To read the full story and view images, follow the link to Exploring Woven Relations at the Forks.

Guided by MomentUM: Leading Change Together, UM is committed to empowering learners through dynamic learning experiences that meet the needs of an increasingly diverse student body. Investing in SoTL enables instructors and faculty members to examine their teaching practices, incorporate evidence-based findings, and ultimately, improve student success.

The 2025 SoTL Support Fund has awarded five Seed projects, a stream within the scaffolded-funding program which supports time-limited and innovative new teaching and learning research ideas with a budget of up to $6000. These projects span a range of disciplines, each offering an innovative approach to advancing research-based teaching and learning at UM.

Empowering Statistical Minds: Data Exploration for Student Engagement

Project lead: Hina Shaheen, Department of Statistics, Faculty of Science

Bridging the gap between theoretical statistical concepts and real-world applications can be challenging for many Statistics students. Traditional lecture-based approaches often encourage rote memorization of formulas rather than deep understanding. This project will introduce small-group, collaborative experiments using real-world databases, promoting active learning through data exploration and statistical decision-making. The hands-on problem-solving activities aim to strengthen students’ analytical reasoning, decision-making, and statistical interpretation skills. Analysis of students’ behavioural, emotional, and social engagement outcomes will inform and support ongoing initiatives aimed at enhancing student success and career readiness.

Live Podcasting in Teacher Education: Amplifying Engagement, Dialogue, and Multimodal Literacies

Project lead: Amir Michalovich, Department of Curriculum, Teaching and Learning, Faculty of Education

This project examines the extent to which live podcasting in class can cultivate engaging, dialogic, and multimodal classroom discussions for students in teacher education. Given the rapid advancement of generative AI, it is increasingly important to explore classroom-based assignments involving students co-developing and demonstrating their knowledge. While some research has explored the use of pre-recorded or edited podcasts in post-secondary education, it has rarely examined digital multimodal assignments conducted live in class. This study addresses that gap by exploring how these tools can impact student engagement with course content, participation in dialogic learning, and development of communicative skills across multimodal literacies (e.g., speaking, listening, writing, viewing, and representing). 

Team-based collaborative learning from the head to the toes to better health for all

Project lead: Dr. Laura MacDonald, Dental Hygiene, Dr. Gerald Niznick College of Dentistry, Rady Faculty of Health Sciences

This project pilots an interprofessional team-based collaborative experiential learning program aimed at facilitating the integration of oral health within comprehensive health care. It will examine students’ perspectives of a novel interprofessional education (IPE) initiative delivered in a dental clinic setting. Both existing research and the outcomes of a recent Rady Faculty of Health Sciences interprofessional simulation indicate a persistent gap in incorporating oral health within comprehensive health-care practice. Situating this intervention within a dental clinic is intended to help health professional students connect oral health with overall health and roles and responsibilities to ensure comprehensive health care. Findings will offer curriculum IPE developers valuable insights into the key traits students believe support interprofessional collaboration competencies, specifically relationship-focused care, clearly defined roles and responsibilities, and collaborative leadership.

Case-Based Learning in Landscape Architecture and Environmental Design

Project co-leads: Yuhao Lu, Department of Landscape Architecture and Mark Meagher, Environmental Design Program

In landscape architecture and design education, students often struggle to build and apply an accurate vocabulary for describing spatial patterns. Relying solely on memorized definitions limits students’ abilities to recognize or articulate design intensions in new contexts. Applying case-based learning principles, which emphasize that deeper understanding emerges from exposure to concrete examples, this project will give students access to real-world cases in the form of project drawings and photographs. A curated collection of design patterns and vocabulary will be developed from an extensive database of precedents and enhanced through state-of-the-art machine learning. Students will submit their own sketches, which the system will analyze to generate key vocabulary terms to describe the patterns and examples of related patterns across multiple design disciplines. Pre- and post-project surveys will assess the tool’s impact on students’ design literacy, pattern recognition, and communicative competence.

