FIELD STUDIES IN GREECE: 2006-07

SUSTAINABLE COMMUNITY DEVELOPMENT

HuxleyCollege of the Environment, WesternWashingtonUniversity. In cooperation withAHA International, an Academic Program of the University of Oregon

An Integrated, Applied Studies Curriculum in Sustainable Community Development

COURSE SYLLABI

Fall Semester: 2006. Spring Semester: 2007

SUSTAINABLE COMMUNITY ECONOMIES (3 credits)

Fall 2006 / Spring 2007

ARGOECOLOGY AND SUSTAINABLE AGRICULTURAL COMMUNITIES (3 credits)

Spring 2007

UNCOVERING THE SOCIAL COMMUNITY (3 credits)

Spring 2007

LANGUAGE AND CULTURE OF KEFALONIA (3 credits)

Fall 2006 / Spring 2007

PLANNING STUDIO (4 credits)

Fall 2006, Spring 2007

SUSTAINABLE ARCHITECTURAL DESIGN STUDIO (3 credits)

Fall 2006

SUSTAINABLE INFRASTRUCTURE DESIGN (credits)

Fall 2006 / Spring 2007

SUSTAINABLE ENERGY SYSTEMS DESIGN (credits)

Fall 2006 / Spring 2007

Planning Studio (4)

InstructorProfessor Gigi Berardi, Ph.D. Visiting Professor. HuxleyCollege of the environment, WesternWashingtonUniversity (Spring 2006).

ObjectivesAn integrated applied studio project synthesizing social, cultural, economic, biophysical, technological, and urban design considerations in planning to produce a master plan for sustainable community redevelopment. Physical development plans are produced and presented to the community.

OverviewThis class applies planning theory, methods and processes of analyses to develop alternative solutions to sustainable community redevelopment problems. The course will examine ways to achieve the local case study community’s social, environmental, and economic values through the master site plan process. The objective of the exercise is to balance a community’s social, environmental, and economic development objectives with regional, national and global planning goals and sustainability principles. Design alternatives emphasize sustainability in community development.

Because the problems that are considered in the studio project concern a variety of issues and topics, underlying each project are questions concerning the appropriate "community fit," and the identification of constraints that must be overcome before a planning solution can successfully occur. This course will engage the student in methods for resolving conflicting policy issues; the gathering and analysis of physical, social and economic information; and the formulation and evaluation of planning alternatives that meet project objectives.

Students will work both independently and within small project teams to gather baseline information depicting the physical characteristics of the cast study community, using field measurement, GPS and GIS techniques. Students will interact with a "client" representing the project case study community. Informal meetings and interviews will inform the students about local priorities and provide insights and access to information in addition to other sources of information. Students will present their draft, conceptual recommendations in classroom critiques followed with a formal presentation of findings and integrated recommendations in public meetings.

The StudioStudents are treated as entry-level professionals and will be expected to perform independent and collaborative research and planning analysis tasks under the direction of the instructor. As expected of professionals, students will articulate project objectives, gather relevant data, identify and critically analyze problems, conduct policy, economic, and environmental analysis, and apply urban design and best management principles to achieve long term community objectives. Students will present their recommendations in formal narrative written reports, site plan drawings, graphic illustrations, and presentation format. The planning studio facility has access to GIS and CAD software to produce base maps and composite layers depicting site plan development solutions.

TextSpirit of Place. Christopher Day.

Sustainable Communities: The Potential for Eco-Neigobhourhoods.Hugh Barton, Ed.

Study AreaThe project focuses on redevelopment plans for BlueVillage, Kefalonia. The Client for the project is represented by Village community leaders and Island officials. The course entails weekly field investigations and informational meetings with client informants. In addition, students will schedule meetings with appropriate public agencies to support their research activities. Students work in the planning studio to develop design solutions.

ProductionA budget is provided to support various development presentations. The final presentation will represent the culmination of the 5-course integrated curriculum.

