Now in its second year, the program will provide 10 women of color with a two-year, personalized experience that includes up to $3,500 to cover the cost of sections of the Landscape Architectural Registration Exam (LARE), along with funding for and access to exam preparation courses and resources, and mentorship from a licensed landscape architect. Applications are due June 30.
Program eligibility requires the individual to:
Be a current ASLA member in good standing or eligible for ASLA membership at the associate, full, or affiliate membership levels
Identify as a woman and be a person of color
And be eligible to sit for the LARE in the state where they are pursuing licensure.
According to the U.S. Census and ASLA data, approximately 18.5 percent of the U.S. population identifies as Hispanic or Latino, while only 6 percent of ASLA members do. 13.4 percent of the U.S. population identifies as African American, but only 2.14 percent of ASLA members do. 1.3 percent of the U.S. population identifies as American Indian or Alaska Natives, but only 0.45 percent of ASLA members do. And 6.2 percent of the U.S. population identifies as Asian and Pacific Islander while 13.5 percent of ASLA members do, but ASLA doesn’t separate Asian from Asian American members in its data.
The statistics are telling, and as outlined in the Racial Equity Plan of Action, ASLA is committed to fostering equity and inclusion within the profession and making significant strides to ensure that the makeup of the profession closely mirrors the communities landscape architects serve.
With climate change, wildfires and heat waves are becoming increasingly dangerous. In many communities, they occur at the same time in summer months, putting the public’s health at even greater risk. And children, which are one of the most vulnerable populations, are being impacted and having to stay home from school.
During these climate events, “can we open school buildings as shelters and safe community spaces?” asked Abby Hall, senior advisor for local and regional planning at the U.S. Environmental Protection Agency (EPA), during the Living Future conference in Washington, D.C.
Hall, a citizen of the Cherokee nation, works in the EPA’s Office of Policy, where she focuses on local and regional planning and leads projects that involve urban design, landscape architecture, and sustainable architecture. She also leads a partnership with the Federal Emergency Management Agency (FEMA) to support “better disaster recovery and climate adaptation planning.”
As part of this partnership with FEMA, Hall and her collaborators are developing county-wide hazard mitigation plans and pilot programs that increase resilience to extreme heat and wildfires in Oregon and Arizona.
“When we think of cooling centers, we may think of malls, movie theaters, faith-based facilities, community centers, parks, recreation centers, schools, and libraries,” Hall said. Many of these places can also serve as clean air centers. “These places can be respites, resilience hubs.”
For this effort, the EPA is focusing on schools in particular, and how to improve their infrastructure so they can serve as both cooling and clean air centers. The EPA is looking at schools because kids are among the most groups most impacted by heat and smoke. And if they need stay home from school, a parent also needs to stay home, causing ripple effects in communities.
Landscape architecture firm Spackman Mossop Michaels is consulting with the EPA for the multi-year effort. “We are helping focus attention on the priorities when we talk about vulnerabilities. There are lots of needs, but not enough resources,” said Emily Bullock, ASLA, a principal with the firm.
The planning team, which also includes Glumac, an engineering firm that is a subsidiary of Tetra Tech, is partnering with pilot communities in Kittitas and Multnomah counties in Oregon, and Pima County in Arizona, which includes tribal lands.
The team has conducted stakeholder meetings, run population and risk assessments, and developed action plans that function as “playbooks.”
What will also come out of the process with pilot communities is an “intentionally simple tool any community can use to identify threats and vulnerable populations, determine level of access to cooling and clean air centers, and identify the feasibility and costs of updating school facilities,” Bullock said.
In each community, both extreme heat or wildfire smoke were top issues, but one was slightly higher priority than the other.
In Multnomah County, which includes Portland, the team first explored: Where are the big impacts? Where are the most vulnerable?
Age is an important factor in determining vulnerability. Both children and older adults are at greater risk. The team also looked for communities with high percentages of asthma cases, people who work outside, and those with income below $50,000 per year.
The next level of analysis then meant to answer the questions: “How can we serve the most number of people? Where can we have the biggest bang for the buck?” Bullock said.
The team looked at census blocks and transit access to find the schools in the hottest locations, near the most numbers of vulnerable people, and where there was the highest population densities.
Then, an additional layer of analysis examined: “Which schools would be the easiest to upgrade? Which have the capacity for assembling large number of people, beyond students?”
Across western states, there have been increasingly “hot and dry summers.” This weather creates conditions for “worst case scenarios — a super hot day with wildfire smoke,” Bullock said.
