Reviews the work of Futurelab's Fountaneering project, in which elementary students collaborated on the design of a water fountain feature for their school grounds. The fountain is intended to supply drinking water as well as water for play. Through the design project, students became more intimately familiar with their school site and learned to collaborate on and take ownership of this proposed amenity. 7p.

Evaluates the United Kingdom Dept. for Education and Skills' three-year School Grounds of the Future program, which encouraged schools to improve their school grounds. Evidence of best practices, value added to funding, impact on the educational program, and six recommendations for the future are detailed. 54p.

Advises on plant selection for school gardens, addressing herbs, flowers, leafy plants, fruits, and vegetables. 2p.

Grounds maintenance professionals are constantly at a crossroads as whether to provide a design for the future or maintain the status quo. Given the ever-increasing budget constraints, they are strapped with trying to maintain old tree and shrub plantings, and caught between the choice of pruning, replacement, or simply removal. This article suggests ten tips to consider when selecting and caring for landscape plants at schools. 2p.

Discusses the benefits of hiring professional landscape architects for school facilities. 1p.

This is a list of resources providing information about water systems on school grounds, including watershed projects, water recycling, constructed wetlands, storm drains, etc. There is also a list of case studies with examples of some of the water projects that are already working at schools around the world.

Guides in selection, funding, purchase, placement, and planting of trees to create school ground shade for health and energy conservation. Presented in curriculum format, the guide explains the scientific justification for adding trees to the environment, then organizes the process into the following steps: 1) Establish a team, 2) Conduct a review, 3) Develop an action plan, 4) Implement the action plan, and 4) Monitor and evaluate progress. The included "toolkit" offers extensive forms and guidelines for plant and materials selections, as well as questionnaires to help guide the process. 100p.

Contains CPTED guidelines (Crime Prevention Through Environmental Design) for Florida. The section on environs includes detailed information on location,edge conditions, and connection with the neighborhood. The section on site design covers landscaping, exterior pedestrian routes, vehicular routes and parking areas, recreational areas, signage and stormwater. Building interior spaces are also addressed. 55 p.

Offers ideas insights, and information about higher education campus architectural heritage. The contributions campus heritage can make to promote, strengthen, and support institutional goals and objectives are described and illustrated, and methods for incorporating campus heritage into campus plans, facility plans and campus design concepts are suggested. 102p.

Presents the findings of a 2003 study that investigated the influence and potential of green school grounds in the Toronto District School Board. The study explored the impacts of greening initiatives on curriculum delivery and teaching practices, as well as on student learning, behavior, play and environmental awareness. It also considers issues of social inclusion, health and safety. The report also addresses organizational and funding challenges and opportunities that must be addressed to realize the full potential of greening. 55p.

Guides in selection, funding, purchase, placement, and planting of trees to create shade for health and energy conservation. Presented in curriculum format, the guide explains the scientific justification for adding trees to the environment, then organizes the process into the following steps: 1)Establish an EcoTeam, 2)Conduct an EcoReview, 3)Develop an action plan, 4)Implement the action plan, and 4)Monitor and evaluate progress. 84p.

Presents abstracts of papers from a 2004 conference that offer practical information and case studies demonstrating risk assessment, planning, construction methods and materials, and policy tools for determining appropriate landscape architectural responses to security. Much of the publication is devoted to reinforcing security in public spaces, such as federal buildings and parks, and includes an overview of FEMA's newly published Risk Management Series, which provides building design guidance for mitigating potential terrorist attacks. 66p.

This is a list of resources providing information about increasing participation on green school ground projects. Many schools successfully involve students, teachers, school administrators, community members, design professionals, and other interested individuals and organizations. Case studies includes examples of projects around the world that include significant participatory elements. 2p.

Wyoming's safety and security checklists for school buildings and grounds, beginning on page 25, as Appendix C of this doducment. School landscape items include fencing, parking, circulation, lighting, visibility, bus loading, drop-off and pick-up areas, and playgrounds. 12

The construction of new school facilities throughout New Jersey creates an enormous opportunity to address the need for outdoor facilities in New Jersey's poorest districts. This document summarizes some of the most relevant research on the need for outdoor educational facilities. It provides design guidelines for outdoor spaces for both preschool and elementary schools, and basic principles for design of outdoor facilities for athletics and environmental education for middle and high school students. 74p.

