Papers, Presentations, Student work

design education and pedagogy

Teaching is an art and science. Its practice is a discipline.

For more than 20 years I’ve studied design learning and student achievement in landscape architecture. Motivated by a desire to be a better teacher, my graduate studies merged design learning with coursework in educational theory. In 2006, I competed my dissertation on the role of self-regulated learning in design studios and graduated from Virginia Tech.

My experience teaching at Virginia Tech, Florida A&M University, and Clemson University informs my scholarship. I’ve published peer-reviewed articles and presented at over 50 conferences. I served as CELA design education track co-chair for three years. I review articles related to design education for various journals. From 2003-2011, I helped start a MLA program at an HBCU. I led a high school summer camp for six years. I’ve chaired our school’s curriculum committee for the last four years. These kinds of diverse experiences give me a unique perspective towards teaching, research, and design.

In 2016, Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design was published by Taylor and Francis. I was the Keynote Speaker at the 2018 Annual Meeting of the European Council of Landscape Architecture Schools (ECLAS) in Ghent, Belgium. In the last four years, my research has focused on beginning design, learning strategies, concept mapping, and student health and wellness.