The Conway School 2014-2015

THE CONWAY SCHOOL GRADUATE PROGRAM IN SUSTAINABLE LANDSCAPE PLANNING + DESIGN

Ten-Month Master of Science in Ecological Design

CATALOG 2014-2015 If you’re ready to make a difference in the world, Conway is ready for you.

he Conway School is fully committed to exploring, developing, practicing, and teaching planning and design of the land that is ecologically and socially sustainable. Each year, Tthrough its accredited, ten-month graduate program just eighteen or nineteen graduate students from diverse backgrounds are immersed in a range of applied landscape studies, ranging in scale from residences to regions.

Our curriculum is based on:

SUSTAINABLE DESIGN — we work together to FAVORABLE TEACHER-TO-STUDENT RATIO discover what sustainability can mean to a project — much instruction is one-on-one or through small and to the planet; group interaction, made possible because there are only eighteen or nineteen students at a time; REAL-WORLD PROJECTS — from the start of each term students manage their own real projects COLLABORATION, NOT COMPETITION with real clients; — each student or team of students has their own project, and everyone shares the goal of CAREFULLY INTEGRATED LEARNING — learning about design that is ecologically and classes, studio time, field trips, and guest speakers socially sensitive through all of the projects being are organized around the projects for that term, undertaken that term; rather than around separate courses on separate topics; A HUMANITIES PERSPECTIVE — we consider values, ethics and meaning and offer practical WHOLE AND COMPLEX UNDERSTANDING training in oral and written communication skills, OF NATURAL AND CULTURAL SYSTEMS — which are integrated throughout the year; and inter-relationships across scales are examined, no matter the project scope; FULL INTEGRATION INTO THE LANDSCAPE IN WESTERN NEW ENGLAND — activities DIVERSE, INNOVATIVE TEACHING take advantage of our setting, using it as a FORMATS — in appreciation of individual springboard to consider landscapes elsewhere. learning styles;

Instruction at Conway goes beyond techniques, Dear prospective student: Conway education is for life—your life—not for a single profession that someone else or history stressing the processes that organize techniques and strategies and reveal underlying concepts. The ability to Thanks for looking into the Conway School’s has defined. Unlike many professional degree Aprograms, a Conway masters degree is not narrowly use an organized process enables the student to address graduate program in sustainable landscape planning focused. Instead of educating students to fit into narrow a wide range of environmental problems and take and design. This catalog and its companion website advantage of diverse opportunities. (www.csld.edu) were designed to give you a feel for professional categories, we help each student define an individual path that is meaningful and promising for Clear, concise communication—oral, written, and the school and its unique approach. visual—is essential to success as a landscape visionary. Some schools talk about design, do practice that student and for the planet. Four decades of Conway graduates who have gone on to meaningful and diverse The landscape designer must not only be able to develop designs, or prepare for design sometime in the reasonable designs but also must be able to explain why future. We design from day one, on real projects work bear out the success of this unconventional but effective approach. these designs work. with real clients. You graduate with professional- The program offered at Conway represents an level projects under your belt and with the prospect LEARNING BY DOING integrated curriculum where classes complement design of strong references from your clients. For most designers, learning by doing is the most practice. Instruction occurs in a small, intimate, and The best way to understand our school and efficient and effective way to learn. By applying supportive environment. There is an unambiguous how it works is to visit in person. Call Director of classroom concepts to real projects of varying scales, emphasis on sustainability, including ecological and Admissions Adrian Dahlin at (413) 369-4044 x5 to Conway students rapidly develop the skills and social responsibility, as well as on oral and written set up a visit. We’d be glad to show you around and knowledge to be responsible and independent designers communication skills, and project management. We have you meet members of the current class. You and planners. This process of discovery is more effective define the words landscape and design very broadly to can sit in on a class or go on a field trip. You may than memorizing facts or formulas and is better suited to cover diverse topics in sustainable design and planning. also want to attend one of the day-long information discovering the essentials of sustainable design. sessions we hold twice a year. You can register for a At Conway, students learn how to be self-educators ACCREDITED MASTERS DEGREE session online. by helping direct their own educations. To this end, Conway grants a Master of Science in Ecological Design Conway is for motivated learners who think students identify individual educational goals at the by the authority of the Massachusetts Council of Higher for themselves, who are committed to working for beginning of the year and monitor the achievement of Education. The school is accredited by the New England positive change in the world, and who learn best in those goals as the year progresses. This skill encourages Association of Schools and Colleges, Inc. a dynamic, real-world, collaborative setting. There graduates to be life-long learners. are no grades (you re-do work until it measures up), few hypothetical exercises (you work on real projects with real clients), and there is a pervading David David Brooks Andrews sense of cooperation and common mission.

Paul Cawood Hellmund is the Director of Conway’s Graduate We seek students who are open to design, Program in Sustainable Landscape Planning and Design. A landscape architect and conservation planner, he has more than twenty years landscape, ecology, and “doing right by the design experience and co-authored Ecology of Greenways (1993) planet,” and to looking across scales, ranging and Designing Greenways (2006). from backyards to regions. We are not a garden design school. You don’t have to know how to draw already, you just have to be willing to learn that “ and many other interesting things. We will help you develop the skills you need to be an effective agent of change. Sound interesting? Want to make a difference We design from day one, through sustainable design? We hope you will on real projects with apply. In the meanwhile, please come see for real clients. yourself.

Paul Cawood Hellmund Work at Conway is intensive and collaborative “ and focuses on real projects for real clients. Students present project progress each week to get feedback on their work and to share with others what they are learning. David Brooks Andrews

2 | CONWAY CONWAY | 3 Conway alums are making a world of difference SUSTAINABLE URBAN HORTICULTURE: ROBIN SIMMEN ‘01 is Director onway’s nearly six hundred graduates work • Permaculture and forest garden design of the Brooklyn GreenBridge in a wide range of fields related to ecological • Wetland construction and remediation Community Horticulture Program design and planning, often building on their • Landscape architecture of the Brooklyn Botanic Garden, Cprior education and experiences. What sets them apart • Community and regional planning New York, where she promotes from others in their fields is a profound appreciation a greener Brooklyn, sustainable for sustainability and an ability to see and design parts • Organic land management horticulture, and conservation within a larger landscape context. Their fields include: • Habitat restoration through special events, workshops, and technical • Landscape design specializing in native plants • Non-profit environmental education outreach assistance to community gardens, block associations, and other community groups. She produces an • Conservation planning Our masters degree program provides an exposure to educational program on urban horticulture that includes these and other topics, with which graduates have gone • Land acquisition and management for land trusts workshops, newsletters, and research articles. Robin on to develop further expertise. • Bioengineering and phytoremediation came to Conway with a bachelor’s degree in English and On these pages you will find out about a few • Invasive species control anthropology from Cornell University. Conway graduates and what they are doing. • Stormwater management

INTERNATIONAL ENVIRONMENTAL ECOLOGICAL LANDSCAPE DESIGN: CONSULTING: GOVE DEPUY ’02 DAVID EVANS ‘76 “I loved my Conway experience and “Conway is the foundation of my have found that the ‘use what you have career,” he says. “In the spirit of to get where you want to go’ mentality my desire to be a generalist, I’ve at Conway has led me through more worked for multi-disciplinary than a few tough design challenges in design firms, owned a design/build Indonesia.” Gove co-founded a small environmental business, worked as a development consulting firm based in Bali, which links international planner, designed and built numerous public landscapes, accreditation efforts to local knowledge and services. and now lead my own urban design and landscape “The interest has been incredible,” he says, “and Conway architecture practice in California. Conway is as relevant was a key step in getting me here. I chose Conway and revolutionary as ever. Knowing if the fit is right over larger universities where I was accepted because requires either a clear understanding of what you want, it seemed to offer the opportunity to explore ‘out of the or the courage to jump in and swim, and see where the box’ solutions. The Conway approach to understanding rushing waters take you. Either way, it will probably and designing with natural landscapes can serve as change your life.” a positive model for anyone working in design and planning as well as related fields.”

BIOENGINEERING: RESTORATION ECOLOGY: WENDI GOLDSMITH ‘90 SETH WILKINSON ‘99 Like so many Conway grads, Wendi Seth has restored globally-rare Goldsmith’s career spans many fields sandplain grasslands, implemented and competencies. Her company, innovative bioengineering projects Bioengineering Group, consults on for coastal stabilization, and created some of the largest public infrastructure critical nesting habitat for the projects in history. She oversees teams of ecologists, state’s most imperiled population of earth scientists, engineers, landscape architects, and threatened Diamondback Terrapin construction managers. Their projects have included turtles. In collaboration with land trusts, conservation renewable energy planning, flood control and hurricane commissions, Massachusetts Audubon and private protection, transportation, environmental remediation, landowners, his comapany, Wilkinson Ecological Design, and parks, open space and greenways, to name a few. has completed hundreds of ecological restoration projects “Conway is tiny,” she says, “but I am in awe of its on Cape Cod and the Islands, proving that restored powerful program.” habitats can also become elegantly beautiful landscapes.

