Kim L. Wilson ASLA - College of Architecture

Kim L. Wilson, page 1 of 29

Kim L. Wilson ASLA C u r r i c u l u m V i t a e

1. General information Professional address: College of Architecture 302 Architecture Hall P.O. Box 880107 Lincoln, NE 68588-0105 (402) 472-9230 [email protected]

Home address: 2483 County Road A Denton, NE 68339 (765) 427-9643

2. Academic record 1980 - 1982 MLA University of Michigan, College of Natural Resources 1974 - 1978 BSLA Pennsylvania State University, College of Art and Architecture

3. Academic appointments and industry positions 2015 - 2018 Coordinator, d.ONE: Common First Year, University of Nebraska-Lincoln, College of

Architecture 2015 - 2018 Professor, University of Nebraska-Lincoln and Director, Landscape Architecture Program 2015 - 2017 PI-Special Project for Senior Vice Chancellor of Academic Affairs, University-wide

Engagement Strategic Planning Process 2012 - 2015 Interim Dean, University of Nebraska-Lincoln, College of Architecture (three-year contract) 2009 - 2015 Professor, University of Nebraska-Lincoln and Director, Landscape Architecture +

Community and Regional Planning Programs, College of Architecture 2007 - 2009 Professor, Purdue University, Department of Horticulture and Landscape Architecture 2004 - 2007 Associate Professor, Purdue University, Department of Horticulture and Landscape

Architecture 1999 - 2004 Assistant Professor, Purdue University, Department of Horticulture and Landscape

Architecture 1996 - 1998 Associate Professor, Colorado State University, Landscape Architecture Program 1988 - 1996 Sasaki Associates Inc., Watertown, MA, Senior Associate 1986 - 1988 Johnson, Johnson, and Roy/Inc., Ann Arbor, MI, Project Landscape Architect 1984 - 1986 Assistant Professor, Colorado State University, Landscape Architecture Program 1980 - 1982 Graduate Teaching Assistant, University of Michigan, Landscape Architecture Program 1980 - 1981 Johnson, Johnson, and Roy/Inc., Ann Arbor, MI, Project Landscape Architect 1981 - 1984 Pollack Design Associates, Ann Arbor, MI, Project Landscape Architect 1978 - 1980 Smith Group (SH&G), Detroit, MI, Junior Civil Engineer

4. Memberships in academic, professional, and scholarly societies 2004 - American Society of Landscape Architects (ASLA) 1999 - Xi chapter of the Honor Society of Sigma Lambda Alpha 1996 - Council of Educators in Landscape Architecture (CELA)


5. Awards and honors 2017 Honor Award for Student Planning and Analysis – Faculty Mentor, American Society of

Landscape Architects Great Plains Chapter for Pelican Bay Waterfront: Contagion to Community Sanctuary

2016 Fellow, Rural Futures Institute, University of Nebraska 2014 Elected to Book of Great Teachers, Purdue University 2014 Honor Award for Student Planning and Analysis – Faculty Mentor, American Society of

Landscape Architects Central States for Flood Resiliency: A Green Infrastructure Vision, Council Bluffs, Iowa

2014 Merit Award for Student Design Build – Faculty Mentor, American Society of Landscape Architects Central States for Regeneration del Parque Eden: Inspiring an Island Community, Santa Cruz, Galapagos, Ecuador

2011 Honorary Member, Tau Sigma Delta Honor Society 2011 Fellow, Center for Great Plains Studies, University of Nebraska-Lincoln 2011 Honor Award for Student Service – Faculty Mentor, American Society of Landscape Architects

for Cultural Sustainability: A Rainforest Community, Anangu, Amazon 2007 The Outstanding Counselor, Department of Horticulture and Landscape Architecture, Purdue

University 2006 Named Fellow, Purdue University Teaching Academy, Purdue University 2006 Charles B. Murphy Outstanding Undergraduate Teaching Award, Purdue University 2006 North American Colleges & Teachers of Agriculture (NACTA) Teaching Award of Merit 2006 Richard L. Kohl’s Outstanding Undergraduate Teacher, College of Agriculture 2006 Brian Douglas Hiltunen Faculty Award for Outstanding Contribution to the Scholarship of

Engagement, Indiana Campus Compact 2005,06 The Outstanding Teacher, Department of Horticulture and Landscape Architecture, Purdue

University 2005,06 The Outstanding Teacher in Landscape Architecture, Department of Horticulture and

Landscape Architecture, Purdue University 2005 Honor Award for Student Collaboration - Faculty Mentor, American Society of Landscape

Architects for The Spill: Utilizing the Active Method to Combat the Growing Combined Sewer Overflow Epidemic

2004 Community of Service-learning Faculty Fellow (charter member), Purdue University 2003 Honor Award, American Society of Landscape Architects Boston Chapter for Wheeling

Waterfront Project, Wheeling, WV. Lead designer while at Sasaki Associates 2002 Honor Award, American Society of Landscape Architects, Colorado Chapter for Speer/Sixth/Lincoln Tunnel and Park Project. Sasaki Associates in partnership with Civitas. 2002 Teacher for Tomorrow, Teaching Academy, Purdue University. 1999 Sigma Lambda Alpha, the international honor society of landscape architecture. 1988 Presidential Award, American Society of Landscape Architects for Veterans Administration

National Cemetery Project. Design team member at Johnson, Johnson, and Roy/Inc. 1987 Merit Award, American Society of Landscape Architects for Ann Arbor Corridor Study, Pollack

Design Associates 1985 Merit Award, American Society of Landscape Architects, Fuller-Glenn Road Realignment Project,

Pollack Design Associates

6. Licenses, registrations, and certifications 1998 Registered Landscape Architect, State of Ohio, No. 439 1990 Registered Landscape Architect, State of Rhode Island, No. 263


ADMINISTRATIVE EXPERIENCE, RESPONSIBILITES AND ACCOMPLISHMENTS

1. 2015 - 2017 PI Special Project, Office of Senior Vice Chancellor of Academic Affairs Working towards establishing, in collaboration with senior administration, UNL Engagement Strategic Plan. This planning process involved the following activities: develop a working knowledge of engagement among land grant peer institutions; inventory and analyze UNL Engagement activities/programs/ organizations/ Initiatives; establish a working committee of administrators and faculty to develop a strategic plan; develop a strategic plan to ensure success of an engaged university.

2. 2012-2015 Interim Dean, College of Architecture, University of Nebraska-Lincoln Selected as the Interim Dean of the College of Architecture (CoA) after a failed national search in spring

2012. The CoA is one of ten colleges at the University of Nebraska-Lincoln, the NU system’s flagship, land grant institution. The CoA is the home of four professional programs - Architecture, Interior Design, Landscape Architecture and Community and Regional Planning - with 3 undergraduate degree programs and 4 graduate degree programs. The faculty comprises of 28 full-time tenured, tenure-track members and approximately 15 to 20 affiliate or adjunct faculty each semester and approximately 15 individuals who support the college in areas of student services, advancement, technology, and administration.

The small and efficient college has endured merger pressures from upper administration since the college’s conception. Upon Dean Wilson’s appointment, the Senior Vice Chancellor of Academic Affairs challenged her to develop a plan for moving the college toward meeting the university’s strategic planning goals. The college entered into a strategic planning process fall 2012 constructing the following strategic goals: grow the college; develop the discipline and advocate design; integrate teaching, research and engagement; and distinguish programs and faculty initiatives.

3. 2009 – 2018 Director, Landscape Architecture Program, UNL 2009 – 2015 Director, Graduate Community and Regional Planning Program, UNL Professor Wilson became director of the newly merged Landscape Architecture and Community Regional Planning (LA+CRP) programs in August 2009. LA+CRP unit was unique at University of Nebraska-Lincoln. Created from a partnership between the College of Architecture and College of Agricultural Sciences and Natural Resources, the 11 faculty come from a variety of backgrounds and programs including, Community and Regional Planning, Architecture, Landscape Architecture, and Agronomy & Horticulture. The unit supported more than 73 students of which 38 are undergraduate and 35 are graduate students. Professor Wilson was responsible for the day-to-day administration of these programs, but relied heavily on a cooperative, highly motivated professional faculty.

In 2015, the Landscape Architecture and Community and Regional Planning become independent units in the college with their own program directors. Professor Wilson continued as the Landscape Architecture program director and Professor Scholz was appointed interim director of the Community and Regional Planning program.

4. 2006-2009 Co-PI, Living Laboratory on the Wabash Project, Purdue University

Professor Wilson’s success in service-learning and engagement initiatives resulted in the development of an interdisciplinary teaching, discovery and engagement enterprise called Living Laboratories on the Wabash.

a. Living Laboratory on the Wabash (LLOW) Project. As a result of the relationships established and baseline data collected by Professor Wilson’s LA 416 service-learning (S-L) project, Embracing the


Wabash, an interdisciplinary team formed and received $70,000 funding from Center for the Environment (C4E). The goal of LLOW team was to establish a ‘living laboratory’ that integrates discovery, learning, and engagement and acts as a model for other river communities in Indiana and elsewhere. The LLOW initiative included supporting the newly formed non-profit organization, Wabash River Enhancement Corporation (WREC), addressing issues related to the urban riverfront revitalization, creating a strategic plan, and developing programs for studying the ecology of the Wabash and its floodplain. WREC multi-jurisdictional board includes the Lafayette and West Lafayette mayors, two Tippecanoe County Commissioners, Purdue University, and representatives from three park boards.

b. Initial activities • LA 416 and graduate students’ literature search and Wabash River data collection and analysis led to

the development of a working definition that focused on the ‘health’ of the Wabash River. Research, outreach and learning addressed the physical and aesthetic health and integration of physical, chemical, biological, and aesthetic health of the Wabash River.

• Conducted a survey assessing perceptions, values, behaviors and knowledge of Tippecanoe County citizens.

