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Sustainable Futures : A community-based interdisciplinary studio : Summer 2007
Sustainable Futures : A community-based interdisciplinary studio : Summer 2007
This ten-week course of study is designed to offer university students and interested professionals the opportunity to live and work in a rural, but rapidly developing region in Costa Rica on projects concerned with creating futures that are ecologically and socially just. This is a multi-disciplinary program that uses theory and practice as the learning approach, and introduces issues such as how one organizes to do work and how to engage a diverse and complex community in place-making. The studio projects take place within a community-based learning environment where students learn from residents about local history and conditions and incorporate such knowledge into the planning, design and construction of projects in the Monteverde area. Students work with community members through the local and regional institutions and organizations serving the Monteverde region. In the course of providing technical assistance to the greater Monteverde community, students will learn skills required to gather information from place and residents and to process this information both analytically and expressively in order to develop inspired design.
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t Sustainable Futures
1 Monteverde Institute Sustainable Futures A community-based interdisciplinary studio Summer 2007 The Course This ten-week course of study is designed to offer university students and inte rested professionals the opportunity to live and work in a rural, but rapidly developing re gion in Costa Rica on projects concerned with creating futures that are ecologically and socially just. This is a multi-disciplinary program that uses theory and practice as the learni ng approach, and introduces issues such as how one organizes to do work and how to engage a dive rse and complex community in place-making. The studio projects take place within a community-based learning environment where students learn from residents about local history and conditions and incorporate such knowledge into the planning, design and construction of projects in the Monteverde area. Students work with community members through the local and regional institutions and organizations serving the Monteverde region. In the course of providing technical assistance to the greater Monteverde community, studen ts will learn skills required to gather information from place and residents and to process this information both analytically and expressively in order to develop inspired design. Teaching Team (tentative; subject to adjustment) June Semester: Scott Shannon, Associate Profe ssor & SF Coordinator, Faculty of Landscape Architecture, SUNY-College of Environmen tal Sciences and Forestry, firstname.lastname@example.org David Myers, Professor, Department of Natu ral Resource Science and Landscape Architecture, University of Maryland, email@example.com July Semester: Dennis Andrejko, Professor of Arch itecture, School of Architectur e and Planning, University of Buffalo, firstname.lastname@example.org Lynda Schneekloth, Professor School of Archite cture and Planning, University of Buffalo, email@example.com All Ten Weeks: Anibal Torres, Monteverde In stitute Course Coordinator, firstname.lastname@example.org Times and Locations May 28August 6, 2007. Monday through Frid ay, 8-5 at the Monteverde Institute Key Concepts Interdisciplinary : This program integrates scholarship a nd methods of inquiry from architecture, landscape architecture, and planning. Students should be open to learni ng new approaches, looking at new areas of research/literature, a nd be willing to complete tasks th at may be unfamiliar to them. Most of the work will be done in teams that include students from all three disc iplines. The faculty will also work as a team.