Collaborative Proof Writing: Enhancing Mathematical Understanding and Communication Skills Through Group-Based Learning

Project lead: Jamie de Jong, Department of Mathematics, Faculty of Science

Writing mathematical proofs can be a significant challenge for undergraduate students, who must shift from the computational problem-solving emphasized in high school to the formal reasoning required in university mathematics. This project will evaluate the effectiveness of targeted in-class group activities designed to strengthen both mathematical understanding and communication. The activities will focus on analyzing and writing mathematical proofs, with opportunities for immediate feedback from both instructors and peers. While peer feedback is well-established in writing-intensive fields, its application in proof-based mathematics is limited. Surveys and assessments of student performance will be used to measure the effectiveness of this teaching approach.

Learn more about how UM is supporting teaching excellence.

Williams is in her fourth year at UM, studying environmental design in the Faculty of Architecture. She describes how she has always “felt very strongly about advocating for the land itself,” so the landscape stream was the natural choice as she progressed through the program. Fourth-year students in the “Landscape of Urbanism” course are encouraged to participate in a mobility experience across several countries in Europe, exploring how other nations and cultures have approached landscape design. Through this trek, Williams found new inspiration to incorporate into her vision for land advocacy back home in Winnipeg.

This experience took Williams and her peers on a tour that included Denmark, Sweden, Germany, the Netherlands, and France. From late August to early September 2024, they explored a variety of public spaces that demonstrate unique landscape design elements, from housing complexes to parks and playgrounds. These sights were as beautiful as they were academically enriching for Williams, since she was exposed to ideas that she could not have seen by staying at home in Canada. “We don’t really have access to these really formal or experimental parks that have been around in Europe for however many years; they just have a very different mindset about what’s important,” she describes – adding that while she loves our landscape features in Winnipeg, it is important to see other examples!

More than any other site, Williams took inspiration from Fuglsangpark in Denmark, a community built around the idea of social housing. She describes the beauty of the site and the way it seamlessly transitions from public to private spaces, incorporating gardens, playgrounds, residences, and school buildings. The design itself facilitates a community of people who care for the space and for each other, which inspires Williams to reimagine how spaces in Canada, such as reserve communities, could be better designed. Considering this example, she says:

“…All of the questions that are asked of me as an Indigenous designer focus on land use and this idea of not walking into a room and not acting like I know what’s best for someone. Instead, it’s changing the approach and sitting down with the community or client and being able to talk to them and say, ‘What do you need? What are you like? What is important to you?’…And then taking that and really including them by making these spaces for them to speak.”

Though the days spent hopping from one location to the next could be exhausting, Williams and her class maintained their perseverance. “There’s a lot of people who surprise themselves on that trip,” she explains, reflecting on the endurance they developed while travelling. Despite the demands of their packed schedule, Williams was “still be able to come out on the end being so happy and excited for all the things that [she’s] seen.”

Even in the planning stages of this experience, Williams recalls feeling both supported and encouraged thanks to the amazing staff and resources at the International Centre (IC). Hesitant at first to apply for GSO funding, the IC’s mobility team provided much-needed reassurance for Williams. She recalls worrying that she might not be as deserving of these funds as other students, but thanks Naomi Fujiwara at the IC for convincing her that she should ignore the doubts and apply anyway. Williams wants to assure prospective applicants that the staff will not “look down on you” for requesting financial aid: “They want to see people have these experiences, and they want to see our university communities thrive because of it.”

Students seeking inspiring experiences such as Williams’ can email GSO[at]umanitoba[dot]ca for an application form. You can also begin exploring other global mobility possibilities, such as student exchanges or full year international experiences through the McCall MacBain International Fellowship, at UM’s International Centre homepage or reach out to international[at]umanitoba[dot]ca.

Ligneous Artefacts is the title of the ARCG 7102 studio taught by Professor Dietmar Straub at the University of Manitoba during the summer term of 2024. The goal was to design and build a series of non-standardized site-specific features for the Shared Path, a trail landscape designed by Professors Dietmar Straub and Anna Thurmayr from the Department of Landscape Architecture that turns a site on Lake Manitoba First Nation land into a gathering place where young and old can meet, share, and create new stories. The artefacts had to be developed as informal place-making tools that enrich the landscape and inspire social interaction. The design approach was based on an attitude of the German sculptor Rudolf Wachter: “I work with wood, and the wood works with me.”