Field Work Study teams will regularly visit the project site and agency offices. Digital still and video cameras can be checked out for photo analysis and documentary filming supporting project development. .

MethodologyDuring the first week, students will develop a project methodology, identifying the general approach to fact finding, resources, field evaluation, and contact persons. The methodology will be contingent and will be updated periodically. Students will use their research methodology to develop a project critical path using MS Project or other software to depict the linear progression of activities over the study period. Student teams will present their methodology and report on their progress weekly.

Approach

  • Select and form project teams
  • Define team project objectives
  • Define system of team coordination, leadership, communication, decision making
  • Define parameters of inquiry and data needs
  • Formulate team approach to problem synthesis
  • Participate in interactive team learning
  • Establish relationships with project clients
  • Perform field work
  • Formulate design alternatives
  • Conduct critical analysis of alternatives
  • Decide on team editorial rules and protocol
  • Integrate report findings and recommendations
  • Develop presentation of recommendations and organize community meeting(s)

EvaluationFinal grades area based on the following: Team participation, workload, and leadership: (10 points); Draft Methodology Report (5 points); Draft Design Concepts and Charrette Presentations (15 points); Final Site Plan, Conceptual Drawings, Visual Presentation Materials (20 points); Final Narrative Report (30 points); Presentation of Recommendations, Public Meeting (20 points)

Planning Studio: Architectural CAD & Design (4)

Instructor Professor Arunas Oslapas, IDSA (Fall 2006)

Visiting Professor, Engineering Technology/Industrial Design, WesternWashingtonUniversity

Course content A studio based, design and computer intensive course focusing on 3-dimensional CAD modeling, digital rendering techniques, vector-based drawing, and raster-based image editing relevant to architecture that will enable students to design and present architectural design and urban planning concepts skillfully. The course will center on the creation of sustainable redevelopment solutions for BlueVillage on the GreekIsland of Kefalonia and employ a participatory planning/design process.

ObjectivesTo create a digital master plan for sustainable community development that integrates social, cultural, economic, technological, and urban design considerations that are appropriate to BlueVillage. The redevelopment plans are developed and produced through close interaction with the local community in order to maintain a historical relevance while integrating current technology and meeting the modern needs of today.

Students will use previously established GIS baseline data which depicts the physical characteristics of the village topography and design appropriate architectural and planning solutions. Using CAD software students will “plug-in” or composite architectural CAD solutions into the GIS format to create a realistic vision of the future redevelopment of the village.

Working both individually and in teams, students will propose architectural and planning design alternatives for a determined cluster of residential dwellings and communal spaces in the case study village. Student proposals will include architectural site plans/elevations/details, construction methods, material specifications, potential re-use of existing materials, sustainable building practices, landscape design, rainwater collection, energy systems, utilities, village access, and other considerations.

In order to better meet the needs, wants, and expectations of the “client”, students will meet and interview "case study families" that represent the community to assess their needs, understand local priorities, and gain further insights to important “client” requirements. This information will be assembled into client profile pages which will be used to guide the design and planning process. Throughout the term, weekly critiques will guide the process and at the conclusion of the term, students will present their recommendations and proposals in a formal public meeting for evaluation.

Students will work in a studio environment which fosters collaboration and promotes interactive and experiential learning. Students will be treated as entry-level professionals and will be expected to perform independent and team research and design tasks under the direction of the instructor.

The course will be taught concurrently with Architectural Illustration so that students can integrate the translation of concepts from paper to this digital CAD format.

Field Work Student teams will regularly visit the project site, agency offices, local building material supply sources, local building contractors, and architectural offices. This participatory planning process requires direct involvement of the citizens, significant groups, the business community, and political decision-makers so regular meetings with these and client informants are important. Photographic documentation of the project development is important throughout the process and digital still and video cameras can be checked out for these purposes.