This is a white paper resulting from a discussion of exterior school space at Lessons Learned: A Symposium on School Design, held in Los Angeles in February, 2002. The conversation focused on how exterior spaces need to be more creatively integrated into architecture schemes. Future exterior space planning must be thought about in terms of verticality and topographic separation, and on artificial surfaces. Curriculum needs to be integrated with the outdoors including more exterior teaching stations. Exterior classrooms need to be defined as such and not conceived of as just another aspect of a playground. The white paper includes key issues; constraints, problems, and design opportunities; solutions; project examples; and recommendations.

Assists schools in creating and maintaining a physical environment that supports sun safety by ensuring that school grounds have adequate shade. Information on planning and designing solid roof and fabric shade structures, as well as creating natural shade on school grounds is included. The effect of excessive sun exposure, the formation of the school shade design team, a shade audit, and funding are also described. 70p.

Three-ring binder that provides clear directions for those seeking to establish schoolyard habitats in new or renovated schools. Brief background and lists of further resources are provided on gardening for wildlife, teaching with schoolyard habitat sites, gathering information, assembling the elements and monitoring and maintaining projects once established. Includes a glossary, application for membership into the National Wildlife Federation's (NWF) Schoolyard Habitat program and NWF contact information. 217p.

This handbook discusses the process of planning school grounds. It presents ideas for creating good educational landscapes and provides step-by-step procedures to achieve this goal. The steps include ground surveying and analysis, establishing community and school needs and wants, planning changes and preparing the design process, publicizing and consulting to get feedback on the proposals, selecting and establishing fundraising sources, implementing the plan and building its momentum, and incorporating maintenance and sustainability features in the planning. A checklist is offered to help planners assess whether the project addresses sustainability principles. Appendices focus on planning play areas. Topics discussed include play equipment, safety, surfacing, topography, and plants. Organizations are listed for addition information and support. 28p.

This paper explores the reasons for gardens and natural spaces on school campuses and the effects that such exposure to the natural world has on the students. Blending case studies, observational data, and personal experience, the paper discusses the impacts a garden has on the students who participate in it. During the evolution from rough landscape drawing to fully functioning educational environment, the balance of administrative, teacher, parent, and student involvement is used to determine the lasting effects the garden has on student attitudes toward environmental concerns. Elements of what makes a garden particularly effective at bridging the gap between the children and nature is highlighted and evidence of increased environmental awareness in the students is discussed. (Contains 17 references.) 30p.

Describes key elements of an approach to security called crime prevention through environmental design (CPTED). Core CPTED elements include: natural surveillance, in which the entire environment can be viewed; natural access control to determine who can and cannot enter a facility; and territoriality, in which an established control is exerted over the environment. A CPTED analysis of a school evaluates crime rates, office-referral data, school cohesiveness and stability, as well as shortcomings in school design. School grounds, parking lots, playgrounds and fields are considered prime areas for practicing CPTED. When considering a CPTED analysis, school officials should look to professionals for an assessment. These assessments include crime mapping; reports from local police and medical centers; surveys of parents, teachers, and students; inspection of the campus and its surroundings, and an analysis of the surrounding neighborhood. 3p.

The Architectural and Transportation Barriers Compliance Board has issued guidelines to serve as the basis for enforceable standards to be adopted by the Department of Justice for new construction and alterations of play areas covered by the Americans with Disabilities Act. The guidelines include scoping and technical provisions for ground level and elevated play components, accessible routes, ramps and transfer systems, ground surfaces, and soft contained play structures. Included is an amendment, dated November 20, 2000, which clarifies a potential "double-counting" problem involving the minimum number of ground and elevated level play components that must be located on an accessible route. Also included are tables of equipment and ground surface costs, typical maintenance frequencies and costs, and the number of small entities affected by the guidelines. 33p.

A small but growing body of research indicates that daily experience of nature, spending time outdoors in the fresh air and sunlight, in touch with plants and animals, has a measurable impact on healthy child development. Nature must be seen as an essential component of the experiential world of childhood, designed into every childhood habitat, providing daily immersion in nature, putting children in close touch with the biosphere. Landscape designers should intervene in children's environments, involve children in the process, and create the necessary diversity of experience of the natural world to empower children as individuals to create a new, biologically wise society.

Documents the community involvement process undertaken to establish designs for a community garden adjacent to a school and community center in Seattle. Design alternatives are provided, as well as a project budget.