“And while heat and smoke require different solutions, children are the common factors,” Hall said.
Children face greater risks from heat because “their bodies are smaller, so it’s harder for them to cool down. They forget to drink water. They are less able to adapt to extreme heat because of physiological differences,” Hall explained.
And smoke is also a greater danger for them because “children continue to develop their lungs and have narrower airways. They take twice as many breaths as adults. They are lower to the ground where particulate matter rests. And they have more permeable skin.”
The risks facing children, older adults, and outdoor workers are worsened by systemic inequities. Previously redlined neighborhoods are hotter because of historic lack of investment in trees and green spaces. And these communities also often have lower levels of air conditioning in homes.
And in communities comprised of diverse cultures, “there may be different ways to cool bodies, based on age, ethnicity, or whether someone works outside.” So historic inequities and diversity must also be factored in.
Whether communities are dealing with heat or smoke, there are health risks for the entire population. Extreme heat can lead to heat stroke and cardiovascular, respiratory, and kidney disorders. Smoke can create eye, respiratory, and cardiovascular problems and exacerbate diseases. And asthma is worsened by smoke.
For children in school, heat and smoke also have significant impacts on learning ability. Studies demonstrate that test scores go down in warmer classrooms or when there are wildfires. And asthma is the leading cause of absenteeism in schools. “Reducing these impacts is really part of the business case for schools. Test scores are how they measure success,” Hall said.
The conversation then focused on how the pilot programs may help create national guidelines on heat and smoke for schools. “When should sports be cancelled? When should schools be closed? We need to do more work there,” Hall said.
The pilot programs will also offer best practices on how to upgrade HVAC systems and better prepare schools, teachers, and the community.
In many Pacific Northwest communities, air conditioning is rare because it hasn’t been needed. But with climate change, there is now a need to address increasingly common summer temperatures over 90 degrees. “Most of Portland, Oregon’s schools don’t have air conditioning,” Bullock said. “Where will they find the resources to upgrade?”
The analysis created by the EPA, Spackman Mossop Michaels, and Glumac also looks “beyond the HVAC” to roofs, campus streetscapes, tree canopies, and transportation systems as solutions.
“Our message is that schools are a safe place. Keep your children in school,” Hall said.
ASLA chapters are organizing in-person and virtual events to advance the goals of the ASLA Climate Action Plan. Landscape architects are seeking to build stronger climate action partnerships with allied professionals, academia, government, community leaders, and members of the public, so all are welcome and encouraged to participate.
how to reduce emissions and increase sequestration
how to adapt to sea level rise and rising urban temperatures
how to increase biodiversity
how to maximize green schoolyard, transportation, and healthy communities initiatives
“As a region on the front line of climate impacts, Southern California has an incredible opportunity to lead the way. Our chapter is passionate about equipping landscape architects with practical tools and empowering the next generation of students to create a better, more sustainable future. Together, we can make a real difference in the fight against climate change,” said Evan Mather, FASLA, principal and director of landscape architecture, MIG, and ASLA Southern California Past President and Climate Action Committee Chair.
The webinar will be the first in a series of discussions and presentations as the chapter delves into climate action planning. “Whether you’re a sole practitioner or part of a large firm, private practice or public sector, every scale matters. Let’s figure this out together,” BSLA writes.
“For all of us who live in Boston, Superstorm Sandy in 2012 was a wake-up call. Since then, we have collectively worked to understand the vulnerabilities of the city, particularly related to sea level rise. We also now have a greater understanding of other climate impacts, such as urban heat islands,” said Jason Hellendrung, ASLA, with Tetra Tech and BSLA Climate Action Committee Chair.
“As we’ve shared our story with colleagues throughout New England, we’ve learned they share some of the same concerns — how heat will impact rural areas in western and northern New England; how climate change will affect forestry and the economy, including tourism and skiing. As landscape architects, we are each working towards solutions in different ways at multiple scales. We recognize that we have lots to do and lots to learn from each other.”
Bishop will provide an overview of the Climate Action Plan and highlight some of his firm’s projects that exemplify the plan’s goals. For example, the Point, a coastal project south of Boston, envisions a park and ferry terminal built behind a living coastal bluff. The project is “designed to protect the neighboring community and unique habitats of the park from sea level rise and increased storm intensity,” Bishop said.
“The Point project checks several boxes of the Climate Action Plan by looking at public transportation options, including electric ferries; using living systems as infrastructure; protecting and enhancing biodiversity; and sequestering carbon dioxide with trees and wetlands.”
