MLA Terminal Project

E Q U A L P L AY

Instilling Confidence through Educational Play Spaces MASTER OF LANDSCAPE ARCHITECTURE TERMINAL PROJECT SPRING 2022

HANNAH CAROLINE SMITH

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM

HANNAH CAROLINE SMITH | MLA

ABOUT ME

STATEMENT

I see the study of landscape architecture as having endless potential for changing the way others interact and thrive in the world. I am eager to gain insight on these possibilities through the study of design.

EDUCATION

CLEMSON UNIVERSITY Masters of Landscape Architecture | 2022 Bachelor of Art in Architecture | 2020 Minor Travel and Tourism

EXPERIENCE

EDSA Landscape Architecture Intern June 2021 - August 2021 Fort Lauderdale, FL

ALLIANCE ENGINEERS Engineer Intern May 2019 - August 2019 Charleston, SC

RAWLS ARCHITECTURE Architecture Intern May 2018 - August 2018 Amelia Island, FL

PIRATE ISLAND PROPERTIES Design Consultant May 2017 - Freelance Amelia Island, FL

INVOLVED

EQUITY IN ARCHITECTURE ASLA Clemson Chapter | President Clemson Chapter | Member Sept 2016 - May 2022 Sept 2020 - May 2022

AWARDS

Undergrad Prize in Design Honorable Mention | BA Graduate Design Communication Award | MLA LAF Olmsted Scholar Graduate Nominee | MLA

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

TA B L E O F C O N T E N T S

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INTRODUCTION

Conceptual Area of Focus Issue at Hand

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INTERSECT

Area of Emphasis

The Cyclical Process Case Studies

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PROJECT SITE Site Inventory

Design Implementation Proposal

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SITE FEATURES Furnishings

Adaptive Play

Project Visuals

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ACKNOWLEDGMENTS Final Review

Closing Statement

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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INTRODUCTION AREA OF FOCUS

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HANNAH CAROLINE SMITH | MLA

Area of Focus Gender-Sensitive design is a practice of design that reaches beyond the language and context of architecture. The field of architecture historically has been predominantly male and is only recently starting to transition into a gender balanced field. The AIA (American Institute of Architects) reports that as of 2020 women only make up 17% of registered licensed architects (The American Institute of Architects, 2020). In education, the gap has been narrowed and the male to female ratio of students in architecture school is nearly 50:50 (Arieff, 2020). So why is the ratio in the practice of architecture so low? The connection from learning environments to the practicing world must be looked at closely. The path from learning environments to professional environments is a linear connection so why is the imbalance so skewed?

Product design is a quick turnaround, tangible way to assess the gap between men and women in the build environment. Take the design of a standard electric guitar for example, it was designed by men for men to use. When women started to use the instrument, specifically St. Vincent, the design was modified. St. Vincent shortened the neck, narrowed body, placed the strings closer together, and even reduced the pick size. The intent of the guitar design was not to create a guitar for women, but instead it was a guitar designed by women (Scrippa, 2016). This is not the only example of an item that was originally design with the intention for the maker, in this case men, to use and modified by the user, women, later (Scrippa, 2016). There are many other products predominantly designed for men, for example, automobile safety features are designed for the standard male body and is why women tend to suffer more serious injuries than men do in vehicle crashes (Criado-Perez, 2019). CPR mannequins are representative of the male body resulting in men having a 23% increased chance of surviving administered CPR compared to women (Paschal, 2021). Many industrial products including toilets, pianos, even our smart phones have been designed for the standard dimensions of a male hand (Chang, 2021).

Landscape architecture is objectively more fluid and organic when it comes to the design process and build environment. This fluidity of space is believed to provide a ‘feminine’ aesthetic and ethics of care to landscape design. However, the genderimbalance of the profession is still apparent. 24% of all landscape architects are women while 75% are men and women earn on average 94% of what men earn in a year as of 2020 within the profession of landscape architecture alone (Zippa, 2020).

