Participation in the Planning and Design of Public Open Space

PARTICIPATION
IN THE PLANNING AND DESIGN
OF PUBLIC OPEN SPACE
A Master’s Project
Presented by
Julie Meyer, MS
Submitted to the Department of Landscape Architecture and Regional Planning of the
University of Massachusetts in partial fulfillment of the requirements for the degree of
MASTER OF LANDSCAPE ARCHITECTURE
May 2011
Landscape Architecture Program
Department of Landscape Architecture and Regional Planning

Participation in the Planning and Design of Public Open Space
Julie Meyer, M.S.
April 15, 2011
Approved as to style and content by:
John F. Ahern, chair
Paul Barten, member
Frank Sleegers, member
Elizabeth Brabec, Department Head
Department of Landscape Architecture and Regional Planning

ACKNOWLEDGEMENTS
Thank you to my committee Jack Ahern, Paul Barten, and Frank Sleegers for helping me
focus and be rigorous in my research, and for offering case studies and quotes and
theoretical directions.
Thank you especially to Joseph Krupczynski, Madeleine Charney, Patricia McGirr,
Michael DiPasquale, and Ellen Pader from UMass for their critiques, resources, support
and direction.
A loving thank you to Tom Knight for tenacious editing, and for his stamina and support,
as well as catalyzing my thinking about the role of creativity in design. A big huge thanks
too to Val Nelson for her friendship and support, and for reading part of the draft, and for
early runs with me even in bad weather.
Thanks to all my friends and studio-mates from the Landscape Architecture program who
made design education socially-engaged for me, especially those I started out on this
journey with: Matt Medeiros, Laura Shaffer, and Gabrielle Whitcombe. I also thank all
the studio instructors, and studio critics, who taught me about presentation and raised my
awareness of the challenges and opportunities of engaging with communities in design
projects. Thanks too to Sandi Potyrala, Marny West, and Terry Trudeau, for making the
LARP department’s office organized and happily helpful.
Thanks to all readers of this project. Your responses will help me evolve my
understanding and I hope to accompany you as well in your inquiries.
Many others have inspired and supported me and I thank all my family and friends,
colleagues and mentors that have helped me on my way through the years.
Julie

TABLE OF CONTENTS
Acknowledgements 6
Chapter 1 Introduction 7
Chapter 2 Literature Review 14
Chapter 3 Conclusion 52
Appendix 1 Resources 64
Glossary 65
Appendix 2 Sample Exercises 67
References 69

INTRODUCTION
6
ABSTRACT
This master’s project considers public participation in regards to design of sustainable
public open spaces, and recommends methods to include it in current landscape design
practice
The introduction describes the scope of the project, definition and evolution of landscape
design of sustainable open space and sustainability. It presents the claims that landscape
architects need an understanding of the ranges of participation in order to deliver flexible,
creative and sustainable public projects in a capitalist economy and that a more active
participation and more creativity contributes to sustainable designs. The rationale,
limitations, methods and introduction to the literature review are also presented.
The literature review reviews definitions, goals, assumptions, standards, histories, claims,
typologies and practices of participatory design. It then reviews documented public
participation projects. It reviews research and arguments about who participates, how
power dynamics affect participation, what knowledge is needed, and how to generate it. It
explores which techniques increase participation in design groups, how to translate the
public’s contributions into sustainable designs, and qualifications limiting participatory
design.
The conclusion presents whether and how participation can strengthen possibilities for
sustainable design outcomes. It presents a typology to choose the right frame to evaluate
the needs of the project and take right action and offers an approach to participatory
design processes from a social sustainability perspective. Finally, it articulates the range
of participation that can be elicited and the range of designers’ and planners’ roles in
evoking and deepening it.

INTRODUCTION
7
Chapter 1 INTRODUCTION
Scope
The scope of the project examines public participation in the design aspect of community
master (or comprehensive) planning (or visioning) of sustainable open space design in the
United States. This project will look at what can happen to public sustainable open space
design when there are high levels of public participation.
The intention is to provide useful tools and information for environmental designers and
planners interested in public process. The findings of this research project may be useful
for those interested in serving mainstream community members as well as marginalized
clients at a neighborhood, city and/or regional scale beyond issues of open space, as
much of the literature is not limited to open space applications per se.
This project originated out of the study of design practices (at the Landscape Architecture
and Regional Planning Department, University of Massachusetts). Thus, the project study
is focused on the production of sustainable designs, as opposed to the planning, or
management, or funding of such endeavors, though in truth these are often concurrent
initiatives.
Clarification of Terms
Membership as part of a “public” or a community is a complex and contested reality at
the individual level (Twyman 2000). In this project, while recognizing this, the writing
will default to using the term “the public” for ease of readability. Due too to authors’
varying terminology, here the “public” is interchangeable with “community,” “citizens,”
“local people,” and “policy-receivers” (Twyman 2000), though a background premise of
this project is that there are differing ideas of the “public,” as well as “participation,”,
which underlies some of the challenges of participatory activities.
The term “participation” emerged from sociology, international development, and the
sciences to refer to an organized process by which the public communicates its needs and
values to influence institutionalized power. Typical goals include influencing decisions
made that affect large numbers of people, ensuring accountability from public officials
(Arnstein 1969; Juarez and Brown 2008), solving conflicts, adjusting to social change, or
engaging or modeling alternatives to institutional and social power relationships (Crewe
1997; Brown and Jennings 2003).
“Design” is a social process conducted by a range of stakeholders (Lawson 2010). For the
purpose of this project, its relationship to planning, decision-making and management
can be somewhat interchangeable, because these aspects are not linear. Only in an ideal
progression of action would planning lead to decision-making and then to the design. The
implementation of that design would then lead to its management, and ultimately an
evaluation of that landscape, which would eventually need another, or revised, plan. In
reality, however, sometimes these activities happen simultaneously or one activity is
performed when the other is more needed.

INTRODUCTION
8
The term “sustainable” may be one of the most commonly evoked community visioning
goals in contemporary times. Yet the term is multifaceted, contested, and evolving
(Snyder 2007). Sustainability has since the 1980s been defined as the “ability to meet the
needs of the present without compromising the ability of future generations to meet their
own needs” (World Commission on Environment and Development’s (WCED)
Brundtland report 1987). By the 1990s, sustainability was accepted to mean the societal
developmental practice of conserving natural resources, with little emphasis on social
transformation (Klein 2004). The 21st
century idea of a sustainable landscape is evolving
into a more nuanced, interdisciplinary understanding of society and its cultural context,
together with qualities of a resilient ecosystem that can withstand and rebound under
unpredictable or adverse environmental, social, or economic shocks (Thayer 1989,
Corner 1992, Klein 2004, Evans and Jones 2008). An assortment of assessment tools
have been presented to evaluate the sustainability of a particular place or system.
Some theorists and practitioners critique reducing the assessment of sustainability
practices and results to the attainment of benchmarks (Evan and Jones 2008). Since,
however, this project is based out of landscape architecture, the field’s reliance on
sustainability goals will in fact be used to examine the open space projects in the
literature. The Sustainable Sites Initiative (SSI) is a project of the American Society of
Landscape Architects in partnership with The LBJ National Wildflower Center and the
US Botanical Garden. They define sustainability as a cultural practice that promotes
enduring ecosystem services and human benefits that derive from using and relating to
these ecosystem functions. These services or functions include global and local climate
regulation; air and water cleansing; water supply and regulation; erosion and sediment
control; and attractive, useable and maintainable physical settings for people to live,
work, and play (SSI 2010).
The social aspect of sustainability continues to be the least developed or defined aspect of
sustainability discourse. As such, it is often effectively positioned as subordinate to or
following environmental and economic goals (Steiner 2009, Dillard et al 2009). The
social aspect of sustainability refers to processes and institutions that generate the
sustaining of society’s well-being – that is, the fulfillment of basic needs, equity, and
democratic society (Dillard et al 2009). In the design fields, as in the rest of public
discourse on sustainability, the emphasis on less on its economic and social dimensions
(such as equity), and more focused on the rational, deliberative commitment to ecological
processes (McHarg 1969, Brown and Jennings 2003). Other designers, however, do mean
by invoking the term to imply the equal weight of and indeed the interplay of the
ecological, economic, and social spheres. In the twenty-first century, movements to
integrate the natural and social sciences appear in multiple scales and contexts, from
grassroots projects to academia (Klein 2004).
“Open space”, for the purpose of this project, is defined as the vegetated areas and
networks of any scale that offer social, ecological, health benefits for a community.
Public open spaces come to be organically developed by repeated use, or are planned,
designed and managed for a specific use. They act to protect ecosystems that exist with

INTRODUCTION
9
minimal human care at best (though not without protection). They offer recreational use
and opportunities to engage with nature. Especially in urban areas, streets, parks, plazas,
community gardens, greenways and waterfronts are places to express cultural diversity,
to see and be seen, or even be anonymous in a crowd (Alexander 1977; Thompson 2002;
Francis 2010). In addition to all that, they tend also to be the site where individuals
perform daily functions, memorialize and celebrate communally and otherwise physically
define, symbolize, and bind a community (Carr et al. 1992; Thompson 2002).
The state of Massachusetts defines the different types of open space that the Office of
Geographic Information Systems maps, as follows:
Conservation land habitat protection with minimal recreation, (i.e. trails)
Recreational land outdoor facilities for relaxation and enjoyment. (i.e. city
park, town forest, common, playing field, school playground, golf course, bike
path, camp, fish and game club)
Parkways/greenways conservation-oriented buffers along roads or waterways.
Agricultural land land protected for sustaining farming practices.
Aquifer and watershed protection land protection of water resources
Claims
The presence of new issues motivates a search for new answers. These issues include a
continued trend towards urbanization (Thompson 2002), unprecedented change related to
climate, increasing energy costs (McKibben 2010; Abbott, in France’s 2008) and more.
Finding ways for a community to come together to perceive, imagine, engage, and alter
public space and resources is crucial to a flexible, imaginative, creative and sustainable
future (McKibben 2010; Mehrhoff 1999; Smith 2010). Sustainable landscapes arguably
need creatively informed design contributions, not just a mandated or legislated quantity
of ideas from the most people. The presence of the gifts and talents of individuals in
communities stand as an untapped resource that might be explored as a contribution
towards solving problems related to sustainability.
However initiated, civic leaders and professional experts generally develop and manage
open space planning and design with a relatively limited depth of public participation
considering what is possible (White 1996). The range of creativity from those who
participate is limited for a range of reasons, premises and constraints, which will be
discussed in the literature review. The need exists for landscape architects to work from
an understanding of the ranges of participation and the ranges of creativity that can be
elicited in order to deliver sustainable designs. The sustainability ideal contains within it
the goals of social equity, and is predicated on an informed society. Creative, equitable,
informed participation will contribute to more sustainable designs of public open space.

INTRODUCTION
10
Rationale
Philosophical
The challenge of research in landscape architecture and the related planning and design
disciplines is the weirdness of focusing on landscape, a social construct that is made real
in time and space by looking at projects and cases, and individual places. Academics
concerned with this philosophical challenge state the need for “systematic methods of
inquiry capable of gleaning insights that transcend discrete cases, to forward the
growth of knowledge in the design and planning professions” (Thering 2009, 1)
On the ground, in practice and methods, open space planning and design lends itself to
multiple contributions from a variety of fields and perspectives (Nassauer 1995; Naveh
1995; Muir 1999; Tress and Tress 2001). Solving complex problems implies a process of
mutual learning and understanding in order to develop and implement solutions (Schultz
et al. 2001). An interdisciplinary and transdisciplinary approach towards sustainability
(Tress and Tress 2002) can allow different visions of a desirable outcome to coexist as
well as shape a more inclusive outcome.
There are differences between multi, inter, and transdisciplinary approaches, with overlap
to participatory approaches. For example, interdisciplinary approaches to projects are
when participant experts cross unrelated discipline boundaries in order to meet the project
goal. Transdisciplinarity moves beyond an interdisciplinary approach, in that
stakeholders and decision makers are involved throughout a project as well, not only as
beneficiaries but also as contributors in continuous and mutual interaction with experts
(Tress and Tress 2002).
Once the communities’ varying assumptions, motivations, perceptions of the landscape,
and values are on the table (Meppen and Bourke 1999), a transdisciplinary approach can
create a more iterative understanding among participants. Advocates of a
transdisciplinary approach to land use decisions aim to synthesize the expertise from the
academic disciplines with the everyday knowledge of the public (Tress and Tress 2002)
in order to engage and manage the collective intelligence of a design team (Steiner 2009).
The National Charrette Institute’s “Charrette System for Sustainability Projects” is an
example of such an approach.
A transdisciplinary, communicative approach to design can create a more iterative
understanding among participants. It can offer opportunities for people with different
viewpoints to develop strategies together and synthesize the expertise from the academic
disciplines with the everyday knowledge of the public.
A related approach, called “communicative,” offers planners and designers a way of
dealing with the divergent assumptions, motivations, theories, epistemologies,
perceptions, and values. That is, communicative approaches are those that create
opportunities for people with multiple differences to develop strategies together (Brown
2002; Meppem and Bourke 1999).