The ASLA Fund invites landscape architecture educators to develop succinct and impactful research reviews that investigate evidence of the benefits of landscape architecture solutions to the climate and biodiversity crises.
The goals of the research reviews are to:
Understand and summarize the current state of knowledge.
Synthesize the research literature and provide insights, leveraging key data- and science-based evidence.
Create accessible executive summaries in plain language for policymakers, community advocates, and practicing landscape architects.
Over the next few years, research grants will be issued to explore solutions to a range of issues, but the first two grants in 2023 will focus on:
Landscape Architecture Solutions to Biodiversity Loss ($12,500)
Landscape Architecture Solutions to Extreme Heat ($12,500)
“We need landscape architecture educators’ advanced research skills to build the evidence. Working together, landscape architecture educators, practitioners, and students can help us achieve the goals of the ASLA Climate Action Plan,” said ASLA President Emily O’Mahoney, FASLA.
“Landscape architecture educators are key to driving forward research on solutions to the climate and biodiversity crises. This critically important work helps build the foundations for landscape architecture as design science and support efforts to designate landscape architecture a STEM discipline,” said ASLA CEO Torey Carter Conneen.
The research grant period will run from June to the end of this year. The research surveys will be peer reviewed.
The grants are open to landscape architecture educators who are currently affiliated with a university, have a graduate degree, and have published at least one peer-reviewed research paper.
“Can we sustain our intentions while also expanding our profession?”, asked Sandra Nam Cioffi, ASLA, founding principal, Ink Landscape Architects, at this year’s Cut|Fill, a participatory and collaborative “unconference” on landscape architecture.
In a wide-ranging discussion, five women design leaders delved into how to design with intention and empathy amid the pandemic, inequities, and economic pressures — and preserve mental health and well-being in the process.
According to Maura Rockcastle, ASLA, principal and co-founder of TEN x TEN, sustaining intentions in a mission-driven firm can only be achieved through “radical transparency” — both within the firm and in interactions with clients.
To achieve this level of transparency, TEN X TEN “has adopted a flat-flex leadership model and shared information on salaries. We have undertaken decolonizing, non-violent communications training. We have hosted team retreats on hiring, marketing, and management to refine our vision.”
But maintaining a commitment to mission-driven work while growing a firm is also challenging. “Where do we reinvent ourselves and evolve and where do we save time? How do we focus on health, happiness, and joy, but also balance that with efficiency? Where do we push boundaries and how do we also keep things manageable?”
Maintaining intentions may mean looking outside conventional landscape architecture practice, said Maci Nelson, Assoc. ASLA, a podcaster, educator, designer, and host of The Landscape Nerd Podcast. She often felt like she “didn’t know where she belonged” in the landscape architecture profession. “As a mother of a child with special needs, I didn’t see others in private practice given time off. I saw my friends easily discarded and laid off.”
To “keep her foot in the profession,” Nelson began researching, discovering new perspectives, and finding the connections that weren’t often discussed. “I began focusing on media and storytelling that is accessible for everyone.” To sustain her purpose, she created a podcast designed to “bring out everyone’s inner nerd and connect the nerdoms.”
“In 2010, the economy was bad, and I was struggling to find my place. As a single mom, I needed a flexible work schedule. I hopped around — doing design-build work, public art, and teaching CAD as an adjunct faculty,” said Linda Chamorro, co-founder of the Tierra Media Project, and assistant professor in landscape architecture, environmental, and urban design at Florida International University.
Then, during the height of the pandemic, she became a tenure-track faculty member at Florida International University. In her new role, “I felt pressure to define an academic agenda,” to set her intention.
“Attending the first Cut|Fill event in 2020 in the wake of the murder of George Floyd was an impactful moment for me and helped me find my calling in the field. I have been rethinking so much since 2020, learning and unlearning.”
One learning opportunity was a Landscape Architecture Foundation (LAF) Leadership and Innovation Fellowship, which Chamorro undertook as part of a collective of Latinx landscape architects. Their fellowship explored Latin American conceptions of tierra (land). For a group of expat designers “not fully of the U.S. or Latin America, who exist in a hybrid, in-between space,” it was an opportunity to explore “beautiful and fascinating rabbit holes.”
“When I worked at an architecture firm, there were only three people of color, and we were the only ones working late and on the weekends,” said Fauzia Khanani, founding principal, Studio Fōr. She then realized her intention: “I could practice on my own, address issues for other people of color, and create a community focused on impactful work.”