So, if something as small as a phone is designed as if only the designer will be using the product, then what does that tell us about the built environment? What does this tell us about the femininity of landscape design? If only male designers are designing landscapes for all user types, then it is not unreasonable to assume we must assume that the space they designed will tend to cater towards the designer, thus creating an imbalanced and inequitable environment.

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*The research and graphics produced for this project were done for the MLA Terminal Studio Course in collaboration with the Design Justice Course at Clemson University. LARC 8990 | Professor Paul Russell & ARCH 6990 | Professor Clarissa Mendez

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Topic Achieving Gender-equity within learning environments in order to create a diverse team of future designers.

Project Goal CREATE | Create a learning environment that encourages and promotes the success of women in the field of landscape architecture DISPLAY | Display an understanding of gender equity and a logical path to achieve it through design IDENTIFY & EXPOSE | Identify and expose key factors of design or the practice of design that yields gender inequity

Design Premise Bridging the Gender Gap in Landscape Architecture through the implementation of Gender-Sensitive Design Strategies.

Essentially, we can use our knowledge of design to bridge the gender gap in our profession.

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HANNAH CAROLINE SMITH | MLA

Research Question Using the analysis of the history and theory of two landscape architects, one male and one female, in what ways can we change the design of learning environments that will encourage the use and promote the success of all genders in order to create a diverse team of future designers?

Literature Review

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Research Significance The difference between spaces design for women and spaces that are designed by women is an important concept that this research will focus on. Designing learning spaces that promote gender-equity and will provide opportunities for success for all genders can only be designed by those who are using such spaces. This does not suggest that only women can design spaces for women, but women need to be a part of the design process and obtain decision-making power. This starts with providing environments that welcome and support all genders.

Overarching Mission The goal of this research is to better understand that gap that lies between the educational world and the professional world and determine how one can influence the other in order to create a gender-equitable learning environment. There is a lack of research between the two as a correlation or linear path, however, there is research relevant that could be applied to landscape architecture within the context of product design and large-scale urban planning.

It is understood that women in public open space often have more specialized needs than men (Franck and Paxson, 1989). They are less likely to feel comfortable using uninviting or unwelcoming space (Bunston and Brenton, 1992). The same assumption can be made about the workplace. Discouraging and uninviting workplace environments can deter women from entering male-dominated fields. In order to create a gender-equity workspace, the following must be evaluated and changed: 1.Who is designing spaces where women are expected to thrive?

2.Why is there a lack of female leadership within education institutions and the profession?

3.How are we educating the public about the lack of support and resources women receive that stretch beyond simply accepting half women and half men?

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Education

HANNAH CAROLINE SMITH | MLA

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Issue at Hand Education There is an even distribution of male to female students in the study of landscape architecture.

Education

50%

50%

There is an even distribution of male to female students in the study of landscape architecture.

Profession

70

After widens arch

Profession

50%

50%

After school, the gender gap widens to 70% male landscape architects and 30% female.

There is an even distribution of male to female students in the study of landscape architecture.

Profession

Where we are

70%

30%

After school, the gender gap widens to 70% male landscape architects and 30% female.

Sports

Sports

70%

30%

There is a gap that is widening in the distribution of male to female student athlete in middle and high school.

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Where we are

After school, the gender gap widens to 70% male landscape

65%

35%

There is a gap that is widening in the distribution of male to

65

There is in the fem

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Issue at Hand Competition Spaces can be discouraging and feel unsafe for female participants

How? | Competition

Zoned Off To make up for the fact that female students engage in passive play, they are zoned off completely from the competitive spaces.

How? | Zoned Space

Inclusive How can we achieve a high level of sociability between genders in our play spaces?

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Issue at Hand

Access & Participation

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Recognition

More than 50% of schools in the Southeast US have large gaps in Gender Equity in Sports

Longer/More Frequent Recess time has led to higher academic performances

Ability

Future

Physically active girls ages 11-13 gain 40% more bone mass than inactive

Female tend to stop playing sports due to less recognition and pay compared to male athletes

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Conceptual Framework

ACHIEVE GENDER - EQUITY

Design Statement Through the understanding and implementation of gender-sensitive strategies, gender-equity can be achieved within early childhood education play environments to create engaging educational environments that encourage equity in the profession of landscape architecture.

