The Conway Curriculum
Students learn from faculty, from each other, from guest professionals in many fields, and from their explorations of their project sites and the communities where those projects are embedded. The environment is personal, collaborative, and rigorous—learning is driven by motivated students working for real communities to solve real and pressing problems.
The Conway program is built around those real projects for real clients. The projects raise issues, questions, and challenges—from technical questions about site engineering, to ethical issues about community involvement or wise use of resources, to practical questions about how resilience can be built into systems in the face of uncertain futures—that drive the classes, discussions, and field and studio work that make up the rest of the fully integrated, multidisciplinary program. Class assignments—graphic, technical, and written—support project work.
A Typical Week at Conway
We’re small. That means we can change the schedule on a moment’s notice–load up the van and go on a field trip to see what happens when a dam collapses; visit a project site during a community street festival; add a class to introduce new software that suddenly became available.
We do, though, have a regular weekly schedule. A typical week might look like this:
- Ecology class (morning)
- Digital design class (morning)
- Ecological design workshop class with guest speaker or site visit (afternoon)
- Group meal
- Graphics class (morning)
- Studio (rest of day), including time to make site visits
- Studio (morning)
- Student presentations on their current project progress (afternoon)
- Site design/engineering class (morning)
- Studio (afternoon)
- Humanities class (morning)
- Ecology field work (afternoon)
Each Conway student works on three projects, one per term. In the fall, students have their own site design project, typically a couple of acres or less—one student siting a new home on an undeveloped site, adapting a built site to new owners or uses, designing an educational center or market garden for a small farm, or working on a pocket park or small land trust property.
Through this first project, students learn the basics of the design process: site reconnaissance and assessment, defining/refining the project goals and client needs, and exploring solutions that work with the natural systems on site.
Small teams of students work on—and are responsible for managing—winter and spring projects. Winter projects are larger land use planning projects, such as a food security plan for a town or region, a management plan for a land trust property or regional park, a campus master plan, or a farmland preservation strategy.
Spring projects are also at the community scale, but with greater detail, such as a streetscape design, a park or recreational facility, or a restoration plan for a former industrial site.
Students also learn from their regular exposure to other student projects—30 to 35 different projects at three distinct scales. All are real projects for real clients. Students are also exposed in this way to potential employers in land trusts, town and regional planning departments, community organizations and non-profit agencies.
Classes in design theory, graphics, computer skills (such as InDesign and GIS), site engineering, and humanities support and draw from students’ experiences in the projects.
Students give weekly presentations to faculty and classmates, becoming more and more comfortable articulating the narrative of their projects and making compelling arguments for particular design and planning solutions.
Near the end of each term, students give formal presentations before a panel of three outside professionals—experienced designers, planners, and ecologists—who offer advice that students can then incorporate in the last two weeks of the term.
Faculty go from desk to desk on studio days for individual and team consultation. After the faculty go home, students continue to learn in the studio from each other.
At least once a week, an outside expert in a relevant topic–for example, environmental law, green building design, wildlife habitat, or environmental justice–gives a lecture at the school. They often stay for the group meal that follows, and sometimes spend time in the studio to talk with students about projects.
The week ends with a class trip led by an ecology professor to nearby place of interest such as a constructed wetlands, a quaking bog, an innovative parking lot, or a dam removal site. These field trips take full advantage of learning from the wealth of diverse landscapes in Western Massachusetts.