User-generated content (UGC) is a relatively young field of research; however, it has been proven useful in disciplines such as hospitality and tourism, to elicit public opinions of place usage. In landscape architecture and urban planning, UGC has been used to understand people’s emotions and movement in a space, while other areas and additional functions are yet to be discovered. This paper explores the capability of UGC in revealing city-scale park management problems and the applicability of social media as a future tool in bridging visitor feedback to city parks and recreation department staff. This research analyzed the spatial characteristics and patterns of Google Maps review quantity, rating score, and review comments. The results of this pilot study indicate the spatial and structural features of the Chicago parks and demonstrate distribution problems, financial investment priority concerns, park usage characteristics, and user preferences of the park attributes. Findings affirm that user-generated online reviews can be used as an alternative and self-reporting data source to effectively assess the natural performance and users’ experience of city parks and can potentially serve as an evaluative tool for public park management.

The Franks Tract State Recreation Area (Franks Tract) is an example of a complex contemporary park mired in ecological and socio-political contestation of what it is and should be. Located in the Sacramento-San Joaquin Delta, it is a central hub in California’s immense and contentious water infrastructure; an accidental shallow lake on subsided land due to unrepaired levee breaks; a novel ecosystem full of ‘invasive’ species; a world-class bass fishing area; and a water transportation corridor. Franks Tract is an example of an uncommons: a place where multiple realities (or ontologies) exist, negotiate and co-create one another. As a case study, this article focuses on a planning effort to simultaneously improve water quality, recreation and ecology in Franks Tract through a state-led project. The article examines the iterative application of participatory mapping and web-based public surveys within a broader, mixed method co-design process involving state agencies, local residents, regional stakeholders, consultant experts and publics. We focus on what was learned in this process by all involved, and what might be transferable in the methods. We conclude that reciprocal iterative change among stakeholders and designers was demonstrated across the surveys, based on shifts in stakeholder preferences as achieved through iterative revision of design concepts that better addressed a broad range of stakeholder values and concerns. Within this reconciliation, the uncommons was retained, rather than suppressed.

Brett Milligan stands out among all the scholars studying the future of the landscape profession in the context of climate change. He studied unique subjects, such as mud and river sediments. His projects often go beyond the usual landscape architecture majors, such as ecological restoration after dam removal and delta habitat creation; His attitude towards landscape is also very characteristic. For example, he treats landscape as a process, believes that people are very important beings in the process of landscape, and that the fluidity of landscape should not be underestimated. Through this article, Milligan points out the responsibility to acknowledge, embrace, and use landscape forces in project planning and design. It is also required to bring about more humility in terms of how we conceptualize the lifespan of a project to cope with climate change impacts. He encourages us to think beyond externalities–such as environment, people, communities, and sediment–as a practice of inclusion, diversity, and justice for humans and others. Relatedly, the public should be included as part of refined transdisciplinary and co-design methods. In the end, he shares his vision of design as a rigorous and unique form of knowledge making through a new Research by Design track.

“Children’s Book and Learning Games on Indiana Native Plants & Habitats,” a 2023 ASLA student project winner, is an effort by five landscape architecture students to convey to a young audience two important things we learn in college: native plants, and the right plant in the right place. By integrating this knowledge into children’s early education, dramatic changes can be catalyzed in local ecosystems and networks and promote healthier habitats. The well-designed book and thought-out games not only allow children to grow and engage with landscape design, but also simplify landscape planning and decision-making. The process and the final product are innovative applications of knowledge-based systems to spread awareness and educate young people.