Within four weeks, including field trips, community engagement and an on-site visit, the studio team progressed from rough drafts to a final product. Cutting, sawing, grinding, sanding, routing, drilling, and chiselling, …. after one week of sweat and hard work, all pieces were ready for assembly. The professional execution of all fabrication steps happened in close collaboration with the workshop of the Faculty of Architecture, University of Manitoba. Special thanks to Kellen Deighton for his priceless involvement in this studio project and Shaun De Rooy and Isaac Keeper-Muswaggon for their precious contribution!

Dietmar Straub have frequently invited students to gain hands-on experience on outreach projects. They were involved in tree-pit construction and asphalt painting. They dug in Winnipeg clay, compacted Manitoban limestone, hammered stones, bricks, logs and asphalt, used brushes and paint rollers and now fabricated five ‘masterpieces’ of wood and some metal parts. Dietmar Straub wants to apply this model to narrow the gap between theory and practice and to create a closer relationship between scholarly work and teaching. With its workshop-centered concept, the Bauhaus design education still seems to work as a timeless inspiration for passionate design education and students:

“The bench studio allowed me and the group to expand our understanding of a ‘bench’ or an outdoor piece. This summer studio is valuable because we learned how to build and work with wood on a 1-1 scale for the Lake Manitoba First Nations community to use. After much research, iterative design, site visits, and consultations with the community and occupational therapists, it is rewarding for a student to be part of a design-build studio that stretches the imagination yet is grounded in reality.” (Marie Alexie T. Seno)

“The Ligneous Artefacts project was our first experience designing and seeing our ideas come to life. It united all the students, fostering teamwork, creativity, and problem-solving. We hope the Dog Creek 46 community enjoys the artefact as much as we enjoyed building it.” (Vanessa Dos Santos Martins Macedo Alfonso)

STUDENTS
Marty Derksen; Vanessa Dos Santos Martins Macedo Alfonso; Michael Fitzpatrick; Carlo Gonzales; Augusta T. Ho; Kanika Mehta; Rownak Jahan Moutosi; Brady Ricketts; Marie Alexie T. Seno; Ruichen Zhu;

“Knowing is not enough, we must apply. Willing is not enough, we must do.” (Johann Wolfgang von Goethe 1829)

To read the full story, please visit CBC Manitoba

Overview of the Changes

The Master of Landscape Architecture (MLA) degree program was established in 1972. The 2024 revision is a response to the Landscape Architecture Accreditation Council (LAAC) feedback following the program’s last modification in 2010. The changes mainly address areas for improvement, such as the program duration and core disciplinary content. It aims to bring the MLA program in line with its Canadian counterparts.

Changes in Detail

Several adjustments have been made to the Master of Landscape Architecture (MLA) degree program. One significant alteration is streamlining the entry process for the Master of Landscape Architecture Program. The two former entry cohorts of MLA 1 and MLA 2 students (hereafter named M1 students) have been merged, resulting in one combined first foundational year for students admitted to the program with a degree other than a University of Manitoba’s Bachelor of Environmental Design (Landscape+ Urbanism option) or a Bachelor of Landscape Architecture (BLA) from another university.

Students with a Bachelor of Environmental Design (Landscape+ Urbanism option) or a Bachelor of Landscape Architecture would be admitted to the program’s second year (hereafter named M2 students).

M1 students are expected to complete the degree in three years, while M2 students are expected to complete in two years.

Additionally, the proposal includes reducing elective credit hours and strengthening the core disciplinary areas by introducing new courses or additional content that is needed. These changes have been thoughtfully designed to enhance the program’s structure and content.

The revised Master of Landscape Architecture curriculum is detailed below. It comprises two design studios of six credit hours and six lecture courses of three credit hours in the program’s first year. In the second year, two studios of nine credit hours will be accompanied by four lecture courses of three credit hours. In the final year, up to three courses of 9 credit hours (3 credit hours required and 6 credit hours elective) would be completed in addition to the practicum or thesis.