• Established a water gage station to monitor water quality. • Developed and delivered a community forum called The Wabash - Our River, Our Community, lead by

FNR graduate S-L class to gathered public input around the future use of the Wabash River. • Submitted one-research grant proposals (see below for description). • Funded and participated in WREC’s strategic planning process. • Provided technical assistance to WREC in the development of the Corp of Engineer scope of services

and contract. • Developed the programmatic requirements for establishing a facility on the Wabash River through an

independent S-L research project and LA 326 S-L studio developed a community plan for the Wabash Neighborhood located on the Wabash, south of Lafayette’s downtown.

• Held a Symposium called ‘Greening the Region’ that focused on enhancement of Wabash River Corridor as the key strategy to improve the quality of life and create a place of choice to attract and retain this economic sector in the region. Guest speakers included John Crompton, Distinguished Professor of Recreation, Parks and Tourism Sciences at Texas A&M University; James Brainard, Mayor, Carmel, Indiana; and David Karem, Executive Director, Louisville Waterfront Development Corporation. More than 200 people attended the event and it was featured in the local newspaper and local television.

c. IDEM funding. The seed money from C4E resulted in a funded grant for $300,000 from Indiana Department of Environmental Management called Wabash River: Lafayette-West Lafayette Reach Proposal for Watershed Management Plan. Partnering with WREC, five municipalities, and many non-profit organizations the project total, with match funds, totaled $700,000. The grant focused on developing community resources needed to write and subsequently implement a watershed management plan for the three, 11-digit hydrologic units that contribute to the Lafayette-West Lafayette Reach of the Wabash River. The team’s efforts were concentrated on the development of local community involvement in setting water quality goals, identifying data collection needs, and the identification and nurturing of local leadership allowing for the eventual implementation of the resulting watershed management plan. The reach is approximately 18 miles long, and constitutes the upstream section of the Middle Wabash River as defined in the recent Wabash River Total Maximum Daily Load (TMDL). The reach encompasses 24, 14-digit hydrologic units. Using data and analysis from the TMDL, additional monitoring data, discussions with our partners, and extensive experience in the watershed and working on the Wabash River, four major problems were addressed in the watershed planning process, including: water quality impairment;


inadequate water quality monitoring information to make sound decisions; lack of awareness in the watershed communities; and lack of a watershed-wide collaborative planning strategy.

d. Wabash Riverfront Master Plan. Collaborating with LLOW and using the student work, WREC received $ 1.2 million in local and state funding to hire Wallace, Roberts and Todd Inc. to complete an integrated open space network and master plan the riverfront.

f. LLOW sustained, engaged and productive. Since Professor Wilson’s departure from Purdue in 2009, the team remained together, the initiative continued and realized the following results: • Awarded over $1.7 million in grants: IDEM 319: (2012) Region of the Great Bend of the Wabash River Implementation Project. $1.3 M

WREC and Purdue University. S. Peel and R. Turco. NRCS CIG: (2011) Adaptive management to increase adoption rates of emerging nutrient and load reduction practices. $118,357. J. Frankenberger, I. Chaubey, and S. Peel.

IDEM 319: (2011) One-year extension to Wabash River: Lafayette-West Lafayette Reach of the Wabash River Watershed Management Plan. $200,000. S. Peel, L. Prokopy, L. Bowling, and R. Turco.

IDEM 319: (2008) Wabash River: Lafayette-West Lafayette Reach of the Wabash River Watershed. Management Plan. $700,000. L. Prokopy, L. Bowling, K. Wilson and R. Turco.

• Supported nine graduate students to conduct sampling and environmental data collection. • Ten refereed papers were published. • Involved over 1500 student and community volunteers in sampling, education and outreach programs,

and community-based research.

5. 2005–2009 Co-Chair, Outcome-based Improvement Committee, College of Agri., Purdue University Professor Wilson’s four‐year term as co‐chair of the Outcome‐based Improvement Committee at Purdue gave her the experience working with diverse faculty to develop a short‐ and long‐ term strategic plan for improving college, departmental and program curricula. This effort included managing and coordinating faculty across ten departments, developing college level learning outcomes that were accepted by the faculty, coordinating the development of assessment and reporting tools, and representing the college at university forums. The college outcomes were incorporated into and highlighted in Purdue University’s accreditation report for the Higher Learning Commission of the North Central Association, 2011.

6. 2002-2009 Institutionalizing Service-Learning: Purdue University Service-Learning Initiative Professor Wilson’s teaching and service activities included direct involvement in Purdue University’s mission to institutionalize engagement and service-learning (S-L) – meaningful community service that is linked to student’s academic experience through related course materials and reflective activities.

a. In January 2002, Dr. Don Gentry, Vice Provost for Engagement, established a seventeen-member university-wide committee to study the organization of Service Engagement on Purdue University’s West Lafayette campus. The Service Engagement Committee (SEC) was charged with recommending an organizational structure for the relationship among the Office of Engagement and all campus service programs and service-learning initiatives. In addition, SEC identified and defined the entire range of campus programs regarding volunteerism and service-learning, identified specific points of contact for community-university connections, created, unified, and formalized service and service-learning linked grant procedures for the campus, and identified ways to increase faculty involvement and buy-in for all aspects of service engagement.


b. As a core member of SEC, Professor Wilson provided direction for the service-learning component by developing a rubric for evaluating service-learning activities, evaluating service-learning at Purdue, defining an approach and structure for phase one and two of institutionalizing service-learning, and identifying and evaluating funding sources.

c. Based on SEC’s recommendations and initiated by the Office of Engagement through the Office of the Provost, a comprehensive organizational support structure and three grant programs together facilitated Purdue’s Strategic Plan for fostering community engagement and civic responsibility. The three grant programs are: • Service-learning Faculty Development Grants - ten $2,000 grants /college/year to provide Service-

learning planning grants for faculty, department, or interdisciplinary faculty groups for the development of service-learning in the classroom and curriculum;

• Community of Service-learning Faculty Fellows – five $5,000 grants/campus/year for three years to create of a community of experienced faculty members who have demonstrated their commitment to extensively expanding service-learning assignments, projects, courses and curricula throughout the campus; and

• Student Service Engagement Grants – up to $500 per student or $1,500 per class/organization, totaling $100,000/year to foster the expansion of community service involvement including service- learning and experiential learning opportunities by Purdue students in partnership with communities, non-profit agencies, schools, and governmental bodies.

d. Professor Wilson was selected as a charter member of the Community of Service-learning Faculty Fellows, fall 2004.

e. Over a six-year period, Wilson delivered 17 presentations on S-L at Purdue University in support of institutionalizing the service-learning pedagogy as an acceptable and transformational form of teaching and engagement.

f. Over the same six-year period, Wilson delivered 10 presentations at national conferences on Purdue University’s S-L and engagement strategy, progress and impact.

g. Professor Wilson’s extensive number of impactful service-learning projects resulted in being awarded seven teaching awards including the Charles B. Murphy Outstanding Undergraduate Teaching Award, the highest teaching award at Purdue University. In addition, she received the Brian Douglas Hiltunen Faculty Award for Outstanding Contribution to the Scholarship of Engagement from Indiana Campus Compact.

h. Fall 2008, Professors Curtis and Wilson were selected to assess the impact of S-L on Purdue’s Campus. The study resulted in a research report called Service-Learning and the Engagement Mission at Purdue which focused on impact of S-L on students, faculty, community partners and institution. Report also outlined recommendations for the next five years that included administrative oversight, leadership, S-L course designation and linkage to core curriculum, and awards and funding.

i. Wilson’s efforts along with many colleagues at Purdue has culminated in a S-L website, course designation, scholarship broadly accepted, proto-type for scholarship of engagement and a more engaged university.

k. January 2016, Purdue University supplemented the policy on Academic Tenure and Promotion to include Engagement criteria, the hallmark of institutionalization of engagement at Purdue University.


TEACHING EXPERIENCE, RESPONSIBILITES AND ACCOMPLISHMENTS

Professor Wilson’s responsibility is to facilitate student learning in the Landscape Architecture Program by maintaining and enhancing education through strategies integrating over twenty-five years of industry experience with student-centered learning. Her extensive professional experience has been focused on site design and planning for urban waterfronts, light rail transit corridors and other infrastructure projects, large land holdings and parks, and open spaces. She has also been involved in creating campus master plans, urban districts, and environmentally sensitive ecosystems. Her experience encompasses all phases of planning, design, and implementation, including initial master planning and conceptual design, detailed design, documentation, and construction administration. The completion of over 40 design projects resulting in 12 built projects (5 of which received national design awards) along with the variety of professional experiences, establish the foundation from which she shares her knowledge and experiences in preparing students for success in the workplace.

The goal of Professor Wilson’s student centered-learning program is to engage active learners who work cooperatively by empowering them with skills to be technically sound, but critical and thinkers and researchers, community servants and lifelong-learners. Professor Wilson has reached this goal using the following student-centered learning strategies:

Problem-based service-learning is a pedagogical strategy for posing significant, real world situations that are rooted in cognitive and developmental psychology, pragmatic philosophy and democratic theory. Because the amount of direct instruction (traditional lecturing) is reduced in problem-based learning, students assume greater responsibility for their own learning. Professor Wilson’s role is to first design the problem-based service-learning project and then to serve as subject matter expert, resource and research guide, and team consultant. She uses unique problems to challenge student’s knowledge, critical thinking abilities, creativity, attitudes, and values. Professor Wilson’s classes collectively have completed over 60 problem-based service-learning projects since 1999. The studios and independent projects have assisted non-profit organizations and municipalities in making informed strategic decisions on physical planning and design. These often resulted in built projects, national, regional, and local recognition as model service-learning projects, and assisted students in achieving positions in professional offices and graduate school.

