Communication Instruction in Landscape Architecture Courses: A Model and Effects on Students’ Self-Efficacy

Communication skills are an increasingly important component of college students’ education because these skills are in high demand from employers. This study provides a close examination of communication instruction in both a typical landscape architecture class and a modified one (i.e., with the addition of formalized communication instruction that is grounded in design), analyzing changes in students’ perceptions of their own communication abilities (self-efficacy). The study reveals that in the typical class, students had a decrease in self-efficacy whereas in the modified class, students had a significant increase in self-efficacy. Viewing these results through the lens of self-efficacy and situated learning provides a complex understanding of the influences on students’ experiences. For both teaching and research in communication across the curriculum, this study has implications about the importance of the nature of instruction.