This publication covers the planning and design of school grounds for outdoor learning in new and existing K-12 facilities. It discusses the different types of outdoor learning environments that can be considered, the value of flexible spaces for outdoor learning, and resources for those interested in outdoor learning environments. Also explored are environmental education's physical impact on school grounds, considerations during school site development when outdoor education is to be included, and existing school site redesign for outdoor education. 7p.

This guide provides information, instruction, and ideas on planning and designing every aspect of the campus landscape, from parking lots to playing fields. Using real-world examples of classic and contemporary campus landscapes, it features coverage of landscape restoration and regeneration; provides an assessment matrix for consistent, effective evaluation of existing and proposed plans; offers more than 175 photographs and drawings of campus landscapes; presents detailed captions, citations, and design guidelines for significant features; and includes discussions on security, maintenance, and the environment. 288p.

This paper presents learning values of school landscapes, as well as design qualities and processes that may enrich these landscapes for children and community. Concepts and issues are introduced with references and examples. These concepts are used as a lens to view three Seattle, Washington, case studies that illustrate varied contexts of school landscapes. Conclusions focus on conditons that are needed to make enriched school landscapes an integral part of childrens' learning and community life. 83p.

Good example of a preliminary landscape master plan for a one hundred year old private school campus. Discusses entry sequence, circulation, significant vegetation, seating, etc. 15p.

Natural environments on school sites provide considerable multi-disciplinary educational opportunities, many of which are "hands-on" experiences that stimulate learning. This document presents guidelines on conserving and enhancing the natural environment on school sites. It provides guidance for developing the site requirements in education specifications and designs for new building construction and major renovation and/or addition projects for existing schools. Appendices address funding sources available to Maryland educators to support school site habitat projects; and Maryland organizations that can offer assistance such as the forestry service, soil conservation district offices; and a list of data about Maryland native plants. (Contains 55 references.) 80p.

Comprehensive technical reference information is provided for those responsible for the design, construction, renovation, or maintenance of sports grounds. Chapters illustrate specific design elements of all popular sports facilities and explain how those elements are integrated in a successful project; explore commonly encountered sports field problems, and suggest appropriate solutions; follow the sequence of steps for construction or renovation of facilities; and provide practical guidance for continuing maintenance programs. The manual is divided into three general growing zones in North America to account for the different growing climates and characteristics of turfgrass needs. Also included are a review of procedures and equipment currently in use to evaluate the quality and safety of a sports field; and miscellaneous related topics that include stadium management, sand fields, turf paints and covers, and research that is likely to have a substantial impact on the future of sports fields. 480p.

In response to today's concern for the environment and growing curricular demands to teach about the natural world, educators are discovering the power of a school's surrounding outdoors area as a teaching tool. This book presents an overview of educational landscapes and examines the pervasive attitudes and practices that have led to the undervaluing of the schoolyard environment, identifies specific steps to create successful educational landscapes, provides insights for integrating the schoolyard more fully into the school culture and pedagogy, and discusses how to sustain educational landscape programs over time. Examples of built educational landscapes from the United States and Britain are provided to illustrate the range of possibilities for school grounds. 63p.

The report examines not only the site selection and planning processes, but also playground planning, recreation and athletic fields planning, and the North Carolina agencies and statutes that are involved. Specific considerations include analyses of the surrounding community or territory; of building access and security; of the surrounding natural environment and available support services; of landscaping, utilities, and vehicular traffic; and of playground equipment and safety. Final sections provide athletic field layouts for track and field events; football, soccer, and baseball fields; and basketball, volleyball, and tennis courts. 75p.

This landscape architecture reference provides a range of design and construction data on: site layout, grading and drainage; pedestrian, bicycle and vehicular circulation; retaining walls and devices, dams, surfacing and paving, fences and screens, wood decks and boardwalks, and pedestrian bridges; site furniture and features, recreation and athletic facilities, pools and fountains, outdoor lighting, plants and planting; roof, deck, interior and historic landscapes; water supply, sewage disposal, stormwater management and water resources protection, recreational waterbodies and irrigation; soils and aggregates, asphalt, concrete, masonry, wood, metals, glass, plastics, fabrics and geotextiles; paving and more. 928p.

