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10.
Be able to develop grading designs that fall within project budget con-
straints, while meeting client program and functional requirements.
11.
Be able to prepare grading plans that meet standards of care related to meet-
ing public health, safety, and welfare design standards—that is, grading plans
that limit and reduce the chance of public harm such as physical injury.
The eleven points in this list may appear daunting to the student
taking an introductory grading course. Through the process of academic
preparation, internship, and other forms of professional practice expe-
rience, students will achieve mastery of what a landscape architect is
required to know and perform. Start with little steps, steps that build on
one another, while acquiring the knowledge, skills, and tools necessary
for preparing increasingly complex and challenging grading problems.
The building blocks for building competency in designing 2 (solving)
grading plans for a project begin with being able to read topographic
maps, including understanding scale and understanding various frames
of survey reference such as datum terms of elevation and grids. After
learning how to read a topographic map, one needs to learn principles of
working with contours, spot elevations, and slopes to arrive at grading
solutions. The student will also learn to visualize alternate grading
design solutions, using and manipulating contour lines and calculating
spot elevations toward creating landscape site-grading solutions. Finally,
students should learn and follow the graphic conventions necessary for
preparing the grading plans and drawings that provide the contractor
with instructions. Grading plans and drawings are the landscape archi-
tect's instruments for conveying design intent, or what the contractor is
expected to build, following the directions contained in the plans and
support documentation.
2 The word “solving” is commonly used to describe what a student does when given a grading
assignment. The word suggests the use of mathematics and formulas and therefore may reveal why
students find it convenient to separate grading from studio design. “Design,” as a verb, is often used
to mean solving a problem. The use of numbers and the employment of numerical calculations,
while implicit to solving grading and drainage problems, is not implied in solving or creating design
solutions. So, perhaps we should ask the students to develop a design solution for a grading assign-
ment, as opposed to “solving” the proposed problems that make up the assignment.
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