4 | CONWAY CONWAY | 5 Designing across scales Term 1 | Fall term projects: starting by focusing on small sites

ooming is our term for looking at things across In the fall term following the orientation field trip, each scales. Some designers focus on one scale or student is assigned an individual project selected from another, for example, specializing in residential property owners in nearby communities who have Zlandscape design or in regional planning. Conway contacted the school requesting site design and planning designers look across scales. It makes for better design services. because the broader perspective helps explain context, Term 1: Although the focus is on a small area, the residential Site Scale while a closer examination reveals how things function. or other site-scale project is never simple. Students learn These are key in sustainable design. design principles through application of a systematic Our ten-month program is structured around changes problem-solving process. This involves eliciting and in scale. In the fall term, each student has his or her own interpreting client needs, developing a proposal for Term 3: site-scale project and client. Zooming up in scale for the Community design services, analyzing and assessing site conditions, winter term, teams of two or three students work on plans Scale researching legal constraints, and conceptualizing for entire towns, regions or other large tracts of land. alternative design solutions. Students also learn to survey In the spring the scope shifts back a bit, as new teams and create base maps. of students create master plans for parks, schools, Main Each week beginning with the fall term—and EXAMPLES OF PAST FALL PROJECTS Streets or other intermediate-scale projects. No matter continuing throughout the year—students present their Term 2: • A feasibility study for reclamation of a contaminated and what the scale of the project, we zoom across scales to Regional Scale project progress before faculty and classmates. These historic millsite on the Millers River provided the town of understand the ecological and social conditions of the presentations provide an opportunity to integrate their Erving with alternatives for riparian restoration, arts facilities project at hand. growing understanding of site conditions with new skills and public access. In completing these projects, each student acquires Zooming across landscape scales is a way of in graphic representations and oral presentation. Faculty understanding the context and significance of • In Conway, a couple purchased a six-acre abandoned gravel project management experience and builds a professional a particular place and is an important basis of and students respond to each presentation with critiques pit; they wanted to know whether they could site a home quality portfolio of graphics and writing. sustainable design and a Conway education. and recommendations. there and how the site might be restored to a healthy Sample projects below. Near the end of the term, clients and a panel of guest ecosystem. critics attend a formal presentation of project work. The • Nuestras Raices, a community group in Holyoke, obtained a classes and workshops held during the fall term—at master plan for their urban community garden. the school and in the field—introduce and reinforce the • A design plan for the adaptive reuse of an historic church in Term 1: skills and concepts necessary to complete the site-scale Site Scale Turners Falls outlines strategies for managing stormwater on design projects. site, and includes native plant palettes appropriate for each of At the end of the fall term students deliver the the site’s various microclimates. completed plan sets to their clients and have a several • In Shelburne Falls, the owners of a tiny, terraced lot, tucked week break before coming back for winter term. between the road and the Deerfield River, needed help with collapsing retaining walls and gaining safe access to the river.

Term 2: Regional Scale

depot Park, Ajo, Arizona InternAtIonAl SonorAn DeSert AllIAnce Term 3: Seana cullinan & Katrina Manis, Spring 2012

Intermediate Scale Darrow School Central Green Space Design

New Lebanon, New York

Julie Welch Elaine Williamson

The Conway School Graduate Program in Sustainable Landscape Planning and Design David Brooks Andrews Brooks David

Spring 2011 In thinking outside the box on his fall term project,

Index Danny Stratten ‘06 (above) realized that rerouting Background ...... 1-3 Final Plan Bullitt Reservation Use Feasibility Study Analyses ...... 4-9 Michael Blacketer and Suzanne Rhodes | Conway School of Landscape Design | June 2009 Initial Alternatives...... 10-13 Final Designs ...... 14-21 this home’s driveway (on plan at right) would remove Precedents ...... 22-24 the conflict between car lights and a corner master You can review sample student projects at http://tinyurl.com/ConwayStudentProjects bedroom. Surveying (above, right) is part of every fall project. 6 | CONWAY CONWAY | 7 Term 2 | Winter term projects: broadening to towns and regions Term 3 | Spring term projects: shifting to intermediate-scale projects

In the winter term, the projects increase in scope and Following a formal presentation to critics at the Typically, the spring term projects are narrower in scale complexity and are undertaken by teams of students for school, the entire project–from site assessment to and more detailed in design than the winter projects. EXAMPLES OF SPRING PROJECTS public and nonprofit clients. Typically: recommendations–is summarized in a comprehensive They often present opportunities to learn about technical • Design and management plan to replace extensive The projects are for a public agency or non-profit report. A CD-ROM of the material is also prepared for issues such as stormwater management, erosion control, lawn with native sand plain species at Westover Air organization; the client. road alignment, long-term management techniques, Reserve Base, while adhering to strict homeland Students work in teams of two or three; Community projects stretch the capabilities of ecological restoration, barrier-free access, planting plans security measures. The project scope necessitates study of natural students, who must work with their clients even as they based on native plant communities, and design detailing. • Developing a plan to convert a bleak 69-unit, systems within which the clients’ requests must be learn the basics of municipal, regional and conservation Many projects include cost estimates and most include a 15-building residential development in Springfield, accommodated or revised; planning. Often projects are complicated by multiple phased plan for implementation. Vermont, into a seven-acre neighborhood involved The information for the study may be derived from stakeholders, conflicting client interests, and diverse By the spring term, students have become exploring options for revised roadway, parking, open geographic information systems (GIS) and presented as opinions on land management options. increasingly familiar with design process and the space, and specific details. computer graphics; and Courses and guest speakers in the winter term expand dynamics of working as teams. Projects often require • Design of an experiential trail system and related signs Students produce a written report that summarizes training in diverse fields and introduce students to a a rapid site assessment and development of design for a 175-acre park in Hudson, New York. the design and planning process and recommendations, broad range of career options. alternatives, with the expectation that teams will achieve • The redesign of an inner-city schoolyard in Holyoke, and accompanying maps, charts, and other illustrations. a greater level of detail. In weekly presentations, students Massachusetts, provided for more shade, greenspace, Students are assigned to teams based on their are increasingly effective in their critique of each other’s and learning ground for the children, while still RECENT WINTER TERM PROJECTS accommodating safe bus drop-off and parking for a individual goals, and the specific needs of the project. project work, regularly adding to suggestions that neighboring church. Team members learn to exercise ethical leadership, • Food Security Plans for Concord, Lowell, and faculty make. Classes continue to supplement the project • Reuse alternatives for land surrounding the former Northampton, Massachusetts collaboration, and management skills. Weekly work, increasing in complexity and detail to match that Yankee Rowe nuclear power plant. presentations at the school are often rehearsals for • Connecting an urban historic park to the surrounding required of the projects. • Streetscape improvements for a depressed team presentations to boards of directors, planning community and the Connecticut River Greenway, In addition to providing students with living neighborhood in Adams, Massachusetts. boards, conservation commissions, or public meetings. Holyoke, Massachusetts laboratories and hands-on experience, the community • Options for a “green” burial section at Mount Auburn • Farmland and Foodshed Study for Franklin County, projects provide valuable design and planning services Cemetery, Cambridge, Massachusetts. Massachusetts; Farmland Preservation Plan for to municipalities and regional agencies, under contract Bloomfield, Connecticut and at cost. Since the school’s inception in 1972, more • Open Space and Recreation Plans for Concord and Lenox, than 450 community clients have benefited from these Massachusetts, and North Stonington, Connecticut projects. Every year, students are exposed to 30 or 35 • Conceptual Plan for a Biological Corridor in Southern different projects, each with its unique clients and site Azuero, Panama challenges – a great introduction to the broad fields of conservation planning, ecological restoration, and regenerative design.

HEATHLAND GRASSLAND SHRUBLAND OPEN WOODLAND FOREST

regionAl context Perennial Groundcover Southern Azuero Peninsula

Typically with winter term projects students learn to use A spring 2011 team had the challenging job of geographic information systems to analyze data for broad providing a planting and management plan for an areas, as a student team did for Panama’s southern Azuero air base sited in a sand plain ecosystem. They were Peninsula (left). The team is shown with their local host tasked with creating a design that avoids plants that (above left). The six-million acre Adirondack State Park has attract birds (for air safety), and also conforms to been the focus of two winter projects. “People in the Park” Homeland Security requirements for good visibility Shrub (above) was the report from one of these projects. from all buildings. Design templates provided recommendations for distinct planting zones, and management techniques for implementation and maintenance over the long term. Grass Archeological and historical research suggests that humans have been practicing slash and burn agriculture since pre-Columbian times. over the centuries, the practice of pasture burning combined with heavy rainfall during the wet season has increased erosion and decreased the 8 already| CONWAY poor land productivity. CONWAY | 9

recent alternatives to cattle ranching include teak plantations. unfortunately, teak trees deplete nutrients from the soil and allow very little to grow in the understory. in addition, little or no training was provided to ranchers on how to grow teak, so many of the plantations will not produce harvestable timber.