INTRODUCTION
11
Operational
Few public participation workshops are formally evaluated (Helling 1998; London 2000).
Those documented hold few replicable examples of large-scale success (London 2000).
Since there is currently no reliable and accepted framework used for participants to see
themselves in the process of initiating, doing or evaluating a participation activity, those
who engage planners and designers fail to ask important questions, so as to discern
whether hiring planners and designers is likely to empower or disable their aspirations
(Illich 1977; McKnight 1977). An intellectual framework (Mehrhoff 2003) to evaluate
decisions around participation and creativity is useful to frame choices with clarity and
integrity. Both organizers and those who join a process can benefit from a framework
available to all through the process, so that individual and organizational interests can be
as transparent to themselves as they move through the process towards their desired
outcomes (White 1996).
Fostering participation is one of the most difficult challenges of the professions (Brown
and Jennings 2003) but there is a need for an updated process that is adaptable to diverse,
complex, and conflicted reality of public participation for open space planning and design
(Giller et al. 2008; Miessen 2007). In addition, there is the need for practitioners to learn
while doing participation projects rather than mindlessly adopting so-called “best-
practices,” both for the benefit of the individuals and for the projects and for the field at
large. Research and documentation are necessary.
While planning and design of public open spaces is challenging, people from different
cultural, political, economic, and professional backgrounds (multi-discipline teams of
professional scientists, engineers, and designers, if not combined with non-technical
public members) are working together to understand, manage, and solve problems, even
if successes and limitations of multi-disciplinary, large-scale participation projects are
undocumented (Helling 1998). Planners and designers routinely acknowledge the
difficulty in describing, evaluating, and interpreting the landscape, to their peers at least,
in professional publications (Krog, in Perry 2009).
Ethical
The profession of landscape architecture, the field from which this project is developed,
needs to develop more explicitly what it means to work with and for the public,
especially if the field aspires to address the challenges of sustainability. The profession of
planning provides in its code of practice an explicit challenge to planners to develop their
own “conscientiously attained concept of the public interest,” as well as moves members
to be obligated in their work to “those who lack formal organization and influence”
(Brown and Jennings 2003). However, landscape architects’ professional code and
training lacks any formal acknowledgement of the professions’ impact on society in any
specific reference to the political aspect of practice, namely that designs reinforce or alter
social, institutional, economic, and ideological power structures (Brown and Jennings
2003). “…superficial engagement with people and place undermines the basis of
landscape architecture today” (Hester 2011, 148).

INTRODUCTION
12
Individual practitioners and organizations must represent what they offer accurately to
themselves and others. Professionals do not always or adequately hear and respond to a
broad range of stakeholders, but might with certain mindsets. More innovation and new
visions are arguably necessary to solve both short and long-term landscape problems for
sustainable results. New ideas and workable solutions can and should be cultivated in
groups because the design profession still does not fully hear and deliver ideas and
solutions that respond to a broad range of stakeholders’ interests. Notably, only about
10% of the work showcased in Landscape Architecture can be considered participatory
design, public design or “plural design” (Crewe 1997).
However, it is possible to be clear about the kinds of outcomes expected so as not to lose
focus of the best interests of the project or the clients in the name of creativity, or throw
out the positive aspects of conflict, individual thinking, and competition (Badke-Schaub
2010). This project’s recommendations can allow more people to influence the shaping of
designs for sustainable landscapes (Steiner 2009). This project is a beginning exploration
to unpackage what makes an informed, creative, inclusive participatory design team
project work (Fleming 1983).
Limitations
When leaders and experts share control of the process, there are no guarantees of success.
Yet practitioners commonly claim both success and satisfaction (Cities of the Future
Conference 2010; Hester 2011). The literature review in its showcasing of some
participation projects, attempts to illuminate how participation in the projects reviewed
might be contributing to sustainability of open space. Due to often minimal
documentation or research rigor, however, sometimes the discernment of which models,
methods, and techniques are used, as well as how accurate the claim, must be surmised.
The project acknowledges other reasons beyond the lack of public participation for the
existence of unsustainable landscapes, including psychological denial and cultural lag in
picking up the paradigm of sustainability (Mehrhoff 2010). Yet fully explaining these
constraints will be beyond the scope of this project.
Finally, finding funding to do this kind of work, and the time to prepare, is essential to
the success of participation. In order to focus and limit the research, this report creates a
false simplicity that, in real projects, must be overcome. Projects must be paid for. For
the purposes of discovering the best methods, however, resource budgets are taken out of
the picture. It is hoped that this is a variable that can be overcome, when the project is
rightly conceived. It might take longer with less money, or time to plan, but it can happen
through social capital or longer timelines when money is short.
Methods
The forthcoming literature review explores what happens when participants pursue
sustainability goals for their open spaces. First, the literature review summarizes
dominant theories and models from scholarship and professional practice on participatory
planning and design. Research focuses on the strengths, weaknesses, threats, and
opportunities in the theoretical frameworks, practices, and projects.

INTRODUCTION
13
The research focuses on contemporary Western cultures, mostly in the U.S. The
participation literature review draws heavily from project reports, casual analyses,
anecdotal observations and subjective discussions, yet mostly from peer-reviewed
journals, to illustrate the theoretical portion. The participatory planning and design
projects are analyzed to relate the theories to actual contexts.
Conclusion
The literature review starts with participatory design definition, goals, assumptions,
definitions and standards. It follows with a quick timeline of the modern history of public
participation from 1850 to the twenty-first century. Then, it moves on to present claims of
participatory design today at the landscape, social, and individual scale. Four typologies
of participation introduced between 1969 and 2007, including the most famous,
Arnstein’s ladder, are introduced.
Next, models of participatory design are described. The literature review spotlights the
most common – the charrettes and visioning workshops, as well as emerging models such
as the World Cafe and virtual charrettes. The common practices of participatory design
that is, surveys, interview and questionnaires, are described.
The literature review concludes with a section on five participatory design projects,
ranging in scale from a community playground to a river restoration. The limitations,
issues, and barriers to participatory design, are laid out, from the political and economic
to the social and personal. A summary and synthesis underlines how the field is still
developing and helps to qualify common assumptions about its practices.

LITERATURE REVIEW
14
Chapter 2 LITERATURE REVIEW
The literature review is focused on participation and how it applies to the planning and
design of public open spaces. It begins with definitions, goals, standards, histories, and
claims. It concludes with examples and discussion of practices and projects, including
theoretical applications, limitations, and barriers to the sustainable design of public open
space. The chapter concludes with a synthesis of how it might nevertheless support
today’s planning and design practices with an acknowledgement of qualifications to
commonly held assumptions about its value in its application.
Park Guell, Barcelona, Spain, designed by Antonio Gaudi (WhatBarcelona.com 2010)

LITERATURE REVIEW
15
Participatory Design Definition and Goals
Participatory design is an organized process by which non-experts- users, residents,
visitors, or stakeholders- work with planning and design experts to construct open space
into valuable places. Participatory planning and design is also called public involvement,
citizen engagement, citizen participation, collaborative decision-making, or facilitated
problem solving (The International Association for Public Participation 2010). It can be
creatively design-oriented, technically-oriented, or management and policy-oriented. It
has the potential to help both leaders, experts, and users understand a place, engage
across differences, and design innovative, effective changes (McKee and Nobre 2009).
Thus, the practices of participatory design vary and are complex. Goals change over time
(White 1996) and may be contradictory within and between individuals (McKee and
Nobre 2009).
Public Participation Assumptions and Definitions
“Participation” is an organized, and sometimes institutionalized, process by which the
public communicates its needs and values to influence institutionalized power (Laurian
and Shaw 2008). Typical goals include influencing decisions made that affect large
numbers of people, ensuring accountability from public officials (Arnstein 1969; Juarez
and Brown 2008), solving conflicts, adjusting to social change, or engaging or modeling
alternatives to institutional and social power relationships (Crewe 1997; Brown and
Jennings 2003).
Public participation, when applied to planning and design of landscapes, is the working
application of the justice aspect of sustainability by recognizing and communicating the
perceptions, needs and interests of marginalized members of society. “Design is a
political process,” acknowledges a leader of community design, landscape architect
Randolph Hester, (Hester 1974, 1983). Planning and design affects land and people at a
variety of scales beyond any specific scope of work (Brown and Jennings 2003).
Designers act politically but may not see this or be trained to see this. In reality, the
profession influences multiple social institutions (economic, legal, etc.), as well as
individuals. Spatial design decisions, such as how space or water is allocated, affect the
social realm as well as the personal.
Participation does not have a single underlying philosophical tradition or consensus of
meaning. Without an explicit and shared framework of definitions and standards, many
people can speak of “participation” but mean different things (White 1996). This will
become clearer in the examinations of typologies that follow. The term can imply
“private volunteerism that reduces the role and size of government,” as “a way of
reviving public support for social reform,” or as “antigovernment individualism and
corporate imperialism” (Botterill and Fisher 2004). In other words, the term can be used
to serve the goals of a range of political ideologies.
Ethical concerns have been raised about public participation in complex sites and
landscapes requiring technical expertise to plan and manage. Experts, designers, and
scientists cannot know important information that residents and users of a site, landscape

LITERATURE REVIEW
16
or place will tend to perceive. There are thus arguably ethical reasons to include their
interpretations and experiences as equal in weight (McKee and Nobre 2009).
Standards
Quality public open space meets user needs for comfort, safety, enjoyment, and meaning.
Furthermore, they are accessible to all people who might wish to be there (Francis 2003).
Evaluating existing public landscapes is beyond the scope of this project, which is
focused on the process of participation in creating quality open space. The design
process, however, cannot be completely separated from the standards, values, or
principles that guide the design outcome. These standards come from architecture, city
planning, engineering, the visual arts, or from social science theory including political
science and social psychology. The most useful standards to evaluate participation will be
the ones that can direct design process and outcomes most effectively. The following
initiatives, born out of the last decade, intend to shape public participation practice, either
indirectly as part of the design outcome or as an explicit decree.
The Project for Public Spaces (PPS) focuses on the activity of “placemaking,” and
distinguishes function-oriented standards from more form-oriented ones. Function, or
"program", supports design and must be articulated first (PPS 2007). PPS asserts that
communities benefit from participation in planning and outlines some minimal standards
for how to do so. (PPS 2007):
“(Participatory planning) is critical to the success of a multicultural
place. … It seeks to redress the monolithic and often top-down approach
to politics and planning by bringing those historically excluded voices into
the decision-making process. …. it is a mechanism for empowering
communities to make planning and development decisions for themselves
rather than deferring to professional planners. The potential for the
development of social capital through this process should not be
underestimated. ….outreach requires more than simply advertising
workshops and meetings. More proactive and context-specific strategies
must be developed to gain resident input, especially when working with
communities who have been historically excluded from the public
process.”
Driven even more by the design outcome, the Sustainable Sites Initiative (SSI) program,
developed in the late 2000s, was launched formally in 2009 by the American Society of
Landscape Architects (ASLA), the Lady Bird Johnson Wildflower Center, and the United
States Botanic Garden to offer voluntary standards for sustainable landscape design –
modeled after the internationally-accepted LEED program (SSI 2009). The standards
offer a “how-to” scorecard approach to sustainability and guides landscape designers to
articulate the “economic, environmental and human well-being benefits of sustainable
sites.”
While there is no direct mention of participation, the initiative implies engagement of
“site users and neighbors to reveal local knowledge, cultural legacies, and community

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17
needs.” This initiative is underdeveloped from a cultural literacy standpoint. Its broad,
uncritical approach to human cultures makes it a challenge to rely on their standards to
meaningfully “reflect” or “incorporate” “history and culture of the site.”
On the other hand, the ASLA indirectly suggests standards by their illustrations of what
is a sustainable landscape. They define sustainability on an online showcase website as
places that respond, regenerate, and contribute. They use “natural systems to clean air and
water, restore habitats, create healthy communities, and provide economic, social, and
environmental value.” They illustrate the principles with case studies from a range of
scales (ASLA 2011). Revitalizing Communities with Parks
The International Association for Public Participation (IAP2) articulates a third standard.
As marginalized or minority groups are rarely the professionals planning and designing
landscapes, nor are they managed with minorities in mind (Rishbeth 2001), there is a
need for a code of ethics to shape meaningful participation of these populations. The
assumption behind these standards is that those who are affected by a decision have a
right to be involved in and influence the decision-making process.
Since arguably public participation meets social goals of sustainability by recognizing the
interests of all end users of landscapes, it should seek out the involvement of those
affected by decisions, even in designing how they participate. One standard, then, is to
provide participants with what they need to be involved, or access to the process
(presumably training, funding, leadership, tools, childcare, transportation, etc.).
The IAP2 Code of Ethics states: Practitioners are to “incorporate the interests and
concerns of all affected stakeholders.” They are to “enhance the public's participation in
the decision-making process and assist decision-makers in being responsive to the
public's concerns and suggestions.” Practitioners “will undertake and encourage actions
that build trust and credibility for the process among all the participants,” and “consider
and accurately portray the public's role in the decision-making process.” A neutral stance
towards interests is also mentioned. A quality process, finally, should feed back to
participants how their input made a difference.
A fourth standard, entitled Social Economic Environmental Design (SEED), recently
evolved to help planners and designers measure and realize the social impact of their
projects. The voluntary process has two steps - first, to define sustainability goals for
design projects, and second, to measure success in achieving these goals. This standard
measures the amount of documented community participation in project decisions. In
addition, it also measures how well a project advocates for marginalized people,
promotes social equality and diversity, and generates ideas that build local social capital.
Organizers hope it will become as commonly utilized as the U.S. Green Building
Council’s independent, third-party certification program Leadership in Energy and
Environmental Design (LEED).
In summary, standards such as the Project for Public Spaces, the Sustainable Sites
Initiative, the International Association for Public Participation, and Social Economic
Environmental Design standards can help planners and designers set specific, achievable

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18
goals for the design process and evaluate success. Standards need further development
based on research, particularly as they might change based on particular groups in unique
circumstances. The research community in turn, as it refines the collective wisdom of
how participation affects people and landscapes, will make the likelihood of sustainable
open space more clear.
A Modern History of Public Participation in the U.S.
The faces of public participation (Hester 1989)
1850-1900
Planning and design emerged as a profession during the nineteenth century (Swaffield
2002a). By the mid nineteenth and early twentieth centuries, public agencies in places
like New York City began to hire professionals to design public spaces, such as Central
Park. The philosophy of the planning and design profession at that time was to serve
society; the social norm at the time prevailed in that citizens were not expected to have
influence on the design process (Arnstein 1969), despite the beginnings of the Populist
movement of the 1880s and 1890s.
The allocation and shaping of public open space has been likened to the place "where
democracy is worked out" (Thompson 2002, 60). During the emergence of the planning
profession in the late 1800s, open space was the result of philanthropic but often
patronizing efforts (Thompson 2002). Planners today may be more willing to practice
both environmental and social sustainability.