Rational for the Changes

The Department of Landscape Architecture has carefully considered and planned the changes to the Master of Landscape Architecture (MLA) degree program.

It has addressed four areas of concern. These are:

1. Encourage a greater and more diverse intake of students at each program entry-level
2. Ensure timely graduation of students to align with other graduate programs at the University of Manitoba, as well as in other Canadian MLA programs.
3. Increase graduate-specific courses to better differentiate the MLA from the Environmental Design (Landscape + Urbanism) undergraduate program
4. Reinforce the core disciplinary content of the graduate curriculum

With these changes, the department intends to better meet its mission and address concerns identified in the most recent professional program accreditation reviews by the Canadian Landscape Architecture Accreditation Council (LAAC). The revision also formalizes former administrative practices, such as the case-by-case adjustment of program requirements for students with non-design academic backgrounds. The now clear pathway ensures that all students are well-informed and prepared for their academic journey.

In the June 2024 issue of Canadian Architect magazine, Ron Williams examined the book and stated that this publication “is a beautiful and fascinating volume, and a pleasure to read.” 

To read the full review visit Canadian Architect.  To purchase a copy of the publication visit Indigo.

Rendering of transformed infrastructure corridor. Credit: Aaron Bomback

Aaron Bomback | Neglected Landscapes: A transformative future for Winnipeg’s infrastructure corridors

The CSLA Student Award of excellence is intended to recognize and promote excellence in the profession’s educational institutions and recognize excellence in work by students in CSLA’s LAAC-accredited programs. Aaron Bomback was selected as a recipient of this award for his 2022 thesis work which explores creating an ecological network in Winnipeg’s infrastructure corridors. According to the CSLA jury, the project was a robust take on a difficult subject which combined beautiful drawings with a rigorous research framework and analysis:

This is an important topic which is easily overlooked and can be difficult to tackle. Aaron Bomback has addressed it in a comprehensive, professional manner, with solid research underpinnings, and provided the practice with a guidebook to enhance biodiversity and achieve our climate objectives by transforming infrastructure corridors.

 

Aaron’s full thesis is available here.

Region of study (Dhaka, Bay of Bengal). Credit: Tasnim Ferdous

Tasnim Ferdous | Nature-based Solutions for Climate Resilient Shorelines

Each year, the LACF awards both professionals and students in landscape architecture grants to pursue research and scholarship that cover a broad range of topics important to the profession This year, 6 professional awards and 2 student awards were approved by the jury, which was composed of six individuals from public, private and academic practices from across Canada. Tasnim Ferdous was selected as one of the student grant recipients.

This research reviews NbS to address the effects of climate change in Southeast Asia. It will address mitigation from a landscape architecture perspective, emphasizing the pivotal role of community engagement in promoting sustainable development. By shedding light on the diverse NbS practices in the region, the research aims to uncover their potential as versatile landscape design tools, transcending regional confines. It seeks to contribute valuable insights to the global discourse on sustainable design, underlining the transferability and applicability of Southeast Asian NbS approaches, and inspiring and informing design practices on a global scale.

– Project description, Tasnim Ferdous

 

To learn more about Tasnim’s work and the LACF Research Grant Program, visit the LACF website.

It was a delightfully refreshing and entertaining Friday evening. We gathered in the Court Yard and Centre Space of the Russell Building and hosted a reception, a keynote and other speakers. The series of presenters, including the keynote, connected from various perspectives, to the beginning of the Master of Landscape Architecture program 50 years ago.

Mira (Mimi) Locher, Dean of Architecture, gracefully gave her in-person debut and provided a short overview of the most critical events in the 60ies and 70ies that influenced Canadian design and indirectly prepared the need for a master’s program in landscape architecture at that time.

Tracy Bowman, Director of UM Alumni Relations, emphasized the importance of celebrating achievements by welcoming back alums and former members. Expressing appreciation, she congratulated everyone dedicated to the program on having 440 graduates to date.