Teak plantation, Azuero peninsula

What others are saying about Conway Our story

“...the school’s graduates are experts, “In the field Conway students alter Cudnohufsky wasn’t satisfied with traditional landscape architecture to encouraging design without a doubt, but experts with a respond to a landscape with a scientist’s the status quo. He had received a Master’s that is environmentally sound. Increasingly, applicants professional ethos very different from curiosity, an artist’s appreciation and degree in landscape were seeking this new way of looking Warchitecture from Harvard in 1965, at design. the doctrinaire theoretician designer, an ecologist’s concern. The program who brings her or his vision to impose nurtures those skills, hones them, and spent eighteen months traveling, ACCREDITATION ACHIEVED on the project. Instead, they are experts turns out graduates that are capable of and was teaching design at a large The New England Association of at understanding human desires and taking on complex challenges—just the university. He was frustrated with Schools and Colleges granted full finding the way to express them in skills needed for increasingly complex, traditional design education, which he accreditation effective 1989. In ecologically sound design.” and global, environmental issues.” considered too compartmentalized, inflexible, and theoretical. Bill Regan 1992, Walt left the school to put Over its thirty-five-plus year history there have DR. JILL KER CONWAY JUDY PRESTON He had explored design education into practice the things that he had been three directors of the school (l/r): Walter been teaching. Today he regards the Former President, Smith College, Massachusetts Executive Director, Tidewater Institute, Old in his graduate thesis and had been Cudnohufsky (Founder, 1972–1992), Donald Saybrook, Connecticut reading progressive education theory. Walker (1992–2005), Paul Cawood Hellmund Conway School of Landscape Design He wanted to try a new way of doing (2005–present). Each has played a role in shap- as his greatest lifetime contribution, ing the school while maintaining its core values. things, with hands-on learning, more while giving credit to the people who are carrying the school forward. “Your teaching/learning environment embraces like a working design office. He “What consistently strikes me Don Walker became director in those things most precious to creative learning: a thought it should be student-based, not about Conway’s program is the energy, 1992, a position he held until his retirement in 2005. Don warm, salutary, informal and intimate atmosphere; institutionally organized, and he wanted it to be a shared enthusiasm, and commitment that and staff oversaw the move from the school’s thirty-year close personal student/faculty interaction; the experience that emphasized teamwork. He wanted to it fosters within its students. When home to a nearby wooded hilltop. The 34.5-acre campus sharing of pure, distilled knowledge; reverence for start a new school that would turn design education on thinking about ecologically sound is being planned as a learning laboratory for sustainable the earth and a responsibility for the stewardship of its head. And so he did. landscape design, Conway is the design. it.” program that comes first to my mind.” A PERSONAL LOAN LAUNCHES THE SCHOOL Conway’s third director, Panama-born landscape Although he hadn’t envisioned a design school in a architect and conservation planner Paul Cawood STEVEN STRONG TOM K. WESSELS rural setting, for reasons of economy, Walt began the Hellmund, is committed to the school’s unique teaching Principal, Solar Design Associates, Inc., Harvard, Massachusetts Professor, Antioch University New England, Keene, school in his Conway home and peripheral buildings —a approach and to sustainable design. He also has a strong New Hampshire sugar-house and a converted barn. He secured an $8,000 interest in expanding the school’s perspective to global personal loan to pay for renovations and float the school environmental opportunities. in its first year. Construction took place over the summer “[The Conway School] is one of the best in “The graduates of the Conway School will surely In the school’s lively history, some things, such as its of 1972, in anticipation of the first class—seven men and the country for giving a grounding in landscape be well prepared to take on the environmental outward appearance and personnel, have changed. Other two women, mostly from Massachusetts. design….” challenges of our age.” things, especially its focus on individualized learning, Classes were held every day, at times with studio will always remain as constants. KEVIN LYNCH KURT CULBERTSON also every day. There might be an impromptu stone wall You can read more of the school’s history in Jane Roy Author and urban planner Principal and Chairman of the boarBd, Design Workshop, Aspen, building demonstration or other invitations to “learn by Colorado doing.” Chores were always part of the sharing, potlucks Brown’s Drawing Lessons: Forty Years of Design and games part of the fun. Communications always was Education at the Conway School, available at www.csld.edu. “Conway is one very remarkable and still is an important focus of the school. Walt’s belief was that if you can’t explain your ideas in writing and school, where extraordinary learning “The Conway School hones the speaking, then you’re not in charge of yourself or what takes place amidst a highly congenial skills and the design capabilities of its you’re doing. Our building features and collegial atmosphere. If one judges graduate students against the rigors of passive and active an institution by the commitment, the real world and real projects while SECOND DIRECTOR ARRIVES AS STUDENT solar design and offers enthusiasm, and competence of its dramatic vistas to distant maintaining a deep ethical sense of Don Walker, who would prove to be a major force in graduates, Conway must rank among mountains. We view our the long term needs of humanity and the evolution of the school, came as a student in 1978. campus as an opportu- the very best to be found anywhere, in the planet. Vision and practicality are He already had two degrees in landscape architecture nity to create an outdoor the field of landscape design.” fused and rendered meaningful.” learning laboratory and much experience in teaching and practice. He, too, focused on sustainable was disillusioned with his teaching experience and the design and forest man- RANDALL ARENDT DR. JOHN TODD persistent pressure to do research. With Don’s addition to agement. Landscape planner & author, Narragansett, Rhode Professor, University of Vermont, Burlington, the staff came a gradual shift in focus from teaching Island Vermont; inventor of living machines

10 | CONWAY CONWAY | 11 The Conway School and its setting Field trips and outdoor learning

he Town of Conway is a by wood and a supplemental oil burner. ne afternoon a week is typically devoted to field scenic hilltown of nearly Students share the responsibility of work, providing opportunities to leave campus to 2,000 residents just west keeping the four wood stoves going see new places and meet new people. Trips range Tof the Connecticut River Valley in during the winter months and helping Ofrom a snowshoe trek through a boreal forest with an western Massachusetts. This former with other chores. ecologist to a sketching exercise among industrial ruins, mill town still has the appearance of The school consists of two large guided by an urban planner. sunny studio spaces, a classroom, self-sufficiency, with farm fields and (b) sap buckets illustrating a life lived close library, reception area, conference to the land. Because of its proximity space, lounge area with a woodstove, to the Five College area, Conway and faculty and administrative offices. The school’s library is a focused provides a nearly ideal balance of rural (a) s r e collection of over 3,000 volumes, and k tranquility and cultural resources. A n the school subscribes to more than 50 a Amherst, Hampshire, Mt. Holyoke, and J e Smith Colleges, and the University of professional journals. There is also a Massachusetts at Amherst, as well as full kitchen for preparing and heating the city of Northampton and the town lunches and snacks. (c) of Amherst, are all within a half-hour The facilities are comfortable, drive. and the rural surroundings—rich The school is located a half mile woodlands, rolling farm fields—are east of the Conway town center on 34.5 a welcome counter balance to the acres of wooded hilltop. The passive intensive, fast pace of student life at the solar building, purchased and renovated school. by the school in 2002–2003, is heated (g) David Brooks Andrews Brooks David

Our school is a homey place, where students (top to bottom, above) have access to a full kitchen, participate in chores, as well as feel free to kick up their heels.