1900-1930
At the beginning of the 20th century, many large cities began to experience the
consequences of their growth without planning, regulation of development. The open
space that existed - namely the public sidewalk, was congested. The idea of planning as a
method of social reform continued to grow, and the idea of planning at the neighborhood
scale was adopted by the planning profession (Rohe 2009).

LITERATURE REVIEW
19
1930-1960
Across the United States in the early twentieth century, professional planners started to
replace town officials in land use decisions (Hester 1999). The rise of the “third sector,”
that is, volunteerism, started in the 1930s (Botterill and Fisher 2004).
1960-1980
The planning field’s emphasis on the scientific method, the physical master plan, zoning,
and regulation-making, led to low-density development and the physical segregation of
activities (Fainstein 2000). At the same time, people began to react against the top-down
approach of the planning field. The outrage over environmental and social problems
fueled the demand for parks for under-represented communities, and resistance to urban
renewal. In Britain, the rise of “Community Architecture” attempted to provide an
alternative to traditional or “normative” practice with the rising acceptance of the idea of
“community” (Till 1998).
Changing demographics (unemployment, immigration, etc.), as well as the previously
mentioned cultural shift led to a diminished authority of the designer starting in the
1960’s and 1970’s, particularly in the United States (Crewe 1997). The participatory,
advocacy, and progressive planning traditions were born out of the adversarial climate of
the time, alongside the social architecture movement (Crewe and Forsyth 2003; Hester
1983; Brown and Jennings 2003; Helling 1998). Expectations grew of the public’s role in
development, planning, and design (Hester 1983), moving from a norm of representation
to direct participation (Laurian and Shaw 2008).
For example, in 1970, a seasoned landscape architect Lawrence Halprin designed a
freeway for San Francisco, but the plan was not accepted, because the “community” was
resistant to an outsider designing without their input (Halprin 1974). The argument was
that public input should improve the fairness of the design process and make planning
and design more suited to and supported by the people who actually lived nearby.
Participation began to be understood as a project's programmatic expression of
democracy (White 1996). Design professionals followed this lead and adopted advocacy
and participation methods used in development and planning (Hester 1999). The
Environmental Impact Assessment emerged during the 1960s and 1970s, which
purported to be a participatory process (Palerm 2000).
1980-2000
The trend continued to shift away from decisions made solely by experts, and the theories
of participative democracy rose in practice in national and regional planning practice.
The planner and designer roles began to be perceived in their fields as intermediaries and
compromise-makers between competing needs of a relatively unified “public” (Fainstein
2000). People began to think about sustainability, and coalitions began to address
environmental issues on a site scale. The rise of public participation in the U.S. inspired
community action in other countries, especially in developing nations (Hester 1983,
1999; Crewe 1997; Botterill and Fisher 2004). But it also experienced a backlash against

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20
its unproven claims (Hickey and Mohan, 2004) which mirrors the experience of
participation in land use design and planning today.
Twenty-first century
Today, the focus in participatory design forums is less explicitly on power struggles
between the “have” and “have-nots”, and presumably more about differences of identity
and rights of cultural groups (Fainstein 2000; Bond and Thompson-Fawcett 2007; Aldred
2009). “Businesses and social movement organizations are, Brown argues, converging in
terms of organizational structure and therefore ‘what works’ for each is becoming more
similar” (Aldred 2009, 6).
Yet, perhaps the reality is continual subordination of marginalized groups. Funding and
requirements for public participation were reduced during the 2001 Bush administration,
and for the next eight years (Daniel Smith December 10, 2010, e-mail message to
author). As practiced today, participatory design relies on methods developed rather
independently from theories of discursive and deliberative democracy and more on
research from community and organizational development (Aldred 2009) and
environmental psychology (Francis 2001). .
Claims of Participatory Design Today
Participatory planning and design claims to address power relationships and imbalances
between parties, and inclusively involve the less powerful in problem-solving and
decision-making to enact planning and design decisions (IAP2 2010; Bond and
Thompson-Fawcett 2007). Civic leaders hire trained facilitators, often planners or
designers. The facilitators gather, communicate and synthesize perceptions and values of
residents and users of a site, and develop this information into designs. Often, depending
upon the technical complexity of the project, experts may still play a role.
Participation, with or without a strong design component, is required in many publicly-
funded projects, usually by inviting developers, academics, non-profit watershed councils
or environmental organizations, and the general public (Palerm 2000). Yet, in many
instances, such as in environmental impact assessments, pre-defined agendas (Palerm
2000) or lack of proper preparation of participants allow for only minimal shaping of the
design outcome. Whatever the level of participation, people will often accept the
outcome, even if it goes partially against their interests. It depends on whether they
perceive the process as fair and if they believe themselves to have competence in
decision-making (Webler et al. 1995).
Most claims about public participation and participatory design are of an anecdotal or
advisory nature. There are too few documented, researched evaluations of how well
claims are met in project outcomes, and even fewer across multiple projects or over time
(Thering 2009; Laurian and Shaw 2008). The following is a breakdown of claims for
public participation related to the design and planning of landscapes or overall
community development.

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21
Landscape
o Participation protects and conserves landscapes (Cities of the Future and
Urban River Restoration Conference brochure, March 2010).
o Top-down approaches tend to fail (Forester 2003). The public has a better
knowledge and wisdom of the problem as well as better solutions
(Forester 2003; Wates 2000). Better decision-making results from local
participation (Wates 2000).
Individual
o Through the opportunity to contribute and create, it increases the sense of
ownership, stewardship, and empowerment (SSI 2009) and enhances local
leadership capacity (Pitera 2006).
o By working on neighborhood and landscape-scale issues, it helps
individuals overcome rootlessness (Hester 1984), enhances a “sense of
place” (SSI 2009), and helps meet human needs for clean water, air and
stable economic climate (Benedict and McMahon 2007).
o Through an educational component, it raises understanding of
environmental processes and issues and builds relationships to landscapes.
o The chance to be heard and reveal a unique understanding of a place
(Arnstein 1969; White 1996; McKee and Nobre 2009), builds familiarity
and trust between individuals, and across groups (SSI 2009).
o By actively participating, understanding and altering of space, participants
can gain a deeper appreciation of the existence of otherwise invisible
political and social structures (Miessen 2007; Brown and Jennings 2003).
o Participation builds the problem-solving capacity of the public to tackle
future problems.
Social
o It develops shared expectations for design outcome (SSI 2009).
o It enhances a sense of community self-sufficiency (SSI 2009).
o By proactively anticipating or reactively adjusting to changes, it prevents
and solves social and spatial conflicts,
o By generating a greater quantity of perceptions and ideas from a wide
range of stakeholders, it increases the likelihood of innovations that
enhance sustainable development (SSI 2009). It increases the chances that
public officials and representatives will enact the will of their constituents
(Arnstein 1969; Juarez and Brown 2008)
o By practicing a wider-scale decision-making process, and sharing control
with civic leaders, it presents an alternative to hierarchical power
relationships (Crewe 1997; Brown and Jennings 2003).
To recap, there is a wide variety of claims as to what participatory design does. Most
claims converge on the idea that it involving the public in problem-solving and decision-
making positively affects individuals, groups, and landscapes. There is still little formal,
standard, or accepted practices in evaluation of participation in planning and design
(Laurian and Shaw 2008).

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Typologies of Participation
“Participatory designers must sharpen their intentions.” (Hester 2011, 149)
Familiarity with the variety of ways participation is conceptualized is useful to anyone
trying to establish goals, roles, responsibilities, methods, or generalizations about public
participation. The following four typologies are presented to introduce, not exhaustively
however, the range of approaches, theories, objectives, and methods under participation.
They are variously conceived as ladder, continuum, typology, and realms. Actual
planning and design processes can be analyzed under the lenses of these frameworks, but
in the end are too complex to be guided or understood by a single one (McKee and Noble
2009).
1. Ladder of Participation
Shelly Arnstein put the most well known typology of citizen participation forward in
1969, with the claim that everyday citizens need more power. It describes the
increasingly higher ranges of decision-making and public power (Arnstein 1969). The
assumption is that the more power participants wield, the more they can influence the
outcome of decisions (Juarez and Brown 2008). Organizers, with this understanding, and
depending on the situation and resources (Arnstein 1969), can consciously seek the
appropriate level of participation for their project. For example, the “Partnership”
relationship might be aimed for when there is an organized citizen-group with financial
resources able to hire leaders, experts and lawyers. “Delegated Power” might be better
suited for policy boards and agencies populated by citizens with responsibilities (Arnstein
1967).
Arnstein’s (1969) paper acknowledges that the model only acknowledges the differences
between types of participation, and does not analyze the reasons why these differences
exist. She notices further that its abstractions simplify differences between the “have and
have-nots” in order to highlight the disparities. Difficulties with this typology include the
confusion of terminology and possible contradictions. Who is powerful, who is a
decision-maker, and who is a citizen? When "have-not" citizens denied equal access to
resources gain power to make decisions, are they still “have-nots,” and if so, for how long
until they become the power brokers? What is the assumption of how people should share
and wield power underlying this model?

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Levels 1 and 2- Manipulation and Therapy
Goal: Enable those in power to educate or cure citizens.
Levels 3 and 4- Informing and Consultation
Goal: Allow “have-not” citizens the opportunity to hear
and be heard but not necessarily influence.
Levels 5 Placation
Goal: Token representation, watchdogs and rubber-
stamping by public.
Level 6 Partnership
Goal: redistribute power through negotiations. Joint
policy boards and committees. Groundrules established
and respected.
Level 7 Delegated Power
Goal: Citizens have dominant decision-making authority
over a plan. They trust there will be accountability.
Power-holders start the bargaining to make changes.
Level 8 Citizen Control
Goal: participants or residents govern a plan, and
negotiate the conditions under which non-residents or
users can make changes.
Ladder of Participation (Arnstein 1967)

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2. Continuum of Participation
Though this master’s project is concerned with domestic applications of participatory
design of open space, much can be learned from international development work (Juarez
and Brown 2008). “IDEO” is one example of a humanitarian global project offering
participation methods via an open-source website, though the work is focused in
impoverished communities in Africa, Asia, and Latin America.
An applied research typology emerging from international development work was
developed by Robert Chambers in the early 1990s. His work, inspired by other
development practitioners, aimed to strengthen the capacity of impoverished rural
communities. It is based on the claim that residents of a place are the best people to serve
as analysts, planners, and change agents of their locale. Experience-based forms of
knowledge are privileged over expert knowledge, since people on the ground are
presumed to know more about the intricacies of their environment than an outsider.
Chambers contributed a way of analyzing participation when he introduced his project-
based method, Participatory Rural Appraisal, or PRA (Chambers 1994; Juarez and Brown
2008; Hickey and Mohan 2004). In PRA, the consultant becomes a neutral facilitator,
putting aside preconceptions about local, site-based issues in order to empower residents
to develop their own local solutions. The PRA was developed in response to the
established Rapid Rural Appraisal methods (RRA). The RRA, by its emphasis on rapid
assessment, was critiqued for biasing centers more than edges; and listening to men,
elites, and users over women, poor, or non-users of a site (Chambers 1994). PRA
methods focus on group dynamics, sampling, interviewing, and visualization, in contrast
with RRA which emphasizes secondary sources, observation, and limited interviewing.
PRA sampling methods include mapping, modeling, transect walks. Visualization
examples include making timelines and matrix scoring (Chambers 1994).
Continuum of Participation (Chambers 1994-1997)

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Chambers’ analysis of the multiple ways participation can occur (group dynamics,
sampling, interviewing, and visualization) contributed a helpful framework as well as
new methods. The continuum of participation (see above table) illustrates how
participants in international development and non-governmental organizations developed
practices that might influence open space planning and design. Stronger links are yet to
be made between landscape architecture and planning and international humanitarian
development projects, despite sharing common goals (Juarez and Brown 2008).
3. Typology of Participation
Sarah White developed a third typology in 1996, focusing on how multiple variables
affect participation outcomes and choice of methods. This typology framed the use of
participation, as well as cast new light on the goals of those with more power. The
assumptions underlying this analysis include the idea that participation affect individuals
differently, depending on their perspectives, and that it involves a shifting mix of
interests as the project unfolds.
White cites four types of participation: nominal, instrumental, representative, and
transformative (see table below). A “nominal” form of participation, for example, can
add legitimacy to those with more power and serve participants by offering an experience
of inclusion (Juarez and Brown 2008). “Top-Down” refers to the interests of the more
dominant partner, while “bottom-up” points to the interests of the relatively weaker
partner in the power relationship. Transformative approaches refer to the potential for
increased, sustained, and meaningful involvement in decision-making, implementation,
and management from the point of view of the party with less historic power.
White’s typology highlights the political aspect of participation. By focusing on who
participates, and the level of participation as well the relationship, it is claimed that
empowerment can be initiated from top-down as well as from bottom-up, if those in
power are working in solidarity with those with less power (a contradictory and complex
experience). White points out that it is usually the ones with more power that identify the
abstract issue of disempowerment and mobilize to equalize matters, as those with less
means might be working for more tangible and short-range goals (White 1996). When
power dynamics shift in a place, funders, non-profits and civic leaders must realign
relationships amongst themselves to share the power with newcomers (London 2000).

