An image of a fountain pen and leather bound sketchbook

Core Methodologies

A greenhouse or botanical garden with a metal framework and glass panels, integrated with lush green plants and trees inside.

Curricular Outcomes + Assessment Matrix

Design education requires objective hard data. My research assesses the critical gap between what students believe they have learned and what faculty intend to teach. I map these internal metrics against the specific skill and knowledge achievements required at graduation as defined by externally validated industry surveys. This assessment matrix removes the guesswork from design instruction, ensuring our curriculum delivers essential technical competencies while cultivating the critical thinking and reflective skills future designers need to thoughtfully shape the built environment.

Skill and Knowledge Achievement
Group of people at a conference or exhibition booth. A firm representative in white is demonstrating something on a laptop to four students on the other side of the table.

Professional Preparation + Mentorship

The transition from the academic studio to professional practice is a critical gap. Through directing the co-op program, I use internship data, post graduation placement rates, and longitudinal tracking of student well being to refine how we prepare designers. This work treats mentorship as a measurable outcome. It ensures students leave Purdue ready to contribute, innovate, and lead in top tier firms.

Student Well-Being and Employability
Sankey chart of Purdue's landscape architecture curriculum 
Methods for Student Success

Systems Thinking in Design Education

Design learning requires rigorous curricular scaffolding and deliberate content throughput. I structure pedagogy like a root system where foundational knowledge threads gather and feed upward to support advanced professional competencies. To successfully navigate this complex structure, students need distinct behavioral frameworks. My forthcoming book, How to Survive, Succeed, and Thrive in Design School, codifies the methods, studio cultures, and procedural habits necessary for success. It gives students the exact blueprint they need to thrive under the unique pressures of the design studio.

    1. Barbarash, D; Snodgrass, L. 2025 Longitudinal analysis of student perceptions of knowledge and skill gain in landscape architectural education. Educational Assessment – Submitted and under review

    2. Barbarash D. 2024 Intentional Outcomes: A Case Study in Curricular Assessment, Landscape Journal 43 (1)

    3. de Cresce El Debs, L, Shaurette, M., Hynes, W., Kwon, H. J., Hutzel, B., Barbarash, D. 2017. Cross College Collaboration for the Development of a New Major in Design and Construction Integration. ASEE Annual Conference Proceedings. June 24-48, 2017, Columbus, OH.

    4. Barbarash D. 2016. Representation Stigma: perceptions of tool and process for architectural images. Frontiers in Architectural Research 5 (4), 477-488

    5. Rotar S., Barbarash D. 2015 Integrated Project Experiences and Student Perception. Landscape Research Record no. 4:33-44

    6. Barbarash D. 2015. Knowledge and Skill Competency Values of an Undergraduate University Managed Co-operative Internship Program. Asia-Pacific Journal of Cooperative Education no. 17 (1):21-30

    7. Rotar S., Barbarash D., Dahl B., Hildner A. 2014. Improving Student Learning Through Integrated Project Experiences. Landscape Research Record no. 1:63-71

    8. Barbarash D., Brennan A., Kalbaugh K., Siciliano P. 2014. Impact of a Geo-located Arboretum Database on Student Learning Methods. Girot/Grêt-Regamey/Wissen Hayek/Fricker/Buhmann (Eds.): Peer Reviewed Proceedings Digital Landscape Architecture 2014, ETH Zurich, Swiss Federal Institute of Technology, Wichmann Verlag Offenbach Berlin, May 2014. pg. 391-398

    9. Barbarash, D. 2012. The Communication Value of Graphic Visualizations Prepared With Differing Levels of Detail. In “Buhmann/Ervin/Palmer/Tomlin/Pietsch (Eds.): Peer Reviewed Proceedings Digital Landscape Architecture 2012: GeoDesign, 3D-Modeling and Visualization”, Anhalt University of Applied Sciences. Germany, 499-507.

    1. Rotar, S., Barbarash, D. 2026. Combining Cohorts: GPA and Achievement. CELA 2026. Cincinnati, Ohio, USA.

    2. Barbarash, D. 2025. Training the Next Generation of Designers - internships and expectations. Council for Educators in Landscape Architecture (CELA) 2025. Portland, Oregon, USA.

    3. Smachylo, J, Fragomeni, M, Barbarash, D. Metz, T, Artunc, S. 2025. Panel - STEM Teaching and Learning in Landscape Architecture Studios. Council for Educators in Landscape Architecture (CELA) 2025. Portland, Oregon, USA

    4. Rotar, S, Barbarash, D. Combining Cohorts: A case study of student integration and experiences. Council for Educators in Landscape Architecture (CELA) 2024

    5. Rotar, S, Barbarash, D. Defining Curricula: A case study of oppositional methods. Council for Educators in Landscape Architecture (CELA) 2023

    6. Barbarash, D. 2022. Balancing renaissance education and professional preparedness in design programs. Council for Educators in Landscape Architecture (CELA) 2022

    7. Barbarash, D. 2021. Impacts of the COVID-19 Induced Rapid Shift to Online Teaching and Learning. Virtual event: Council for Educators in Landscape Architecture (CELA) 2021

    8. Barbarash, D, Rotar, S. 2020. Does Digital Data = the Demise of Design? Louisville, Kentucky: Council for Educators in Landscape Architecture (CELA) 2020

    9. Rotar, S, Barbarash, D. 2019. Integrated Project Assessment and Effectiveness. Sacramento, California: Council for Educators in Landscape Architecture (CELA) 2019 pg. 93

    10. Barbarash, D, Rotar, S. 2019. Integrated Project Experiences in Landscape Architecture: Evaluating Effectiveness and Student Perception. Sacramento, California: Council for Educators in Landscape Architecture (CELA) 2019 pg. 125

    11. Barbarash, D. 2017. Developing a Standard for Curricular Evaluation in Landscape Architectural Education. Blacksburg, Virginia: Council for Educators in Landscape Architecture (CELA) 2018 pg. 37

    12. Rotar S., Barbarash D. 2015 Integrated Project Experiences and Student Perception. Paper read at 2015 CELA Annual Conference, March 24, 2015, Manhattan, Kansas: Council for Educators in Landscape Architecture (CELA) pg. 41

    13. Rotar, S., Barbarash, D. 2014. Activating learning for students in agriculture. Paper read at North American Colleges and Teachers of Agriculture (NACTA) Conference, June 25-28, Montana State University, Bozeman, Montana. Pg. 11-12.

    14. Rotar S., Barbarash D., Dahl B., Hildner A. 2013 Improving Student Learning Through Integrated Project Experiences. Paper read at 2013 CELA Annual Conference, March 26, 2013, Austin, Texas: Council for Educators in Landscape Architecture (CELA) pg. 46.

    15. Dahl B., Hildner A., Barbarash D., Rotar S. 2013 Values Mapping: Encouraging Divergent Student Design Proposals. Paper read at 2013 CELA Annual Conference, March 26, 2013, Austin, Texas: Council for Educators in Landscape Architecture (CELA) pg. 75

    16.  

  • Examine data summaries regarding internship performance, professional skill acquisition, and post graduation placement for Purdue Landscape Architecture students

  • How to Survive, Succeed, and Thrive in Design School - A book proposal illustrating the procedural, emotional, and social skills and methods helpful towards early design student success.

    Training the Next Generation of Designers - Based off of a national survey of students, employees, and employers to illuminate differences, expectations, and strategies for success.

    Combining Cohorts - Continued research into the social dynamics of the design studio.

    Research in Landscape Architecture Meta-Analysis - A study into audience and impact of recent research in landscape architecture in hopes of aligning professional practice and academia.