Limited financial resources and increasing pressures of competing claims on school outdoor grounds have created the need for greater quality enhancement of these areas to ensure they are used efficiently. This document addresses the issues and principles affecting school grounds, provides an analysis of the benefits of using and developing these areas, and outlines the processes necessary for successful school ground management as advocated by Learning through Landscapes. Chapters examine why ground surveying is important; how the National Curriculum provides a framework for the need to teach in the outdoor classroom; and why schools should develop a clear justification for their management of breaks and lunch times, as well as the special nature of this experience and its connection with student behavior. Additionally explored are recent research on the hidden curriculum and how school ground design influences behavior, different options and their contractual arrangements for school ground maintenance, and resources for planning grounds changes. It discusses the importance of the process of developing school grounds and of student involvement. 140p.

Featuring large numbers of tables, diagrams, and illustrations, this comprehensive guide offers descriptions of standards and techniques in landscape design that take into account the trifold needs of: interaction with existing natural and cultural systems, site- and equipment-specific design and construction techniques, and the use of a wide range of materials and devices. The volume covers 41 topics arranged in sections on: construction processes; standards and guidelines including spatial standards, resource conservation, and natural hazards; techniques of site grading, stormwater management, and traffic circulation; structures such as walls, dams, paving, and pedestrian bridges; improvements including athletic facilities, fountains, lighting, and plantings; sewage and water utilities; and asphalt, concrete, masonry, wood, geotextiles and other materials.

Research on playground design in Japan and England offers challenges to the logic behind how playgrounds in the United States are designed. This paper presents observations of outdoor environments for children and youth in Japan and England where the space is not only useful and safe but also contributes to learning and play that reflects the regional and cultural elements of the surrounding community. It describes the educational, aesthetic, and environmental values embodied in these playgrounds and discusses the implications for school-ground design in the United States. Observations from both countries reveal a close connection between the inside and outside areas in playground design, but also show a very different attitude towards child privacy and socialization needs. 7p.

This guidebook provides information on improving urban school grounds to enhance children's lives. Chapters provide the experiences from other schools on the topics of greening the urban school grounds; the multi-cultural aspects of developing urban school grounds; organization of limited space; issues involving seating, shelter, and raised structures; and playground art. The unique difficulties involved in secondary school ground development are addressed in the areas of curriculum linkage, social needs, and the management and organization of change. Additionally discussed are areas of special consideration in urban school grounds development, such as vandalism prevention, school security, tarmac removal, and new surface installation. Resource information is provided along with a list of schools and their locations which have created winning grounds development schemes. 110p.

The Learning Through Landscape Trust's CD-ROM explores the issues connected with choosing, developing, locating, and using seating in school grounds. Designed to be used by teachers with pupils of all ages, the computer program includes sections on resources, maintenance, history, and pupil activities.

The Dorset County Education and Planning Department created this document to provide architects with a tool to work with school teachers and staff in determining the requirements for new school landscapes. Covers building configuration, site boundaries and enclosures, hard play areas and surfaces, parking, site furniture, access and circulation, sports and recreation areas and information on the sequence of design. 18p.

Documents environmentally friendly campus facility management innovations based on interviews with the people behind the green practices. The book includes a portrait of environmental responsibility as envisioned and practiced by colleges and universities nationwide, chapters on facets of campus operations, including procurement, dining services, landscaping, and energy; case studies and individual profiles of administrators, staff, faculty, and students who have transformed their own work and changed their institutions; project histories, including pitfalls to avoid, as well as steps to success; quotes that reveal the nuts and bolts of campus change and show how environmental careers are really made; and examples that debunk the myth of stodgy administrators behind closed doors and show how students, faculty, and staff are working together. Includes 37 references. 222p.

Papers are presented on the subjects of playing field standards, surface traction, testing and correlation to actual field experience, and state-of-the-art natural and artificial surfaces. The papers, presented at the Symposium on the Characteristics and Safety of Playing Surfaces (Artificial and Natural) for Field Sports in 1998, cover the interaction of a sport with the playing field by offering views of designers, administrators, athlete, and sport researchers. 196p.

The Thiel Model for school site planning exemplifies a multidisciplinary approach to school site planning theory and a historical synthesis of seven decades of public school site planning research. The model relates the cause and effect relationships of the educational policy-making variables of economic, political, and social pressures to the school site variables of selection, planning and construction, and environment. The interaction of these variables has contributed to the current standards of public school site policy. Analyses of these current standards yielded 21 concepts of school site planning. Further extrapolation produced 10 principles of future school site policy. A flow chart schematic and outline description of the model is presented. 41p.