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Typology of Participation (White 1996)
White’s Four Dynamics (White 1996)
Another contribution to the understanding of participation is the illustration of the
dynamic aspect of power (see figure above). It acknowledges that the diversity of
interests and involvement in participation changes over time. People leave the process for
numerous reasons, for example, the need for a break, disillusionment, or impatience.
In the figure above, clusters represent people’s interests and the forms and functions of
participation. Small, dark, 2-way arrows represent the tension between elements. Large
arrows coming into the “form and function” cluster represent the conflicting dynamic

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between top-down and bottom-up forces. Large arrows emerging out of the “form and
function” cluster, and into the ”interests” clusters, show how form and function affects
people’s sense of their own interests. Arrows from the top represent effects from
elements external to the project.
In sum, White’s model of participation, while one of the more developed of the four
typologies, acknowledges the complexity of communities, the interdependent
relationships between those with more power and those with less, and the shifting nature
of power itself.
4. Seven Realms of Children’s Participation
Mark Francis, an urban designer and landscape architect out of University of California,
Davis, is a critic, historian, researcher, and practitioner of participatory design for public
space. Francis and Lorenzo delineated seven realms of children’s participation in city
planning and design in 2002. Despite the focus on one segment of humanity and on city
planning, this framework can broaden perspective on how all people are conceived to
participate in the planning and design of public space.
Perhaps the most established form of children’s participation, the Institutionalization
Approach, organizes and mandates children to plan and design, but always within a
structure established by adults. City officials and child advocates develop new methods,
and contribute case studies to the literature but confoundedly do not deliver what children
want and need, according to Francis (Francis and Lorenzo 2002).
More radically, the Romantic Approach is a construct where children envision, plan, and
define cities together with minimal adult guidance. School-settings are common starting
points, because that is where children are already gathered. The World’s Futures Society,
World Wildlife Fund, and Childhood City have contribute innovative methods, document
case studies, open doors for inclusive participation, and provide examples of what places
would look like if planned entirely by children.
The Needs Approach is a largely academic effort to understand and apply the spatial
preferences of children. Kevin Lynch is a well-known leader, as is the Environmental
Design Research Association, American Horticultural Society, and Urban Parks Institute.
All contribute research about children but tend not to include them as generators,
investigators, or disseminators of this information.
In the Learning Approach, children are seen as students participating through
environmental education. In this approach, learning outcomes, such as understanding
what a landscape architect does, are equally important as physical changes in the
landscape. Landscapes for Learning and professional guilds have advanced these
methods of participation while they design children-friendly environments. But as above,
designers and civic leaders do not tend to follow research advances. Participatory design
often tends to increase learning about environments but leave physical places
untransformed.

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In the Advocacy Approach, planners make decisions with children’s needs in mind.
Typically, a citizen group will lead this effort, though national contributors to this arena
include Randy Hester, the Association of Community Design Centers, Congress for New
Urbanism, and private firms. These leaders propose theories, and practice methods for
public participation for many underrepresented groups. Critics cite the lack of holistic
integration with this method, and the lack of implementation of plans. Francis and
Lorenzo argue that the lack of effective consensus building with established, powerful,
adversarial or indifferent groups has made this approach less effective.
Similarly, the Rights Approach sees children as underrepresented citizens. The focus is to
establish mandates on childrens’ direct involvement in planning and design. UNICEF,
Save the Children, international aid organizations, and individual leaders contribute some
innovate research methods worldwide and develop plans for communities and regions
involving children directly.
Finally, the Proactive Approach rests on the assumption that it is possible for planners
and designers to do this work with children. Its strength lies in its success in applying
research on the needs of children into projects that involve their active engagement.
Planners and designers trained in facilitation work for both the empowerment of young
people and to make substantive changes to the environment. Academic landscape
architects and urban designers such as Randy Hester and Marcia McNally, movements
like the Inclusive City, some Community Design Centers, and related private and public
groups advance this approach. The requirement that the leaders of this work have special
training and skills means that this approach is not always possible, though it is becoming
a more common form of participation (Francis and Lorenzo 2002).
APPROACH GOALS
Institutionalization Normalize inclusion of children in planning and design
Romantic Child-defined places
Needs Define needs of children then incorporate them into design
Learning Teach children about architecture
Advocacy Represent needs of children
Rights Mandate children’s participation
Proactive A synthesis of applied research to design implementation
Seven Realms of Children’s Participation in City Planning and Design
(Francis and Lorenzo 2002)
Models of Participatory Design
The next section of the literature review characterizes four models of participatory
design: traditional methods, formal and informal participation, and the arts. This section
will concentrate on the formal and informal design processes, since the traditional
method tends to limit participation and the latter tends to limit developments of designs.
The experimental World Café model and electronic design charrettes may become
increasingly popular because they offer more participant flexibility and less pressure to
work face-to-face with strangers.

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Traditional Methods
Private design firms typically do this type of design development. They are hired by
municipalities, community development corporations, or land trusts, or they submit ideas
via competitions. They create waterfront studies, open space plans, remediation or
restoration ideas, sometimes in conjunction with community development plans. This is
what landscape architecture programs train students to perform: to be designers working
as pragmatic experts for prospective or paying clients, to deliver a design product that is
visually sophisticated and appropriately phased, will stand up in court against liability
concerns, and is conceived and rendered with minimal input from stakeholders. Even
community design centers can look more like traditional firms’ practice, such as the
Asheville CDC in the photo below, when efforts are not made to realign power
relationships.
Formal Design Methods
Also known as a Community Planning Forum, Charrettes, Visioning or Design
Workshops, they are characterized by a large number of participants and then to last for a
longer duration than the others. The majority of the idea-generating and decision-making
tends to be held by the planners and designers but there is more input than in the
traditional method. The structure tends towards strict, particularly via a controlled
program and short deadlines to help focus the mind to produce deliverables.
The charrette or visioning session, workshop or event is the most widely adopted
participatory type of process in land use planning and design. Charrettes and community
visioning workshops are a public meeting where a group of residents and other
stakeholders related to a place come together to develop a shared view of their future.
These formal design methods are used as an adjunct and an overlay to traditional
planning, especially when concerns go beyond zoning issues. These access points into
planning and design can promote awareness of change as well as promote long-term
involvement in thinking about places, beyond solving short-term problems (American
Planning Association 2010).
A charrette can be defined as a time-limited, organized group of professional planners
and designers working with the public to generate ideas on physical design and land use
development (Condon 2008). The charrette usually takes between three and seven days,
with smaller public workshops preceding the main event (Mehrhoff 1999). Usually up to
a day is allocated to produce principles, goals, objectives, and sometimes numerical or
performance targets. These public formal sessions tend to progress from open public
forums, to diagramming, to detailed plans and perspective drawings. The charrette has
risen in popularity, and funding from the U.S. Endowment for the Arts grew to meet this
need starting in the late 1980’s (Condon 2008).
There are two types of charrettes: visioning and implementation. Visioning charrettes
produce speculative drawings and accompanying narratives while acknowledging
existing policy and market constraints. The team includes designers and stakeholders.

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Implementation charrettes produce an executable plan and regulatory documents. This
type of charrette is often more time-compressed and requires more responsibility from the
participants (Condon 2008).
Informal Design Sessions
Also known as forums, Open Space Technology, Parish Maps/Places of the Heart,
Rountables, or World Café’s, these participatory methods are characterized by a small
group size compared to the formal sessions. The duration tends to be more modest as
well. The majority of the idea-generating is by participants, through a looser structure.
The focus can be on finding common ground, learning, and/or social and individual
empowerment.
Conducting interviews at the beginning of a project to record people's pre-perceptions,
and why they decided to participate, can help to increase participation by building
relationships, small successes, and trust (Perry 2009). Beginning with a fair, festival, or
informal meeting on-site draws people to the open space and is thus a strategy to kick-
start awareness and cultivate energy for a longer-term commitment to participation (Carr
et al. 1992).
Juanita Brown and David Isaacs developed the World Café model in the 1990s. The goal
is social and individual empowerment by creating settings in which participants, through
the intersubjectivity of structured small group conversations, enable easier and “win-win”
responses to otherwise challenging and problematic issues (Aldred 2009). The premise
underlying the World Café model is that common ground can be found within a diverse
society. In the words of the founders, it is “a conversational process based on a set of
integrated design principles that reveal a deeper living network pattern through which we
co-evolve our collective future” (World Café, www.worldcafe.org accessed December 1,
2010).
Informal design methods (World Café 2010)
This method is typically a short meeting, set in a comfortable café-like environment,
structured by a series of simultaneous conversations at each small table in response to
predetermined questions. During the event, participants change tables to meet with
different people and share the concerns and ideas raised at their previous table. They are
asked to identify common ground, learn new views and co-create together in response to
each question (International Association for Public Participation 2011).

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Potential problems with this practice include social pressure against perceiving social
injustices as debilitating influences, and an interpretation of ‘empowerment’ that could
falsely encourage a sense of control over one’s environment (Aldred 2009). Focusing
only on what is working well, not attending to problems, and framing issues to lead to a
positive response could obscure the possibility that past successes cannot always be
replicated. Sometimes success is a result of a rare confluence of funding and other types
of support (Aldred 2009).
The Arts
The fourth model is the arts. Fair, festivals, public performances and spectacles, festivals,
or artist-in-residence sponsored projects. They can range widely in size from small or
large and last for short or long periods. The majority idea-generating is by participants or
the organizers; indeed, little decision-making is formally cultivated but many decisions
might indeed “happen.” The structure can feel loose but may be heavily programmed.
The focus is on gathering public awareness and support of open space, to draw people to
the open space, to kick-start awareness and cultivate energy for a longer-term
commitment to participation. In the photo above, the participants are gathering for a
parade named “Re-story-ing Chelsea Creek,” sponsored by a restoration organization. Its
aim is to raise awareness of the Chelsea Creek, MA watershed near Boston via street
performances.
There are hundreds of activities associated with the participatory design of public spaces,
and this collection is merely a way to start to understand their similarities and
distinctions. There are probably other types of design practices that have not been found
and with a broader research scale, might reconfigure these categories to better include
them. But for now, they serve as a convenient way to see how the ranges of public
participation as described in the typology section might find their way into practice. Next,
the particular activities that can be found within the four categories above are broken
down more finely.
Practices of Participatory Design
The following list are common participatory design and planning activities:
o Focus groups, study circles
o Public forums and workshops
o Newsletters, websites, blogs, social media
o Lectures and performances
o Soliciting knowledge from advocates of non-participants
o Story-telling (including “photo-voice” (McKee and Nobre 2009) and video)
o Graphic recording of conversations (such as “mind” maps)
o Mapping exercises and community tours
Surveys, Interview and Questionnaires
The strategic use of questioning can be used as a stand-alone exercise. Questions might
include the following: (Morrish et al 2000; Thering and Doble 2003; Perry 2009)

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Preparation
o What are the goals?
o What is the timetable for action?
o How will success be measured?
o What will the standards for evidence be?
o Will the process be representative?
Involvement
o What brought you here?
o How did you hear about this event?
o Do you think there should be more or less public input?
Knowledge
o What words or phrases come to mind when you think of this place?
o What do you most like about this place?
o What would this place look like in the future if the status quo continued?
o What would you like this place to be like in the future?
o Is there anything you would like to add that we did not discuss?
So far, the literature review has described what participatory design is, why someone
might choose to use participatory design, a brief history of participation in the United
States, and standards emerging today to guide practice. The following is a brief review of
some projects to illustrate these theories and practices, and how they might be applied to
sustainable design of public open space.
Participatory Design Projects
These following five projects were gathered from books, peer-reviewed journals,
personal observation of a charrette, conference attendance, and personal interviews.
Some – like the community playground in Davis, are more issue-based, while others are
more place-based.
Community Playground, Davis, CA
In 1981, at the eco-development of Village Homes in Davis, California, designers were
hired to create a neighborhood playground (Francis 1983). Bolstered by research
indicating that children prefer to play in landscapes where they can alter their
environment, the designers wished to lay out an undefined open space with objects to
manipulate. Parents were concerned. They had a different vision based on needs for
safety and order - a more traditional playground with fixed equipment like slides and
swings.