Cooperative and collaborative learning on interdisciplinary teams is where students work together to achieve a common goal, while sharing discipline knowledge and leadership responsibility to facilitate learning. To facilitate team skill development and learning, Professor Wilson assigns heterogeneous teams using a matrix of assessments including discipline skills, student preferences, learning styles, interpersonal styles, and aptitudes. She designs a complex problem-based service-learning project with a short timeframe to ensure participation of all team members. Team building and skill development exercises, self and peer formative assessments and journals are then used to assist in student learning. Self and peer evaluations are also used to ensure student-centered learning and individual accountability.

1. Courses taught with primary administrative responsibility at University of Nebraska-Lincoln a. DSGN 110, Design Thinking (New course, fall 2012)

Working collaboratively with architecture and interior design programs this process-oriented course is offered to all incoming students. The course provides an Introduction to an approach to problems employing a user-focused, iterative, team-based process. Through experiential labs, lectures, workshops, and class discussions students practice design thinking to promote innovation. Wilson has integrated service-learning projects where student apply design thinking process.


b. DSGN 410, Collaborate Studio (New course, spring 2016) Course Objective: Collaborative design research approach to complex problems. This studio uses interdisciplinary teams to explore issues across range of project types. Emphases includes: negotiated approaches to address coherency across discipline-specific environments, integration of approaches to address a comprehensive environment, and use of design thinking as unified approach to address contemporary issues.

c. LARC 411, Studio VI - Community Planning and Design (New course, fall 2010) Course Objective: Interdisciplinary vertical studio focused on community planning and design. Past, current and emerging planning theories are investigated via lectures, research assignments, and studio projects. The interrelationship of land use, circulation, and open space are explored using environmental and sustainable principles within a framework of traditional neighborhood design. Semester-long teams are used to learn team skills.

Outcomes and Impact: The studio has partnered with rural communities on service-learning projects including Chadron, Broken Bow, Ord, Crete, Council Bluffs, Nebraska City and Valentine, to name a few. The studio work has resulted in the following: the Ord team was presented ‘Vision Valley County’ award from the Ord Area Chamber of Commerce and Valley County Economic Development Corporation; Council Bluffs team won an Honor Award for Student Planning and Analysis, Central States ASLA, for Flood Resiliency: A Green Infrastructure Vision; and the studio has received over $60,000 in local and grant funding.

d. LARC 311, Studio V - Ecological Design Studio (New course, fall 2009) Course Objective: Landscape design in relation to ecological and cultural landscape systems. Studio

projects that emerge from research explore ecological design and the design and management of infrastructure and natural resources at both the site and regional scales.

Outcomes and Impact: Fall 2013 was awarded $20,000 from the National Park Service to support a service-learning project where students developed a trails master plan for the Scotts Bluff National Monument, Scottsbluff, NE. Professor Wilson and a research assistant continued working with the Scotts Bluff National Monument fall 2014 on a park entrance study (additional $15,000 awarded) and a site design for Mid-Region Headquarters. These relationships have resulted in the development of Memorandum of Understanding between the National Park Service and the Landscape Architecture Program.

The course also partnered with Nebraska Game and Parks and received $8,000 to develop a river trail prototype informing the development of a statewide river trail network.

e. LARC 230, Site Systems II, Site Engineering Investigation and application of landscape architectural design analysis, process and technology to aesthetic/functional landform manipulation, earthwork estimation, and stormwater management.

f. LARC 497, International Service-Learning in Ecuador (New course at UNL, summer 2010) Course Objective: Interdisciplinary, international service-learning course in Ecuador. This course has been

conducted for a total of 13 years (beginning in 2005 while at Purdue University) with the same partner, Verde Milenio.

Outcomes and Impact: Service-learning projects have received the following awards: Honor Award for Student Service, American Society of Landscape Architect for Cultural Sustainability: A Rainforest Community, Anangu, Amazon, 2011; Merit Ward, Student Design Build, American Society of Landscape Architects Central States for Regeneration del Parque, Eden: Inspiring an Island Community, Santa Cruz, Galapagos, Ecuador 2014; and Student Honor Award for Planning and Analysis from the Great Plains


Chapter of American Society of Landscape Architects for Pelican Bay Waterfront: Contagion to Community Sanctuary, 2017.

f. LARC 380, Pre-Internship (New course, spring 2012)

Course Objective: This course provides students with information about career choices in landscape architecture and an appropriate knowledge base with which to make informed internship choices. Students prepare of written and graphic documents for seeking employment and develop skills on interviewing leading to employment as an intern in landscape architecture.

g. LARC 495, Summer Internship (New course, summer 2010) Course Objective: Exposure to the landscape architectural profession through professional office experience or project work that polishes old skills and generates new competencies that cannot be duplicated in a traditional university setting.

2. Courses taught with primary administrative responsibility at Purdue University a. LA 416, Landscape Architecture Design V: Urban Design Course Objective: Past, present and emerging planning and design theories are investigated via

semester-long problem-based service-learning project in the urban context. Understanding issues, developing concepts and implementing ideas by applying research associated with the relationship and interaction between development patterns and land uses; access, circulation, and parking; and open space. Semester-long teams are used to learn team skills.

Outcome and Impact: Completed 12 problem-based service-learning projects between 1999 – 2009 where student work won national design competitions; addressed significant and notable Chicago projects; established baseline data for non-profits to seek local, state, and federal funding; and culminated in seventeen presentations and four refereed articles on the scholarship of teaching.

b. LA 326, Landscape Architecture Design IV: Community Planning and Design Course Objective: Community planning and design. Past, current and emerging planning theories are investigated via lectures, research assignments, and studio projects. The interrelationship of land use, circulation, and open space are explored using environmental and sustainable principles within a framework of traditional neighborhood design. Semester-long teams are used to learn team skills.

Outcomes and Impact: Completed 8 problem-based service-learning projects between 2001-2009 where student work focused on revitalization of rural towns in Indiana and became the bases for Brian Douglas Hiltunen Faculty Award for Outstanding Contribution to the Scholarship of Engagement, Indiana Campus Compact and teaching awards. Projects were featured in Purdue Office of Engagement annual report.

c. LA 117, Computer Technology and Landscape Architectural Representation (New course, Spring

2001) Course Objective: The purpose of this sophomore level course was introduce computer technology skills required to create, communicate, and implement change in the profession of landscape architecture. The course includes software such as CAD, 3D modeling, PhotoShop, Illustrator, InDesign, and procedures file transfer protocol (FTP), scanning, printing, and file management techniques.

d. Research mentor - Honors program and independent research studies Professor Wilson advised 13 students in the College of Agriculture Honors Program and 9 undergraduate independent research projects. Seventeen of the twenty-one projects are service-learning projects. One research project received a national award from The American Society of Landscape Architects Student


Award for Collaboration and seven received awards at College of Agriculture Undergraduate Research and Poster Symposium.

3. Teaching symposiums or training meetings a. Associated teaching presentations and exhibits

Wilson, K. L., Olson, A., Engler, M., Black, J. (April 2018). The O Pioneers! National Heritage Area. A Conference on Tourism and Conservation in the Great Plains, Great Plains Symposium, Kearney, Nebraska.

Wilson, K. L. and Handa, R. (February 2018). From Design Thinking to Design Research: Applying Scholarship of Teaching and Learning to Information Literacy Across Undergraduate Curricula. Spring 2018 Teaching and Learning Symposium, University of Nebraska-Lincoln, NE.

Wilson, K.L. (September 2017). International Service-Learning: Pelican Bay Community, Contagion to Community Sanctuary. College of Architecture Professional Advisory Council and Faculty Symposium, University of Nebraska-Lincoln.

Wilson, K.L. (December 2016). d.ONE: Assessment of the ‘Common First Year’, College of Architecture Professional Advisory Council and Faculty Symposium, University of Nebraska-Lincoln.

Wilson, K. L., Karle, T.S., Brown, S., Kelly, B. (April 2014). Updating a Studio Based Curriculum with Blended Learning Methods, Blended Learning Symposium, University of Nebraska-Lincoln.

Wilson, K. L. Wilson, K. L., Karle, T.S., Brown, S., Kelly, B.(March 2014). Updating a Studio Based Curriculum with Blended Learning Methods, CELA Annual Conference in Baltimore, MD

Wilson, K. (January 2013). Value and Competitive Edge, Strategic Planning Meeting, College of Architecture, Lincoln, NE

Wilson, K. (January 2013). Scholarship of Engagement, College of Architecture Spring Retreat.

Wilson, K. L. (February 2011). Systems-Thinking and Teaching Landscape Architecture. System-Thinking Workshop, University of Nebraska-Lincoln.

Wilson, K. L. February 2010. Scholarship of Service-Learning. College of Architecture Research Forum, University of Nebraska-Lincoln.

Wilson, K. L. (January 2010). Role of Engagement in Teaching and Scholarship. LA+CRP Spring Retreat, University of Nebraska-Lincoln.

Wilson, K. L. and Helgesen, M. (October 2008). Classroom Teaching and Learning Styles. College Teaching Workshop, Center for Instructional Excellence, Purdue University.

Wilson, K. L. (September 2008). Designing Sustainable Communities. College of Agriculture Green Week Lecture Series, Purdue University.

Wilson, K. L. (August 2008). Micro-Teaching and Graduate Teaching Assistant Orientation. Center for Instructional Excellence, Purdue University. Wilson, K.L and Sieb, H. (2008). Rapid Rise of Service-learning at Purdue. Service-learning Day at Purdue North Central, IN.

Wilson, K. L. (August 2007). Micro-Teaching and Graduate Teaching Assistant Orientation. Center for Instructional Excellence, Purdue University.


Wilson, K.L. and Helgesen, M. (May 2007). Classroom Teaching, Learning Styles, and Teams. Basic Medical Sciences Teaching Retreat, School of Veterinary Medicine, Purdue University.

