Abstract:

Introduction: Starting with an influx of Computer Aided Drawing programs in the 1980’s, computer applications have continued to influence and often replace traditional graphics throughout the design process in many design professions. This traditional to digital paradigm shift is one example of how technology has influenced the design process and communication skills that are utilized in a variety of design fields. For Landscape Architecture, the effects of these advances have been widespread. Heightened in the 1990’s and early 2000’s, with more social networking outlets, widespread use of electronic devices and more artistic computer applications, design students have become more dependent on digital methods to communicate design ideas. University design programs also saw the benefits of these advances and made curricular adjustments to address this growing demand. But in the exhilaration of it all, did professionals and educators realize the impact that digital communications would have on a field that is based on a variety of forms of communication including verbal presentation, written documents and graphic representation?

A deficiency of statistical information on current trends in digital/traditional communication has led to ambiguity in design communication pedagogy and a lack of identifiable artistic skill sets, leaving design educators asking a variety of questions on what to teach, how to teach and how to present design information. This presentation will explore various forms of professional communication identifying artistic, written and verbal qualities we have lost in the science of technology and discuss indicators of how and why Landscape Architects are reintroducing a variety of communication skills in the curriculum. The outline of discourse will include a brief summary of historically significant trends, current research, and the pedagogy of multi-media communications for presentation and portfolio production.

Research: The research was originally conducted via survey for summer interns with the intent to form a quantitative base to track shifts between hand and computer graphics and shifts in program usage for Landscape Architecture, and then to apply this information to adjusting graphic curriculum requirements. This survey was conducted over various years since 2004 showing interesting statistics in graphic communication skills used by interns in a profession increasingly dependent on computer graphics. The questionnaire was further developed to ask firms similar questions intended to identify the larger paradigm shift in professional demands including traditional graphics, computer graphics and other communication skills in determining hiring qualifications via student portfolios. Results from 2006, 2007 and 2008 demonstrate a variety of shifts, providing speculation that the totally electronic office is further away than once thought.

Conclusion: Survey results support curricular adjustments in developing a mix of communication skills. Interviews with firms and research on new technologies support a balance of utilizing digital technologies with traditional skills for various forms of presentation. Soft skills such as communication, team work and personality are consistently rated in the top 5 areas of importance as well as technical and traditional methods of communication, providing an unlimited mix of opportunity for presentation but a challenge for educators in a time restrained curriculum.

Keywords:

Design Communication, Technology, Design Curriculum, Professional Trends, Portfolio Development.