Landscape Architecture Program Mission Statement


The Landscape Architecture Program at North Carolina Agricultural &Technical State University (N.C. A&T) is rooted in the University’s unique legacy, which includes its history as the largest publicly funded Historically Black College or University (HBCU) in North Carolina, as well as home to the Greensboro Four, who helped spark the sit-in protests that swept the South during the Civil Rights movement. The Program is also tightly tied to the University’s land grant status, and to the Morrill Act of 1890, which, for the first time in the nation’s history, made higher education in the agricultural and technical sciences a reachable goal for African Americans. The Program has produced more African American landscape architects than any other accredited degree program in the country. The N.C A&T Landscape Architecture Program thus has been instrumental in expanding diversity within the profession. The program's social and geographical context provides a unique framework for studying landscape architecture, which is carried forward in service-based learning projects that focus on underrepresented populations in the rural, urban, and suburban South.



The Landscape Architecture Program at North Carolina A&T prepares students from diverse backgrounds to become leaders in the field of landscape architecture. Students are instilled with the theoretical, technical and life skills necessary to address the complex and continually changing ecological and social challenges of design, conservation, and management of landscapes in the 21st century. Educational emphasis is placed on developing creativity and critical thinking skills, high moral character and ethical behavior, exposure to various geographies and cultures, independence of mind, and freedom of spirit.


  • Support a strong undergraduate program focusing on the development of sound thinking skills, personal vision, and high moral character and ethical behavior through exposure to a broad range of landscape architecture activities and technical skills.
    • Foster creativity and critical thinking skills in students focused on developing equitable, beautiful, functional, and sustainable approaches to complex design and planning problems.
    • Expose students to a variety of project types and scales, and offer opportunities to work both individually and as members of teams.
    • Support student participation in coops, internships, conferences, workshops, travel, and design competitions.
    • Ensure that upon graduation, students are able to:
      • Apply historic, aesthetic and scientific principles to the research, design, planning and management of environments;
      • Complete a master plan design package — inclusive of inventory, analysis, programming, synthesis and concept diagrams — including detailed design drawings;
      • Complete a construction drawing package, inclusive of site engineering and site detail drawings;
      • Write a set of specifications relating to a construction drawing package;
      • Be computer literate in both aesthetic and engineering applications of the curriculum;
      • Develop knowledge, skills, and abilities applicable to the subject matter of the professional curriculum in problem definition, information collection, analysis, synthesis, implementation and communication.
  • Recruit, retain and graduate high-caliber students in an effort to increase the diversity of leaders within the field of landscape architecture.
    • Send faculty, staff, or students out to attend a minimum of 10 recruitment activities annually.
    • Network with community colleges that have complementary degree programs, and pursue potential "2+2" degree options.
    • Pursue at least one significant source of internal or external funding, annually, for potential support for student scholarships and stipends.
    • Annually review and update text and images on program’s website, and meet with department head, dean or IT support staff to ensure information is posted.
    • Prepare graduates for entry-level positions in private or public practice, and prepare and encourage graduates to attain landscape architecture registration.
    • Encourage students to attend graduate school, so as to increase the diversity of leaders and educators within the profession.
  • Foster well-respected faculty within the University, and broader academic setting, who have the support network and skills necessary to succeed in teaching, research, community service, and/or creative activities.
    • Actively pursue skilled, well-qualified, and dynamic faculty who contribute to maintaining the program’s knowledge base, mission, and goals when position openings occur. Future faculty should either demonstrate an established publication record or distinguished portfolio.
    • Actively recruit skilled, well-qualified, and dynamic adjunct and lecturer faculty who complement strengths of the Program’s core faculty members.
    • Ensure that faculty collectively participate in at least two major campus-wide and/or school committees to maintain exposure of the program at a University level.
    • Provide support, resources, and funding for faculty to engage in teaching, research, and service activities.
    • Establish a clear tenure and review process that complements the program's staffing objectives. Effectively communicate this to landscape architecture faculty and upper administration in an effort to support and foster long-term faculty success.
  • Offer high quality facilities, technology, travel, and internship opportunities, as a means to help ensure student success.
    • Assess and communicate annually to department head and dean about resource, facility, and technology needs.
    • Ensure safe 24/7 access to studio space.
    • Pursue a minimum of one significant source for internal or external funding a year to help support student travel and technology updates.
    • Ensure that every student who graduates has visited the beach, the mountains, a professional landscape architect's office, the office of a city planner or another municipal employee working in a related field, made a presentation to a “client,” and traveled to a diverse range of landscape architecture project sites such as parks, plazas, urban districts, campuses, etc.
    • Ensure that every student who graduates has had a yearlong internship or co-op position in a relevant professional setting.
  • Make positive contributions to the broader social and ecological context, and develop a respected visible reputation, through community service, research and teaching activities.
    • Engage in public service projects related to landscape architecture. Students should participate in at least three design projects that involve underserved populations.
    • Share community service project outcomes through the University website and other publications, local news publications, and conference presentations.
    • Enhance awareness of and provide solutions to natural resource, environmental and quality of life problems related to land use in North Carolina.