Sources Bas-Arzuaga, D. (2020, January 6). Women in Architecture. American Institute of Architects. https://www.aia.org/articles/6252982women-in-architecture Chang, T. (2021, January 7). Industrial Design: Why is it still a Man’s World? Core 77. https://www.core77.com/posts/103849/ Industrial-Design-Why-Is-It-Still-a-Mans-World Criado-Perez, C. (2019. February 23). The Deadly Truth about a World Build for Men. The Guardian. https://www.theguardian.com/ lifeandstyle/2019/feb/23/truth-world-built-for-men-car-crashes Edwards, Lauren Hamilton, Maja Husar Holmes, and Jessica E. Sowa. 2019. Including Women in Public Affairs Departments: Diversity Is Not Enough. Journal of Public Affairs.

Franck, K, and Paxson, L. (1989). Women and Urban Public Space: Research, Design, and Policy Issues. In E. Zube and G. Moore.

Gardner, J & Begault, L. (2019, April 9). How Better Urban Planning Can Improve Gender Equality? Behavior Scientist. https:// behavioralscientist.org/how-better-urban-planning-can-improve-gender-equality/ Paschal, A. (2021, March 8). A World Designed for Men with a “Just Make it Pink” Mentality. UX Collective. https://uxdesign.cc/aworld-designed-for-men-with-a-just-make-it-pink-mentality-6e74077d43ca Scippa, G. (2016. February 19). St. Vincents First Guitar for Women. Lifegate. https://www.lifegate.com/st-vincent-designs-firstguitar-for-women Stratigakos, D. (2016). Where are the Women Architects? Princeton University Press.

Zippa. (2021, September 9). Landscape Architects Demographics and Statistics in the United States. Zippa the Career Experts. https://www.zippia.com/landscape-architect-jobs/demographics/

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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INTERSECT

AREA OF EMPHASIS

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HANNAH CAROLINE SMITH | MLA

Denise Anderson |

Associate Dean for College of Behavior, Social and Health Science “Girls in competitive sports drops off in middle and high schools.

Daniel High School, for instance, is begging girls to go out for JV Sports to fill teams”

“Play spaces can serve, not as a direct lineage, but as a path to a more inclusive and encouraging classroom environment”

LiiNK |

Lets Inspire Innovation N’ Kids

“Four, fifteen minute periods of outdoor time of unstructured play is encouraged throughout a school day for maximum attention and retention of information”

Tom Jambor |

US Play Coalition

“The playground is one of the few places where children can actively confront, interpret and learn from meaningful social experiences”

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Why is Matters -Confidence to enter male dominated fields -Equity is reflected in design professions -Design for who is absent

-Builds confidence in students while young -Increases sociability between genders -Encourages participation in the classroom

Achieve Equity in Play Spaces

Achieve Equity in The Profession

-Encourages sociability in middle and high school -Introduce various career paths to all students -Adaptable learning techniques will follow students

Design School

Why it Matters

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A Gendered World Product Design Most products are designed based on the standard dimensions of a male body.

AUTOMOBILE SAFETY FEATURES | women suffer more serious injuries than men do in vehicle crashes CPR MANNEQUINS | men have a 23% increased chance of surviving compared to women

Urban Design TRANSPORTATION | Travel patterns displayed by women are not supported by existing transportation systems NATURAL SURVEILLANCE | Activating space between buildings can increase the number of people in public space ACCESSIBILITY | The public realm currently supports a car-dependent society and walkability is neglected

Spacial Design FEMALE USERS | Tend to stay on the perimeter in public space, engage in passive activities, and utilized space in daylight hours MALE USERS | Occupy the center of a public space, engage in active activities and utilized space at any time of the day If something as small as a phone is designed as if only men will be used the product, then what does that tell us about the built environment?

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

A Gendered Playground Female Students

Male Students

Typologies

Bridge the Gap

Characteristics

Passive Play

Active Play 019

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Project Goals

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Area of Implementation

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HANNAH CAROLINE SMITH | MLA

EXPERIMENTATION Offer various materials and fastening tools that can inspire children to invent and adapt their creations.