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200-unit Village Homes, Davis, California. Developer Mike Corbett, 1976-1981.
Resident children of Village Homes drawing their ideal playground
Using behavior mapping, child-led tours to favorite places, and facilitation between
children and parents, a surprising new design concept emerged, incorporating,
presumably, many of the needs of both children and their parents. Construction of the
playground began in the summer of 1981 and by fall, the first phase was complete and
evaluated to inform later phases of the design (Francis 1983).

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The designer involved in the project reported this case. The reader did not know if the
participants were representative of a wide range of socio-cultural identities. The reader
also is not aware of whether the participants self-selected to be a part of the design
process or if everyone who would be impacted by the open space was brought to the
table. Were neighbors of this development allowed to visit the playground? If so, were
they also consulted? Additionally, a comprehensive evaluation of the process and
outcome was not shared. This weakness in research-based design means that readers
cannot determine if the children and parents experienced the design process as nominal,
instrumental, representative, or transformative.
International Children's Park Collaborative Re-Design, Seattle, WA – 0.2 Acres
Educational institutions and community organizations sometimes coordinate on open
space projects for mutual benefit. In this project, landscape architecture design students
do their studio work with non-expert participants, with the potential to offer those outside
of the academic department a learning environment where they too can develop design-
thinking abilities (Hou 2009).
In this project, the main sponsoring agency was Friends of International Children’s Park.
Participants included eighteen undergraduate students from the Department of Landscape
Architecture at the University of Washington, acting as both service providers and design
partners; non-English-speaking elders from the Chinatown-International District; and
thirteen students from the Wilderness Inner-city Leadership Development (WILD).
The driver for the renovation was to improve inter-generational use of this public open
space. An analysis of neighborhood parks showed that this park was the only one cited
near both high densities of youth and elderly. Its historic focus on children’s activities
was still useful, considering the increasing population growth of families in nearby
condominiums. Despite the community’s expressed desire for more open space in the
neighborhood, this park suffered from poor visibility- many elders had never been to the
park or did not know about it, for example, and lack of program flexibility (Hou 2008).
A three-stage design project began in October 2007. The process goal was to involve
stakeholders in creating designs and enhancing civic capacity. The first method used was
the site analysis. Design students and WILD youth identified different perspectives of the
park via site visits and visual surveys at a workshop with youth and elders. The goal was
to elicit participants’ perceptions (Hou 2008). The method used was the “sticky-dot”
exercise, where people expressed what they liked about the park and their preferred
features and activities.

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Design visioning exercise (Hou 2009)
Next, at a design exploration with over 60 youth and elderly participants at the
Chinatown Community Center, the goal was to elicit participants’ visions. Bilingual
facilitators were available for all design activities. To elicit design ideas, a metaphor of a
buffet meal substituted for the typical design charrette. Participants pick up a "plate" (site
board) and walk through the "buffet table" to select representations of design elements
and activities from “serving trays.” Youths and elders sat around several large tables to
develop their own designs. Some worked individually and some in mixed generational
teams. Design students recorded the process at the tables through the translation of the
facilitators. The buffet-style set-up was a culturally familiar activity for the elders, thus
potentially easing feelings of discomfort at the unfamiliar task of designing, as well as
enabling the option for participants to work by themselves or in a group (Hou 2009).
“Design Buffet” process and results (Hou 2009)
Towards the end of the design students’ semester, a collaborative design process
followed to finalize concepts. These were presented at the University design review and
at a Community Open House during the elders’ weekly social hour. Voting was
conducted to elicit the favorite designs from the five teams’ of undergraduate landscape
architect students and WILD youth.

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Voting on the five designs (Hou 2009)
Results from community and professional designers’ voting (Hou 2009)

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Results from community critique (Hou 2009)
This was a well-documented participatory process and so it is easy to see how much
citizen control and transformative potential was characteristic of the project. The five
design concepts then given to a professional firm to be further developed into
construction drawings. It is not clear how much of the non-expert stakeholder input
remained to shape the final design. However, due to such a protracted relationship with
the users of the park, it seems likely that the participants will indeed see the results of
their creative input in the actual redesign of this park.
Downtown Plan, Westfield, MA
Community Design Centers are examples of designers and planners who aspire to
Arnstein’s “citizen control,” White’s “transformative levels,” Chamber’s “empowering
levels” of participation, or Francis and Lorenzo’s “pro-active approach.” Sometimes
connected to universities, usually non-profit, and often fueled by volunteer labor, there
are currently around 50 community design centers nationally (DesignCorp 2010). Many
centers tend to focus on deteriorating urban cores (Pitera 2006), while others focus on
broader regional projects, including open space (Pankiewicz and Laws 2009). Clients can
choose from initial design development to more detailed, long-term planning and design
services (Miami CDC 2010; the Association for Community Design 2010). “We
essentially are political activists working as designers,” says Dan Pitera, the director of
the Detroit Collaborative Design Center.

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Typical projects are small-scale open space projects, highways, downtowns, streetscapes,
greenways or large parks (Association for Community Design 1/6/11). Many are
associated with a university, usually the department of architecture; less common are ties
to landscape architecture or regional planning. Open spaces have traditionally been under
the responsibility of governmental agencies or private land trusts.
A visioning charrette was conducted in the spring of 2008 in Westfield, Massachusetts,
hosted by the Pioneer Valley Planning Commission and by the Center for Design
Engagement, University of Massachusetts, Amherst’s Department of Art, Architecture,
and Art History. The CDE is “dedicated to bringing progressive architectural design,
ideas and services to communities and community-based organizations in Massachusetts
underserved by the architectural community. The Center cultivates and supports
community-based design projects, links academic research with community needs, and
advocates for innovative architectural solutions to contemporary design problems in
Massachusetts cities and towns….pro-bono design work (is) coordinated through
architecture courses taught by CDE members at UMass Amherst. These courses provide
educational opportunities for students, offer expertise to local communities in need of
design assistance, and can lead to the development of new concepts and design
solutions.” (Center for Design Engagement, www. 2011)
This charrette indeed engaged engage multiple residents of this small New England city
in many ways both in person and online. The professional’s role was one of observation,
idea facilitation, and production of visual representations of the participants’ ideas. Two
graduate students in the architecture department at the University of Massachusetts ran
the process with the project director, volunteers, and the Pioneer Valley Planning
Commission. The process resulted in a phased design to be implemented over 10 years.
Elm St. existing conditions (WestfieldDowntownPlan.com)

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39
Proposed design for Elm Street (WestfieldDowntownPlan.com)
The facilitators used multiple methods to understand and engage the public. These
methods included, in rough order of timing:
Before the Charrette
o surveying over 2000 people prior to the charrette
o coordinating committees
o interactive web site
o 124 stakeholder interviews and focus groups with 55 people
During the Charrette
o a public educational lecture on community design
o provocative questions hung on large posters downtown to invite people to the
upcoming visioning and design workshops
o walking tours during the visioning event with 40 people
o a design workshop as the main charrette event
Ideas from residents were captured, channeled and returned by the listening, drawing and
computer graphic skills of the student designers. The goal was not to synthesize the
enormous amount of elicited information too early, for either the public or the design
team. Instead, the unique method to let the individual pieces remain separate until a
design idea emerged (McKee and Nobre 2009) allowed for an almost surgically precise
site intervention. Typically, in downtown revitalization workshops, grand plans arise but
implementation is held up by funding. In this instance, only modest changes to just one
key area, an empty lot on the main street of the city was targeted for open space design
improvements.
The acknowledgement of past public planning processes, and keeping responses from all
the other participants on view for the entire community to reflect upon helped to create

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40
high levels of Arnstein’s citizen power and sets the stage for White’s transformative level
of citizen participation. The organizers were “top-down,” but displayed many examples
of desire of citizen empowerment, by virtue of the educational opportunities such as the
public lecture and website, and the non-threatening, relaxed atmosphere during the
workshop events.
Outcomes beyond the design included policy, organizational and investment
recommendations. Multiple boards and committees worked at different scales from the
regional to the cultural sub-groups in the city. The length of the project and the multiple
entry points into the process allowed for participants to guide the plan. It will be
necessary to follow the implementation of the plan over the next decade to see which and
how many participants stay involved, and indeed if new participants are brought in
outside the civic leaders.
Entrance to Westfield charrette (McKee and Noble 2009)
Westfield design workshop (westfielddowntownplan.com; McKee and Noble 2009)

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Nashville Riverfront Park, Nashville, TN
Proposed designs for Nashville Riverfront Park (Nashville Civic Design Center and
Hargreaves Associates 2011)
Another Community Design Center sponsored open space plan, this one from Nashville,
Tennessee, worked on a riverfront park that offered ecological flood-control for the city.
The Nashville Civic Design Center, which started in 2000 by a few landscape architects
and architects, hosted an 8-month process of meetings with users and other stakeholders
to produce a vision plan of the city’s growth over the next 20 years (Pankiewicz and
Laws 2009). The Community Design Center hired Hargreaves Associates Inc. as the lead
consultant. Together, with a New Riverfront Plan Steering Committee, they came up with
a 150-acre design, 10 times bigger than the existing Riverfront Park. The project goals
included a place that was:
o More child-friendly
o Lively year round
o Easier to find
o Better circulation
o Healthier
o Supportive of the local economy
Nashville Riverfront Park multi-level river walk (Hargreaves 2011)

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Nashville Riverfront Park multi-level river walk (Hargreaves 2011)
Design features:
o A new recreational waterway between the existing stadium and interstate
o An urban forest sculpture park and stadium parking connected to other
public open space, including a multi-level river walk.
o Commercial, marina, and residential development along a major new
north/south boulevard, that serves to link to East Nashville.
(Hargreaves website, undated)
Looking through the lens of Arnstein, it is probable that the Design Center engaged the
public via consultation and placation, but not much higher. There is no sign on the
Nashville Community Design Center that anyone other than the steering committee
influenced the shaping of the plan. Indeed, by the absence of information on the Design
Center’s website about who participated, and how, participation may have been at the
level of tokenism. Here, a committee is mentioned but there is no reference to the
individual members and what values or needs they represent. In this way, they do little
more than to rubber-stamp the design (Arnstein’s tokenism). Indeed, it can be argued that
the professional designers in this process state that they are the synthesizers of the
existing situation and the authors of the design:
“Standing firmly on previous community planning processes and over a hundred
different city master plans, the Nashville Riverfront Master Plan unifies previous
efforts while proposing a visionary intervention into Nashville’s Downtown.”
(Hargreaves 2011)

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Lower Neponset River Restoration, Neponset, MA
The Baker Dam project base map (Neponset River Watershed Association)
Participants in a Massachusetts planning effort are using a survey of residents’
perceptions to create a neighborhood revitalization and river restoration design along the
Neponset River Watershed. The project, as of January, 2011, states the following goals:
o continue neighborhood revitalization
o restore historic herring and shad runs by modifying or
removing obsolete dams
o create unimpeded canoeing route from Walpole to
Boston Harbor
o clean up polychlorinated biphenyls (PCBs) from
river-bottom sediments
o reduce flooding risks by restoring the original stream
channel and flow quantity
o enhance recreation, wildlife, and aesthetics by
restoring the stream channel and flow
Baker Dam

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The design and planning is still in the stages of site and cultural analysis. Via informal
participatory methods such as storytelling and informal gatherings, it increases awareness
of the state of the river communities by all potential shapers of the river’s future.
Participants of a 2009 ethnographic survey conducted by Simona Perry saw the lower
Neponset River landscape variously as an ecological restoration site, a watershed
management project with political implications, or a site of economic opportunity. Other
participants in this study saw the river as an aesthetic concern or as a spiritual refuge.
Some saw it as a place of history and nostalgia, while others saw it as a place of physical
danger (Perry 2009).
It is unclear from the published literature on this project how much public participation is
shaping the process or outcome of the project. Supporters of the project are invited to
help monitor water quality, remove purple loosestrife, or join in a river cleanup. These
methods might be used for manipulation or citizen control, to use Arnstein’s typology.
Alternatively, the surveying of users’ perceptions could be folded into the project in
Chambers’ elicitive manner to an empowering end. Perry’s active research attempted to
position the data elicited to be used for the latter.
“Does the “Smart” Development storyline represent a single interpretive
environmental community collectively united around one way of interpreting the
river’s restoration, or an interpretive economic community of individuals united
around a strategy for using a “new” public amenity (i.e., the restored and
remediated Lower Neponset River) for purely economic gain?... Underlying all of
these conclusions and recommendations is my vision of a local citizenry that is
engaged and empowered to fully participate in the Lower Neponset River’s
restoration….My hope (is) that natural resource agencies and experts will
incorporate an increased awareness of the complex historical, psychological,
economic, political, and socio-cultural context surrounding all urban river
restoration projects into their design of public participation and decision-making
processes.” (Perry 2009, 201-202)
To what extent did the research results influence the project outcome? How did planners,
designers, and other organizers act after being introduced the research? The website does
not mention much public involvement beyond the traditional entry points into watershed
stewardship such as river cleanups mentioned above.
The Environmental Protection Agency (EPA) received a copy of the project by someone
in a MA state agency who forwarded it to the EPA officials involved in the Housatonic
River clean-up project. They then contacted the author to request advising on the
participation processes they are considering. Is public participation helping to shape the
restoration of this watershed? The author stayed available to the participants in her study
who contact her to help them research, craft public testimony, plan for a community
meeting, or just to talk through a problem (Perry pers. comm. February 15, 2011).

