Professional studio-based curricula like landscape architecture and architecture teach creative problem solving by assigning ill-defined projects. Ideally, this method of student-centered learning by doing encourages “reflection-in-action”. However, is reflection effective when students have a very limited understanding of complex subjects? This paper presents the educational value of curriculum required case study trips for landscape architecture students in a non-urban program. Educating landscape architecture students to design sustainable, resilient, and environmentally healthy outdoor spaces is now a core value for accredited landscape architecture programs in the United States. This core value emphasizes that the landscape architect’s role in creating sustainable and inclusive urban spaces in the coming years is paramount. Therefore, landscape architecture programs from non-urban locations need to cultivate students’ knowledge of urban place-making through multiple educational methods including physically experiencing urban spaces to broaden their awareness and understanding. This landscape architecture curriculum requires two case study trips (each trip is between 5-8 days) that immerse students in large U.S. cities (New York, Chicago, Seattle for example) to visit and document landscape architecture projects. Student requirements include documenting the projects in a sketchbook (analog) while on-site, and post-trip submitting a digital package that includes critical dimensions from “A Case Study Method for Landscape Architecture”. The first assignment for the case study is a pre-trip narrative that asks students to write their trip goals and expectations. The following are excerpts from students’ pre-narrative, “I am looking forward to this trip….to increase the number of precedents to pull from when I am designing”. Another student entry “as a young professional I don’t always know what to look for in a site and I believe that traveling is a gateway to learning how the landscape shapes culture, society and the environment”. Routinely, the pre-narratives refer to the value of travel and experiencing places firsthand. For the final trip assignment, students write a post-trip narrative reflecting on their experiences and the trips value. Post-narrative student excerpts, “it was more than fulfilling to actually see and experience urban sites…the best parks focused on the needs of the community”. Another student reflected that “my biggest take away has been to pay attention to context when designing” and “I can use the places and projects that we see as precedent in future school assignments”. Through the student reflections, it is evident that they value the educational experience of the case study trip. Beyond the student reflections on the educational value of the trip, students regularly comment in their post-narrative the improved comradery with their classmates. Improved relationships with studio mates are beneficial in fostering peer-to-peer learning and educators should not underestimate its value in classroom settings. If learning by doing requires active reflection on those experiences to improve one’s educational competency, then providing firsthand experiences is vital.

Keywords: Experiential learning, education, sustainability.