Environments Professional Practice Network Co-Communications Director, and Naomi A. Sachs, PhD, ASLA, EDAC, are humbled and grateful to share Kyle Jeter’s story with you.

It was January, 2016. As the Marjory Stoneman Douglas High School Principal and I watched the heavy machinery level the last of the dilapidated portable classrooms, an idea flitted across my mind. On a whim, I asked if a portion of the land being cleared might be set aside for science/STEM purposes—perhaps a garden? After considering the proposal for a few days, Mr. Thompson generously offered the Science Department an elongated strip of land adjacent to the tennis courts. Not expecting to receive such a large tract (~ 9,000 sq. ft.), I began to sketch out the basic layout of what would become “Marjory’s Garden.”

The environmentalist Marjory Stoneman Douglas was 100 years old when her namesake school opened its doors in 1990 (she lived to be 108!) in Parkland, FL. Her influential book, The Everglades: River of Grass, established her as a champion of the Everglades. Accordingly, science teachers such as Tammy Orilio wanted to ensure from the start that the Garden reflected Stoneman’s values. We also wanted the Garden to be a place of learning. In May of 2016, the Parent Teacher Association voted to give us $1,000 to get the project off the ground, and the Marjory’s Garden project took its first, tentative steps.

Allow me to confess, at that time, I knew absolutely nothing about gardening! The last time I had planted anything was the tree sapling I brought home on Arbor Day in the 5th grade. I am, however, a believer in adopting a growth mindset and this presented a challenge on a much larger scale than anything else I had ever attempted. I am also a major proponent of project-based learning. My colleagues Mr. Sean Simpson (chemistry), Mr. Frank Krar (math), and I had been conducting a high-altitude balloon project, Project Aquila, since 2010, and had witnessed the positive benefits to our students of hands-on learning. We made it a priority to allow students a high degree of freedom in decision-making, and we put digital and physical tools in their hands, and under their control, as often as possible. This created an enormous degree of buy-in on their part and that, to me, is what makes that project successful year after year. We agreed that the Garden would operate under those same norms.

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