Program Magisterski w Zakresie Planowania i Projektowania Zrównoważonego Krajobrazu

The Conway program is a lively mix of classroom instruction, applied studio work, student and visitor presentations, fieldwork, site visits, and informal discussions in the collective kitchen.

Sketching in the field

Students learn from faculty, from each other, from guests, 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.

Walter Cudnohufsky wasn’t satisfied with the status quo. He had received a Master’s degree in landscape architecture from Harvard in 1965, spent eighteen months traveling, and was teaching design at a large university. He was frustrated with traditional design education, which he considered too compartmentalized, inflexible, and theoretical. He had explored design education in his graduate thesis and had been reading progressive education theory. He wanted to try a new way of doing things, with hands-on learning, more like a working design office. He thought it should be student-based, not institutionally organized, and he wanted it to be a shared experience that emphasized teamwork. He wanted to start a new school that would turn design education on its head. And he did.

Although he hadn’t envisioned a design school in a rural setting, for reasons of economy, Walt began the school in his Conway home and peripheral buildings—a sugar-house and a converted barn. He secured an $8,000 personal loan to pay for renovations and float the school in its first year. Construction took place over the summer of 1972, in anticipation of the first class—seven men and two women, mostly from Massachusetts. Classes were held every day, at times with studio also every day. There might be an impromptu stone wall building demonstration or other invitations to “learn by doing.” Chores were always part of the sharing, potlucks and games part of the fun. Communications always were and still is an important focus of the school. Walt’s belief was that if you can’t explain your ideas in writing and speaking, then you’re not in charge of yourself or what you’re doing.

Don Walker, who would prove to be a major force in the evolution of the school, came as a student in 1978. He already had two degrees in landscape architecture and much experience in teaching and practice. He, too, was disillusioned with his teaching experience and the persistent pressure to do research. With Don’s addition to the staff came a gradual shift in focus from teaching traditional landscape architecture to encouraging design that is environmentally sound. Increasingly applicants were seeking this new way of looking at the design.