EcoVillage Design

Fall 2003 Tuesday 3:30-5:00 (Williams 402) with 3 weekend field trips

NR285E/ASCI 297K/CDAE 295A/PSS 297B

 Robert Costanza, John Todd, Deane Wang, Jon Erickson, Patricia Erickson,
Marjan van den Belt, Wendy-Sue Harper, Diane Gayer, others

 Course Description: 

This seminar will survey basic principles of ecological design and existing ecovillage designs worldwide.  It will use this knowledge to design an ecovillage for UVM. The design project will take into account sustainable agriculture, urban/rural integration, renewable energy, ecological economics, planning and zoning issues, and community governance issues.  The course will include a range of faculty participants from SNR, CDAE, ASCI, and PSS, community stakeholders, and several invited guest speakers.  There will be field trips to visit existing ecovillages at Ten Stones in Charlotte, VT, Cobb Hill in Hartland, VT, and Sirius/Living Routes in Shutesbury, MA. Grading will be based on class participation and contribution to the ecovillage design project.

 Course Objectives:

General

Apply ecological design and  ecological economics ideas to a real world problem

• Develop professional skills by working with NGOs, local businesses, and other organizations;
• Actively contribute to creating a more sustainable and desirable planet through focused, applied research and problem solving.
• Foster group work and research skills;

Specific

• Collaboratively write a journal article on ecovillage design for Ecological Economics or another leading academic journal. This review and synthesis will form the basis for the design exercise.
• Design an ecovillage for the UVM campus.  A complementary design charrette  course occurring over four full days during the semester can be taken to more actively participate in the physical design process.
• Present the final ecovillage design proposal to the UVM administration.  A successful proposal may lead to implementation of the idea.

 Nature of the learning experience

This is an applied, problem-solving course integrating teaching, learning, research and service.  As real problems do not always unfold as neatly as the chapters in a text book, the bulk of the course will be self-designing.  The traditional distinction between professor and student will be blurred, as both will be partners in the research and design process.  Students will share in choosing class readings and deciding on course content.  Rather than simply regurgitating what they already know, faculty members will be active participants in the learning and design process.  The role of faculty is ėguide at your sideî rather than ėsage on the stage.î