Wilson, K. L. (April 2007). The Love of Learning. Invited speaker, College of Agriculture Spring Awards Reception, Purdue University.

Wilson, K. L. (April 2007). LLOW: Learning, Outreach, and Engagement. Teaching for Tomorrow, Purdue University.

Wilson, K. L. and Helgesen, M. (March 2007). Classroom Teaching and Learning Styles. College Teaching Workshop, Center for Instructional Excellence, Purdue University.

Wilson, K. L. and Helgesen, M. (February 2007). Seven Principles of Effective Teaching. College Teaching Workshop, Center for Instructional Excellence, Purdue University.

Wilson, K. L. and Oakes, B. (March 2006). Listening to Communities: Working Together to Create Successful Collaborations and Partnerships. Indiana Campus Compact and Purdue University, Lafayette, IN.

Wilson, K. L. and Helgesen, M. (March 2006). Classroom Teaching and Learning Styles. College Teaching Workshop, Center for Instructional Excellence, Purdue University.

Wilson, K. L. and Talbert, B. A. (August 2006). Managing the Classroom, Planning Classroom Teaching, Leading Classroom discussions, and Academic Integrity. Graduate Teaching Assistants Orientation, Center for Instructional Excellence, Purdue University.

Wilson, K. L. April 2006. Service-learning and Study Abroad: Assessing Transformative Effects on Student Learning. Department of Horticulture and Landscape Architecture Research Retreat, Purdue University.

Wilson, K. L. (May 2006). Improving Learning with Service-learning. North Central Region Academic Programs Workshop, Purdue University.

Wilson, K. L and Oakes, B. and Sojyka, J. and Morrison, P. and Grabois, H. (March 2006). Assessing Service-learning. Focus on Teaching, Center for Instructional Excellence, Purdue University.

Wilson, K. L and Oakes, B. and Sojyka, J. and Morrison, P. and Grabois, H., (March 2005). Service-learning. Conversations on Teaching, Teaching Academy, Purdue University.

Wilson, K. L. and Oakes, B. and Sojyka, J. and Morrison, P. and Grabois, H. (February 2005). Transforming a Course to Include Service-learning. Focus on Teaching, Center for Instructional Excellence, Purdue University.

Wilson, K. L. and Campbell, J. and Reiner, C. (October 2005). The Mobile Learner: Implications for Purdue Faculty and Classrooms. Teaching and Technology Brown Bag, Purdue University.

Wilson, K. L. and John Campbell, J. and Reiner, C. (February 2005). Laptop Requirement: Should We or Shouldn’t we? Teaching, Learning, and Technology Conference (TLT), Purdue University.

Wilson, K. L. and Oakes, B. and Sojyka, J and Morrison, P. and Grabois, H. (January 2005). Service- Learning: what is it? Focus on Teaching, CIE, Purdue University.

Wilson, K.L. (August 2004). LA Mobility Initiative: Collaborative Process to Measure the Impact of Technology on Teaching and Learning. Department of Horticulture and Landscape Architecture Teaching Retreat, Purdue University.


Wilson, K. L. (May 2003). Community Outreach Partnership Center: Institutionalizing Service-learning. Department of Horticulture and Landscape Architecture Teaching Retreat, Department of HLA, Purdue University.

Wilson, K. L. (May 2003). How Cities are Planned. Four lectures, Young Authors Day, Hershey Elementary School, Lafayette, Indiana.

Wilson, K. L. and Turpin, T. (January 2003). Creating an Optimal Learning Environment: Campus Guidelines. Teaching Assistants Orientation, Center for Instructional Excellence, Purdue University.

Wilson, K. L. (December 2002). Sustain Michigan Avenue. John David Mooney Gallery, Chicago, Illinois.

Wilson, K. L. (November 2002). Learning to Serve. PCART. College of Agriculture, Purdue University.

Wilson, K. L. (April 2002). Strategic Plan: Computer Technology in the Department of Horticulture and Landscape Architecture. Teaching, Learning, and Technology Conference, Purdue University.

Wilson, K. L. and Helgesen, M. (February 2002). Learning Styles at Purdue: One +Years Difference. Focus on Teaching, Center for Instructional Excellence, Purdue University.

Wilson, K. L. and Turpin, T. (August 2002). Creating an Optimal Learning Environment: Campus Guidelines. Teaching Assistants Orientation, Center for Instructional Excellence, Purdue University.

Wilson, K.L. (December 2001). Central Michigan Avenue: Degrees of Intervention. John David Mooney Gallery, Chicago, Illinois.

Wilson, K. L. (May 2001). LA 416. Urban Design: A Service-learning Course. Department of Horticulture and Landscape Architecture Teaching Retreat, Purdue University

b. Professional development Professor Wilson has attended several teaching workshops and mentoring programs to develop her approach and expertise in teaching, learning and assessment. 2013 Big Ten Academic Leadership Program 2010 Meeting of the Minds, Omaha NE 2006 Village Earth: Sustainable Community Design – Colorado State University, Fort Collins, Colorado 2004 Investigator for Research Involving Human Subjects – Purdue University certification 2004 Leadership in Energy and Environmental Design Green Building Rating System – Intermediate Level

Training, U.S. Green Building Council, Michigan 2004 Web CT Vista Training, Purdue University 2004 Community Outreach Partnership Center Annual Meeting, US Department of Housing and Urban

Development (HUD), New Orleans, MO 2003 Partners for Information Literacy, Purdue University Libraries, Purdue University 2002 Faculty Mentoring Network, Purdue Teaching Academy, Purdue University 2002 American Association of Higher Education Assessment Conference, Boston, MA. 2002 Connecting Student Learning Outcomes to Teaching, Assessment and Curriculum, Alverno College

Institute, Milwaukee, WI 2002 College Teaching Workshops, Center for Instructional Excellence, Purdue University 2001 College Teaching Workshops, Center for Instructional Excellence, Purdue University

4. Teaching Effectiveness


a. UNL Landscape Architecture Curriculum and Course Development – shaped the curriculum to be relevant, sequential, integrative, interdisciplinary and outcome-based; Professor Wilson initiated a total of 13 curriculum changes in fall 2010. Wilson developed and delivered eight new courses.

Based on a mandate from University of Nebraska Board of regents, spring 2012, we began the process of changing the five-year, 150-credit curriculum to a four-year, 120-credit curriculum. Simultaneously, we worked with the other professional programs to develop a college-wide Common First Year and a fourth-year interdisciplinary studio.

b. Contribution in course and curriculum development while at Purdue University Landscape Architecture Program Outcomes-based Curriculum Improvement Initiative Professor Wilson was the co-chair of the College of Agriculture Outcomes-based Curriculum Improvements Committee. She also facilitated the Landscape Architecture Program’s development of an outcome-based curriculum. This effort resulted in an improved curriculum that was incorporated into the College of Agriculture outcome-based learning initiative, Purdue University’s accreditation from Higher Learning Commission of the North Central Association 2010 and the Landscape Architecture Program professional accreditation from the Council of Educators in Landscape Architecture in 2011.

LA 490, Serving Communities: Principles, Process and Practice and Sustainable Village-based Development Prof. Wilson created and taught an innovative approach to international learning, discovery, and engagement that combined a classroom educational experience on campus, a domestic service-learning project in an under-served community, and an international service-learning project in Ecuador.

LA 117, Computer Technology in Landscape Architecture Recognizing the need for technical skills in computers for the landscape architecture program, Professor Wilson developed LA 117, Computer Technology in Landscape Architecture. This course focused on current computer technology skills required to communicate, create, and implement designs in the profession of landscape architecture. Professor Wilson designed the course to emphasize aspects of current computer technology that were not previously available to the students.

Short- and long-term strategic plan for technology in the Landscape Architecture Program Professor Wilson shaped the short- and long-term strategy to integrate computer technology into the Landscape Architecture Program by: providing the infrastructure necessary to serve the out-of-classroom assignments; short-term, establish a pilot project and seek funding to determine long-term technology requirement; and long-term, require personal computers of all students admitted into the professional degree program. Professor Wilson secured over $312,836 of funding since 2000 to implement this strategy. In 2004 Professor Wilson received a grant from Microsoft to deliver a pilot project, LA Mobility Initiative.

Purdue Green Initiative (BGI), Purdue University – Professor Wilson was one of three faculty advisors to an interdisciplinary student club that is focused on greening the campus. Over the last year the club has accomplished the following: successfully implemented “Alternative Transportation Week” ; partnering with Purdue Athletics, established a recycling program that focused on tailgating and stadium cleanup.; received a $10,000 grant from Tippmont REMC to strengthen the campus recycling program and was awarded $68,000 from State Farm Youth Advisory Board to implement the first green roof on Purdue University campus through a service-learning project.

c. Teaching grants and funds Professor Wilson has been awarded or secured more than $1 million since becoming a faculty member in 1999. Grant money is used to support student learning through purchasing computer software and


hardware, research resources, travel, and guest lecturers associated with problem-based service-learning projects.

Recent grants: 1. From Design Thinking to Design Research: Applying Scholarship of Teaching and Learning to

Information Literacy Across Undergraduate Curricula at the College of Architecture, University of Nebraska-Lincoln Office of Academic Affairs Grant – Funded 2017-18 AY, $13,000 The project is focused on two courses - Design Thinking and Design Research - which bookend the College of Architectures revised undergraduate curricula, and which Wilson coordinates and Handa teaches respectively. Both courses are based on the philosophy that good design is not only original but also rigorous and significant, but with different degrees of academic sophistication: Design Thinking, a required freshman course, uses problems close to students own experiences, while Design Research, required for seniors, exposes them to world-wide problems. The former focuses on hands-on activities, while the latter discusses a wide variety of research methods from natural sciences to social sciences and to humanities.

