Systematic study and offering of specialized subject matter. Topics vary and are announced in the preceding quarter. May be repeated for credit.
Design Processes adequate for the well-being of complex natural-social systems Knowledge of materials and forms low-tech and high-tech approaches (including vernacular) social values and worldviews imagining and visualizing; scenarios, especially Cinematic Scenarios
Student learning goals
understand the major dimensions of environmental design that can positively contribute to the well-being of coupled natural-social systems
have debated the extent to which design can and can not impact environmental experiences and actions that finally result from social values and cultural-historical worldviews
had the chance to develop a non-arbitrary position on how to promote the health of the earth and life that is both admirable and practical.
have become familiar with current alternative theories of ecological, sustainable, and green design; and with how new design processes differ from those that have dominated up to now.
explored the ways images influence perceptions and values--especially the power of cinema to shape the way we see urban environments and landscapes.
become familiar with the interdisciplinary character of the problems and strategies toward solutions--familiar enough with multiple dimensions to at least understand why cooperative work is required and how to go about working a a member of multi-disciplinary, multi-profession teams
General method of instruction
some faculty lecture, with mostly class discussion
be interested and alert; be open to dialogue
Class assignments and grading
1. exploration of new materials, processes, 2. trying to deal with "wicked problems" = the ones we do not understand until we begin working on them and find them unfoling into greater complexity 3. emphasis on discovery and interpretation
classic: class participation = 10% 1 class presentation on an area of interest = 25% research project and product = 65%