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Limitations, Issues, and Barriers to Participatory Design
Looking through the lenses of Arnstein, White and Chambers’ typologies, participation is
on the “extractive” end of the Chambers’ continuum, on the “nominal” or “instrumental”
end of White’s model, or on the lower rungs of Arnstein’s ladder (Juarez and Brown
2008). The following will explore reasons why, at the political, economic, social, and
personal levels, practitioners and the public do not always fully participate.
Willingness and Capacity to Participate Varies with Access to Resources
Some argue that contemporary societies are structured to set the economic, the
ecological, and the human against one another (James 2007 in Aldred 2009). Aldred
makes the point that since corporations are legally bound to maximize shareholders’
profits, the public sector is affected, because they both rely on foundation funding that is
in turn affected the stock market and because the public sector is structured currently to
maximize developers’ and investors’ profits in private-partner partnerships that fuel many
urban open space plans. Within this pressure, how can participatory design projects
respond, and how are they shaped or even co-opted by these very pressures (Aldred
2009)? Participatory design carries a risk of creating social pressure to consider structural
inequalities as ‘misperceptions’ and to co-opt participants’ knowledge and other data that
arguably belong to them (Chambers 1994; Aldred 2009).
Land use problems vary by the types of site issues, and the perceptions and needs of the
public. The influence of cross-jurisdictional boundaries can work against or for
participatory planning (Michaels 2001), especially when the wrong size or level of
government involvement has been chosen (Hester 2011). Turf wars, suspicion, inherited
resentments, distrust and posturing of the various players can make the work impossible
without an open approach to conflict and learning from experience (Forester 1999). Other
political issues: participants may not be seen as representative of the community by the
larger public (IAP2 2010).
Another barrier to participation is the pressure of capitalism and market forces. Property
owners may feel that participation threatens their ability to benefit financially from a
project. While sometimes in agreement with the value of land use planning, property
owners often oppose the government regulation of private land, a common tool for
preserving public open space. Property owners' concerns include increased crime,
parking, and potential injuries near landowners’ properties, as well as loss of privacy.
These concerns have been successfully resolved in instances where the opportunities of a
design outweigh the drawbacks. In some instances, the landowners donate or sell their
land or land rights (Markeson 2007).
“Companies, charities, government and local authorities, public sector
organizations, and funding councils increasingly do fund participatory research
and policy-making, which has become mainstream. However, some funders may
be unwilling to support what they may perceive as a political or adversarial
approach counter to their interests as service providers. In this context the
‘participation industry’ could be seen as developing its own organizational
ideology.…” (Aldred 2009, 6).

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Professionals Make Good Plans without Participation
Desirable outcomes often result from low levels of participation. In a study involving the
conversion of Boston’s Charlestown Navy Yard to peacetime use, politicians and
planners produced an acceptable outcome, despite hardly any involvement of the public
in planning or designing (Fainstein 2000). In 1984, a national, open-ended questionnaire
was sent to a hundred self-identified “community planners and designers” to better
understand what they thought about participatory design (Hester 1990). Only a third
asserted that the best designs come from participants. Surprisingly, less than two-thirds
said that those who were affected by the design decisions should be involved in the
process of making these decisions.
This may be in part because technical challenges (where practicing a skill is performed to
achieve mastery, such as constructing wattles to slow riverbank erosion, or drawing in
perspective), are different than adaptive challenges (where a change in mindset is needed,
such as learning how to listen to someone before composing a thought in response, or
applying design principles) (Kegan 2009). Without technical training, participants’ are
limited in their ability to analyze and make effective decisions on complex environmental
issues (Cooper 2008). Though everyone has the capacity to be creative (Sawyer, 2007),
many designers are practiced in applying creative skills and thinking to landscapes, and
creativity tends to follow technical expertise (Reilly 2008). In addition, unfamiliarity with
the scientific method, and lack of confidence in science as a way of knowing, limits the
non-professional.
Yet the sustainability of open spaces is not just a technical challenge. Despite the
numbers of bright and savvy planners, skilled draftspeople, genius hydrologists, and
experienced designers, professionals need to find ways to adapt to the need for social and
economic resilience aspects of sustainability goals. While the complexity of large-scale
projects has been one reason to leave out “the public" the traditional method of a team of
experts needs the public.
Sustainability literature has a common refrain –a need to adapt to a new world beset by
problems never before faced by humanity. Experts in a field, because of their very
specialized knowledge, may find they cannot adapt to novel situations or see creatively,
despite intentions (Dane 2010). To offset this tendency, planners or designers might
examine their level of entrenchment in their respective fields and manage it to the extent
possible (Dane 2010). Engaging in a dynamic environment such as public planning
process could conceivably make an expert more cognitively flexible (Dane 2010). The
expert must work with others outside their worldview and stay open to the integration of
social and environmental complexity.
Conflict
Participation in planning may not live up to its ideals of claims due to the obstacles
presented by interpersonal conflict. For example, in at least one instance, high levels of
participation in suburban development have resulted in exclusionary zoning, despite good
intentions of creating social equity (Fainstein 2000). In this example, conflicts over open

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47
space between user groups, users, managers, designers, and managers, of open space
(Francis and Lorenzo 2003) focused on conflicting program needs. In the instance of the
International Children’s Park, young skateboarders competed with elderly people seeking
a place to relax (Francis and Lorenzo 2003).
The charrette process can be so overly designed for safety and inclusion that conflict over
differences is suppressed; as a result, the spirit for transformative change is diminished
(Kelly in Hickey and Mohan 2005; Bond and Thompson-Fawcett 2007). Sometimes too,
posturing by, or over-reliance on the designer-facilitator as the active expert in contrast to
the participants’ contributory potential can contribute to hidden conflict. Straw-dog
disputes can hide veiled challenges to the designers' authority (Prins 2005).
Conflict emerges when someone tries to get something to change, and others perceive
that proposed change as a threat to their values or ability to get their own needs met
(Boston 2001). The greater the diversity of a group, the greater the potential differences
in needs, goals, cultures, values, perceptions, and preferences (Bolman and Deal 1991;
Hou 2009). The increasing fragmentation of contemporary social identities; the
continuing reality of racism, sexism, and classism; and conflict related to power, rights,
and identities will benefit from designer-planners that practice humility, acceptance, and
diplomacy.
The planner and designer can proactively surface differences to defuse conflict, and use
its energy to ignite ideas that reflect the complexity of the community. Conflict can thus
be the starting point of new designs (Ziarek 2001; Botterill and Fisher 2002; Prins 2005;
Miessen 2007). It can be approached with an attitude of curiosity, as a way to find out
what others value, expect, and perceive (Prins 2005). Conflict handled with a relaxed
sense of acceptance can build trust (Boston 2001). If conflict is pushed under the surface,
on the other hand, it can limit people’s ability to participate thoughtfully. To deal with
conflict – whatever the approach, takes time, commitment, stamina, and an understanding
of the benefits of conflict.
An over-focus on process can result in weak proposals for action (Fainstein 2000; Francis
2007). A threat in all participatory process is the challenge reaching an implementation
decision (IAP2 2011). Facilitation skills can move people through the phases of gathering
diverse points of view, building a shared framework of understanding and frames of
reference (the “groan zone,”) finding inclusive solutions, and reaching closure (Kaner
1991).

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What makes an agreement sustainable? (Kaner et al. 1991, 2006)
Willingness to Participate
Another barrier to participation is an individual’s fear of reprisals or co-optation (Cooke,
in Hickey and Mohem 2005; Palerm 2000). Being involved in participation could also be
perceived as coercion to fit into a dominant value or cultural worldview (Crewe 1997).
Finally, some forms of expression, such as stories, protests, or rhetoric, for example, are
not tolerated in many public meetings (Young 2002).
Capacity to Participate
Differences in class, language, mobility, social ease, and other factors support and limit
people’s ability to engage in the complex tasks of modern life. Cross-cultural
communication may require translation of multiple languages and worldviews (Hou
2009). Even the reliance on visual representations can be problematic when images are
interpreted by dominant voices (Low 2010). In the International Children’s Park study,
photos of a Chinese-style kiosk were shown to non-English-speaking participants to help
choose preferences in park design. Later inquiry, however, showed that some participants
chose it because they wanted a strong cultural representation in the park, and some
simply because they wanted a shelter (Hou 2009).
Mental development or developmental maturity is another factor that can limit
participation (Kegan 1994, 2009). Even after adolescence, the adult mind continues to
evolve in cognitive complexity. It is unrealistic to expect ideal levels of participation
from people unless their limits are taken into account. For instance, participants in a
design process may not able to move from individual positions and reflectively listen to
each other (IAP2). Yet, participatory theory commonly assumes that it is possible, not
just desirable, to ask people to do things that they are not prepared or developmentally
able to do (Kegan 2009). Without a sensitivity, and delicate handling, hidden

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expectations within the ideals of participation may unwittingly drive the outcome and
lead it to disappointing ends.
Barriers to insights and new ideas, not to mention communication, can be ameliorated by
supporting individuals and work groups to learn and practice the technical and adaptive
skills necessary for participating in participatory design (Kagen 2009; IAP2). This is a
life-long process of uncovering the assumptions that drive participatory design as well as
building capacity to create sustainable designs. With an awareness of capacity, and the
compassion to help people develop this capacity, increase the chances of successful
processes and outcomes for participatory design.
While some research topics or methods may be better suited to the involvement of
nonprofessionals than others, engaging the public in the thinking of the planning and
design of landscapes is still a largely unmet need. Some universities such as the
University of Massachusetts, Amherst, are initiating and institutionalizing community
engagement in their design programs. Methods can be developed to support learning, and
to solve problems collaboratively, such as in on-line interactive websites (Cooper 2008).
Technical expertise can be dovetailed with cultural knowledge and perspectives. Non-
experts have the capacity to assist in the gathering of data and solving of technical
problems (Brabham 2009). Issues surrounding liability, accuracy, and efficiency still
need to be worked out (Cooper 2008).
Finally, the high costs to host professionals, reserve space in a facility, the long time
commitment needed, the carbon footprint of transportation and paper, and the support
needed to include people, childcare, transportation, food, accessibility, etc., can be
barriers to effective participation.
Experts' and Professionals' Perceptions of their Role Varies
Some designers are not inclined to do participation because of lack of skills or interest.
Only some, like the self-described “community-designers and planners” of Hester’s
survey, perceive themselves as social reformers or educators, thus placing a higher value
on participation. Other designers work as pragmatic, applied scientists with other
professionals for paying clients to create technical or manicured environments (Crewe
and Forsyth 2003; Brown 2002).
Designers who are reluctant to use participation because of a reluctance to share control
might be drawn to sharing if cost efficiency and control over the quality of the design
decision could be worked out; a direction for practitioners to explore. Since some
designers prefer to work in solitude on creative work (Crewe 2003; Mumford 2003),
these practitioners could toggle between solo work and public forums where they invite
expression and feedback (Pitera 2006; Shneiderman 2007).

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Summary and Synthesis of Participatory Design Literature Review
The literature review helps to qualify the following assumptions:
o Top-down planning is always a terrible approach to design of open space. Actually,
when a display of power and technical prowess is the goal, top-down approaches do
wonders. They fail only at developing community relationships and creative capacity.
o The public, arguably, has a better knowledge and wisdom of any given problem as
well as better solutions. Actually, the public has different kinds of knowledge and
expertise than do experts in scientific, planning and design. Each brings an important
kind of knowledge to the table, in an additive manner. The challenge is to invite
participants based on the kinds of knowledge that will benefit project goals.
o Participation builds the problem-solving capacity of the public to tackle future
problems, but usually only if the participants are there voluntarily, and are supported in
their efforts to contribute (through learning new skills, and improving their competence,
or from social support- no fear of retribution by their involvement). It takes time and
commitment to cultivate a collaborative mindset (Kaner 1996, 2007).
o Better decision-making results from maximizing local participation – Actually,
better decisions are not guaranteed by participatory involvement, just a more democratic
process. A social sustainability ethic can make designs better by adequately preparing
and supporting the process from beginning to end. Participation, like collaboration and
creativity, may not be relevant in all situations or in all phases of a single project
(Grossen 2008).
In summary, public participation does not by definition lead to sustainable open space.
On the other hand, failure to do participation can lead to no project at all, such as was the
case in Santa Cruz County, California where no process resulted in a small property
rights group killing a greenway plan developed internally by public officials (Markeson
2007). Thus, the following summary of the published best practices from critically
reflective practitioners can serve as a beginning method on preparing for a participatory
design:
o Understand what the project information needs are. Decide if participatory design
should be one of or the only method (Helling 1998).
o Be pro-active in inviting participants and devote considerable resources to getting
people to the table (childcare, transportation, food, etc.), or, get the process conveniently
into the lives of the participants.
o Decide how to manage power dynamics and conflict. Decide early on the approach
whether and how to use the tools of facilitation, negotiation and consensus (Miessen
2007).