This study is also investigating the faculty perceptions of information literacy in general and their observations of to what degree students gain, retain, and develop information literacy from the first year to the fourth year at the UNL College of Architecture. Defined by the Association of College and Research Libraries (2015), information literacy is a set of abilities required to "recognize when information is needed and to locate, evaluate, and use effectively the needed information."

2. CEEM Project: a new Community Engagement Educational Model, Rural Futures Institute Teaching and Engagement Grant – Funded 2016-18AY, $13,000 The Landscape Architecture Program is committed to developing the whole student through their transformational professional curriculum with civic and community engagement at its core. Over the past seven years the program faculty have used their classroom and studio experiences to execute more than sixty community-based and service-learning projects where we have partnered with local municipalities, state and federal government agencies, and nonprofit organizations. Some of our past partnerships have been with the towns of Broken Bow, Ord, and Nebraska City, government agencies including Nebraska Game and Parks and US Environmental Protection Agency, and nonprofit organizations including The Willa Cather Foundation, to name a few. These projects have addressed a range of rural issues including sustainability practices and energy conservation, changing demographics, revitalization plans, flooding and stormwater management, green infrastructure, recreational resources and tourism, and rural quality of life. Although these projects have realized an immediate impact on both our partners and SL students, the extensive student work has not translated into long-term community impact. We believe this is due to the the short timeframe of the fifteen-week semester coupled with the partner’s limited capacity and infrastructure to act on recommendations. We will use the RFI funding to ensure the partner is able to realize short and long term impact by developing CEEM where the SL studios and partner are supported during and beyond the semester timeframe by an expanded team that includes UNL Extension, community and professional experts and by extending the project timeframe over multiple years with participation of multiple studios of students.

3. Engaging Nebraska, Impacting Communities, Transforming Students, Rural Futures Institutes Competitive Grants Program Proposal – Funded 2013-15 AYS, $ 90,000

The College of Architecture (CoA) engaged the Rural Futures Institute and broader community in reciprocal partnerships to establish educational programs for students, promote leadership through engagement, foster and promote inclusive environments, and advance responsible design in rural


communities. This teaching and learning grant of $90,000 supported 12 faculty to transform 13 courses into service-learning courses, engaging more than 500 students and 45 partners. Research on civic mindedness is being conducted across all courses.


RESEARCH EXPERIENCE, RESPONSIBILITES AND ACCOMPLISHMENTS

1. Research in Progress Consistent with the goal of the rest of her program, Professor Wilson initiates research that strengthens her teaching as well as that of others, thus maintaining and enhancing the overall landscape architecture curriculum in order to build a quality program at University of Nebraska-Lincoln. In the last ten years, Professor Wilson has shifted her research and scholarly focus from technical skills associated with performance to one where her research seeks to understand teaching and learning strategies that cause transformational changes in students. Professor Wilson is undertaking scholarship associated with current pedagogical approaches include service-learning, design thinking, information literacy and cooperative learning on teams. The five objectives of Professor Wilson’s research are: 1. Maximizing cooperative learning on teams; 2. Problem-based service-learning pedagogy; 3. Interdisciplinary teams and learning; 4. The impact design thinking, information literacy, and design research has on improving student

performance; 5. The synergistic relationship of discovery, engagement and learning that service-learning offers.

For the past eight years, Professor Wilson has administered the landscape architecture program through its initial accreditation, curriculum transformation and reaccreditation. As interim dean, she guided the college through the development of a strategic plan, curricula transformation and a merger. Through all of this, her passion continues to focus on community engagement and ensuring faculty and students embrace all that the land grant mission offers. Exemplified by her work at Purdue University, Wilson was asked to lead a university-wide initiative to lay the groundwork for an UNL Engagement Strategic Plan. With steep state budget cuts and new leadership (new president, chancellor and executive senior vice chancellor), UNL’s goal is to better engage the faculty, students, and staff with the state to improve the quality of life and economic viability of the state’s urban and rural communities. The planning process developed a working knowledge of engagement among land grant peer institutions, ascertained UNL’s current engagement activities/programs/ organizations/ Initiatives, and is working with a campus committee to develop a strategic plan and ensure that engagement is not only successful but also institutionalize across the university.

At UNL, Wilson secured more than $300,000 funding to engage students in 29 service-learning projects impacting communities locally, regionally and internationally. Additionally, Wilson built a faculty cohort engaged in community-based research, and ensured service-learning continues to develop as an integral component of higher education curricula, with administrators embracing the impact on student and communities involved. Professor Wilson’s success in service-learning and engagement initiatives has resulted in seed money for interdisciplinary research initiatives and local and state partnerships in the pursuit of research grants. While at Purdue University, Professor Wilson was either PI and/or Co-PI for $700,000 of grant funding. In additionally, her success in service-learning and engagement initiatives resulted in the development of an interdisciplinary teaching, discovery and engagement enterprise called Living Laboratories on the Wabash. With $70,000 of seed money, this initiative secured $300,000 grant funding and $400,000 of match funding from five municipalities and many non-profit organizations to develop a watershed management plan. Today, this initiative has been award $1.7 million in grants, supported nine graduate students, produced ten referred papers, and involved over 1500 student and community volunteers.

a. CEEM Project: a new Community Engagement Educational Model, Rural Futures Institute Teaching and Engagement Grant – Funded 2016-18AY, $13,000 The Landscape Architecture Program in the College of Architecture is committed to developing the whole student through their transformational professional curriculum where civic and community


engagement at its core. Over the past seven years the program faculty have used their classroom and studio experiences to execute more than sixty community-based and service-learning projects where we have partnered with local municipalities, state and federal government agencies, and nonprofit organizations. Some of our past partnerships have been with the towns of Broken Bow, Ord, and Nebraska City, government agencies including Nebraska Game and Parks and US Environmental Protection Agency, and nonprofit organizations including The Willa Cather Foundation, to name a few. These projects have addressed a range of rural issues including sustainability practices and energy conservation, changing demographics, revitalization plans, flooding and stormwater management, green infrastructure, recreational resources and tourism, and rural quality of life. Although these projects have realized an immediate impact on both our partners and SL students, the extensive student work has not translated into long-term community impact. We believe this is due to the the short timeframe of the fifteen-week semester coupled with the partner’s limited capacity and infrastructure to act on recommendations. We will use the RFI funding to ensure the partner is able to realize short and long term impact by developing CEEM where the SL studios and partner are supported during and beyond the semester timeframe by an expanded team that includes UNL Extension, community and professional experts and by extending the project timeframe over multiple years with participation of multiple studios of students.

b. Rural Community Prosperity Research Project, Rural Futures Institute Research and Engagement Proposal 2016 – Funded 2016-18AY, $100,000

The purpose of this research and engagement project is to build the capacity of a cohort of rural communities to effectively create the conditions that enable a more prosperous future by: (1) increasing economic opportunities that contribute to the creation of businesses, jobs and careers; (2) placemaking to restore or build up community assets that support a high quality of life; and (3) attracting and keeping people to achieve demographic renewal. Despite a strong agricultural sector in the past decade, rural Nebraska communities continue to lose population, undermining their vitality and even viability. Especially critical is the loss of entrepreneurial talent, affecting the economic future of the community as well as its capacity to engage in effective rural community and economic development. Coupled with the loss of fiscal resources, rural communities face a capacity crisis that must be addressed. The proposed capacity building initiative deploys two inter-related approaches. One, it engages a cohort of rural communities using a specific capacity-building approach designed to achieve systemic change over the next decade. Two, the project develops a more effective and efficient way to network rural communities to the right University, Nebraska Extension and non-university resources at the right time in support of their development efforts. Over the course of this two-year project, the community engagement team will identify, engage and support a set of community partners as they assess the underlying community conditions related to economic opportunities, quality of life and demographics; develop strategies to create the conditions for a more prosperous future; mobilize resources and begin to implement strategies; and share their experience and learning with their peer communities. The research team will design and test a framework and process for community engagement and resource network development; establish a measurement system, including baseline indicators and a process for re-measurement; and work together to share results with the field. The scaling and sustainability team will develop strategies to document and share learning; create and begin to implement a philanthropic resource development strategy; and attract new University and Nebraska Extension talent to rural community development, using tools created and refined through this project. At the end of this project, we will have developed and tested an approach to rural community capacity building in support of sustainable prosperity that is achieving concrete measurable results in the cohort of communities and can be replicated in other rural communities in Nebraska and beyond.


c. Engaging Nebraska, Impacting Communities, Transforming Students, Rural Futures Institutes Competitive Grants Program Proposal – The College of Architecture (CoA) engaged the Rural Futures Institute and broader community in reciprocal partnerships to establish educational programs for students, promote leadership through engagement, foster and promote inclusive environments, and advance responsible design in rural communities. This teaching and learning grant of $90,000 supported 12 faculty to transform 13 courses into service-learning courses, engaging more than 500 students and 45 partners. Research on civic mindedness is being conducted across all courses.

d. Living Laboratory on the Wabash (LLOW) Project, Purdue University (2006). As a result of the relationship established and baseline data collected by LA 416 service-learning project, Embracing the Wabash, an interdisciplinary team formed and received $70,000 funding from Center for the Environment (C4E). The goal of LLOW team is to establish a ‘living laboratory’ that integrates discovery, learning, and outreach and acts as a model for other river communities in Indiana and elsewhere. The immediate focus of LLOW Project is two-fold, and includes supporting the newly formed Wabash River Enhancement Corporation (WREC) to address issues related to the urban riverfront revitalization, create a strategic plan, and develop programs for studying the ecology of the Wabash and its floodplain. WREC board members include the Lafayette and West Lafayette mayors, two Tippecanoe County Commissioners, Purdue University, and representatives from three park boards. The team believes that the data generated during this first year will greatly enhance the success of subsequent grant proposals investigating effects of development and other activities on hydrology and water quality.

e. The seed money from Center for the Environment (C4E) resulted in LLOW’s grant proposal for $300,000 to the Indiana Department of Environmental Management called Wabash River: Lafayette-West Lafayette Reach Proposal for Watershed Management Plan. Partnering with Wabash River Enhancement Corporation, five municipalities, and many non-profit organizations the project total, with match funds, is $700,000.