Now twelve years after founding the studio, Khanani thinks design professions are still “white male-dominated fields, but that’s shifting.” Prior to the pandemic and George Floyd, “I didn’t speak publicly about race and inequality,” but there has been a “fork in the road” with the “mass recognition of police violence against people of color” and that too has changed.
Khanani joined Design as Protest, a design advocacy non-profit organization, which is focused on “making change at the larger scale.” But increasingly, she sees the for-profit and non-profit sides of her work merging. She thinks values are aligning among more young designers of color.
Conversation then shifted to how it’s important for landscape architects to maintain a sense of empathy with the communities they serve. This was viewed as key to preserving a sense of intention and advancing mission-driven work.
However, in some cases, a firm’s client may not fully understand what a community needs or wants. It’s increasingly the role of the landscape architect to start those difficult community conversations and create support for the collaborative, community-led processes needed for projects success.
The added challenge is that many of these approaches may be a “bit unprecedented” with clients and requires “showing up differently,” Rockcastle said. “Empathy is now required. But how can we advocate differently? How can we push projects towards different goals and outcomes?”
“As designers, we need to model the ways that don’t currently exist,” Chamorro said. “We need to model different ways of doing things and push back on expectations.”
“Not everyone speaks and hears in the same way. Observe closely how your client communicates, and how you communicate, and what resonates or not. If you start that process, you can reduce misunderstandings about new design processes,” Nelson argued.
Pursuing mission-driven work during a pandemic, increasing workloads, and rapid economic and social change has led to mental health challenges, including anxiety, depression, and burn-out among designers. “Where can landscape architects go for mental health support?,” Nam Cioffi asked.
“I go inward. If I am not going to take care of myself, who will? I go on walks — if I can interact with my child or pet, a plant or tree, I can connect and find myself again,” Chamorro said.
“I share challenges with my team and make them part of the decision-making process. But I also make sure the workplace is not adding to the stress of their lives,” Khanani said.
“I am empathetic so I absorb and feel the struggles of others. It’s important to be honest and model healthy ways of interacting and not be too emotional. You can have, feel, and name emotions. And then we can bring our empathy to the table with clients,” Rockcastle said.
“Landscape architecture created traumatic experiences for me. It’s important to focus on mental wellness, value your feelings, and share them. I monitor what I say but am honest,” Nelson explained.
Panelists then discussed the value of self-care — seeing a therapist or personal coach; listening to motivational podcasts or audio books; and enjoying cooking, art, and other restorative, creative pastimes.
And amid all the flux, the future remains filled with possibilities. “If you looked at the top 50 professions 50 years ago, you will see most don’t exist today. The job you may want to do may not exist yet, but you still have time to create it,” Nelson said.
New awards category focused on transformative solutions to the climate crisis
ASLA is now accepting submissions for its 2023 Professional and Student Awards Program including a new category– the ASLA / International Federation of Landscape Architects (IFLA) Global Impact Award, which is focused on projects that address the climate crisis.
The ASLA Awards Program is the oldest and most prestigious in the landscape architecture profession. They honor the most innovative landscape architecture projects and the brightest ideas from up-and-coming landscape architecture students.
“Awards entries are highly competitive and showcase the projects that illustrate the highest achievement and creative solutions in the industry,” said Emily O’Mahoney, FASLA, PLA, President of ASLA. “I can’t wait to see what outstanding entries we will get for our new Award that honors the best climate action models!”
New this year, the ASLA / IFLA Global Impact Award is presented to a project in the Analysis and Planning category that demonstrates excellence in landscape architecture by addressing climate impacts through transformative action, scalable solutions, and adherence to ASLA’s and IFLA’s climate action commitments.
ASLA bestows Professional Awards in General Design, Residential Design, Urban Design, Analysis & Planning, Communications, Research categories. In each of these categories, juries select a number of Honor Awards and may select one Award of Excellence. One Landmark Award is also presented each year.
The 2023 Professional Awards Jury includes:
Jury 1: General Design, Residential Design, & Urban Design
Chair: Kimberly Garza, ASLA, ATLAS Lab Inc.