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o Expose participants to examples of communities aspiring towards sustainability, as
well as places that are unjust both spatially and socially. Facilitate a discussion about
values, interests, opportunities, limitations and conflicts. Understand that there are
diverse, conflicting cultural interpretations of public open space.
o Promote forums to articulate issues and differing socio-cultural interpretations of a
place, such as a storytelling or “public conversation” project. Storytelling describes,
records, and archives participants’ memories and relationships to a landscape, constructs
character and reputation (of self and other). It identifies friends and foes, interests and
needs, means and ends, values and options, relevance, possibilities and meaning.
o Teach mapping skills to residents to support their expressions of spatial knowledge
and meaning of a landscape. Integrate citizen-based maps with professional maps.
o In public meetings, include designers with good drawing and graphic skills who can
quickly translate ideas into visuals.
o Evaluate what did participants learn about the issue, each other, and what is possible
for a landscape.
So far, most of the published work on participation is anecdotal or editorial. It is difficult
to find examples where research ideas informed the practice, or where assumptions were
rationally tested (Francis and Lorenzo 2004). Published journal articles on participation
tend to focus on the results of a design, and hopeful claims about the participation of the
public in that plan. Typically, case studies report that many “participants” “participated”
in a project. (example: Cities of the Future conference 2009), but rarely mention the
challenges that were likely present. More research is needed of how participatory design
applies to sustainability.
Including a research component will strengthen both the project itself through
documentation of its own history, as well as guide projects in the future. Like Juarez and
Brown, conducting an actual participation exercise using a pre-selected method and
objectively analyzing the results would give the field of planning and design more
confidence that the “tried and true” methods were not just a haphazard collection. The
literature on creativity that follows in the next section is more research based.
The understanding and skillful application of participatory techniques in planning and
design is still developing. When the goal is social and political empowerment, civic
leaders are open to sharing control, the technical challenges can be addressed, and the
participants are adequately informed and prepared to participate, this approach to design
is a promising avenue for communities.

CONCLUSION
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Chapter 3 CONCLUSION
Franklin, MA Town Common Franklin, MA town website
Child with asthma unknown
Hunt’s Point Landing, Proposed South Bronx Greenway NYC Economic Development Corp.
“Eucalyptus Soliloquy” windbreaks divide fields and vineyards Hood Design, California
“Relegating conservation to government is like relegating virtue to the Sabbath.
Turns over to professionals what should be the daily work of amateurs.”
Aldo Leopold, 1935
Introduction
The literature review examined how participation relates to the planning and design of
public open space. It examined the various definitions, goals and claims, and then looked
at common practices and sample projects. The literature review concluded with a
summary of how, despite qualifications, participation is reported to enhance efforts
towards sustainability. Based on the literature, this conclusion proposes a method for the
participatory design of public open space, applicable at a range of scales, from
neighborhood pocket parks to urban river restoration. These are the steps:
1. Define the Goal
2. Choose the Level of Participation
3. Manage Expectations
4. Invite Participation
5. Train and Orient Participants
6. Create the Design
7. Evaluate and Document Results

CONCLUSION
53
1. Define the Vision and Goal
Ideally, the vision statement should excite both the author and the reader, and be stated in
present tense terms. For example, .Precisely articulate the goal for design process
(encourage communication across ethnic groups), (this is distinct from the design
product, i.e., a new playground). In order to give concrete examples of the steps needed
for participatory design of a public open space, a hypothetical scenario has been created
for the open space around the Mill River in Springfield, Massachusetts.
Hypothetical site of a public open space – Mill River, Springfield, Massachusetts
Residents of the Six Corners and Forest Park neighborhoods in Springfield, along with
other citizens that live in the city, form a group called U-SPARC (Urban Sustainability
People around River Communities). They meet to define their goals for both process and
product.
A –product goal – improved water quality in the Lower Mill River below Watershops
Pond with public recreational access to the water’s edge in the South End, Six Corners,
and Forest Park neighborhoods.
B – Process goal – Create a design with informed public input from these neighborhoods
Sample Goal for Participatory Design Process
2. Choose the Level of Participation
It is crucial to assess one’s motivations, ideologies and assumptions, resources, and goals
and choose the right level of participation. This is not the time to be deceived by inflated
claims to do or be “good”. It is also useful to remember that the level of participation will
change throughout the project (White 1996), but that you need to be honest about where
you are starting.
Below is the Bolman and Deal Four-Frame model. It works as an evaluation instrument
focusing on six questions (Bolman and Deal 2003). It takes about five minutes to fill out.
It is derived from the leadership research from Lee Bolman and Terrance Deal, who
introduced the model in 1991 and has since been applied to numerous situations outside
organizational management. These frames come from fields with differing theoretical
emphases- sociology, social psychology, political science, and anthropology.

CONCLUSION
54
Respectively, they highlight roles people play, individuals’ needs, power dynamics, and
the world of the symbolic.
The structural frame sees the participatory design group SPARC and its partners as
interdependent workers on a common task. The challenges are to develop clear goals and
strategies and build a workable structure of roles and relationships. When there is
consensus of perception of a landscape and or it is unstable or dangerous, such as in an
eroding riverbank with PCB contamination, the technical quality of the plan is crucial. A
planning and design team with minimal public participation might be best suited to
stabilize the safety of the space. The need to define formalized roles and responsibilities
via tight coordination and control, using specialized knowledge, is best suited for
unambiguous goals (Bolman and Deal 2003).
The human resource frame sees the group as diverse individuals trying to build
satisfying relationships. The challenges are about responding to individual needs and
building ownership and commitment. When there is a lot of funding for a design process,
say for a state-initiated environmental impact statement for a new urban plaza or a
federally mandated public review of a mining reclamation site, Halprin and Hester’s
community building and design training exercises are well suited.
The political frame sees individuals as more significant and real than “a group” or
community. Independent actors are playing against and sometimes with each other to
gain power and scarce resources. The challenges are to manage conflict skillfully and to
distribute power and resources as fairly as possible. Stable landscapes with lots of turf
conflict, such as with the Children’s Park in Washington, or any grass-roots initiated site
projects with contentious groups, are examples of such a circumstance. In the table
below, the charrette process is recommended as a good “antidote” to this type of charged
environment.
The symbolic frame sees the group as pilgrims on a shared journey. The challenges are
to create and sustain a compelling vision, to co-create a shared culture (values, symbols,
rituals), and to cultivate the soul, spirit, or magic of the group. An emerging Flint,
Michigan project found online invites a conceptual response to the dramatic economic
changes in the region. Its goal is to invite a wide range of people to produce images,
programs, installations, and projects to communicate the multiple identities of the city to
the residents, visitors, and planners in the city government.
Landscapes are the stage upon which the drama of communal life unfolds (Briffett 2001).
Places can be life-giving or renewing, foreboding, or excluding. Choosing a symbolic
frame in which to organize a process for planning and design is useful when the technical
quality of decisions are not likely to have detrimental impacts if there are mistakes. If
there is a lot of ambiguity around even defining the design problem, then supporting the
emergence of unplanned and unexpected solutions, the symbolic frame, seen in many
public festivals, could be a great way to kick-start a convergence of meaning.

CONCLUSION
55
These four frames can be lined up with the typologies of participation from the literature
review. For experimental purposes, they are aligned in the table with the four models of
participatory design: traditional method, formal and informal participatory design, and
the arts, in order to consider the degree of fit.
Structural Frame Human Resource
Frame
Political Frame Symbolic
Frame
Models of
Participation
Most Closely
Aligned with
Frame
Consultant / Lead
Design Firm /
Interdisciplinary
Design Firm
World Café model Charrette model Festivals/
Public Art/
Performance
Arnstein’s
Ladder
Low rungs-
Tend towards
“helping” or
educating citizens
Low or medium
rungs-
Tend towards
informing and
consultation -
citizens get
opportunity to hear
and be heard but are
not guaranteed
influence
Medium or high
rungs-
Tend towards
placation or
partnership or
delegated power and
citizen control
Chamber’s
Continuum
Elicitive-Extractive Empowering Empowering Empowering
White’s Forms Nominal or
Instrumental
Nominal,
Instrumental,
Representational, or
Transformative
Nominal,
Instrumental,
Representational, or
Transformative
Transformative
Francis’s
Realms or
Approaches
Institutionalization Romantic, Needs,
and Learning
Advocacy and Rights Proactive
Bolman and Deal’s Four Frames Compared to Literature on Participation
Perceived in light of the typologies, the frames can be seen as way to discuss the range of
participation most well suited to the challenges at hand. Some frames suggest Arnstein’s
high rungs or White’s representative or transformational forms. Other frames suggest
participation at the lower rungs of Arnstein’s ladder, or White’s nominal or instrumental
forms.
Think of an open space project that is either in process or proposed. Next, answer each of
the six questions in the first column to the far left. Then, pick the frame best suited to
answer that question and fill it in the box in the last column. Once the user has filled out
the final column to the right, count the number of times each frame was chosen to answer
the question in that row. Which frame or frames prevailed?
Here we assume that, using the table below, SPARC chooses the Symbolic Frame, which
leads them to propose a June River Festival to build awareness and support. In addition,
they invite schools and Arts Councils to sponsor exhibitions and installations relating to
the river. They invite the larger local community to contribute to the local culture by re-
imagining the Mill River through participation in the temporary installations and
performance events.

CONCLUSION
56
Using Bolman and Deal’s four-frame model, they saw that the Political Frame would also
be useful to their efforts. They make additional plans for a charrette in October.
In retrospect, this experiment joining one framework with another might be too limiting,
constraining, and or conflating. Still, it may offer some examples of the increased range
of perception of participatory design and its constraints and possibilities.

CONCLUSION
57
Question Structural Human Resource Political Symbolic
1. How important is
public commitment
and motivation to
this project?
Unimportant Important
X
n/a Important
X
2. How important is
having technical
expertise to this
project?
Important
X
n/a Unimportant Unimportant
3. How much is the
landscape contested
by different interest
groups?
Low to
moderate
Moderate Moderate to high High
X
4. How scarce are
resources- funding
and otherwise, to
this project?
Somewhat
scarce
Abundant Scarce
X
n/a
5. How much
conflict exists
around this issue?
Low to
moderate
Moderate Moderate to high
X
Moderate to
high
X
6. Is this project
initiated as top-
down or bottom-up?
Top down Top down Bottom up Top down or
bottom up
X
Total 1 1 2 4
Applying Bolman and Deal’s 4 frames to the Mill River Example
An integration of frames may more useful than one frame, typology, or model, alone. For
instance, in circumstances where the challenge is to set goals under conditions of
ambiguity, the structural and symbolic frames might be combined. When the need is to
motivate and coordinate a large group of stakeholders with many language differences,
the structural frame combined with the human resource frame could work well. This
might look like a community design center working with a lead design firm sponsoring
many small café gatherings or visioning sessions.
3. Manage Expectations
Being part of a participatory design requires ownership and accountability, from all sides.
Civic leaders might contract to share liability with participants that might otherwise be
conferred upon the expert professional or the city, region or state. This might leave
citizen-designers more responsible (administratively, legally, financially, or
symbolically) as well as more invested, but if they are part of a group, this responsibility
can be shared.
An ideal environment for participatory design processes is one where people care about
each other enough to respond to circumstances that affect their neighbors, their next
generation, and themselves, such as is the case of economic, social, and environmental
non-sustainability. The idea of “differentiated solidarity,” as articulated by political
scientist Iris Marion Young, contains within it the vision for open spaces formed by
political and social inclusion that does not presume mutual identification and affinity as a
condition for respect.

