Parr, Kristine2021-06-132021-06-132021-06-13https://hdl.handle.net/1794/26345149 pages. Committee chair: Roxi ThorenThe benefit of both urban agriculture and therapeutic gardens are historically acknowledged and legitimized in landscape architecture. In their own ways they seek to address issues of resiliency and quality of life. However, there is little cross-pollination between landscape designs that provide nourishing produce and those that nourish mental and emotional wellbeing. This is especially true for children’s landscapes, whose school environments are known for their unhealthy lunches and fluorescent classrooms. Mapping food insecurity shows that many students within Eugene’s urban growth boundary are vulnerable in the current systems of scarcity. They are placed at the forefront of both food insecurity and corresponding mental developmental crises; all exacerbated by stressors associated with COVID-19. Therefore, envisioning schools as whimsical oases of accessible, foraged produce and inclusive beauty could richly impact Eugene communities as a whole. Placing a ½ mile radius over every school doubled the footprint of access to fresh food and therapeutic spaces. Therefore, the proposed “toolkit of parts” features combined agricultural and therapeutic elements in the forms of Community Learning Circles, Medicinal Food Meadows and Healing Food Forests. Each piece, and their many possible configurations, builds gracious, inclusive and adaptable school gardens as bountiful community hubs.en-USCreative Commons BY-NC-ND 4.0-UStherapeutic gardenedible cityfood securityfood securityTerminal Project