Jamieson Scott ‘10

(d)

(clockwise, from top left): (a) Students explore winter beaver pond ecology and learn about winter habitat. (b) Old mills evoke history and hold potential for future uses. (c) A disused rail line in lower Man- hattan is reimagined as an elevated public park. (d) Getting a feel for the largest American sycamore east of the Mississippi Jamieson Scott ‘10 Scott Jamieson River. (e) The changing seasons educate— Our location provides a balance and surprise us—all year long, such as between solitude that supports when the ephemeral spring flowers burst focused study and access to forth. (f) Within short driving distance are (e) the cultural richness of the Five many unique features such as this quaking College area. bog in Hawley. (g) Urban agriculture and community gardens provide food, cultural connections, and education for environmental justice populations. (f)

12 | CONWAY CONWAY | 13 Courses are fully integrated Graduation requirements

They study municipal planning and zoning, standards n addition to successfully completing three major, he Conway masters degree is multidisciplinary. term-length design projects, each student must Courses are not separate offerings that can be for parking lots, retaining walls, structures, road alignment, and planting plans. Construction documents demonstrate communication abilities through selected independently; the program is fully Iillustrative and technical graphics, design presentations Tintegrated throughout the year through instruction by and details, including the physical characteristics of and written essays, project correspondence and reports. core faculty, as well as through guest instructors and a materials and cost estimating, are also presented in the design curriculum. To receive a Master of Science in Ecological Design wide variety of field trips. degree, the student must demonstrate understanding of The progression of subjects addressed during the year PROFESSIONAL DEVELOPMENT AND PRACTICE design theory, natural and built environments, design is shaped by the design and planning projects that are What are the ethical issues in design practice? What communication, and professional development and a major component of each term. Class assignments— kinds of design offices and practices exist? Through practice. graphic, technical and written—are dovetailed with visits to professional offices, as well as through guest project requirements. speakers at the school, students meet with design, GAINING KNOWLEDGE Classes—including field trips and guest speakers— We value—and teach—both hand-drawing techniques and conservation, and planning practitioners and learn about Students must regularly attend and actively participate computer graphics. are customarily held three days a week, with two days forms of practice. in classes, workshops, educational field trips, and special reserved for studio time and individual project work. events offered at the school, and must satisfactorily Faculty are available during studio days for individual The emphasis is on patterns and interactions of fulfill all academic exercises, assignments, and readings. and team consultation. phenomena as they inform design. STUDY OPTIONS AFTER GRADUATION APPLYING UNDERSTANDING SUSTAINABLE LANDSCAPE DESIGN THEORY HUMANITIES Students must complete three major design projects After graduation some students seek additional Throughout the year, seminars and discussions raise Through readings and discussions, students reflect on the from the initial contact with an outside client to training or education, depending on their career and explore fundamental questions, such as: What is practice of landscape design and engage in exercises to successful completion of all necessary drawings, reports, goals. the nature of ecologically based landscape design? Why improve oral and written expression. Readings are drawn public presentations, technical data, research, and is it practiced? How does one successfully integrate from diverse disciplines, including geography, cultural • Conway’s annual David Bird International Service recommendations. both natural and human systems? What are examples studies, history, literature, psychology, philosophy, Fellowship carries a stipend of $5,000 for a recent of designs that are sustainable? Is sustainability even aesthetics, and economics. Oral presentation skills graduate to undertake a 2-4 month international DEMONSTRATING UNDERSTANDING AND achievable? What is the relationship of humans and are addressed through technical exercises (in voice, public service project and upon return, to enhance ABILITIES nature? What are the patterns of successful design? posture, control of breath) and in lessons on organization the Conway program by being in residence at the Students earn 30 graduate credits in design (openings, conclusions, transitions, and narrative school. communication abilities through: NATURAL SYSTEMS techniques). Writing skills are honed through exercises • Conway has a program to connect graduates • field trip reports; Understanding the land—the natural history and in style, drafting, and revision; through practice in interested in an internship with alumni/ae who • essays integrating learning with individual goals for ecological processes that constitute a site and its different forms of creative non-fiction and professional have paid or unpaid positions to offer. The number education and professional work; context—is fundamental to the practice of landscape writing (proposals, resumes, reports); and through and location of internships available varies from • project correspondence, proposals, and reports design. Students spend many hours outdoors so they reviews of grammar, punctuation, and relevant design year to year. for clients; may better read the land and recognize possibilities for vocabulary. • Conway has a special agreement with the nearby use by people as well as the desirability for protection or • drawings and other graphics illustrating design University of Massachusetts at Amherst (www. information, ideas, and plans; and restricted use. Natural systems topics include landforms, DESIGN COMMUNICATIONS GRAPHICS umass.edu/larp) allowing students who wish • design presentations to class members, faculty, soil characteristics, plant associations, ecological Graphic skills are developed to enhance students’ design to obtain a professional three-year degree in clients, public audiences, and visiting professionals. theories, the effect of climate and microclimate, wetland thinking, to communicate information accurately, and landscape architecture to reduce study toward the function, forest ecology, wildlife habitat and corridors. to express ideas effectively. A balance of hand-drawing UMass degree by up to one year. Core faculty continually guide and evaluate (perspectives, sections, plan view) and digital techniques student work in the studio, classroom, and individual (basic photo manipulation, Power-Point, CAD, conferences. While students do not receive grades, they geographic information systems, 3-D modeling, desktop Abrah Dresdale ‘10 won are expected to revise and improve their written, graphic, publishing) is presented. Conway’s 2013-2014 Bird and project work until it meets the approval of faculty, International Service client, and the student her/himself. TECHNICAL DESIGN ISSUES Fellowship for a six- The techniques and principles for modifying land and week project providing sustainable design implementing designs are introduced during term assistance to a community projects and through separate exercises. Students learn in India. the basics of topographic surveying, data plotting and interpolating, and producing maps. They also learn how to analyze site features and how to solve site engineering

Tom Jandernoa ‘10 Jandernoa Tom problems, such as drainage and grading.

14 | CONWAY CONWAY | 15 Fall Orientation Trip

e start the year with a bang. The week- day fall orientation trip is a concentrated introduction to the year and the new class. WWe get to know each other well by working intensively on field activities that also help students learn about how natural and social systems work. Not only do working relationships get forged, but we also start to develop a shared vocabulary and common places of

(d) Thompson ‘06 Janna reference. Shown here are the past trips to Quebec, Montreal, and Ottawa, Canada, and along the length of the Connecticut River, from Long Island Sound to northern New Hampshire. (a) We use maps and aerial photographs to shift perspectives and to help understand context. (a) (b) Wherever we go, teams of students discuss, Larua Rissolo ‘11 analyze, and present what they are seeing. (c) We circle up most days to share insights and review what we are learning. (d) From a high vantage point you can take in the broad sweep of a city and its river or other (g) landscapes and come to understand some of the patterns and processes below. (e) We visit sites that have elements such as this roof garden that may play into student designs later in the year. (f) Learning on the go means any stop can become a classroom. (g) People and the design of cities are of as much interest to us as every other aspect of the landscape. (b) (h) Sketchbooks become a new appendage for each of us, as we are constantly drawing and noting. (e) (i) Our hosts along the trip, such as John O’Keefe at Harvard Forest, are insightful storytellers of the places they know and love. (h)

(f) Lerman ‘11 Ahron

16 | CONWAY CONWAY | 17 Who teaches at Conway? Core Faculty

e engage as teachers those whose integrity PAUL CAWOOD HELLMUND allows them to speak from their hearts and PRESIDENT/DIRECTOR AND PROFESSOR, out of their lives, rather than simply from a DESIGN & PLANNING Wtextbook or solely on a theoretical basis. We value—and debate—theory, but value it most as it has relevance in Paul Cawood Hellmund became director and core faculty practice. member at Conway in 2005. Paul is a Panama-born Faculty positions have various functions. Core faculty educator and practitioner, a full member of the American are the glue or continuity of the program. At least one Society of Landscape Architects, a member of the United of them is with the students every day and for some States International Association of Landscape Ecology, sessions, such as Wednesday afternoon presentations, and a member of the Society for Ecological Restoration. there are two or three faculty members present. These The focus of his design, research, practice, and faculty carefully monitor the progress of individual teaching is improving the relationship between people students and coach them. As each term proceeds they and nature, especially in urban, suburban, and degraded are also constantly gauging where the class is as a whole, landscapes. making adjustments to the timing of the subjects being Paul is co-author of Designing Greenways (2006) presented. and he co-edited the 1993 book, Ecology of Greenways, Adjunct faculty and master teachers add to the which was recognized by the American Society of experience base of the faculty by offering a depth of Landscape Architects with a national award. He also experience in a particular area, such as ecology. Some was principal author of Colorado State Parks’ widely work with students in the studio, others interact more circulated “Planning Trails with Wildlife in Mind.” Katja Patchowsky ‘08 Patchowsky Katja frequently with students in the field. He sees finding a balance between nature and people as a key factor in creating sustainable communities and WEEKLY GUEST SPEAKERS he seeks collaborative design as essential Weekly visitors are also key contributors to the education to progress in sustainability. at Conway. They conduct workshops, give talks, advise Paul has taught undergraduate and graduate students on projects, and interact in other ways. They typically of landscape architecture in courses in sustainable have very targeted knowledge (such as how septic design, landscape ecology, environmental analysis, and systems work or how forests may change over time) or a landscape planning, and organized interdisciplinary depth of design experience (such as in permaculture or projects exploring various aspects of protected areas conservation planning). planning in the U.S. and abroad. He formerly taught at Our teachers are more likely to ask questions than to PAUL CAWOOD HELLMUND Colorado State University, Virginia Tech, and Harvard give answers. This doesn’t mean you can’t get a straight [email protected] University. answer out of them, just that they think it is better to Most recently Paul had his own private practice, encourage thoughtfulness than to impose a solution from Andrews Brooks David Hellmund Associates, prior to which he worked for another place and time. Design Workshop, HOH Associates, and the U.S. STUDENTS ARE TEACHERS National Park Service. His major projects, extending In a very real sense our students are teachers, too. Much over several years, were the management plan for the exchange of ideas occurs among students, most of whom Rocky Mountain Arsenal National Wildlife Refuge and I am tremendously impressed have considerable life experience and all of whom have various aspects of the Chatfield Basin Conservation with the students who come significant things to share. In recognition that students Network. to Conway. Their commitment, are important educators at Conway, they help award • “ MLA, Harvard Graduate School of Design (1983) diplomas at graduation, with each student presenting hard work, and enthusiasm are • BS, Landscape Horticulture/Design, Colorado State another student with a diploma and offering words of unsurpassed. Not to mention University (1977) appreciation for that fellow student. their senses of humor! With “ these qualities it’s no wonder this learning community is so