Service-Learning at Purdue University: A Five-Year Assessment (2010). Professors Curtis (History Department) and Wilson were selected and funded by Office of Engagement and Center for Instructional Excellence to assess Purdue University’s service-learning initiatives over the past five-years (2002-07). This data was used in the North Central Accreditation Report. Report also outlined recommendations for the next five years that included administrative oversight, leadership, S-L course designation and linkage to core curriculum, and awards and funding.

2. Publications and exhibits a. Refereed papers and reports

Wilson, K. and Curtis, S. (October 2010). Service-Learning at Purdue University: A Five-Year Assessment: Faculty and Student Grant Programs. Purdue University Press.

Wilson, K. L. and Jurich, J. (2008). A longitudinal exploration of reciprocity: the role of commitment in sustaining a successful service-learning course in Ecuador. CELA Proceedings, Tempe, AZ.

Wilson, K. L. and Reiner, C. (2005). Studio culture: fostering change using technology and pedagogy. International Conference on Designs on ELearning Conference Proceedings, University of the Arts London, England, 1 (1): 45–53.

Wilson, K. L. (2004). Self and peer assessment: student-centered learning and individual accountability in teams, Landscape Review, 9 (1): 235-239.

Wilson, K. L. and Helgesen, M. (2004). Pedagogy in landscape architecture: implications for investigating learning styles in a changing world, Landscape Review, 9 (1): 240–245.


Wilson, K. L. (2003). Teams for learning and performance: criteria and methodology used for instructor-assigned teams, CELA Proceedings, Clemson, SC.

b. Juried work Wilson, K. L. and Mooney, J. D. Summer 2005. Studio Studies of Northerly Island. John David Mooney International Gallery, Chicago, IL. Collaborative design for Northerly Island juried by faculty from Illinois Institute Technology and Dublin (Ireland) Institute of Technology and Chicago professionals. The work was on exhibit and open to the public for two months.

c. Design projects exhibited in non-referred publications by others

The inclusion of these design projects in publications indicates that the authors believe that the projects are significant and have professional value and merit. Gillette, Jane. 2002. Civitas: Building the City. Land Form 11, Spacemaker Press. 2002. pp 52 – 55.

Simo, Melanie. 1997. The Ohio State University. Sasaki Associates Integrate Environments, Spacemaker Press. 1997. pp 48-51.

Simo, Melanie. 1997. Interlochen Center for the Arts. Sasaki Associates Integrate Environments, Spacemaker Press. 1997. pp 154-155.

Simo, Melanie. 1997. Reston Town Center. Sasaki Associates Integrate Environments, Spacemaker Press. 1997. pp 162-163.

d. Published reports

Wilson, K. (2007). Soldiers’ Home Historic District: Building Stories. Wabash Valley Trust for Historic Preservation (publication).

Chapman, P., Dennis, M., Pieprz. D., and Wilson, K. (Sasaki Associates and Michael Dennis Associates, 1995). A Framework for Change and Improvement: The Campus Master Plan. Vol. III: District Plan for Academic Core North. The Ohio State University, Columbus, Ohio. This report guided development for ten years.

Chapman, P., Dennis, M., Pieprz. D., and Wilson, K. (Sasaki Associates and Michael Dennis Associates, 1995). A Framework for Change and Improvement: The Campus Master Plan. Vol. I: University Context, Volume II Long Range Concept Plan. The Ohio State University, Columbus, Ohio. This report guided development for ten years.

Wilson, K. and Bassett, K. (Sasaki Associates, 1995). Landscape Master Plan and Design Guidelines. Interlochen Center for the Arts. Interlochen, Michigan. This report has directed site design of outdoor spaces and infrastructure at Interlochen Center for the Arts. This report guided development for ten years.

Lampkin, M., Wilson, K., and Armstrong, N. (Sasaki Associates, 1995). City of Chicago Central Area Circulator Urban Design Guidelines Manual. Central Area Circulator, Chicago, Ill. This report guided development for two to five years.

Lampkin, M., Hopkinson, P., and Wilson, K. (Hopkinson Associates and Sasaki Associates, 1990). University Circle Master Plan: A Guide for the Future. University Circle, Cleveland, Ohio. This report guided development for two to five years.

Burr, G., Ward, A., and Wilson, K. (Sasaki Associates, 1989). Reston Town Center Urban Design Principles. Reston Corporation, Reston, Virginia. This report guided development for two to five years.


Murray, B., Wilson, K., and Worthington, G. (Johnson, Johnson and Roy/Inc,1989). Oakland University Campus Development Guideline. Oakland University, Rochester, Michigan. This report guided development for two to five years.

Wilson, K. L., Berris, C.R., Kimoves, R. P., Paulson, M.J., and Swain, D.B. (1988). Design Guidelines for Pedestrian-Way Improvements. Downtown Development Authority District, Fort Collins, Colorado. This report guided development for five to ten years.

e. Published abstracts and poster presentations (Presentations and exhibits at international, national,

and local conferences) Wilson, K. L. and Handa, R. (February 2017). From Design Thinking to Design Research: Applying Scholarship of Teaching and Learning to Information Literacy Across Undergraduate Curricula. Spring 2018 Teaching and Learning Symposium, University of Nebraska-Lincoln, NE.

Wilson, K. L., Karle, T.S., Brown, S. Kelly, B. (March 2014). Updating a Studio Based Curriculum with Blended Learning Methods. Council of Educators in Landscape Architecture (CELA) Conference Proceedings, Baltimore, Maryland.

Wilson, K. and Curtis, S. (October 2010). Service-Learning at Purdue University A Five-Year Assessment: Faculty and Student Grant Programs. Purdue University’s 4th Annual Scholarship of Engagement Conference, West Lafayette, IN.

Wilson, K. and Curtis, S. (October 2010). Making Service-learning Valuable and Visible. Purdue University’s 4th Annual Scholarship of Engagement Conference, West Lafayette, IN.

Wilson, K. and Jurich, J. (October 2010). Vacation or Civic Engagement? How Professional Development and Motivation Shape Students’ International Service-Learning Experiences. 10th International Research Conference on Service-learning and Community Engagement, IUPUI, Indianapolis.

Wilson, K. and Curtis, S. (March 2010). Making Service-learning Valuable and Visible. Third International Symposium on Service-learning, Athens, Greece

Wilson, K. and Jurich, J. (February 2008). A Longitudinal Exploration of Reciprocity. International Service-Learning Conference: Advancing Research and Practice, IUPUI, Indianapolis.

Wilson, K. (April 2008). First You See, Then you Believe. Erasing Boundaries Symposium, City College, New York City

Wilson, K., Rochon, P., Servaty-Seib, H., and Calahan, C. (September 2007). Rapid Rise of Service-Learning on the Purdue University Campus. Indiana Campus Compact Network Council Meeting, Indianapolis, IN.

Wilson, K., Turco, R. and Prokopy, L. (June 2007). Visions of the Wabash From a Living Laboratory. Indiana Rivers Rally, Purdue University.

Morgan, M., Ismail B., Hayes K., Wilson, K. (February 2006). Students’ Attitudes toward Virtual Experiments in Food Processing. Hawaii International Conference on Education, Honolulu, Hawaii.

Wilson, K. L., Jurich, J., Morris, P., and Ileleji, K. (2006). International service-learning and sustainable village-based development: assessing transformative effects on learning reciprocity. International Society for the Scholarship of Teaching and Learning Conference, Washington D. C.

Wilson, K. L. (2006). Design studio: fostering a culture of sharing. Council of Educators in Landscape Architecture, Vancouver, British Columbia.


Wilson, K. L. and Reiner, C. (2006). The mobile learner: implications for the faculty and classroom. Teaching, Learning, and Technology Conference (TLT), Purdue University.

Wilson, K. L. (2005). International interdisciplinary service-learning: model for faculty collaboration. The International Symposium on Service-Learning, Stellenbosch University, South Africa.

Wilson, K. L. (2005). Design studio: fostering a culture of sharing. International Society for the Scholarship of Teaching and Learning Conference, Vancouver, British Columbia.

Wilson, K. L. and John Campbell, J. and Reiner, C. (February 2005). Laptop requirement: should we or shouldn’t we? Teaching, Learning, and Technology Conference (TLT), Purdue University.

Wilson, K. L. (2004). Self and peer assessment: individual accountability in teams. Council of Educators in Landscape Architecture, Lincoln University, New Zealand.

Wilson, K. L. and Helgesen, M. (2004). Pedagogy in Landscape Architecture: implications for investigating learning styles in a changing world. Council of Educators in Landscape Architecture, Lincoln University, New Zealand.

Wilson, K. L. (2003). Teams for learning and performance: criteria and methodology used for instructor-assigned teams. Council of Educators in Landscape Architecture (CELA) Abstract, Clemson, SC. pp. 153-154.

Wilson, K. L. (2003). Art and environment: creating new spaces. Council of Educators in Landscape Architecture (CELA) Poster, Clemson, SC.

Wilson, K. L. (2003). A vision and development process for South Eighth Street Project. Presentation to City of Lafayette and Ninth Street Hill, Ellsworth-Romig, and Downtown Lafayette Neighborhoods, Lafayette, IN.

Wilson, K. L., M. Helgesen and M. Small. (2002). The complex service-learning team: assignment, process, and assessment for critical thinking project. Southwest Learning Communities Conference Abstract. p. 46.