CONCLUSION
58
Participatory design can be framed in a way that it provides opportunities for people to be
involved in collective actions to promote justice (Young, 2002). The differentiation
aspect focuses on the distinction between segregation and the value of social group
distinctiveness. Spatial and social clustering is exclusionary, not by design but because
the people who are affected by the planning and design decisions are not present to notice
and shape the outcome differently. With participatory design, the quality of openness
towards others is one of respectful distance at the same time of affirming relationship, or
potential relationship, with others. Fostering this intention in a participatory process can
change the outcomes of the design towards sustainability.
In the imaginary Mill River example, SPARC forms an alliance with the UMass Amherst
Design Center, and the UMass Center for Design Engagement to explore contracting with
the city and state for sponsorship of participatory design events such as the charrette
planned for fall. They host events to build community involvement as the informal
relationships gel into some formal relationships that can carry the administrative, legal,
and financial commitments of the participatory design projects. Students connected with
both the UMass community design centers build relationships with residents of
Springfield’s Mill River neighborhoods and city cultural groups. In a year, a public-
private partnership or association is formed with the UMass Springfield local educational
institutions, local non-profits, city and neighborhood councils, private utilities and
business owners to guide and be responsible for the design outcome.
4. Invite Participation
Posters inviting participation (Westfield Downtown Plan)

CONCLUSION
59
Above are a couple posters that were hung in the City of Westfield before and during
their charrette workshops. Here are some other examples of warm-up questions that draw
in participants and encourage them to consider making connections with neighbors based
on a common bond of caring about where they live.
What could a sustainable “Your Town” look like?
What are you doing to make a difference for future generations here?
Open space planning and design does best with the partnership of local leaders with a
social justice ethic (Francis, 1999). With any kind of public outreach, striking a balance
with the right messages is challenging between giving enough information to make a
substantial point and scaring off potential participants, many of whom might be
participating for the first time in what can be a steep learning curve (Ames, 2010).
Another kind of balance must be struck between sending a consistent message, or
branding, and customizing communication to the diversity of recipients.
A personal invitation is best. The organizing group could make small presentations to
various groups in the city or town to build awareness. Make sure that all people know
they are invited and clear as to what they are invited to. They must know that they are
able to get to the participation event(s), if they occur at a physical site (versus a mail
survey or web-based questionnaire). Universal access and childcare at events is
important. If participation is saught through a website, or other interface, multiple
languages to choose from helps new immigrants feel invited. They need to know they can
communicate, and find people like themselves, whatever their race, class, culture, age,
and occupation. This is the stage to build trust with invitees that they will be safe and
supported enough to afford to contribute their time and ideas.
Include a low-risk mechanism that allows people to communicate their acceptance of the
invitation. The City of Westfield Downtown Plan project offered curious passerby and
possible charrette-goers an opportunity to place a pin on a map indicating where they
live, thus participating in a small way.

CONCLUSION
60
Where do you live map (City of Westfield Downtown Plan)
In the hypothetical Springfield process, the public relations campaign starts with outreach
invitations and small meetings with Springfield artists and performers, designers,
planners, landscapers, small businesses, classroom teachers, municipal agencies, and
allied cultural organizations. SPARC creates a social media presence on their new
website and on Facebook.
In summary, this step involves the following sub-steps:
a. partner with local leaders
b. give enough information
c. be consistent
d. be customized
e. be personal
f. make sure everyone can access the process
5. Orient and Train Participants
“I know no safe depository of the ultimate powers of society but the people themselves; and if we think
them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take
it from them, but to inform their discretion by education." Thomas Jefferson, letter to W.C. Jarvis, 1820.
After the potential participant has indicated minimum acknowledgement and buy-in,
provide an orientation to prepare participants. Engaging the heart as well as the mind
increases the power of any educational activity (Kegan, 2009). Training in environmental
design can be fun, relational, meaningful and develops both technical proficiency and
personal growth. These rewards continue in a participant’s life beyond the actual project.
Like the University of Massachusetts Extension-based Citizen Planner Training
Collaborative, skills taught in a higher educational setting, can be customized for
different students and groups outside. Drawing from landscape architecture training,
certain aspects can be transferred into community outreach education (Thering and Doble

CONCLUSION
61
2003). Consider teaching from one or more of the following examples of technical and
personal development skills before the start of the chosen model of participative planning
and design, based on the main skill you wish to build. It is important budget the time
spent preparing participants and to keep the momentum going.
Skill Activity
Cooperation Lost-on-the-Moon Game (See appendix)
Building a sense of community Circle game
Improving visual communication Drawing on your feet game
Goal-setting Make up goals
Finding an organizing concept Analyze designed spaces
Surveying Make up a survey
Spatial thinking Make a list of activities, Where to do it,
what physical elements might support it
Mapping Citizen-based GIS (Perry, 2009)
Design thinking Construct a working model of a park
Hester 1990
Alternatively, you could come up with your own customized activity to build skills. For
example, here is an exercise to build affinity with neighbors. See appendix for activities.
In the example of Springfield’s SPARC group, the main goal they identified as being
central to their process was to get as much informed public input as possible. Thus, they
lead weekly explorations of the Mill River neighborhoods, touring the river ecology and
getting more people to experience the river’s edge as well as engage with the installations
and artwork posted around the river.
“…
”
Participatory design for public open space in Los Angeles (McNally 1995, 43)

CONCLUSION
62
6. Create the Design
This is the place where organizers can develop new methods to introduce co-design into
the process in areas usually reserved for the expert.
Understanding and Goal-making - Getting clear on initial issues, dilemmas and goals.
How will those most affected be able to contribute here?
Discovery and assessment – Mapping, surveying, assessing the strengths, weaknesses,
opportunities, and risks present on a site, socially, economically, and environmentally.
Can people be brought into the process, delegating easy and concrete tasks, and
shadowing professionals?
Concepts - Coming up with the big idea, the feeling of the place, establishing patterns,
zones, and purposes. How might this be participatory?
Designs- How will the landscape change look? Creating both schematic and detailed
designs of earth moving, planting, and construction changes. Can lots of people help to
visualize this change? Forgetting about pre-conceived ideas on how groups decide, what
might a new way be?
Phasing – How will the plan and design be implemented? Can this be elicited from the
public?
Evaluation – How will the outcome be monitored over time? Who else might decide this?
7. Evaluate and Document Results and Publish this Research
“It is difficult to test theory with words, but theory can be evaluated in carefully documented process
and built work.” (Hester 2011, 149)
Conclusions drawn from the hypothetical Mill River research will be informed by the
uniqueness of their project goals and participant needs (Juarez and Brown 2008; Olin
2007; Fainstein 2000). Theoretical discussions of the contextualized nature of creative
participation is necessary to move understanding of participatory design forward,
including analyses of previous research conclusions (Thering 2009). The future of
participatory design of public open space will utilize cross-project research (Thering
2009; Hester 2011). A database following and systematically evaluating projects and
communities doing participatory design across an agreed-upon framework would be a
strong contribution.
Returning to the case study in the literature review of the Village Homes playground, one
designer stated the value of the research phase was as valuable as the design phases to the
users of the site. They understood their own needs more explicity and this in turn fostered
greater satisfaction and support for the playground and for later redesigns. (Francis 1988).
What will participatory design look like in the future? New Urbanism, the just city and
sustainable cities movements, and community design centers have demonstrated

CONCLUSION
63
participatory ideals in small-scale settings. The practice of larger-scale transformative,
integrated, plural, participatory design is still largely untested.
This future is suggested by a project started in 1994 and lasting until the mid 200s, the
AMD&ART initiative, redeveloped landscapes contaminated by acid mind drainage in
southwestern Pennsylvania. Through a transdisciplinary model linking government, non-
profits, academia and communities, the arts, history, and community activism contributed
to a sustainable plan of public open space (Thering 2009).
Recent understandings of what makes sustainable landscapes crucial make it timely for
landscape architects in particular to develop co-creative relationships with communities.
Integrating environmental, economic, and social variables into the design outcome while
opening the design process to larger numbers of people is being tested on larger open
space projects with technical complexity. Because projects are unique, complex, and
ethically challenging, an attitude of safe-to-fail experimentation allows organizers to try
out new approaches (Brabham 2009), such as the experiment above.
The idea of establishing formal benchmarks or standards to evaluate participation are still
being developed (Laurian and Shaw 2008). In the planning field, there is perhaps more to
be found; landscape architects are beginning to discuss the need as well. Critiques of
once fully embraced standards mentioned in the introduction that profess to evaluate
sustainability will lead to a more full metric when social aspects, including participation,
are able to be articulated and measured. In the meanwhile, establishing project evaluation
benchmarks and then actually evaluating the project from within contextual goals is still
something to strive for; perhaps over time enough projects will have recorded data on
project outcomes to create field-tested metrics to be used by others.
In summary, this conclusion reveals how the range of participation and the roles of the
organizer, planner, or designer, varies with each project and can be proactively chosen
based on resources and project goals. Landscape architecture needs to commit to training
and funding designer-facilitators able to choose the right framework for participation.
The method, then, has one final step, re-definition of project goals and of participation
itself, inviting people participating to continue to shape their future.
By setting up projects as research or experiments, and evaluating the project formally, by
intending to develop public open spaces towards a more inclusive experience, public
participation plans and designs can transform both place and people. Designs imagined
by groups of people can then in turn be preconditions for influencing land use policy, as
well as return to make the physicality and spatial qualities of places themselves more
conducive to future participation (Hester 2006, 2011).

APPENDIX 1
64
APPENDIX 1- Resources
The table below is a framework organizers can use to assess resources and readiness of a
participatory design of public open space. An understanding of the needed information
and skills are best agreed-upon before the project begins.
1. 2. 3. 4. 5. 6. 7.
Define
the
Goal
Choose the
Level of
Participation
Manage
Expectations
Invite
Participation
Train and
Orient
Participants
Create
the
Design
Evaluate
and
Document
Results
Participants
Facilitators

GLOSSARY
65
GLOSSARY
Capitalism An economic system characterized by private or corporate
ownership of goods, by investments determined by private
decision, and by prices, production, and distribution determined by
competition in a free market (Merriam-Webster).
Charrette A collaborative session with a diverse group organized to quickly
generate design solutions to a spatial problem, typically dividing
the larger group into smaller work teams to develop ideas
presented to the whole to generate further consideration.
Collaboration A blending of skills, temperaments, or effort that develops shared,
new outcomes.
Community A process and a physical place (Palmer 1977).
Conflict A struggle resulting from apparently incompatible or opposing
needs (Boston 2001).
Creativity The production of novel and useful products or ideas. Mumford,
2003; Steiner 2009).
Decision-making A rational sequence of process of discussion, consideration, and
then determination to produce right decisions. Or, an open process
to produce commitment. Alternatively, an opportunity to gain and
exercise power or a ritual to provide comfort and support until
decisions happen anyway. (Bolman and Deal 1991).
Democracy Government by the people or the majority (Merriam-Webster).
Design To create according to a plan (Merriam-Webster). A social process
conducted by a range of stakeholders (Lawson 2010).
Design Methods Scientific, logical, rational, aesthetic or intuitive approaches to a
plan.
Imagination Deriving concepts, sensations, or images held as memories or
plans in the mind and not confused with reality, or, the creative
ability to confront and deal with a problem (Singer 1999; Merriam-
Webster).
Insight The power of, act of, or result of understanding a situation freshly
or intuitively (Merriam-Webster).

GLOSSARY
66
Nature The external world in its entirety (Merriam-Webster).
Place The public realm, both a physical place and a social ideal (Places
Journal).
Public space Natural, cultural interests that many people use, access, and or
enjoy, and or a shared relational construct that is produced and
evolves over time. (Lefebvre 1997)
Participatory design A process that involves the public in problem-solving and
decision-making and that uses that input (IAP2 2010).
Spatial democracy The democratic and fair distribution of infrastructure, sanitation,
water, and other facilities (Francis and Lorenzo 2003).
Typology The study, analysis, or classifications of things (Crewe 2003;
Merriam-Webster Dictionary).

APPENDIX 2
67
APPENDIX 2 – Sample Exercises
There are many published examples of training activities available in the literature that
focuses on participation, facilitation, and team-building, and it is beyond the scope of this
project to create or recreate a list here. It would, however, be a useful contribution to the
field to compile a customized list for direct application to open space planning and
design; that collection has not been established yet. Here are two sample exercises that
can teach or train participants in some crucial adaptive learning skills related to the
participatory design of open space.
1. NASA Moon Exercise
The Scenario-
Your spaceship has just crashed on the moon. You were scheduled to rendezvous with a
mother ship 200 miles away on the lighted surface of the moon, but the rough landing has
ruined your ship and destroyed all the equipment on board except for the 15 items listed
below. Your crew’s survival depends on reaching the mother ship, so you must choose
the most critical items available for the 200-mile trip. Your task is to rank the 15 items in
terms of their importance for survival. Place a number 1 by the most important item,
number 2 by the second most important, and so on, through number 15, the least
important.
______ Box of matches
______ Food concentrate
______ 50 feet of nylon rope
______ Parachute silk
______ Solar-powered portable heating unit
______ Two .45caliber pistols
______ One case of dehydrated milk
______ Two 100-pound tanks of oxygen
______ Stellar map (of the moon’s constellations)
______ Self-inflating life raft
______ Magnetic compass
______ 5 gallons of water
______ Signal flares
______ First-aid kit containing injection needles
______ Solar-powered FM receiver-transmitter

APPENDIX 2
68
2. Design Team Exercise
I based this upon Dr. John Holland’s The Party Game, traditionally used with people to
figure out what kind of occupation suits their temperament. In this case, ask participants
to imagine they are at a party. There are six groups standing around talking, as indicated
in the illustration below. Ask them: Which group or groups are you drawn to? Use these
answers to break up into small groups to ponder the following questions:
o Realistic and Conventional - create a list of volunteer tasks that participants
could do to make a difference in this landscape.
o Social – anticipate potential conflicts. Decide how the project would manage and
transform these issues.
o Investigative - define the question or problem to be solved, and come up with
alternative ways to frame the project goals.
o Artistic - answer the question or address the problem defined by the investigators
above, but in 100 different ways. Draw or otherwise creatively interpret the
landscape issues and designs.
o Enterprising - figure out some ways to create green jobs out of this landscape or
open space planning and design.

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