Jamieson Scott ‘10 Scott Jamieson productive and the teaching so (top) Learning at Conway often involves one student and one teacher. rewarding. (middle) Even in class sessions there are never more than eighteen or nineteen students with from one to three faculty. (bottom) Weekly visitors add greatly to the discussions and debates.

18 | CONWAY CONWAY | 19 KEN BYRNE B. KIM ERSLEV PROFESSOR, HUMANITIES PROFESSOR, LANDSCAPE DESIGN AND GRAPHICS Ken joined the faculty in 2003, with primary responsibility for the humanities and as curriculum Kim is both a practicing architect and a landscape coordinator. An educator for eighteen years, Ken brings architect with her own firm, Salmon Falls Ecological a wide range of experience, from teaching secondary Design, based in Shelburne Falls. She has been a frequent school in Macau, to educational design consulting for visiting critic at the school and joined the faculty in an environmental nongovernmental organization in the 2006. She has more than fifteen years of experience with Philippines, to teaching college writing and creative non- sustainable landscape and architectural design. fiction at the University of Massachusetts at Amherst. Kim’s professional work is dedicated to creating Ken has been active in projects linking environmental designs that connect humans with the inherent power and social health to community development efforts, and beauty of natural systems. She has worked with both in the Connecticut River Valley region and abroad. several design firms on a diversity of projects including: Interdisciplinary by inclination, Ken’s academic the design of the Micmac Heritage Center in Northern work draws on geography, philosophy, economics, Canada, the Jerusalem Science Museum, the Greenfield/ anthropology, education, psychology, and literary theory NESEA Energy Park, the Eric Carle Museum, and the to examine the relationship between people and the design of a new town destroyed by a volcanic mudslide environment. He is interested in alternative concepts in Colombia, South America. Her current design of economy and community, and believes that one of practice focuses on the design of super-insulated passive the functions of education should be to unsettle fixed or solar homes, ecological landscapes, and co-housing conventional notions of the individual, nature, society, communities. and development. Kim is a talented designer with strong skills in • EdD, University of Massachusetts (2003) conceptualization, drawing, and design communication. She is an enthusiastic teacher who encourages students to • MEd, University of Massachusetts (1996) work and learn cooperatively. She has taught at Temple • BA (honors), English, Brown University (1986) University and throughout graduate school at the University of Massachusetts. • MLA, University of Massachusetts (1996) • MArch, University of Pennsylvania (1987) KEN BYRNE B. KIM ERSLEV [email protected] • BA, Wesleyan University (1979) [email protected]

Luzon, Philippines

I was attracted to Conway’s ecological I admire the Conway School’s unique hands-on approach to learning. Students “ mission, its rigorous yet humane applied “ learning approach, its progressive are taught to carefully observe regions, educational methods and philosophy, and its watersheds, and local ecosystems. From that cross-disciplinary integrated curriculum. I foundation, students gain ecologically based enjoy working in an environment in which skills to design sustainable landscapes and “ “ become advocates for the health and beauty students feel both properly supported and challenged to explore and grow on their own of their local communities and the global terms. environment.

20 | CONWAY CONWAY | 21 Instructors and Adjuncts

JONO NEIGER BILL LATTRELL | [email protected] KEITH ZALTZBERG | [email protected] PROFESSOR, REGENERATIVE DESIGN Ecology Adjunct Digital Design Instructor As a certified wetlands scientist and Jono is a conservation biologist with nearly two decades professional restoration ecologist, Keith Zaltzberg works with of experience in land stewardship, ecological studies, Bill Lattrell has managed projects students during the winter term restoration, and conservation commission staffing. He involving wildlife habitat, wetland helping them understand how a served as Lost Valley Educational Center’s Land Steward restoration, wetlands mapping, and Geographic Information System and Permaculture Apprenticeship Program Director in public education. He joined Conway (GIS) can support land use planning Oregon for five years, founded and served as Coordinator as adjunct faculty in 1993, teaching and design. He has extensive of the Lost Creek Watershed Council in Oregon for classes in wetlands protection and experience using GIS in his past four years, was Restoration Ecologist with the Nature mitigation, wildlife habitat, and leading field trips to a work as Associate Designer and Technical Specialist at Conservancy of California for two years, and served as variety of ecosystems, including bogs, beaver ponds, old Dodson Associates Landscape Architects and Planners Conservation Commission Agent for the Town of Palmer growth forests, vernal pools, and successional meadows. in Ashfield, MA. He is a certified permaculture designer (Massachusetts) for four years. Bill’s broad applied knowledge of natural resource and founding partner of the Regenerative Design A permaculture teacher and designer since 1996, issues helps students evaluate environmental assets and Group, where he works with individuals, communities Jono works to help organizations and individuals anticipate potential repercussions on residential and and organizations in landscape design. He is a studio further their goals for stewarding their land and for community sites. He is principal of Lattrell Ecological instructor at Smith College, and has volunteered with creating productive, regenerative human ecosystems. Consulting in Heath, MA. the Wise Wetlands Restoration Project, an educational Currently the principal of Regenerative Design Group, a organization that explores land reclamation alternatives permaculture design and consultation firm in Greenfield, • MS, Environmental Resource Management, in the Appalachian region. Massachusetts. Jono teaches landscape design at the Antioch/New England Graduate School (1989) Conway School, including primary responsibility for the • BS, Environmental Design, University of • BS, Environmental Sociology, Massachusetts (2007) surveying part of the curriculum in the fall term. University of Massachusetts (1975) • MALD, The Conway School (2003) • BS, Forest Biology, SUNY College of GLENN MOTZKIN | [email protected] Environmental Science and Forestry (1989) Ecology Adjunct

Glenn Motzkin is a plant ecologist interested in patterns of species JONO NEIGER distribution, vegetation dynamics, [email protected] disturbance history, and the application of historical ecology

to conservation in New England. Glenn has studied a wide range of natural communities, with particular interests in the

history and dynamics of uncommon communities that support rare species and are priorities for conservation. Glenn is currently an independent ecological consultant, Since arriving as a student at the Conway having previously worked as Plant Ecologist at Harvard School in the fall of 2002, I have felt the “ Forest in Petersham, MA. Glenn serves as a member of school represents a strong mix of hands- the Advisory Committee for the Massachusetts Natural on learning in a supportive, mentored Heritage and Endangered Species Program. educational environment. The focus on • MS, Forest Ecology, University of Massachusetts, “ regenerative solutions, site repair, land Amherst (1990) stewardship, and sustainability sends students into the world ready to make a • BA, American Civilization, Brown University (1982) difference.