Few school leaders and school architects have recognized or comprehended the potential symbiosis between school site resources and the enrichment of the instructional program, the urgency of repairing and improving the biosphere, the broadening of community life onto school sites, and the recognition of the responsibility role of stewardship of public lands. Accordingly, the authors present 21 site planning concepts that can be the basis for public site policy formulation. The concepts are divided into three sections: economics, environment, and educational outcomes of school site planning. The sections each contain seven planning concepts that utilize research and case studies. The section on economics discusses public tax expenditures for school land as investments not costs and claims that because people value school park sites with natural landscape features, this stabilizes or increases neighborhood property values. The environment section discusses land use, microclimate enhancement, biosphere improvement, unit of design, land form scale modeling, water resources, and aesthetics. The section on educational outcomes of school site planning presents guidelines for school-community land resources and discusses outdoor classrooms on school sites, and children's play environments designed for optimal potential growth. 140p.

Describes the advantages of natural landscaping on school grounds, including lower maintenance costs, environmental friendliness, and opportunities for outdoor learning. Advice on site selection and preparation, plant selection, and maintenance is included.

Discusses the benefits of a campus arboretum to beautification, student and employee recruitment and retention, education, donor cultivation, school-community relations, historic preservation, and even food production. Advice on planning, funding, and maintaining an arboretum is also included.

Profiles a courtyard at Toronto's Trinity College that emulates the gothic detailing of the surrounding buildings.

Details elements of sustainable outdoor lighting, including efficient sources of light, energy-effective light application, and environmentally responsible suppliers. Types of bulbs, price comparisons, proper focus of the illumination, and items to check when evaluating a supplier are addressed.

Advises on specification, installation, and maintenance of walkways made with brick pavers. Rigid and flexible systems are described, and advice on section design, design flexibility, durability, sustainability, and accessibility is included. Case studies from a variety of campus installations are provided.

Uses the University of Georgia's Memorial Garden as a case study to examine how the composition and configuration of campus landscape elements affect behavior. The research examines how specific landscape elements did allow certain types of both individual and group studying behaviors, and that the overall arrangement of these elements either supported or limited these activities. This study also demonstrates that a post-occupancy evaluation can be a useful assessment tool that allows both designers and administration officials to determine the outcomes of built projects on an academic campus. Includes 22 references.

Reviews landscaping considerations that can improve campus sustainability. These include creating a master plan, using native plants, encouraging walkability, compact development, stormwater management and re-use, and minimization of impervious surfaces.

Discusses outdoor furniture selection, including selection of materials appropriate to the environment, matching furniture to the landscape and surrounding architecture, sustainability, color, and accessories.

Profiles four outstanding campus master plans and two outstanding campus landscapes. These were selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)

Reviews opportunities for community use and outdoor learning through thoughtful design of the school facility landscape. Examples of how three Maine schools provide outdoor learning and community access to athletic fields are included.

Describes landscape and lighting features that both conserve energy and offer increased security for a school facility.

Profiles the work of the Getty Foundation's Campus Heritage Initiative in documenting, preserving, and revitilizing higher education campus landscapes. Elements and challenges of a landscape preservation plan are addressed, and several campus projects are profiled. Includes four references.

Profiles the Audubon Center at Debs Park, a Los Angeles environmental education center that received the country's first LEED Platinum rating. Electricity is generated on site from photovoltaic panels, storm- and wastewater are treated and reused, the paving is porous, and native vegetation was restored to the site.

Reviews landscape projects at Kent State University, The University of Virginia, and Arizona State University. These projects were selected for their handling of pedestrian and vehicular traffic, attention to the environment, and water management.

Discusses landscape master plans for college campuses, organized under the categories of campus frameworks, future growth, campus outdoor places, circulation and wayfinding, conservation, operations and materials standards, and connecting campus and people.

Discusses elements that contribute to a unified campus, including architecture, landscaping, signage, paving, circulation systems, outdoor furnishings and accessories, fencing, and lighting. Motivation and timing for undertaking a campus unification plan are discussed, with particular emphasis on inclusion of campus unification in the institution's master plan.

Reviews the value of quality campus grounds to student recruitment and retention, with attention to sustainable landscape design and maintenance, including use of native plants, organic practices, conservation during construction, and use of the landscape to control run-off.