Bob Somers, President-Elect of the Canadian Society of Landscape Architects (CSLA), passed greetings from the professional organization and eloquently entertained the audience with stories from the time when he was a student. On behalf of the CSLA, he provided the department with a certificate of recognition for contributing 50 years to landscape architecture.

Meaghan Hunter, President of the Manitoba Association of Landscape Architects (MALA), shared the exciting news that the MALA would donate $5,000 towards the MLA 50th Anniversary Scholarship, a new student recruitment scholarship.

Robert (Bob) Allsopp’s keynote presentation addressed the beginning of the Landscape Architecture Program from the perspective of having been appointed Director of Campus Planning with the academic rank of Associate Professor and teaching the first design studio in landscape architecture.

CSLA Certificate of Recognition

Bob stated that at the program’s start, the “AMBITION was for excellence. THE FINANCIAL RESOURCES were minimal. THE STRATEGY was opportunistic – capitalizing on the goodwill of local, national and international talent – subsidizing budgets by drawing from others’ pockets – maximizing opportunities for hands-on field course experiences. THE TARGET was to help students develop design skills that are sensitive to the specifics of Place within a broad perspective of the natural and cultural worlds. THE RESULT in the early years, … was a very rich program that was as much fun and as educational for the (so-called) ‘teachers’ as it was for the students”.

Charles (Charlie) Thomsen, Professor Emeritus of Landscape Architecture, echoed the keynote’s inspirational report through different stories and shared slides emphasizing the collaborative atmosphere of the early years. “The willingness to collaborate was critical to the department’s success. And the staff was expected to help out with whatever was needed. The human factor was very important, … it was a place we wanted to be.”

Jennifer Moore Rattray, daughter of Alex Rattray, the first department head, provided insights into the family life of Alex Rattray and his dedication to the programs at the Universities of Manitoba and Venice in Italy. She announced the idea of planting a tree on the University of Manitoba campus and having a similar Memorial Tree Planting in Venice sometime next spring.

Alex Boss, LASA president and FASA Chair, voiced the importance of scholarships and the students’ excitement to be part of this anniversary year.

Dietmar Straub, Professor of Landscape Architecture, acted as the evening host and concluded with an entertaining presentation on the Lots of Bulbs project intended to be a catalyst for a pollinators’ party in spring 2023 and a fundraiser for the MLA 50th anniversary student scholarship.

The list of contributors to the success of the evening is long and includes, among many others, the following. Ted McLachlan and Charlie Thomsen (initial discussions and advice); Cynthia Cohlmeyer (keynote host); Alan Tate (graduate list); Charlie Thomsen, Chris Veres, Ryan Wakshinski, and Don Hester (slideshows); Chris Leigh (digitizing slides); Alex Boss, Augusta Ho, Emma Dicks, Kailee Meakin, Nazi Yaghoobian, Tasnim Ferdous (evening support); Anna Thurmayr, Dietmar Straub and Brandy O’Reilly (organization).

The department provided light snacks, and the attendees stayed longer than anticipated, enjoying the mild evening, the various ongoing slide shows, and the countless stories and memories. The video recording of all speeches in full length can be accessed through the following link.

LACF awards the national Peter Jacobs Indigenous Scholarship to a student who demonstrates achievement, creativity, leadership, and dedication to the empowerment of Indigenous people and landscapes through study, design, research or engagement.

To read more visit: https://lacf.ca/news-updates/2021-peter-jacobs-indigenous-scholarship

Michaela Peyson and Smile Singh, master’s of Landscape Architecture students, were also awarded regional awards from the LACF.  Michaela was awarded the Andre Schwabenbauer Scholarship and Smile Singh the SALA Academic Award.

Michaela Peyson is currently pursuing her degree in landscape architecture with the aim to amplify new voices and collaborate with diverse perspectives. Smile Singh, with a degree in architecture, went into landscape architecture to explore how the two disciplines intersect and complement each other.

Thank you to the LACF and congratulations to our student recipients.