22 | CONWAY CONWAY | 23 Master Teachers Administrative Staff

DAVID JACKE | [email protected] JOEL RUSSELL | [email protected] NINA ANTONETTI | [email protected] DAVID NORDSTROM | [email protected] Master Teacher/Permaculture Master Teacher/Conservation Law Director of Advancement + Strategic Initiatives Administrative Director Dave Jacke has been a student Joel Russell has been at the forefront An architectural and landscape Dave joined Conway as a full-time of ecology and design since the of smart growth, land conservation, historian, Nina is a founding staff member in 2007. Originally 1970s. The primary author of and new urbanism for 30 years as member of the Landscape Studies from the Boston area he has Edible Forest Gardens (2005), he a planning consultant and land use Program and the Sustainable Food made western Massachusetts has run his own ecological design attorney. Drafting land use ordinances Studies concentration at Smith his home for the last 25 years. firm—Dynamics Ecological that emphasize quality design, the College, where she taught courses Before studying at Conway, Design—since 1984. Dave is an creation of a sense of place, traditional neighborhood exploring the histories and theories Dave worked in the accounting engaging and passionate teacher of ecological design development, and the preservation of open space and of sustainable design, environmental field for over 20 years in the and permaculture, and a meticulous designer. He has environmental resources, he is a national authority justice, food security, sprawl, and manufacturing and distribution consulted on, designed, built, and planted landscapes, on how to contain suburban sprawl and a principal urban public space. She is also a fellow at the Center for industry. After graduating in 2004, he split his time homes, farms, and communities in many parts of the co-author of Codifying New Urbanism (American Creative Solutions at Marlboro College, and a founding working with a local landscape design and installation United States, as well as overseas. A cofounder of Land Planning Association, 2004). Since 1982, Joel has member of a design collective in Northampton, MA, company, preparing community development block Trust at Gap Mountain in Jaffrey, NH, he homesteaded helped to preserve over 25,000 acres of land working comprised of seven designers and community developers grant applications for a consulting firm, and handling there for a number of years. He also cofounded the newly- with landowners and twelve land trusts. He co-founded who share space, exchange ideas, and collaborate on the accounting and facilities duties at Conway. Dave’s formed Apios Institute, which researches and propagates and served as Executive Director of the Dutchess Land local projects. In addition, Nina is an international current responsibilities include financial aid, student “regenerative perennial agriculture” in temperate Conservancy in New York, and is currently a Fellow of lecturer and scholar. Her work at Conway focuses on project development, accounting, and facilities. climates. the Glynwood Center in Cold Spring, NY, developing building broad support for the school’s programs. • MALD, The Conway School (2004) an advanced training program in land use regulation to • MALD, The Conway School (1984) • Ph.D., Landscape, Architecture, Art, University of • BS, Business Management, Westfield State College address climate change and sustainable development. London (1997) • BA, Magna Cum Laude, Environmental Studies, He has published numerous articles and spoken at (1995) Simon’s Rock College (1980) conferences throughout the United States. Joel served on • B.A., Art and Architecture, Richmond, The the Conway School Board of Trustees from 1992 through American International University in London (1987) PRISCILLA NOVITT | [email protected] DARREL MORRISON | [email protected] 2001, as Chair from 1997 through 2001, and is now a Communications Manager Master Teacher/Design Conway Adviser. ADRIAN DAHLIN | [email protected] Priscilla graduated from the Darrel Morrison is a fellow of the • JD, Boston University Law School (1978) Director of Admissions + Marketing Conway School in 2007 and American Society of Landscape joined the staff part-time later • MUA, (Master of Urban Affairs), Boston University Adrian began as Admissions Architects and Professor and that year. Before studying at (1974) Director in November 2013. He has Dean Emeritus at the University experience in entrepreneurship, Conway, she worked for several of Georgia. Currently a resident • BA, Harvard University (1972) digital marketing, and local years in program development and of New York City, he has taught at government. In 2011, he founded grants management at a nonprofit Conway since 1992. Darrel has been ERIK VAN LENNEP | [email protected] Rising Green, a business designed organization in New York City a pioneer in landscape restoration and Master Teacher/Sustainability to help students and young focused on empowering artists at ecological design and has received awards for his work professionals establish careers in the critical stages in their creative lives. In 2008, Priscilla Erik van Lennep is a sustainability at the Lady Bird Johnson Wildflower Center in Austin, sustainability sector, and in 2012, started a small apiary in Northampton with her husband, consultant, green design practitioner, Texas, and elsewhere. He is a gifted teacher who has started a digital marketing consultancy, which gave him and transformed her property from a shady lawn to a entrepreneur and trainer in Dublin, received national teaching awards from the council of experience writing marketing plans and social media sunny productive garden. At Conway, she is responsible Ireland. He has worked to set up Educators in Landscape Architecture and the American strategies. In the course of earning his degree at Tufts, for the production of the school manazine, website, innovative community projects and Horticultural Society. Since 1997 Darrel has been a Adrian studied at Principia College for one year, spent and printed materials, and she supports the academic NGOs in Ireland and the USA for design and ecological consultant to the Storm King Art a semester in northern India, and traveled through the program. more than 30 years. Erik is the founder Center, a 500-acre sculpture park in New York State. Middle East with the Center for Ecological Living and of international design collaborative • MALD, The Conway School (2007) Learning. Adrian serves as Holyoke’s youngest ever • MSLA, University of Wisconsin (1969) TEPUI, created to research, promote, and apply living • BA, Psychology, Oberlin College (1996) Conservation Commissioner and remains active in his • BSLA, Iowa State University (1959) technologies as concrete response to climate change. He community. is a co-founder of Cultivate Sustainable Living Centre in Dublin, and co-developer of a post-graduate Irish • BS, Environmental Studies and Political Science, national course on Sustainable Design Innovation. Tufts University (2010) • MALD, The Conway School (1983)

24 | CONWAY CONWAY | 25 Who comes to Conway to study? How to apply

onway students are from very diverse There are no part-time students at Conway and those lthough there is no prerequisite field of study, break in late December and a two-week spring break). backgrounds, encompass a wide age range, and who attend must be able to immerse themselves fully for entering students must have a bachelor’s degree Students must complete all academic and project work bring multiple interests in sustainable design. We ten months. or the equivalent, and must show capability before graduation. Ato work in an accelerated program by documenting Clike it that way. It makes for a rich learning community. Most students have been working for several YOUR APPLICATION MUST INCLUDE Some students already have considerable life years and are returning to school to change careers maturity and success in both academic and work experience and previous graduate degrees in various or to develop new skills. Their backgrounds are quite situations. The school seeks well-rounded students who 1. Application form and written responses to seven fields. Others are more recently out of college, but have varied: undergraduate majors range from fine arts to will be able to perform at graduate levels of ability in essay questions; already demonstrated a deep commitment to sustainable computer science, from sociology to medicine. Some applying theoretical principles of design and analyzing 2. Official academic transcripts from all previous design. have traditional landscape design or planning degrees concrete information. institutions of higher learning; and want to expand skills or broaden perspectives. Applicants should also show ability to perform Conway attracts highly motivated, self-directed 3. Three letters of reference; learners who want to pursue environmental planning Others have worked in nurseries, garden maintenance, basic mathematical calculations and to achieve, after and design careers and who learn best in an intensive or landscape contracting and want to move into design. instruction, competent design expression through 4. Current resume; and and applied program. Conway students have a strong Still others have volunteered time to conservation or drawings and presentations. Good writing skills are 5. $50 application fee. required for admission. Since the program involves a commitment to social and environmental issues. horticultural causes while pursuing employment in other 6. Optional: Design portfolio. Our graduate degree is very attractive to those with fields, and have decided to pursue careers in landscape great deal of public speaking, applicants must be fluent backgrounds in the natural sciences who want to work planning or design. in English. In addition, we look for strongly motivated Upon receipt, we will schedule a personal interview with Conway faculty at the school. in landscape restoration, and to those who are practicing students who are willing to engage in team work, have a profound respect for the natural world and the human architects, planners, and engineers who want to design TUITION AND LIVING EXPENSES more sensitively with the land. beings who inhabit it, and are eager to put their personal values into positive action during the school year and Tuition and fees are set annually in February by the afterward. school’s Board of Trustees (and are posted at www.csld. edu); the school agrees not to raise tuition during the APPLICATION PROCEDURES academic year. Because of the intimate scale and intensive nature of the Conway program, the application procedure requires a TUITION FOR THE 2013-2014 substantial commitment of time from both the applicant ACADEMIC YEAR* and school staff. This year the early application deadline is December 31, 2013 and the final application deadline • $27,375 plus a participation fee (covering is March 15, 2014. Applications received after that date orientation trip, information technology, and field will be considered if the class has not been filled. trips) of $4,075 Prospective applicants may want to visit the school, • $750 non-refundable deposit upon signing either during a scheduled information session or at enrollment agreement another time, before taking the time to complete the • $15,973 on or before September 3, 2013 written application. This provides an opportunity to talk • $14,727 on or before February 1, 2014

with students, review student work, and learn about staff *Check the website at www.csld.edu for updated tuition informaiton. Jamieson Scott ‘10 Jamieson Scott philosophy and school operations. Interviews may be scheduled subsequently. The tuition and fees include costs incurred for

The applicant is notified of the admissions decision operation of the school, adjunct faculty, visiting by mail, usually within several weeks of the completed lecturers, some reading materials, use of school I know of no other design process. If an application is received after the next class computer stations, some computer software, major school that prepares its is filled, it will be held for review in the event that a “ printing and drafting supplies, graphic reproduction students so meaningfully to vacancy occurs, or the application can be applied to the costs, printed materials, and additional supplies and be effective advocates for following academic year. transportation costs for scheduled field trips as well as decisions and actions that Once an applicant is accepted to the program, we housing for the major fall orientation field trip. lead to environmentally will send an enrollment agreement to be signed by the Fees do not include costs of housing and food “ prospective student. This agreement, accompanied by a sustainable outcomes. for students when at Conway or on field trips (with deposit, admits the applicant to full participation in the the exception of lodging during the orientation trip). - Wendi Goldsmith ‘90 activities of the school for the school year. The academic Students also need to budget for personal transportation, term begins the day after Labor Day, and classes are personal computers, some drafting equipment, supplies, held through late June (with the exception of a two-week and books; and health insurance.