Provide space for observation and experimentation to promote learning through a new lens. Experimenting throughout different age groups is important for the development of students. A level of responsibility and care is placed on the student to help direct them into various career paths.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

ENGAGEMENT Offer spaces that have multiple programmability that bring all students into the same space. This allows timid students to observe before engaging in a particular activity. Engagement of every student is important and should be highly considered throughout the site. This will build confidence in students and encourages team-building strategies that can be reflected in the classroom.

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ENHANCEMENT Enhance the space provided for play and interaction to include space for observation in order to increase participation. Raise the quality of the existing space to a higher degree that accommodates all users. Enhance each provided and designed element to encourage involvement of every student.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

EVOLUTION Create a space that will encourage interaction and development through hands on learning and engagement with nature. Offer nondescript play equipment to encourage interpretation and creativity.

These spaces should reflect the types of skills students will learn in the classroom and put into real world application.

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HANNAH CAROLINE SMITH | MLA

Project Core

Ecology

Consider the ecology for the health and sustainability of the environment. The ecology can provide a learning opportunity as well. Engaging students with their surrounding as well as keeping a healthy buffer is the goal.

A garden can serve as way for students to get hands on experience with planting and enjoy a farm to table meal.

Composting space can show how the process is cyclical.

Much like forest succession and bio-retention areas.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Environment

The physical environment should consider all the programing elements that are found on site. It should be inclusive and encouraging as well as safe. Visibility for teachers and students is important and points of relief throughout the site should be provided. The environment will structure how learning takes place and how students will develop.

Equity

The equity component refers to the accessibility and availability of resources to all students engaging with the site. A space should not inhibit one or several groups.

Access to the provided resources should be required and teachers should be encouraged to engage their students with the experimentation, evolution and educational spaces.

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HANNAH CAROLINE SMITH | MLA

Case Studies The Nueva School Hillsborough, California

The Nueva School’s campus design models sustainable principles through its educational spaces. Design elements dovetail with the school’s curriculum by creating outdoor environments for children to engage with processes of the local ecosystem

Fuji Kindergarten Tokyo, Japan

Early childhood is the beginning of a lifetime. The environment in which children grow up is very important. In particular, in early childhood when people are interested in, understand, and grow up in various things, having them create a cycle of ‘seeing, touching, feeling, thinking and acting’ will greatly contribute to their subsequent growth.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

The Mountain School Vershire, Vermont

The Mountain School cultivates a diverse and interdependent community of scholars who learn to know a place and take care of it. Through collaborative learning and shared work, students emerge from their semester prepared to reach beyond the self and focus on the common good.

Brightworks

San Francsico, California

Brightworks is a K-12 school in San Francisco that re-imagines education. By taking the best practices from project-based and experiential learning, we strive to meet students needs in a flexible, mixed-age environment that breaks the conventional walls between school and the community outside the classroom.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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PROJECT SITE SITE INVENTORY

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Location Maps | Six Mile Elementary School 777 N Main St, Six Mile, South Carolina, 29682

3

8.

s ile

m

8.6 miles

Prater’s Creek Baptist Church

n Map | Regional

Ponderosa Park

Regional Map

County Map

Location Map | Town

Park-Mile Creek

Lake Keowee

Six Mile Creek Airport

Town Map

Map | County

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Location Map | Site

Site Map

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Existing conditions

Site Analysis | Hardscape and Vegetation

Site Inventory

Neighboring Farm Basketball Courts Employee Parking

Playground

Six Mile Creek Connects to Nature Trials Open Field

Playground

STEM Lab

Picnic Tables

Front Office Forest

Drop off/Pick up

Basketball Court

Service Access

Visitor Parking

Neighboring Farm

Site Analysis | Inventory

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Soil Type

PcE3

WoB

Pacolet clay loam serverely eroded

CeC3

Cecil clay loam serverely eroded

Worsham sandy loam

CIC2

Cecil sandy loam moderately eroded

CIC2 - 15.84 Acres | 56.9% PcE2 - 6.30 Acres | 22.6% CIB2 - 3.55 Acres | 12.8% WoB - 1.39 Acres | 5.0% CeC3 - .078 Acres | 2.8%

Site Analysis | Soil Type

Watershed

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Site Analysis | Water Movement

CIB2

Pacolet sandyloam eroded

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Site Images Play Spaces

Creek

Open Field Space

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HANNAH CAROLINE SMITH | MLA

SWOT Analysis

Strengths Weaknesses Opportunities Threats

Site Analysis | SWOT

Strengths TRAILS | Connection to existing nature trials and access to the creek.