2 Community/MVI partnership: This class is part a long tradi tion of working with local community members. The Monteverde Institute advocates for a su stainable future in the re gion, as well as supports local institutions and implements plans and projec ts developed by the students and faculty of the Sustainable Futures program. MVI wo rks year round with the community as part of its educational and research programs. Service Learning: From the student perspective, this progra m aims to give real-world application to your academic studies. You are providing technical expertise to MVI and the greater community while the residents are teaching you about local conditions, community dynamics and getting things done. Professionalism: The work that students do in this program goes to a client and will be implemented. While students may be learning through the process of the work, it is important to realize that the product must be professional and thorough. Final work needs to be Â“AÂ” quality. Similarly, students are expected to be responsible, courte ous, and reliable in all dealings with students, faculty, and our community clients. Goals and Objectives To produce a variety of designs and plans for use by the Monteverde Institute and its local partners, and facilitate discussion and consen sus building regarding growth and community development in the Monteverde region. To introduce and prepare students with skills and understanding of issues relevant to community design and planning in professional practice. To develop informed concern about sustainabl e development and contemporary social issues. To promote critical reflection on the role of community leaders a nd social designers/planners in building, empowering, and sustaining communities. Course Expectation and Evaluation The following serves as a contract between faculty and students as to the expectations of the class. Attendance Attendance is mandatory everyday of class and for the entire period. Students ar e expected to be ready to work at 8:00am when class begi ns. No absences are allowed except in the case of medical or other emergencies (great surf at Jaco is NOT an emergency). For each absence (this includes arriving late and l eaving early), the studentÂ’s grade will drop by one third letter grade for the course (for instance, if the student has received a grade of Aon all projects/assignments, missing one day would drop this to B+ There will be times when individuals and teams will need to leave the classroom /studio to out into the field. Students should check with faculty in advance to make sure that there are no conflicts, or that appropriate transportation is available. If you need to get someplace without planning ahead, transportation costs (taxi) will not be reimbursed.
3 Participation and Expectat ions in Class and Teams This class requires that each stude nt contribute to the end product th rough a variety of responsibilities and roles. Each project will incl ude a collective grade for the group product and an individual grade based on personal contribution and team responsibilities. The quick pace and applied nature of this course necessitates strict ad herence to attendance, preparation and deadlines. The faculty will make ev ery effort to stick to the course schedule, but variations are inevitable (includi ng assignment deadlines and requirements). If you miss class (such as when you need to be in the field), it is your responsi bility to find out what ha ppened. Anything that is handed out will be posted in the studio. Students are encouraged to ask the faculty and MVI st aff for guidance as often as they want or need. Faculty and students will work closely together throughout the course. Additionally, most courserelated problems can be resolved if they are jointly addressed by the instructor s and students early in the semester. Students with spec ial needs Â– factors that might in terfere/conflict with a studentÂ’s successful completion of the course Â– should tell the instructors as soon as possible. The faculty encourage individuals or groups of students who see ways to improve th e course to arrange an informal meeting with the faculty. Please be aware of the university gu idelines regarding academic inte grity at your home institutions. These same guidelines apply when you are abroad. Academic dishonesty includes such things as cheating, inappropriate use of unive rsity equipment/materials, fabricat ion of information, plagiarism (presenting someone elseÂ’s work from any source as your own), and so on. All forms of academic dishonesty will be considered a serious offense of university policy. Students committing any form of academic dishonesty will be reported to their home department and university. Any student who violates the university academic integrity po licy will receive a failing grade for the course. In addition, students must abide by the rules ou tlined in the student handbook. In particular, inappropriate and unethical behavi or in studio and during your free time could lead to your early dismissal and a failing grade in the course (for example, excessive public drunkenness, possession of illegal substances, fighting, verbally abusive la nguage towards MVI staff or homestay family members). Course Projects During the course of the program, students are ex pected to work on group projects while also maintaining documentation of their individual effort s. Late assignments/projects are generally not accepted. Failure to attend reviews/pin-ups will be reflected in individual grades on projects. However, special arrangements (without penalty) may be warranted under certain circumstances. Lectures Students will be required to attend all course rela ted lectures. In addition, st udents may be required to attend appropriate additional MVI lectures semester (a calendar of lectures will be posted in the studio). Grading/Evaluation The faculty will collectively grade each student in the class. Grades will be based on the following: Projects: 80% (Grade based on average of grade from group product and individual contribution to process and product).