Wilson, K. L. (2002). The complex service-learning team. Council of Educators in Landscape Architecture (CELA) Abstract. SUNY, NY. pp. 113-114.

Wilson, K. L. (2002). Central Michigan Avenue: Degrees of intervention. Central Michigan Avenue Association Meeting. Chicago, Illinois

Wilson, K. L. (2000). The Ohio State University Master Plan: A framework for change and improvement. Department of Horticulture and Landscape Architecture Seminar. Purdue University.

3. Invited lecturer Wilson, K. (May 2016). Cuidades Creativas. Instituto Metropolitano de Diseno, Quido, Ecuador.

Wilson, K. (April 2016). Nebraska as a Classroom: Students Engaged In Community, With Community. Eureka 2-16. University of Nebraska Extension, Lincoln, NE.

Wilson, K. (May 2015). Engagement and International Service-Learning in Ecuador. College of Architecture Forum, Universidad Central, Quito, Ecuador.

Wilson, K. and Curtis, S. (October 2010). Service-Learning at Purdue University A Five-Year Assessment: Faculty and Student Grant Programs. Purdue University’s 4th Annual Scholarship of Engagement Conference, West Lafayette, IN.


Wilson, K. and Curtis, S. (October 2010). Making Service-learning Valuable and Visible. Purdue University’s 4th Annual Scholarship of Engagement Conference, West Lafayette, IN.

Wilson, K. L. (2004). Curb Appeal: Economic Development and Urban Infrastructure. Greater Lafayette Downtown Business Center, Lafayette, IN.

Wilson, K. L. (2003), Revitalizing Downtown Columbus, Indiana. The University of Notre Dame Department of Architecture, Fourth Year Design Studio.

Wilson, K. L. (1998). City of Winston-Salem “Uptown Design Workshop”. Mayor Institute on City Design. Winston-Salem, NC.

4. Graduate student involvement Graduate Committee Aaron Thompson (Aug. 2005 – May 2007) MSc thesis title: “Sense of Place Influence on Collaboration”. Major Professor: Linda Prokopy, Forestry Department, College of Agriculture, Purdue University.

Amica Bose (Aug. 1999 – May 2001) MSc thesis title: “Alternative Land Use Patterns to Minimize Congestion – Research and Educational. Forums”. School of Civil Engineering, Purdue University

5. Other evidence of national recognition in creative endeavors a. Design projects

In landscape architecture, the indicators of national and international recognition are published designs and design awards for built work. This is similar to refereed publications and successful grant proposals in traditional scientific communities. The ability to compete for projects based on previous performance and a sound methodology is also similar to a scientific grant proposal. Most recently, Professor Wilson, as a member of an interdisciplinary team, competed against some of the most notable firms in the nation and was awarded the The Ohio State University Stadium Renovation Project, a $200 million project. Her role was the designer and construction administrator for $16.5 million in site improvements. The summary list represents the majority of planning and design projects that Professor Wilson has been involved in over the last 25 years and includes twelve built projects and 41 total projects. Her current practice is one of service, focusing on work for local non-profit agencies and local municipalities. Honors, awards, and summary of project experience

Award winning projects 2003 Honor Award, American Society of Landscape Architects, Boston Chapter, Wheeling Waterfront

Project. Lead designer while at Sasaki Associates. 2003 Honor Award, American Society of Landscape Architects, Colorado Chapter, Speer/Sixth/Lincoln Tunnel and Park Project. Member of a team at Sasaki Associates in partnership

with Civitas. 1988 Presidential Award, American Society of Landscape Architects, Veterans Administration National

Cemetery Project. Member of a team at Johnson, Johnson, and Roy/Inc. 1987 Merit Award, American Society of Landscape Architects, Ann Arbor Corridor Study. Pollack Design

Associates. 1986 Merit Award, American Society of Landscape Architects, Fuller-Glenn Road Realignment Project.

Pollack Design Associates. Institutional planning and design projects:

Choate Rosemary Hall School; Wallingford, Connecticut


Blue Valley Ranch; Kremmling, Colorado Dow Foundation Master Plan; Midland, Michigan Dow Gardens Master Plan; Midland, Michigan The Ohio State Arena Project; Columbus, Ohio The Ohio State University Master Plan; Columbus, Ohio The Ohio State Stadium Renovation Project; Columbus, Ohio Hamilton Lakes West; Chicago, Illinois Interlochen Center for the Arts Landscape Master Plan; Interlochen, Michigan Interlochen Music Building Site Design; Interlochen, Michigan Mid-Michigan Regional Health Systems Master Plan; Midland, Michigan St.Paul's School Ice Rink; Concord, New Hampshire

Waterfront projects: North Coast Harbor; Cleveland, Ohio Roosevelt Island; New York Wheeling Heritage Port; Wheeling, West Virginia Capital City Landing; Indianapolis, Indiana The Ted Hood Marina; Melville, Rhode Island Whiskey Island Waterfront Development; Cleveland, Ohio

Urban planning and design projects: Alamosa Gateway Project; Alamosa, Colorado Alamosa Ranch Trail Master Plan; Alamosa, Colorado Chicago Central Area Circulator; Chicago Illinois City of Alamosa Trail Master Plan; Alamosa, Colorado Cleveland Waterfront Transit; Cleveland, Ohio Emerson Park Master Plan and Site Improvements; Midland, Michigan Bay City Master Plan; Bay City, Michigan Dallas Area Rapid Transit; Dallas, Texas Elgin Downtown Master Plan; Elgin, Illinois Elmhurst City Center Site Design; Elmhurst, Illinois Hilltop to Hilltop: An Urban Design Master Plan, Lafayette / West Lafayette, IN Las Animas County Recreation Master Plan; Trinidad, Colorado Midland Downtown Master Plan, Midland, Michigan Midland Streetscape Plan, Midland, Michigan Midland Downtown Trail Master Plan; Midland Michigan Roseland Redevelopment Plan, Roseland, Indiana Reston Town Center Site Design; Reston, Virginia Reston Town Center Urban Design Guidelines; Reston, Virginia Speer/Sixth/Lincoln Tunnel and Park Design; Denver, Colorado Speer Corridor Design Guidelines; Denver, Colorado Stone Mountain Park Master Plan, DeKalb County, Georgia University Circle, Inc. Master Plan, Cleveland, Ohio Tabor Academy Sports Facilities Master Plan, Marion, Massachusetts Triangle Park Master Plan and Site Development, Lafayette, Indiana

7. National and international recognition a. Peer reviewer for journal and conference papers, abstracts and competitions


2016 Urban Land Institute Houston Development of Distinction Awards, Juror 2008 - Journal of Community Engagement and Scholarship (JCES), Editorial Board, University of

Alabama. 2007 Council of Educators in Landscape Architecture, peer reviewer of abstracts on the scholarship of

teaching and learning for the national conference in Vancouver, British Columbia. 2005 Council of Educators in Landscape Architecture, peer reviewer of abstracts on the scholarship of

teaching and learning for the national conference at University of Georgia. 2004 Landscape Review, June 2004, vol. 9(1), Landscape Architecture Group, Lincoln University, New

Zealand. 2004 Council of Educators in Landscape Architecture, peer reviewer of abstracts and full papers on the

scholarship of teaching and learning for the international conference at Lincoln University, New Zealand.

2003 Council of Educators in Landscape Architecture, peer reviewer of abstracts on the scholarship of teaching and learning for the national conference at Clemson, NC.

8. Collaborative and interdisciplinary research a. Collaboration on the scholarship of teaching and learning

Information literacy – collaborating with colleagues across the College of Architecture to develop teaching learning strategies to improve student’s ability to acquire new knowledge through research, University of Nebraska, Lincoln.

Impact of service-learning – collaborated with Marne Helgesen and Susan Curtis, Purdue University.

Student teams and collaborative learning - collaborated with Marne Helgesen, Director, Center for Instructional Excellence, Purdue University.

Landscape Architecture Mobility Initiative – collaborated with John Campbell, Associate Vice President for Information Technology and Christian Reiner, assessment specialist, Center for Instructional Excellence, Purdue University.

Service-learning and study abroad – collaborated with Pam Morris, Assistant Dean, College of Agriculture; Klein Ileleji, Agriculture and Biological Engineering; and Joan Jurich, assessment specialist, Center for Instructional Excellence.

Critical thinking, learning styles and outcome-based assessment – collaborated with Kirby Hayes, Department of Food Science, College of Agriculture, Purdue University.

b. Collaborating on the scholarship of community engagement Rural Community Prosperity Research Project, UNL – The purpose of this research and engagement project is to build the capacity of a cohort of rural communities to effectively create the conditions that enable a more prosperous future: (1) increasing economic opportunities that contribute to the creation of businesses, jobs and careers; (2) placemaking to restore or build up community assets that support a high quality of life; and (3) attracting and keeping people to achieve demographic renewal.collaborating with: Chuck Hibberd, Dean and Director, Nebraska Extension; Connie Hancock, Community Vitality Extension Educator, Panhandle Research and Extension Center and Cheyenne County Extension; L. J. McElravy, Youth Civic Leadership, Agriculture Leadership, Education and Communicatio; Randy Cantrell, Community Development Specialist, Nebraska Extension and Rural Futures Institute; Lindsay Hastings, Clifton Professor in Mentoring Research and Director of the Nebraska Human Resources Institute; Don Macke and Deborah Markley, Center for Rural Entrepreneurship; Milan Wall, Heartland Center for Leadership Development; Jeff Yost, Nebraska Community Foundation; and Janet Topolsky, Travis Green, Kristin Feierabend, The Aspen Institute Community Strategies Group.