Michel Borg, AIA, Page
Shuyi Chang, ASLA, SWA
Chingwen Cheng, PhD, ASLA, Arizona State University
Claude Cormier, FASLA, CCxA
Jamie Maslyn Larson, FASLA, Tohono Chul
Garry Meus, National Capital Commission
Jennifer Nitzky, FASLA, Studio HIP
Jury 2 – Analysis & Planning ASLA / IFLA Global Impact Award, Research & Communications
Chair: Maura Rockcastle, ASLA, Ten x Ten
Camille Applewhite, ASLA, Site Design Group
Stephanie Grigsby, ASLA, Design Workshop, Inc
Mitchell Silver, Hon. ASLA, McAdams
Michael Stanley, FASLA, Dream Design International, Inc.
Michael Todoran, The Landscape Architecture Podcast
Yujia Wang, ASLA, University of Nebraska
Joining the professional awards jury for the selection of the Analysis & Planning – ASLA / IFLA Global Impact Award category will be a representative on behalf of the International Federation of Landscape Architects (IFLA).
Monica Pallares, IFLA Americas
Also, joining the professional jury for the selection of the Research Category will be representatives on behalf of the Landscape Architecture Foundation (LAF) and the Council of Educators in Landscape Architecture (CELA).
Dongying LI, Texas A&M, CELA Representative
Jenn Engelke, ASLA, University of Washington, LAF Representative
ASLA bestows Student Awards in General Design, Residential Design, Urban Design, Analysis and Planning, Communications, Research, Student Community Service, and Student Collaboration.
Chair: Michael Grove, FASLA, Sasaki
Haley Blakeman, FASLA, Louisiana State University
Adriana Hernández Aguirre, ASLA, Coleman & Associates
David Jung, FASLA, AECOM
Christina Hite, ASLA, Dix-Hite
Ellen Stewart, ASLA, City of St Paul
Mark Yoes, FAIA, W X Y architecture + urban design
Jury 2 – Analysis & Planning, Research, Communications, & Student Community Service
Chair: Kofi Boone, FASLA, NC State University
Keven Graham, FASLA, Terra Engineering
Dalton LaVoie, ASLA, Stantec
Stephanie Onwenu, ASLA, Detroit Collaborative Design Center
Naomi Sachs, ASLA, University Maryland
Andrew Sargeant, ASLA, Cleveland Neighborhood Progress
Professional Awards: Registration must be received no later than 11:59 pm PST on Friday, March 10, 2023. Submissions are due no later than 11:59 PST on Friday, March 17, 2023.
Student Awards: Registration must be received no later than 11:59 pm PST on Friday, May 5, 2023. Submissions are due no later than 11:59 PST on Friday, May 26, 2023.
ASLA is currently accepting proposals for the 2023 Conference on Landscape Architecture in Minneapolis, Minnesota, October 27-30, 2023. Help us shape the education program by submitting a proposal through our online system by Wednesday, February 22, 2022, at 12:00 NOON PT.
The ASLA Conference on Landscape Architecture is the largest gathering of landscape architects and allied professionals in the world—all coming together to learn, celebrate, build relationships, and strengthen the bonds of our incredibly varied professional community.
We are looking for education proposals that will help to drive change in the field of landscape architecture and provide solutions to everyday challenges that are informed by research and practice.
Changing the Culture in Practice
Design and the Creative Process
Leadership, Career Development, and Business
Planning, Urban Design, and Infrastructure
60-, 75-, or 90-Minute Education Sessions: The standard education session with 50-75 minutes of presentation followed by 10-15 minutes of Q&A, maximum three speakers.
Deep Dive Sessions: Engaging, in-depth programs that explore specific landscape architecture topics, maximum five speakers. Deep dives are 2.5 hour interactive sessions that can include lectures, hands-on learning, facilitated discussions, and other creative audience engagement tools.
Field Sessions: Multiple speakers offer education combined with a field experience. Field sessions are organized through the host chapter. Please contact the host chapter committee leaders at firstname.lastname@example.org before submitting.
If you’re an ASLA member, make sure you have your unique ASLA Member ID or username handy – you should use it to log into the submission system. Non-members, including allies from the fields of urban planning and design, architecture, natural and social sciences, and public art, are also most welcome to submit proposals.
Please visit the submission site to learn more about the 2023 education tracks, submission criteria, review process, and key dates.
Nineteen Student Award winners represent the highest level of achievement in landscape architecture education
By Lisa Hardaway
ASLA has announced its 2022 Student Award winners. Nineteen student Award winners represent the highest level of achievement in landscape architecture education. All winning projects and the schools they represent are listed below.
Jury panels representing a broad cross-section of the profession, from the public and private sectors, and academia, select winners each year. The 19 winners were chosen from 459 entries.