AGRICULTURE | Link to neighboring farms for exploration of agriculture and farming ARCHITECTURE |There is a logical form and function of the existing architecture and formal and informal spaces on campus.

Weaknesses CONNECTION | There is a weak visual connection between the active and passive play spaces.

USE | Little to no programmed use for the existing field and forest found on site.

PLAY OPTIONS | Only active play options exist. There are limited developmental and kinesthetic play options.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Opportunities ACCESS | Access to the creek provides an opportunity for education and exploration.

HARDSCAPE | Existing hardscape can easily be programmed for more engaging space.

APPLICATION | Opportunities for visual and hands on learning connections from the classroom to real work application.

Threats NEIGHBORS | There is an open connection to the southern farm with a barbed wire fence that can pose as a threat.

SAFETY | There is a safety concern for the proximity to the creek without supervision.

WILDLIFE | Animals that live in the forest and by the creek could threaten students.

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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Zoning Diagram

Experiment Engagement Enhancement Evolution Site Planning and Zoning

Form Diagram Cycle

Line

Loop Intersect

Cycle

Line Cycle Loop Line Intersect Loop

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Form Diagram

Intersect

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Concept Sketches

Connection to Creek

Concept Sketch | Creek Side

Connection between Play Spaces

Project Goals Concept Sketch | Field Space

Connection to the Classroom

Concept Sketch | Garden Space

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Existing Topography

Existing Topography

Adjusted Topography

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Adjusted Topography

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Concept Sections

Site Sections | Creek Side Connection to Creek

Site Sections | Field Space Connection between Play Spaces

Site Sections | Garden Space Connection to the Classroom

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Circulation

Le

Main Site Circulation (ADA) Pedestrian Desire Paths Circulation and ADA

Gravel walking paths

Elevated walkway crossing over the creek and bog

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ADA Concrete path

Lawn grass walking paths

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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S I T E F E AT U R E S ADAPTIVE DESIGN

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Site Section

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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Plant Palette Butterfly and Perennial Garden Butterfly and Perennial

Garden

Abelia x grandiflora Glossy Abelia

Aesculus parviflora Bottlebrush Buckeye

Osmanthus fragrans Fragrant Tea Olive

Callicarpa americana American Beautyberry

Clethra alnifolia Summersweet

Fothergilla major Witch Alder

Geranium ‘Sweet Heidi’

Hydrangea serrata Mountain Hydrangea

Acer palmatum Japanese Maple

Acer triflorum Three Flowered Maple

Cercis canadensis Eastern Redbud

Cornus florida Flowering Dogwood

Plant Palette | Butterfly Garden

Grassland Grassland

Andropogen ternarius Splitbeard Bluestem

Andropogon virginious Broom Sedge

Carex grayi Mace sedge

Carex stricta Tussock sedge

Chasmanthium latifolium Sea Oats

Elymus hystrix Bottlebrush grass

Eragrostis spectablis Purple Love Grass

Muhenberga capillaris Pink Muhly Grass

Panicum virgatum Switchgrass

Scripus cyperinus Wool Grass

Sorghastrum nutanus Indian Grass

Tripsacum dactyloides Eastern Gama Grass

Plant Palette | Grassland

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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Plant Palette Woodland Walk

Woodland Walk

Betula populifolia Gray Birch

Colocasia esculenta Elephant Ear

Cornus florida Flowering Dogwood

Crataegus viridis Green Hawthorn

Forsythia suspensa Forsythia

Hosta sp.