Course outline

Computer Skills (computer skills taught through in-class demonstrations and exercises)

- Raster-based photo imaging (Adobe Photoshop)

- Vector-based drawing skills (Adobe Illustrator)

- CAD (Chief Architect and/or Rhinoceros)

Principles of Architectural Design (the design process)

- Program Development
- Schematic and Conceptual Design
- Design and Environment Development

- Construction Documents Preparation

- Architectural drawing standards

- Site plan, elevations, floor plans, perspective drawings, and dimensioning

- Understanding scale (architecture, vegetation, human)

- Designing architectural spaces and identifying occupant needs

Design Research

- Interviewing techniques; Creating family profiles

Historical Conventions

- Regional Greek architecture; Regional building materials; Construction methods

Sustainable Building Technologies

- Energy systems and utilities; Sewage systems; Rainwater collection and storage; Sustainable building practices; Eco-materials

Presentation Techniques

- Presentation layout and format

- Integrating computer generated images and drawings; Final CAD drawings, photos, and assembly

Final team project deliverables

- Final CAD drawings and details in perspective

- Site plan with multiple dwellings, typical floor plans, and elevations (2-D)

- Perspective view of multiple dwellings “composited” into GIS format

- Narrative report booklet (proposed solution, rationale, needs, family profiles, etc.)

Evaluation Grading will be based on acquisition of computer drawing skills, weekly deliverables, final architectural design (visual presentation materials and narrative report), final verbal presentation, and team participation.

Software CAD software (Chief Architect and/or Rhinoceros), Adobe Photoshop, and Adobe Illustrator will be provided. Although some computers are available in the studio, students are advised to bring own laptop computers.

Suggested reading C. Alexander, S. Ishikawa, M. Silverstein, M. Jacobson, I. Fiksdahl-King and S. Angel, A Pattern Language (New York: Oxford University Press, 1977).

General This unique program is a multi-disciplinary, applied studies curriculum targeting upper division undergraduate and graduate students in the fields of sustainable design and urban planning, environmental studies, landscape design and architecture, natural resources management, community development, social anthropology, and sustainable economic development.

The program emphases applied studies, and students work in a local community of BlueVillage to develop sustainable redevelopment plans for the reconstruction of this lovely village that fell during the 1953 earthquake. Once a sustainable community, developed during the long term Venetian occupation, remnants of its glorious past remain, including the ochre and blue plastered walls of its pedestrian village structures. Students will work on the reconstruction of this idyllic village by developing redevelopment plans that are sustainable in applying best management practices and energy systems while preserving the historic design and customary uses of this historic community. The village is surrounded by its economic base, the olive oil orchards, which shall once again help to sustainable the rebirth of BlueVillage.

Kefalonia is the largest of the Ionian Islands, with a total area of 688 square kilometers. It lies to the south of the Islands of Lefkada and Ithaca and to the north of the Island of Zakynthos, opposite the mouth of the Gulf of Corinth. The island is mountainous, with peaks running from the most northerly cape to the extreme south. Mt.Ainos is the highest of the mountains, with its tallest peak at 1,626 meters; Megalos Soros is covered with a very rare species of fir tree unique to the island. Kefalonia is a beautiful island of contrasts: it has quite, windless beaches and verdant slopes, but it also has steep cliffs plunging into the sea and mountainsides clad in the deep shadow of fir forests. The climate is mild and belongs to the Mediterranean maritime category, that is, the summer is dry and the winter warm and wet.

AGROECOLOGY AND SUSTAINABLE AGRICULTURE (3)

InstructorProfessor Gigi Berardi, Ph.D., HuxleyCollege of the Environment, Western Washington University (Spring Semester, 2006).

ObjectivesEcological concepts and principles applied to design and manage sustainable food production to support community culture and economy, emphasizing technologies and policies that promote energy, soil, biodiversity, and water conservation as well as social and economic equity in agricultural systems.

