課程目標(Course Objectives)
1. 使學生習得療癒景觀概念與發展歷史。(Students will know concepts and history of therapeutic landscapes)
2. 使學生藉由對療癒景觀基礎理論與實證研究成果的理解來增進《循證設計》概念。(Students will build up their concept on "evidence-based design (EBD)" by understanding theoretic foundations and empirical study findings of therapeutic landscapes.)
3. 使學生能應用理論與實證研究成果來操作療癒景觀營造與設計。(Students will be capable of applying theories and empirical findings in developing and designing therapeutic landscapes.)

課程內涵 (Course Contents)
1. 療癒景觀簡介與發展歷史 (Introduction and history of therapeutic landscapes)
2. 療癒景觀之循證設計概念、理論基礎、與實證研究成果 (Evidence-based design, theoretical foundations and empirical findings of therapeutic landscapes)。
3. 療癒景觀設計案例參訪分析 (Field trip and case studies of therapeutic landscapes)。
4. 療癒景觀營造設計方案整合實作 (Therapeutic landscape program development & design practice)。

Course Objectives
1. Enable students to experience the concept of landscape and development history. (Students will know concepts and history of therapeutic landscapes)
2. Enable students to add to the concept of "Based Design" through their understanding of basic theories of landscape and practical research results. (Students will build up their concept on "evidence-based design (EBD)" by understanding theoretic foundations and empirical study findings of therapeutic landscapes.)
3. Enable students to apply theoretical and practical research results to operate landscape construction and design. (Students will be capable of applying theories and empirical findings in developing and designing therapeutic landscapes.)

Course Contents
1. Introduction and history of therapeutic landscapes
2. Evidence-based design, theoretical foundations and empirical findings of therapeutic landscapes.
3. Field trip and case studies of therapeutic landscapes.
4. Therapeutic landscape program development & design practice.

Readings:
1. Appleton, J. (1996). The experience of nature. New York, NY: John Weily & Sons. (Ch4 A framework of symbolism, pp. 73-107)
2. Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York: Cambridge University Press. (Ch2. Prediction of Preference, pp. 40-71; Ch6. The Restorative Environment, pp. 177-200)
3. Kellert, S. R., & Heerwagen, J. H., & Mador, M. L. (Eds.) (2013). Biophilic design: The theory, science and practice of bringing buildings to life. Hoboken, NJ: John Wiley, & Sons.
4. Marcus, C. C., & Sachs, N. A. (2014). Therapeutic landscapes: An evidence-based approach to designing healing gardens and restorative outdoor spaces. Hoboken, NJ: John Wiley & Sons.
5. Souter-Brown, G. (2015). Landscape and urban design for health and wellbeing: Using healing, sensory, and therapeutic gardens. Oxon, UK: Routledge. (Part III Designing Healing Gardens Using an Inclusive, Salutogenic Approach: Ch10-12, pp. 199-265)

Readings:
1. Appleton, J. (1996). The experience of nature. New York, NY: John Weily & Sons. (Ch4 A framework of symbolism, pp. 73-107)
2. Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York: Cambridge University Press. (Ch2. Prediction of Preference, pp. 40-71; Ch6. The Restorative Environment, pp. 177-200)
3. Kellert, S. R., & Heerwagen, J. H., & Mador, M. L. (Eds.) (2013). Biophilic design: The theory, science and practice of bringing buildings to life. Hoboken, NJ: John Wiley, & Sons.
4. Marcus, C. C., & Sachs, N. A. (2014). Therapeutic landscapes: An evidence-based approach to designing healing gardens and restorative outdoor spaces. Hoboken, NJ: John Wiley & Sons.
5. Souter-Brown, G. (2015). Landscape and urban design for health and wellbeing: Using healing, sensing, and therapeutic gardens. Oxon, UK: Routledge. (Part III Designing Healing Gardens Using an Inclusive, Salutogenic Approach: Ch10-12, pp. 199-265)