Hosta

Parthenocissus quinquefolia Virginia creeper

Prunus x yedonensis Yoshino Cherry

Salix nigra Black Willow

Solidago canadensis Goldenrod

Trillium grandiflorum Trillium

Wastonia meriana Wastonia

Plant Palette | Woodland

Bog and Zone BogRetention and Riparian

Acer x freemanii Freeman Maple

Athyrium asplenioldes Southern Lady Fern

Betula nigra River Birch

Cephalanthus occidentali Buttonbush

Chasmanthium latifolium Sea Oats

Cornus amomum Silky Dogwood

Elymus hystix Bottlebrush Grass

Juncus effusus Common Rush

Liriodenron tuliplfera Tulip Poplar

Liquidambor styraciflua Sweetgum Tree

Ostrya virginiana American hophornbeam

Panicum virgatum Switchgrass

Plant Palette | Bog and Riparian

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Zone

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

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Plant Palette Woodland Walk

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Play Zones

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Site Details Retaining Wall Detail

Concrete Retaining Wall

4” Perforated Drain

RETAINING WA LL DETA IL

Shrub Planting Detail

DETA I L

Top of Root Flare Mulch Layer

Top of Root Flare Mulch Layer Gravel Drainage Layer

Gravel Drainage Layer

SHRUB PLA

SITE D ETA ILS S HRUB

PLA NTING DETA IL

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Outdoor Classrooms

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Site Details Stair Detail

Post Anchor Brackets Cast in place Concrete Bedded Steel Post

STAIR DE T AI L Bench Detail

Stainless Steel All-Th Stainless Steel All-Thread

8” Concrete Strip Fo

8” Concrete Strip Footing

SI TE D ETA I LS

B E NC H D

BENCH DETAIL

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Acer triflorum Three Flowered Maple

Integr Grave

Sorghastrum nutanus Indian Grass

ADA Concrete Path

Pine B

G ras

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Acer palmatum Japanese Maple

Crataegus viridis Green Hawthorn

Abelia x grandiflora Glossy Abelia

rated el Walkway

Panicum virgatum Switchgrass

Bosque

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Betula nigra River Birch

Juncus effusus Common Rush Reclaimed Pine Wood

Bog & Retention Zone

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Betula populifolia Gray Birch Callicarpa americana American Beautyberry Andropogen ternarius Splitbeard Bluestem

Integrated Gravel Walkway

Woodland Walk

Pine Bosque

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ACKNOWLEDGMENTS CLOSING STATEMENT

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Final Presentation

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CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM | PROFESSOR PAUL RUSSEL

Closing Statement

I would first like thank Professor Paul Russell. I appreciate the knowledge and guidance offered by Professor Russell throughout the completion of this terminal project. I would also like to thank Professor Matthew Nicolette, Professor Lara Browning, Director Matthew Powers, Dr. Thomas Schurch and Professor Clarissa Mendez. The encouragement and support I received from the School of Architecture is inspiring. Lastly, I would like to thank my family and friends for supporting me through my undergrad and graduate education. Without them, I would not be here today.

Though the research and design process, my eyes were opened to a community of designers and design users that are living in a build environment that was not intended for their use. As landscape architects, I believe it is our responsibility to intervene, for we design for everyone and our profession must reflect just that. In my career, I intend to bring light to and help mitigate these disparities through the practice of design.

My Goal is to broaden my understanding of the world we live in by observing human interactions, learning about equity and inclusion, and work in future development and master planning. I am constantly looking for ways to learn more about what I don’t know regarding disadvantages people face and reflect on the things I know and how they can influence everyday design. I hope to purse a career in Landscape Architecture and Master Planning. I see the study of landscape architecture as having endless potential for changing the way others interact and thrive in the world.

As I enter the profession, I will not forget what I have learned through this project and intend to bring this level of care to each project going forward. If we seek to empower each other, work together and stand up for one another, we can create a desirable built world.

HANNAH CAROLINE SMITH

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM

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HANNAH CAROLINE SMITH | MLA

THANK YOU

CLEMSON UNIVERSITY | LANDSCAPE ARCHITECTURE PROGRAM

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