Describes the conversion of most of the University of Las Vegas' grounds from lawns to xeriscapes, citing the use of diverse native flora and subsidies from the county water authority.

Reviews a new and controversial landscape among landmark and infill modern dormitory buildings at the University of California, Berkeley. The new and more open design replaces a notable, but overly dense and difficult to maintain landscape. It is resented by many of the neighborhood's residents as being too austere, and an unwanted feature of increased student housing density in their neighborhood.

Describes the outdoor lighting fixtures, benches, recycling containers, picnic tables, bicycle racks, and drinking fountains used at the University of California, Berkeley. A sidebar refers to five other universities' furniture and equipment recycling programs.

Profiles China's Shenyang Architectural University, which includes agricultural fields within the campus that help maintain a connection between the students and the land and to help boost respect for agriculture in a rapidly industrializing society. Local farmers manage the crops, with help from students and faculty.

Prifiles three higher education master planning and landscape architecture projects selected for outstanding innovation, image, function, flexibility, maintainability, sustainability, security, community use, balance of aesthetics and function, and "spirit." Project information and photographs are included.

Details the conversion of a vast parking lot at Wellesley College into a landscaped valley that included removing fill that had accumulated over the years, building a parking garage, removal of contaminated soil, and creation of catchment ponds that reduce toxic runoff into the adjacent lake.

Describes principles learned by a team of landscape architects and educators working together to provide outdoor settings for child care centers and schools. Case study of a demonstration outdoor classroom in Nebraska City, Nebraska, that serves children from ages 2 to 10.

Discusses elements of sustainable site design, emphasizing management, retention, and reuse of stormwater, as well as construction of natural environments that improve water and air quality.

Describes elements of sustainable school design in the areas of HVAC efficiency, windows, insulation, roofing, landscaping, and recycling.

Describes biomimicry landscaping at the Massachusetts Institute of Technology's new Stata Center, conversion of a road and open area into a pedestrian mall at Pennsylvania State University, and a labyrinth memorial at Boston College.

Profiles this Vancouver private Jewish high school, citing its open plan and natural interior finishes. Referencing various plantings found in the Bible, the overall landscape strategy is designed to cultivate an awareness of plants while creating a sense of ceremony. Plans, photographs, building statistics, and a listing of project participants are included.

Examines the use of streetscape elements, barriers, and plantings for building access control. Types of barriers and their relative costs, strengths, weaknesses, and aesthetic properties are covered, as are useful flora along with planting advice.

Profiles two institutions that have learned the value of the campus itself as a recruiting tool. Campus improvement and beautification projects at Southeastern University in Lakeland, Florida, and the Belknap Campus of the University of Louisville have brought both schools many benefits, including an improved image, growing student pride and involvement, and increasing enrollments.

Discusses site planning that can enhance campus environmental sensitivity, including care in street configuration, parking, stormwater and graywater reuse, indigenous plantings, geo-exchange systems, proper site lighting, careful orientation of buildings.

Presents four projects cited in this competition. Selection was based on security, innovation, cost-effectiveness, timelessness, community use, functionality, and sense of place. Project information and photographs are included.

Describes the work of the Austrian Institute for School and Sport Facilities, which provides the country's guidelines for schools and school grounds. The Institute's seven organizational requirements, 11 design principles, and 6 ecological objectives are provided.

Describes the latest campus landscaping plan for the University of California at Berkeley. The successive historic landscaping visions for the campus, representing aesthetic layers from bucolic to urbane, are taken into consideration. New plantings, surfacings, and restoration of important Beaux Arts landscape details are described, with a list of project participants included.

Discusses environmentally sound landscaping practices, such as native plantings, allowing grass to go dormant during drought, tree planting designed to reduce air conditioning demands, composting, decreasing the amount of impervious surface area, and recycling.

Describes emerging features of higher education "quads," including wireless networking, native plantings, movable furniture, ADA compliance, and the creation of plazas out of former streets.

Describes several outdoor school spaces that are thoughtfully connected to the school as outdoor learning and social spaces. Examples are typically urban schools where protected, but not fortified and hostile, spaces have been created. Use of patterns and game markings on hardscape is particularly encouraged.

Describes the early planning required to achieve LEED certification points for site selection and landscaping. The way this process was undertaken in a higher education science facility and also a residence hall/campus center is included.

