"Eco-Design Education: What We Teach and Why it Matters "

These are the lists that were generated during Mary's session.

FLEXIBILITY

• Feedback
• Redundancy
• Theme variation cycling
• Non hierarchical
• Teach students
• Let students teach
• Give back to students
• Experiential learning
• Demonstration
• Observation
• Experimentation
• Restating the problem

INTERDEPENDENCE

• How we refer to each other, “prof”, “dr…”, “bill”
• collaborative work
• different talents
• learn from each other with presentations/evaluations
• realizable project
• design build
• recognize implications of working with each other
• bring in people from the outside

SUSTAINABILITY

• Students become teachers

• Beyond their lifetime
• Beyond the classroom

• