Courses Integrated with Projects The Conway master’s degree is multidisciplinary. Courses are not separate offerings that can be selected independently; the program is fully integrated throughout the year through instruction by core faculty, as well as through guest instructors and a wide variety of field trips. All students are automatically enrolled in all of the courses (see p.22 for more information on credit hours). The progression of subjects addressed during the year is shaped by the design and planning projects that are a major component of each term. Class assignments—graphic, technical, and written—are dovetailed with project requirements. Throughout the year, seminars and discussions raise and explore fundamental questions, such as: What is the nature of ecologically based landscape design? Why is it practiced? How does one successfully integrate both natural and human systems? What are examples of designs that are sustainable? Is sustainability always achievable? What is the relationship of humans and nature? What are the patterns of successful design? HUMANITIES (FALL, WINTER, SPRING) Through readings and discussions, students reflect on the practice of landscape design and engage in exercises to improve oral and written expression. Readings are drawn from diverse disciplines, including geography, cultural studies, history, literature, psychology, philosophy, aesthetics, and economics. Oral presentation skills are addressed through technical exercises (in voice, posture, control of breath) and in lessons on organization (openings, conclusions, transitions, and narrative techniques). Writing skills are honed through exercises in style, drafting, and revision; through practice in different forms of creative non-fiction and professional writing (proposals, resumes, reports); and through reviews of grammar, punctuation, and relevant design vocabulary. ECOLOGICAL DESIGN/PLANNING WORKSHOP (FALL, WINTER, SPRING)
Site visits and presentations by guest speakers provide exposure to practicing designers, planners, and other professionals. Students learn about different forms of professional practice and the ethical issues that professionals face. DIGITAL DESIGN/PLANNING (FALL, WINTER, SPRING) Digital techniques (basic photo manipulation, CAD, geographic information systems, 3-D modeling, desktop publishing) are presented.
We value and teach both hand-drawing techniques and computer graphics.
SITE ANALYSIS & DESIGN (FALL) Students learn site analysis and design development techniques. Graphic skills are developed to enhance students’ design thinking, to communicate information accurately, and to express ideas effectively. A balance of hand-drawing (perspectives, sections, plan view) and digital techniques is presented. SITE ENGINEERING & DESIGN (WINTER, SPRING) Students learn techniques and principles for modifying land and implementing designs. Site engineering problems, such as drainage and grading, are a focus. Students study regulations and design standards. Construction documents and details, including planting plans, materials, and cost estimating, are also part of the design curriculum. ECOLOGY & FIELD WORK (FALL, WINTER, SPRING) Understanding the land—the natural history and ecological processes that constitute a site and its context—is fundamental to the practice of landscape design. Students spend many hours outdoors so they may better read the land and recognize possibilities for use by people as well as the desirability for protection or restricted use. Natural systems topics include landforms, soil characteristics, plant associations, ecological theories, the effect of climate and microclimate, wetland function, forest ecology, wildlife habitat and corridors. The emphasis is on patterns and interactions of phenomena as they inform design. STUDIO (FALL, WINTER, SPRING) Students work on design and planning projects in studio with faculty supervision.
8 The Conway School Graduate Program in Sustainable Landscape Planning + Design
