Kenneth Tamminga
Distinguished Professor of Landscape Architecture
-
428 Stuckeman
University Park, PA - krt1@psu.edu
- 814-863-2377
Research Summary
Ecological restoration; ecological design; sustainability; environmental planning; urban green infrastructure; ecology and design pedagogy.
Huck Affiliations
Links
Publication Tags
These publication tags are generated from the output of this researcher. Click any tag below to view other Huck researchers working on the same topic.
Learning Climate Change Climate Student Methodology Students Infrastructure Planting Studios Management Urban Design Method Education Gender Teaching Spatial Data Communication Environmental Degradation Visualization Food Human Being Sustainability Economic Crises Uncertainty GreenMost Recent Publications
Spatial indices for convivial greenstreets
Emmy Kriehn, Kenneth Tamminga, T Flohr, 2023, Sustainability on p. 23
Interweaving Computational and Tacit Knowledge to Design Nature-Based Play Networks in Underserved Communities
Yiru Zhang, Ken Tamminga, Hong Wu, 2022, Land on p. 350
Reconciling computational and tacit knowledges: Merging spatial data approaches to neighborhood-scale, nature-based play networks in underserved communities
Kenneth Tamminga, 2021, 17th International Conference on Computational Urban Planning and Urban Management on p. 12
On sustainable|sustaining city streets
Ken Tamminga, Thomas Knüvener, 2021, Sustainability on p. 1-3
A Vision for Urban Micromobility: From Current Streetscape to City of the Future
Shengwei Tan, Ken Tamminga, 2021, on p. 158-167
Don River Valley Rehabilitation Strategy, City of Toronto
Gerald Hodge, David Gordon, Pamela Shaw, Ken Tamminga, 2021,
Virtual studio 1.0: A virtual tacit-forward learning management framework
Travis Flohr, Ken Tamminga, Tim Johnson, 2021, Journal of Digital Landscape Architecture on p. 476-486
A vision for urban micromobility: From current streetscape to city of the future
Shengwei Tan, Ken Tamminga, 2021,
The Virtual Studio: An emerging tacit learning management system framework
Travis Flohr, Tim Johnson, Ken Tamminga, 2020, ITLC Lilli Conferences: Enhancing Online, Onsite and Hybrid Teaching and Learning on p. 161-162
Convivial greenstreets: A concept for climate-responsive urban design
Ken Tamminga, João Cortesão, Michiel Bakx, 2020, Sustainability
Most-Cited Papers
Learning and envisioning under climatic uncertainty: An African experience
Petra Tschakert, Kathleen Dietrich, Ken Tamminga, Esther Prins, Jen Shaffer, Emma Liwenga, Alex Asiedu, 2014, Environment and Planning A on p. 1049-1068
Food production on a living wall: Pilot study
Lara Nagle, Stuart Echols, Ken Tamminga, 2017, Journal of Green Building on p. 23-38
Convivial greenstreets: A concept for climate-responsive urban design
Ken Tamminga, João Cortesão, Michiel Bakx, 2020, Sustainability
A Vision for Urban Micromobility: From Current Streetscape to City of the Future
Shengwei Tan, Ken Tamminga, 2021, on p. 158-167
Interweaving Computational and Tacit Knowledge to Design Nature-Based Play Networks in Underserved Communities
Yiru Zhang, Ken Tamminga, Hong Wu, 2022, Land on p. 350
On sustainable|sustaining city streets
Ken Tamminga, Thomas Knüvener, 2021, Sustainability on p. 1-3
Education for sustainability and resilience in a changing climate
Sameer Honwad, Ofelia Mangen Sypher, Christopher Hoadley, Armanda Lewis, Kenneth Tamminga, Rose Honey, Daniel C. Edelson, 2014, Proceedings of International Conference of the Learning Sciences, ICLS on p. 1466-1473
Virtual studio 1.0: A virtual tacit-forward learning management framework
Travis Flohr, Ken Tamminga, Tim Johnson, 2021, Journal of Digital Landscape Architecture on p. 476-486
Using design approaches to preserve a university-owned natural area: The Musser Gap to Valleylands (MG2V) initiative at Penn State
C. Andy Cole, Lisa DuRussel, Dan Meehan, Ken Tamminga, Tom Yahner, 2019,
The Virtual Studio: An emerging tacit learning management system framework
Travis Flohr, Tim Johnson, Ken Tamminga, 2020, ITLC Lilli Conferences: Enhancing Online, Onsite and Hybrid Teaching and Learning on p. 161-162