OverviewThe course provides an overview of key concepts, principles, and approaches in agroecology to give students the opportunity to observe sustainable agriculture and horticulture practices in a European setting. The learning outcomes expected are threefold: students will be able to 1) identify key ecological concepts and principles applied to the design and management of sustainable food production systems; 2) formulate research projects and approaches that promote energy, soil, and water conservation; and 3) present ideas in project format, integrating biodiversity concepts and ecological principles, and related challenges, opportunities, and policy and economic responses to achieving eco-agriculture.

StructureThis is a discussion-intensive and field exploration course involving research. Students will write one take-home exam and complete a term project focusing on the development of sustainable agricultural policy and an action program for sustainable agricultural activities for the case study community. The project will also include a presentation at public forums. The final project will be integrated in the Planning Studio.

TextJeffrey A. McNeely and Sara J. Scherr. 2003. Ecoagriculture: Strategies to Feed the World and Save Wild Biodiversity.Washington: Island Press.

Other Selected Readings

TopicsA Farm Plan for a Mixed Crop/livestock Operation; Soils and Land Capability Assessment and Agricultural History Survey; Features of the Rural Landscape and the Philosophical Concern for "Place"; Ethnographic Study of Regional Farmers' Wine and Olive Oil Cooperatives; Design of a Sustainable Agricultural Policy Program

ProjectsProjects may include: annotated drawings (farm plans), descriptive text (for GIS projects), Economic feasibility studies (for marketing plans), and strategic approaches (for establishing cooperative agricultural programs), or resource directories (for alternative production systems).

GradesThe final grade in the course will be based on: Attendance and participation (15%); writing assignments (including reflective essays and a self-assessment) (20%); an exam (25%); and a final project (40%).

OutlineWeekly topics include: Introduction and Overview, Policy challenges and market incentives; Local Agricultural Challenges and Opportunities in Sustainable Agriculture; Local Agricultural Challenges and Opportunities in Production Agriculture; Opportunities: Integrating Biodiversity Conservation in Agriculture; Market Incentives; and, Project Development, Presentations and Course Synthesis

uncovering the Social Community (3)

InstructorProfessor Vasia Gavrilou, M.A., AWISHhellas faculty. (Spring 2007).

ObjectivesTo provide the students with the methodological skills to recognize the processes of symbolization that organizes the social existence and influences of the case study “BlueVillage” inhabitants’ conceptions of identity, relationships and history.

OverviewThis course provides an in-depth investigation into the concept of community culture. Cultural values of the case study village provide a foundation to the reconstruction of the historic social community with particular attention paid to ethnohistory. The students will be encouraged to discover the importance of the symbolic reality, in order to understand the relation between the organization of the space and the community’s everyday life and rituals. They will get acquainted with the basic principles of intercultural communication in order to gain knowledge of what is needed for understanding cultural differences (the “other”), and how to apply this knowledge, so to be able to appreciate the values and the habits of the community and the people of the case study village. Participant observation, as the main social anthropological research method, written sources and interviews will bring the students closer to the community and will help them to understand better the mentality, the interactions and the needs of the people.

Students will apply cultural resource management principles and methods in formulating a community social reconstruction project. Students prepare a cultural resource development plan designed to protect and sustain local community values in village redevelopment planning.

TextsThe Farsa, Kefalonia Community and its people: how they lived. Benetatos Ioulianos, 1990 &1998.

Vasilika: aVillage inModernGreece. Ernestine Friedl, 1962; New York: Holt, Rinehart & Winston.

Sociocultural Theory in Anthropology: a Short History. Garbarino, Merwyn: 1977; New York: Holt, Rinehart & Winston.

GradesGrades for the course will be based on one essay worth 30 points, final discussions in small groups worth 30 points, and a final class project (40 points).

ProjectsStudents will develop a team project consisting of a community cultural resource development plan addressing sustainability concerns for threading historic village values to the redevelopment of the village. The plan will be integrated in the planning studio project.