Reviews the design of the "learning garden" at New York City's largest elementary school, PS 19 in Queens. The existing corrugated metal classrooms were painted with colorful random dots, corresponding circles were cut out of the asphalt schoolyard and planted, and many small dumpsters were installed as planters that are tended by individual classrooms.

Reports on behavioral research that was conducted at California Polytechnic State Universit's University Union Plaza in anticipation of a redesign. The space is currently considered unattractive and underutilized. Videotaping to determine usage patterns and surveys of users to determine preferences revealed positive and negative aspects of the space which will be retained or changed accordingly.

Presents one K-12 and two higher education landscaping projects recognized by this competition. Project information and photographs are included.

Offers landscaping strategies that help create an inviting sense of place for prospective students. These include the creation of edges and boundaries, large- and small-scale spaces, and interesting features.

Describes various school districts' approach to maintenance of the exterior elements of walls, roofs, windows, stairs, and landscaping.

Describes McGill University's transformation of a service lane into Tomlinson Square, an interstitial courtyard that physically and symbolically links science, medicine, engineering, and information technology buildings. Project statistics, plans, photographs, and an axonometric view are included.

Explains a variety of environmentally beneficial landscaping design and maintenance practices. Emphasizes native plants and natural beauty over high maintenance, decorative plantings and vast green lawns.

Reports on a study of student participation in greening projects at a school board district level, based on two methods: 1) 149 questionnaires completed by administrators, teachers, and parents associated with 45 school ground greening initiatives; and 2) 21 follow-up interviews with administrators, teachers, and parents at five of the schools. Respondents and interviewees reported that students were involved in selected aspects of the greening projects, notably the designing, planting and maintenance. Much room exists, however, for more authentic and meaningful student participation, particularly in the problem identification and visioning phases. Recommendations as to how school board administrators might facilitate such participation are offered. Includes 45 references.

Reports on an investigation of the impacts of playing in a natural environment on motor development in children. Methods from landscape ecology were applied for landscape analysis and entered into a Geographic Information System (GIS). Localization of play habitats was done by use of Global Positioning Systems (GPS). A quasi-experimental study was conducted on five-, six-, and seven- year old children with an experimental group playing in a natural environment and a control group playing in a more traditional playground. When provided with a natural landscape in which to play, children showed a statistically significant increase in motor fitness. There were also significant differences between the two groups in balance and co-ordination in favor of the experimental group. Includes 60 references.

Discusses the difference between a school and a campus, and advises ways to take a campus point of view which considers the indoor and outdoor spaces of a school together. Steps toward realizing a campus point of view with existing facilities are described, and examples of three public schools that realized this goal are offered.

Advises incorporation of landscaping design for safety within campus master plans. Discusses plantings that preserve sight lines and enhance safety, as well as ways to separate pedestrians and vehicles.

Presents four examples of campus landscaping that were recognized in this competition. Includes project data photographs and plans.

Outlines steps in creating a landscape master plan (LMP) for expanding and renovating campuses. Consideration of campus location, transportation issues, and identity are critical.

Describes how Richard Macias, a landscape architect and the university planner at San Jose State University, has learned to push the boundaries of how landscape architects coordinate the many disciplines involved in managing a modern campus that must constantly adapt to change. Offers lessons learned over the course of a career spanning the private and public sectors and many countries.

Describes a new basketball arena at the University of Missouri that meet the accessibility requirements of the Americans with Disabilities Act through careful use of the site to take advantage of site grading and provide multiple accessible entries while ensuring visibility and circulation.

Colleges and universities are expanding at unprecedented rates, creating new hazards for our increasingly fragile natural environments. Higher education administrators and planners are finding that campus development, like suburban sprawl, can disrupt functioning natural systems and destroy the natural, historical, and cultural fabric of the place. To address environmental issues and new regulations, proactive institutions of higher education are taking the lead as stewards of the land by including an environmental component in their campus master plans. An environmental approach to planning incorporates ecological information into campus master plans to ensure a sustainable campus landscape that is beautiful, durable, and distinctive. These Environmental Master Plans are best developed using a democratic process, considering each site’s unique essential environmental resources, the constraints of the regulatory environment, and a continuing education and outreach program. A case study of an Environmental Master Plan at the University of North Carolina at Chapel Hill illustrates how such a plan was created at one of the nation’s oldest and largest college campuses. (authors' abstract)