26 | CONWAY CONWAY | 27 Financial aid

Reading and equipment lists are sent to students after Information Office, which has extensive land use maps oans and other financial aid can be obtained for Loans can be originated by the school only after a they are accepted by the school. Most items listed may of the region. Franklin, Hampshire, and Hampden up to the full cost of attendance, including tuition student has been accepted, confirmed attendance by be purchased in the area at the beginning of the year. The Counties are home to regional resources such as the and living expenses. coutersigning and returning the enrollment agreement, school has two computers available for shared student Natural Resource Conservation Service, U.S. Fish and L returned the signed financial aid award letter received use in the studio; however, each student is required to Wildlife Service, and regional planning agencies. LOANS from the school, completed the on-line financial aid have their own laptop computer and basic computer The Conway School participates in the U. S. Department HEALTH INSURANCE entrance interview, and completed a Master Promissory skills. (Details on computer requirements are updated of Education’s Direct Loan Program. Stafford and Direct Note(s). on the equipment list each year.) A digital camera is also Massachusetts law requires that all full-time students PLUS loans are available through this program. enrolled in a college, university or other institute of To ensure that loan funds will be available when recommended. Other listed equipment costs average • Stafford unsubsidized loans can fund up to $20,500 higher learning in the state must participate in a school school begins in September, applicants can and are $500. toward the cost of graduate education. These sponsored health insurance plan or another alternate plan strongly advised to start financial aid applications at the Living expenses for food, housing, moderate travel, government loans are offered at fixed interest rates with comparable coverage. same time they apply for admission. The priority date for and other routine expenditures (including health and repayment may be deferred while in school; Students must purchase the school sponsored health financial aid application for the 2014-2015 academic year insurance; coverage is required in Massachusetts) vary loan payments need not begin until six months plan or show proof of comparable coverage in an is January 31, 2014. from student to student. Expenses beyond tuition for the after graduation. interest accrues on Stafford alternate health plan in order to enroll. 10 months average $25,000. Estimates are derived from unsubsitdized loand while a student is enrolled in SCHOLARSHIPS AND GRANTS surveys of students at the end of each school year. FOREIGN STUDENTS WELCOMED school. The interest can be capitalized and deferred The Board of Trustees has approved a limited number of need-based grants for the 2013-2014 academic year. HOUSING We encourage foreign students to apply because until repayment begins. we think they can add significantly to our learning • Direct PLUS loans are available up to the total cost Please contact the school for details. Conway gladly Most students rent rooms, apartments or houses in assists students who are applying for other sources of the Conway area for their year of study. The school community. There is no special application for such of attendance less any other financial assistance, applicants; the standard admission procedure is followed, including Stafford loans. These loans have an funding. A list of potential scholarship resources is maintains a list of available rentals. Individuals make available on our website. their own arrangements, usually during the summer except that TOEFL scores may be required. Our program interest rate slightly higher than the Stafford loans emphasizes communication as well as technical studies, and are subject to a credit check. Repayment of these More information on financial aid is available at before school starts. Some students bring their partners the Conway website (www.csld.edu), from Conway’s and/or children to the area for the year. Others, having and requires frequent public speaking and extensive loans begins as soon as the loan is fully disbursed; writing in fluent, idiomatic English. In general, we however, you may automatically apply an in-school Financial Aid Advisor ([email protected]), or from the home bases within a few hours’ drive from school, Department of Education (studentaid.ed.gov). elect to become weekend commuters. Those from long consider the writing and public speaking demands too deferment of your loan as long as you remain distances are sometimes separated from their families, rigorous for students who are not fluent in English. enrolled. There is no grace period on these loans except during holidays, for the 10-month school year. when you stop attending school; however, you can Since public transportation is not available, students NON-DISCRIMINATORY POLICY request a six-month deferment from your graduation The Conway School of Landscape Design, Inc., a need the use of a car during their year. Within a half- date. Massachusetts non-profit corporation organized under hour drive of Conway, students can find supplies and Both Stafford and Direct PLUS loans have a standard Chapter 180 of the General Laws, is a training school services, professional consultants, recreational facilities, 10-15 year repayment term. of landscape design and land use planning. As an equal bookstores, natural food stores, pharmacies, hospitals opportunity institution, we do not discriminate on and clinics, theatres, and excellent restaurants. Students Alternative or private student loans may also be the basis of race, color, national or ethnic origin, age, also have access to town and college libraries, including available. It is important to keep in mind these factors: gender, sexual orientation, religion, marital or veteran that of the University of Massachusetts which, as a • Alternative loans are usually credit-based and many status in the administration of educational, admissions, land grant college, also provides many non-academic loans require a co-signer. employment, or loan policies, or in any other school- resources which relate to landscape design, including • The interest rate is often based on your credit rating. administered program. the Cooperative Extension Service, a soil testing center, • Fees vary among programs. the Massachusetts Data Bank, and the Earth Science • Not all alternative loan programs have a grace period. All students who are considering applying for “ financial aid must complete the Department of Education’s Free Application for Federal Student My undergraduate degree was Aid (FAFSA). The Student Aid Report (SAR) generated in architecture. I came to Conway from the FAFSA application will be used by the school because I wanted to be better at to help determine loan eligibility. FAFSA can be done integrating the built environment online any time after January 1.

into the natural world. Students examine hair cap moss (Polytrichum commune) David Brooks Andrews Brooks David “- Hannah Whipple ’06 in Lyme, Connecticut, during the orientation field trip. 28 | CONWAY CONWAY | 29 Governance Application form (also available online)

The early application deadline for the 2014-2015 academic year is December 31, 2013; the final application deadline is HONORARY DEGREE RECIPIENTS he Conway School of Landscape Design, Inc., is March 15, 2014. A completed application includes this signed form, the essays described in section II, undergraduate a Massachusetts non-profit corporation organized Mr. Randall Arendt (2008) and graduate academic transcripts sent directly to Conway, three letters of recommendation sent directly to Conway, under Chapter 180 of the General Laws as a school Conservation planner and designer, Author of Growing Greener: with a resume and an application fee of $50. Please print clearly. Tof landscape design and land-use planning. Putting Conservation into Local Plans and Ordinances, Narragansett, RI SECTION l Mr. David Bird (2009, posthumous) BOARD OF TRUSTEES EMERITUS TRUSTEES Economist, linguist, political consultant, and social activist Name / Address Virginia Sullivan ’86, Chair David Bird (d. 2007) Learning by the Yard Mr. Keith Bowers (2008) Conway, MA Gordon H. Shaw ’89 Founder & President, Biohabitats, Inc., Baltimore, MD Name: (First) (Middle) (Last)

Richard Andriole Bruce Stedman ’78 Ms. Majora Carter (2011) President, Majora Carter Group, Bronx, NY Retired Business Manager Current Address: (Street Number or PO Box) (Street) (Apartment) Deerfield, MA FORMER DIRECTORS Dr. Darron Collins (2013) Mitch Anthony President, College of the Atlantic, Bar Harbor, ME Clarity Walter Cudnohufsky (City) (State) (Zip) (Country, if not USA) Northampton, MA Founder, Director, 1972–1992 Dr. Jill Ker Conway (2010) President Emerita, Smith College; Visiting Professor, Massachusetts John S. Barclay Donald L. Walker, Jr. Institute of Technology, Cambridge, MA Telephone (Day) (Evening) (Fax) (e-mail) Wildlife Conservation Center Director 1992–2005 UCONN, Storrs, CT Mr. Rick Darke (2009) Author, Photographer, Horticulturalist, Landenberg, PA Permanent Address (if different) Rachel Bird Anderson ADVISERS Public Health Professional Ms. Charlotte Elton (2007) Personal Data John Hanning ’82 Minneapolis, MN Director of Sustainability, Panamanian Center for Research and Social Montpelier, VT Action, Panama City Michael Cavanagh ‘02 Date of Birth Last four digits of your Social Security Number Previous names, if any Cavanagh Landscpe Design Richard Hubbard Dr. Richard T.T. Forman (2009) Shelburne Falls, MA PAES Professor of Advanced Environmental Studies in Landscape Saunderstown, RI Are you a permanent resident of the USA? (Please circle) YES | NO Ecology, Harvard University, Cambridge, MA Country of Citizenship Kerri Culhane ‘10 David Lynch ’85 Ms. Carol Franklin (2012) Two Bridges Neighborhood Council Watertown, MA Founding Principal, Andropogon Associates, Philadelphia, PA New York, NY Emergency Contact: (Name & Relationship: i.e., parent, spouse/partner, friend, etc.) (Telephone) Amy Klippenstein ’95 Ms. Wendi Goldsmith ‘90 (2007) Nicholas Lasoff ’05 Ashfield, MA Profession Lasoff Landscape Design President, The Bioengineering Group Inc., Salem, MA Bennington, VT Carrie Makover ’86 Mr. Bill McKibben (2012) Fairfield, CT Author, Educator, Environmentalist; Founder, 350.org; Scholar in Title/Position Employer Dates Carla Oleska residence, Middlebury College, Middlebury, VT Women’s Fund of Western Massachusetts Darrel Morrison Education Easthampton, MA Please list all colleges/universities from which you have received credit since graduation from high school, including major, New York, NY Dr. David W. Orr (2006) and degree or certificate received. List current programs in which you are enrolled, and degree with anticipated date of Paul Sears Distinguished Professor of Environmental Studies and Bob Pura graduation. Use a separate sheet if you need more lines. You are required to provide official transcripts from each college or Ruth Parnall Politics and Chair, Environmental Studies Program, Oberlin College, Greenfield Community College Conway, MA Oberlin, OH university. (If you have no undergraduate degree, request supplemental application sheet.) Greenfield, MA Joel Russell Mr. Will Raap (2009)