Living Laboratory on the Wabash (LLOW) Project, Purdue University – Professor Wilson was the Co-PI on this project and the core research team includes two universities, three colleges, eight departments and nine disciplines: Kim Wilson (Co-PI), Landscape Architect, Department of Horticulture and Landscape Architecture; Ron Turco (Co-PI), Soil Microbiologist, Director of Indiana Water Resources Research Center; Linda Prokopy, Natural Resources Planner and Social Scientist, Department of Forestry and Natural Resources; Laura Bowling, Watershed Hydrologist, Department of Agronomy; Larry Nies, Sustainable Engineering, College of Engineering; Chad Javert, Aquatic Chemistry, College of Engineering; Dan Shepardson, Geoenvironmental and Science Education, College of Education; and Robert Barr, Center for Earth and Environmental Science, IUPUI.


SERVICE AND ENGAGEMENT EXPERIENCE, RESPONSIBILITES AND ACCOMPLISHMENTS

Consistent with the goal of the rest of her program, Professor Wilson initiates service and engagement activities that will strengthen her teaching and the landscape architecture program curriculum, support the university’s land grant mission, as well as inform the public about landscape architecture while supporting local, state, and global economic and sustainable development efforts.

1. Engagement at University of Nebraska-Lincoln a. University of Nebraska Engagement Initiative – special assignment for 2015-17AY in the Senior Vice

Chancellor of Academic Affairs office to facilitate a university-wide engagement strategic plan.

b. Spring 2017, the Landscape Architecture Program signed an Memorandum of Understanding with the National Park Service Midwest Regional Office to support student learning and community engagement.

c. Spring 2017, The Willa Cather Foundation, The Stuhr Museum, University of Nebraska’s Rural Futures Institute and College of Architecture, and The National Park Service Homestead Monument of America formed a steering committee with the goal of establishing the O’Pioneer! National Heritage Area by 2026, the American sestercentennial Celebration. Interstates 80 to 70 north/south and State Highway 77 to McCook east/west define the proposed area. This initiative was a result of a design research studio focused on cultural heritage tourism. Red Cloud is the home to a world-class cultural asset as the childhood home of novelist Willa Cather and the setting for many of her novels and short stories. While significant cultural heritage tourism development has occurred to date, Red Cloud, in partnership with a larger regional strategy including more than 130 cultural assets, has a greater potential where smart and aggressive investment in tourism could significantly increase the economic and cultural impact on the region.

d. Spring 2016, partnered with Red Cloud Heritage Tourism Director, UNL-Extension and The Willa Cather Foundation, to put forth a proposal for a Citizens' Institute on Rural Design NEA grant supporting a catalytic workshop to strengthen multi-sectorial partnerships and develop capacity for the region’s residents, public and provide sectors, and nonprofits to act on heritage tourism economic development opportunity while preserving the unique and authentic sense of place.

e. Professor Wilson partnered with 12 rural communities through her service-learning studio, Community Planning and Design, to assist them with short- and long-term strategies to improve their quality of life and increase economic development. The $60,000 funding to support these projects came from the communities and Rural Futures Institute grants.

f. Professor Wilson facilitated a two-year planning process to merge Farm and Ranch Museum with the North Valley Platte Museum, Scottsbluff, NE. She developed a strategy for both organizations to co-locate on the Farm and Ranch Museum site. In February 2012, Scotts Bluff County Tourism Committee approved a $245,000 "bricks and mortar" grant to assist the merger.

g. In 2012, Professor Wilson developed and received a $20,000 grant from the National Park Service to support a service-learning class to develop a trails master plan for Scotts Bluff National Monument. Spring 2014, she received an additional grant for $10,000 to develop and evaluate Scotts Bluff National Monument entrance alternatives. A studio completed the trail master plan and the entrance study involved an independent student project. Spring 2016, she received an additional $5,000 to evaluate the existing and proposed improvements to the Lewis and Clark Trail Headquarters, Omaha, NE.

2. University of Nebraska Committee Work a. University Committees

2015-17 Committee Chair, University of Nebraska-Lincoln Engagement Strategic Plan


2016 Member, Search Committee for the Dean, College of Architecture 2012-15 Dean’s Council Member 2011-15 Undergraduate Studies Designee, Teaching Council 2011 Member, Rural Futures Institute Development Committee

b. College Committees 2017- Member, Student Advisory Committee, on behalf of the Landscape Architecture Program 2009-17 Member, Deans Council 2009-17 Member, College Council 2015 Committee Member, Hyde Chair Lecture Series, on behalf of the Landscape Architecture Program

2009 - Member, Scholarship Committee, on behalf of Landscape Architecture Program 2009 - Member, Career Fair Coordinating Committee

3. Purdue University Engagement and Service-Learning Initiatives a. Institutionalization of service-learning at Purdue University

Professor Wilson’s teaching and service activities included direct involvement in Purdue University’s mission to institutionalize service-learning – meaningful community service that is linked to student’s academic experience through related course materials and reflective activities. From 2001-2009 Professor Wilson was involved in committee work, campus presentations and workshops, conference presentations and research and teaching in support of institutionalizing S-L at Purdue University.

The results of this effort from 2002-09 include: securing funding to support 36 Service-learning Faculty Fellows and 70 faculty development grant awardees, representing all colleges in the university; 14,000 students have taken part in 463 community –based service engagement projects; on average, students have had up to $127,000/year funding to support engagement activities; S-L Faculty Fellows have been responsible for a great deal of scholarly activities; 45% of the cases considered for tenure and/or promotion have been based on engagement; 100% of the community partners see Purdue University as a long-term partner; and six of the ten colleges/schools include a goal of expanding S-L service-learning as an innovative way to improve student leaning in the next five years.

4. Purdue University committee work a. University committees 2008 Purdue University Strategic Plan – Campus Design 2007 Reviewer, Student Grant Program for Service-learning Projects, Office of Engagement 2006 Search Committee, Associate Vice Provost for Assessment 2005 Selection Committee, Purdue Alumni Association Faculty Development Incentive Grants Program 2004 Selection Committee, Helping Students Learn Award

2002-09 Member, Service Engagement Advisory Board (SEAB) 2002 Member, the Service Engagement Committee (SEC)

b. College of Agriculture committees

2009 Member, College of Agriculture Strategic Plan, Teaching and Learning Sub-committee 2008-09 Member, College of Agriculture Strategic Plan – Student Access and Success 2006-09 Member, College of Agriculture Awards Committee 2005-09 Co-Chair, Outcomes-based Assessment Initiative 2005 Chair, School of Agriculture Curriculum and Student Relations Committee 2002-05 Member, School of Agriculture Curriculum and Student Relations Committee 2000 Chair, School of Agriculture Grade Appeals Committee


1999 Member, School of Agriculture Grade Appeals Committee

c. Department and Program committees 2008 Member, Landscape Architecture Faculty Search Committee 2007-09 Member, Landscape Architecture Graduate Program development committee 2006 Member, Department of Horticulture and Landscape Architecture Department Head Search

Committee 2006 Member, Landscape Architecture Faculty Search Committee 2006 Chair, Landscape Architecture Program Learning Outcomes-based Assessment Committee 2004-09 Co-Chair, Department of Horticulture and Landscape Architecture Computer Resource Committee 2004 Co-Chair, Department of Horticulture and Landscape Architecture Teaching Retreat 2003 Chair, Department of Horticulture and Landscape Architecture Teaching Retreat. Professor Wilson

organized the yearly HLA 2003 teaching retreat around service-learning where keynote speaker President Jischke, spoke about the role of service-learning and the University’s mission and Dr. Leah Jamison, Director of the EPICS program, spoke about the School of Engineering’s successful service-learning program.

2002 Member, Landscape Architecture Faculty Search Committee 2001 Fund Raising Campaign - Initiated the fund raising campaign for the Landscape Architecture

Program called The Fund for Excellence that will encourage alumnae and friends to contribute to several initiatives including: student conference support, lecture series, faculty development, technology support and equipment and facilities improvements.

2001 Coordinated the American Society of Landscape Architects (ASLA) National Student Honor and Merit Awards presentations and jury with student finalist, Indiana Chapter members and faculty

2000-09 Member, Computer Resource Committee 2000 Member, Landscape Architecture Faculty Search Committee 1999-09 Member, Landscape Architecture Teaching Committee 1999 Coordinated the American Society of Landscape Architects (ASLA) National Student Honor and

Merit Awards presentations and jury with student finalist, Indiana Chapter members and faculty

d. Center for Community and Environmental Design, Purdue University From 2002-2009 Professor Wilson served as Director of The Center for Community and Environmental Design (CCED), the community service and engagement arm of Purdue’s Landscape Architecture Program. The mission of the CCED is to facilitate improvement in the quality of the physical environment through research, planning, design and education related to community and environmental design and development. The CCED plays an active role in community development by providing services to nonprofit organizations and government entities. Projects in the CCED involved students and offer a means to enhance their academic curriculum through service-learning. Design teams address projects and develop them on an individual basis. In total she has managed over $560,000 in local and state funding to support the CCED’s engagement activities.

5. Lafayette and Greater Lafayette Community boards and committees

Professor Wilson had the opportunity as a board member on three non-profit agencies to educate the Greater Lafayette community about the landscape architecture profession, influence local planning and design efforts, and increase Purdue’s local visibility. As President of Neighborhood Action Committee, she directed over $500,000 per year of federal funds to maintain and enhance the City of Lafayette’s downtown neighborhoods. As vice president of Lafayette Urban Enterprise Association (LUEA), she helped direct


funds for economic development that over ten years leveraged over $150 million dollars of redevelopment in the LUEA zone. As the chair of planning for the Greater Lafayette Community Development Organization, she was instrumental in coordinating and integrating planning efforts between Lafayette, West Lafayette, and Tippecanoe County to bring definition to urban development for Hilltop to Hilltop and along the Wabash River. The relationships established within and between organizations offered her students a unique perspective of community service and service-learning project opportunities.

Documents

Kim L. Wilson ASLA - College of Architecture