4 Individual initiative and particip ation: 20% (students who go the extra mile to seek and respond to critique, to lead discussion, and help manage project production will be rewarded. Just doing what you need to do to get by will notÂ…) Schedule Week 1 (5/28) Orientation, Intensive Language, Field Trips Week 2-5 June Semester (Scott and David) Week 6 (6/30-7/8) Break Weeks 7-9.5 July Semester (Dennis, Lynda) Thursday, August 2 Symposium Week 10 (8/3-8/6) Wrap up and leave Resources Suggested Readings on Costa Rica, Environmental Policy, Montever de Region and Scenario Planning, plus many other available in the MVI library. What I have is a start. If you intend on bringing down more resource material, we can add it to the list. I would also like to list key SF reports, etc. Costa Rica: General Â“Republic of Costa Rica.Â” Culturgram. Central American/Costa Ri ca Environmental Planning Barzetti, Valerie and Yanina Rovinski. 1992. Excer pts from Towards a Green Central America: Integrating Conservation and Developmen t. West Hartford: Kumarian Press. Quesada-Mateo, Carlos A and Vivienne Sols-R ivera. 1990. Costa RicaÂ’s National Strategy for Sustainable Development: A Summary. Futures May: 396-416. Daling, Tjabel. 1998. Â“Environment and Eco-tourismÂ” In Costa Rica: A Guide to the People, Politics and Culture New York: Interlink Books. San Jose, Costa Rica, Urban Planning Avalos, Angela, R. 2001. Â“La ciudad est al revsÂ” La Nacin December 23. Monteverde: Ecology, Ecotourism and Conservation Honey, Martha. 1994. Â“Paying the Price of ecotourism.Â” Amricas Vol 46 (Nov/Dec): 40-47 Yoon, Carol Kaesuk. 2001. Â“Something Missing in Fragile Cloud Forest: The CloudsÂ” New York Times (November 20). Luther, Joseph. 1998. Journey to Monteverde: Less ons in Sustainabilit y. Western Planner. March: 9-11
5 Aylward, Bruce, Katie Allen, Jaime Echeverra Joseph Tosi. 1996. Â“Sustainable ecotourism in Costa Rica: the Monteverde Cloud Forest PreserveÂ” Biodiversity and Conservation 5: 315-343. Vivanco, Luis. 2001. Spectacular Quetzals, Ecotou rism and Environmental Futures in Monte Verde, Costa Rica. Ethnology 40, 2: 79-92. Nadkarni, Nalini and Nathaniel T. Wheelwright. 2000. Monteverde: Ecology and Conservation of a Tropical Cloud Forest New York: Oxford University Press (Selected chapters: Introduction, The Physical Environment, Conserva tion in the Monteverde Zone, Agriculture in Montverde, Conservation Biology). Other Monteverde Leitinger, Ilse Abshagen. 1997. Â“Long-Term Surv ival of a Costa Rican WomenÂ’s Crafts Cooperative: Approaches to Problems of Ra pid Growth at CASEM in the Santa ElenaMonteverde Region.Â” In The Costa Rican WomenÂ’s Movement: A Reader Pittsburgh: University of Pittsburgh Press. Community Participatio n, Neighborhood Planning Morrish, William and Catherine R. Brown. 1994. Planning to Stay (selctions). Milkweed Editions. Talen, Emily. 2000. The Problem with Community in Planning. Journal of Planning Literature 15, 2: 171-183. Arnstein, Sherry. 1969. A Ladder of Citizen Participation. Journal of the American Institute of Planners, July: 216-224 Scenario Planning Schwartz, Peters. 1991. The Scenario-Building Animal.Â” In The Art of The Long View New York: Doubleday Currency. Myers, Dowell and Alicia, Kitsuse. 2000. Â“Constr ucting the Future in Planning: A Survey of Theories and Tools.Â” Journal of Planning Education and Research 19: 221-231. Hirschhorn, Larry. 1980. Â“Scenario Wr iting: A Developmental ApproachÂ” Journal of the American Planning Association April: 172-183. Wilkinson, Lawrence. 1993. How to Build Scenarios. Wired (Oct 26) http://www.wired.com/wired/scenarios/build.htm Ruona, Wendy. 2001. A Review of S cenario Planning Literature. Futures Research Quarterly 17, 2: 7-31.