Dolores Root Northampton, MA Founder, Gardener's Supply and Intervale Foundation, Burlington, VT School Major Dates attended Degree received & Date Root & Associates Shelburne Falls, MA Dr. Anne Whiston Spirn (2010) Professor of Landscape Architecture and Planning, Departments School Major Dates attended Degree received & Date

Keith Ross of Architecture and Urban Studies and Planning, Massachusetts LandVest Institute of Technology, Cambridge, MA Warwick, MA School Major Dates attended Degree received & Date Dr. John Todd (2008) Allen Rossiter, Vice-Chair Inventor of the “Living Machine”; Co-founder & President, Ocean Retired Educator Arks International; The Rubenstein School of Environmental & References Lincoln, MA Natural Resources, University of Vermont, Burlington, VT List names, titles, addresses, and telephone numbers of the three persons who will submit letters of recommendation on your behalf. Recommenders should send letters directly to Conway by direct mail or email. Identify one recommender Tim Umbach Ms. Nancy Jack Todd (2011) whom we may also call. Retired Chief Financial + Co-founder & Vice President, Ocean Arks International; Co-founder, Administrative Officer New Alchemy Institute; Editor, Annals of Earth, Falmouth, MA Northampton, MA Name Title Address Telephone

Seth Wilkinson ’99 Please note: Titles and positions are as they were at the time of the Wilkinson Ecological Design honorary degree conferral. Name Title Address Telephone Orleans, MA

Name Title Address Telephone

Resume Attach a current resume to this application form. CUT 30 | CONWAY CONWAY | 31 SECTION ll Conway at a Glance Application Essays Because of our small size, our commitment to a high degree of student-teacher contact, and the teamwork required by many projects, we need to assess an applicant’s personal qualities as well as motives, skills, and experience. We need to know a “fit” exists between an applicant’s intentions and abilities and what Conway offers and requires. We especially seek students with generalist, he Conway School is committed to exploring, ADMISSION not merely vocational, interests. Your answers to the following questions will help us in discovering developing, practicing and teaching design of the Conway accepts no more than 19 students a year. We who you are and whether we can serve you. At the same time, this application will remind you that land that is ecologically and socially sustainable. look for applicants with a well-rounded background, able Conway’s program includes a considerable amount of writing. The essay pages you attach to the TStudents work on real projects for real clients. We believe to perform at a graduate level in a multi-disciplinary application form will be given careful consideration. learning is accelerated when theory is applied, and that field. We do not require specific undergraduate training serving the community is a powerful educator. 1. Educational Review Describe briefly the most beneficial and most harmful aspects of your education thus far. How do or GREs (though we do accept GREs).

you learn best? Early application deadline: December 31, 2013 CAMPUS AND FACILITIES 2. Work Experience Describe briefly your work and relevant life experience, including major responsibilities and Final application deadline: March 15, 2014 learning. The school’s single building sits within a wooded 35-acre hilltop campus, a half mile east of the village of Conway, 3. Interests/Individual Study Describe hobbies, avocational interests, and programs of individual study you have pursued, CAMPUS VISIT including any self-development workshops, courses, or programs. Include a selected general Massachusetts, and a half hour from the Connecticut reading list of the last two years. River Valley’s Five College Consortium. Trails traverse The best way to understand our school and how it works the native woodlands, around bedrock outcrops and is to visit in person. We regularly schedule information 4. Self-Assessment How do you see yourself as a person? Describe briefly your strengths, weaknesses, and the sessions and formal presentations, and encourage you to significant turning points or periods of reorientation in your life. vernal pools, which form an outdoor classroom. sit in on a class. 5. Where You Live Write about what you consider to be the one or two most important issues or challenges now CURRICULUM facing your neighborhood or region. Now, take no more than fifteen minutes to roughly map your HOUSING neighborhood or region, illustrating where or how these issues have the greatest impact. Include Conway’s ten-month graduate program is structured text on the map (labels and any other pertinent information). around projects at three distinct scales: residential, Most students rent rooms, apartments or houses in the Conway area for their year of study. We keep a list of 6. Career Goals Describe in some depth your goals, plans, and present thinking about ecological design. community and regional. Classes in design theory, graphics, site engineering, humanities and digital available rentals. Since public transportation is not 7. Reflection What was your experience in writing this application? Did it bring any new understanding or programs (such as InDesign and GIS) support and are available, students need the use of a car. insight? applied to student projects. A rich mix of classroom 8. Utopia Wish (optional) What would you like your personal and professional life to be like in the years after you graduate? instruction, individual studio work, field work and site CONWAY’S DEGREE visits, student and professional presentations enliven Conway graduates earn a Master of Science in SECTION III Please read carefully and sign the following statement: informal discussions in the shared kitchen. Ecological Design. Conway grants its degree by I recognize that the program requires a high degree of responsibility and affirm that I do not currently abuse drugs or the authority of the Massachusetts Board of Higher alcohol. I understand that a Drugs & Alcohol Abuse Prevention Policy in compliance with federal regulations is in effect at the FACULTY Education. Conway School, but the School cannot provide treatment for substance abuse and may consider unlawful acts grounds for Trained in landscape architecture, regional planning, dismissal. If special circumstances exist regarding my health, legal affairs, and other factors affecting my ability to perform, I regenerative design, ecology, and architecture, our ACCREDITATION agree to provide the School with pertinent information in a written attachment or interview discussion. teachers are more likely to ask questions than give The Conway School is an independent, not-for-profit answers. Individually tailored instruction is based on institution, accredited by the New England Association (Signature) (Date) the premise that it is better to encourage thoughtfulness of Schools and Colleges, Inc. (NEASC) and its than to impose a solution from another time or place. Commission on Institutions of Higher Education. SECTION IV How did you find out about the Conway School? Guest professionals and master teachers supplement the At college or workplace In a magazine or other print ad (where? List Graduate school guide instruction. Word of mouth below.) CONTACT In a radio ad (where? List below.) From a Conway alum or friend of the school STUDENT BODY Adrian Dahlin, Director of Admissions + Marketing (who? List below.) Internet search (list search term below.) The Conway School Other or specifics of above: Conway students come from very diverse backgrounds, 332 South Deerfield Road | PO Box 179 encompass a wide age range, and share a passionate Conway, MA 01341-0179 commitment to sustainable design. Each student brings 413-369-4044 x5 | [email protected] a unique perspective and set of skills, and is equally SECTION V Optional Information: By law, you are not required to provide the following information. However, since the School is www.csld.edu/admissions required to provide summary data to the government about gender and ethnic background, we would appreciate your completing challenged to expand their inquiry beyond the familiar. this portion of the form. Your privacy is protected. Please check below: Gender: Male Ethnicity: African American Native American Female Asian American White Hispanic Other: ______

SECTION VI Please check here if you intend to apply for financial aid. Priority date for financial aid applications for the 2014-2015 academic year is January 15, 2014.

32 | CONWAY CONWAY | 33 332 South Deerfield Road P.O. Box 179 Conway, MA 01341

The Conway School is the only institution of its kind in North America. Its focus is sustainable landscape planning and design. Each year, through its accredited, ten-month graduate program just eighteen to nineteen students from diverse backgrounds are immersed in a range of real-world landscape projects, ranging in scale from residences to regions. Graduates go on to play significant professional roles in various aspects of landscape planning and design. Conway: Real world. Real results.