一、以議題及相關理論學習，實地參訪，同學參訪後的專題報告，問題導向進行學習。帶領學生深入探索景觀專業工作範疇，在原有專業基礎對問題有跨域前瞻解決策略與方法。
二、站在大師的肩膀，多位業界大師專題授課，從議題討論，深入探討景觀相關理論，學習如何將理論應用在實務操作，面對場域多元參與者、法規競合等，帶領學生學會現場實務的經營、規劃設計、施工到管理processing。
三、因應在職專班學生論文寫作，在議題範疇釐清、收歛，及議題訂定與研究方法以專題式講授，協助同學規劃碩士論文方向與內容，學生在掌握自己有專業利器下紮根精進，對景觀專業有更大的貢獻。
1. Learn topics and related theories, visit locally, learn topic reports after the visit, and learn problem directions. Lead students to explore the professional work scope of landscape, and have cross-domain forward-looking solutions to problems based on their original professional foundation.
2. Standing on the shoulders of the university, many professional teachers teach special topics, discuss topics, deeply explore landscape-related theories, learn how to apply theoretical discussions in practical operations, face diverse participants in the field, and compete with regulations, etc., and lead students to the management of actual practices.
3. Because students' writings in professional courses, they should clear and collect topics, and give them a specialized teaching in the form of topics to help students plan the direction and content of scholars' essays. Students should improve their roots and make greater contributions to landscape expertise by mastering their own professional tools.
1.Foster, K. (2014). Becoming a landscape architect: a guide to careers in design. John Wiley & Sons.
2.Sharky, B. (2016). Thinking about Landscape Architecture: Principles of a Design Profession for the 21st Century. Routledge.
1.Foster, K. (2014). Becoming a landscape architect: a guide to careers in design. John Wiley & Sons.
2.Sharky, B. (2016). Thinking about Landscape Architecture: Principles of a Design Professor for the 21st Century. Routledge.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 參訪書面及口頭報告 參訪書面及口頭報告 Visitor's articles and oral reports |
25 | |
| 學期成果報告學期成果報告 Study period results report |
25 | |
| 出席出席 Attend |
20 | |
| 大師演講參與討論及心得記錄大師演講參與討論及心得記錄 Teachers' lectures, discussions and experience records |
30 |