“In my conversations with students I encourage them to always draw, always dream, and to embrace the quote by Horace ‘begin, be bold, and venture to be wise,” said ASLA President Eugenia Martin, FASLA. “The vision and creativity in this year’s entries gives me great optimism and excitement for the role landscape architecture students will play in the future of our planet.”
“Students are the future of this profession, so it’s encouraging and inspiring to see the full range of creativity, passion and talent that is evident among this year’s cohort of Student Award winners,” said ASLA CEO Torey Carter-Conneen. “Many of this year’s Student Award winners are focused on helping communities adapt to climate change, from addressing drought and extreme heat to mitigating wildfire risk and rising sea levels—clearly, landscape architects are a key part of the climate change solution.”
Earlier this month, the 16th annual Park(ing) Day took place across the country, transforming parking spots into public spaces. Landscape architects were encouraged to empower PreK-12 students to Dream Big and re-imagine streetscapes in front of schools, libraries, and community centers. The idea was to help students discover how to improve public spaces, strengthen social connections, and boost health and well-being.
Highlights from Park(ing) Day 2022 feature creative transformations and inventive alternatives to an automobile-dominated environment:
The ASLA Utah Chapter challenged third graders at Calvin S. Smith Elementary School to design a mini-park in place of two parking lots in front of their school (scroll through images at top). The chapter then incorporated the sketches into their parklet.
“It was an amazing experience to involve the kids. They are so talented and loved learning about landscape architecture and getting involved in the community,” said Aaron Johnson, ASLA, vice president of visibility and public affairs with the ASLA Utah Chapter. “A few of them came to see their work displayed at Park(ing) Day. They were very excited to show their designs to their parents.”
In Manhattan, Kansas, ASLA student members from Kansas State University partnered with a local public library to help kids learn about parks and landscape architecture.
In Brighton, Massachusetts, PreK-12 students from Boston Green Academy got to plant seeds, experiment with soils, and talk with landscape architects about urban heat, environmental justice, and the role of nature in cities thanks to the Boston Society of Landscape Architects.
“This is what a #schoolstreet should be every day,” wrote ASLA New York Trustee Jennifer Nitzky, ASLA, on Instagram. The kids were able to imagine the many benefits of using their streets for “fun, games, learning, and relaxing in green spaces.”
ASLA student members from Florida International University designed and built an ADA-compliant raised garden bed for their Park(ing) Day installation in Miami, Florida, later donating it to Neva King Cooper Educational Center.
And, lastly, landscape architecture students from the University of Georgia led the transformation of an alleyway in Athens, Georgia into a welcoming space for older students to gather for music and urban sketching.
This year, ASLA brings Park(ing) Day to PreK-12 schools, libraries, and community centers across the country. And this year Park(ing) Day isn’t just one day, but a full weekend — September 16-18.
Let’s help students re-imagine streets one parking space at a time. Using a parking space in front of a school, library, or community center, landscape architects can partner with PreK-12 students to think outside the classroom. Help students discover how to improve our public spaces, strengthen social connections, and boost health and well-being.
Step 1: Connect with your local school, library, or community center
Seek out art or science teachers, librarians, or after school program leaders.
Step 2: Make your pitch
Explain the purpose of Park(ing) Day and share the positive results of past Park(ing) Day celebrations in your community.
Step 3: Pair up with a group of students
Make yourself and your organization available to lead a group of students in the redesign of a Park(ing) Day space.
Step 5: Design and build a Park(ing) Day space with students
Partner with students, teachers, librarians, and community center leaders to DREAM BIG and plan and design a Park(ing) Day space. Source sustainable materials that can be recycled or reused. Reach out to local nurseries or firms for donations of big ticket items like a tree, plants, a bench, or bird bath that the school, library, or community center can keep.
Step 6: Post images of your Park(ing) Day installation to your social (Facebook, Twitter, Instagram) using the hashtag #ParkingDay and tag us (@nationalasla)
Make sure you have permission or signed release forms from anyone you photograph.
ASLA will highlight the best posts from students, firms, and chapters across our social platforms!
Lastly, be sure to encourage teachers and students to Save the Date for DREAM BIG with Design 2022, September 22-23. A free online event, DREAM BIG will immerse PreK-12 students in design-centered strategies that address some of the most critical issues of our time. Live, interactive sessions will explore the future of landscape architecture and apply design techniques that can be aligned with interdisciplinary curricula.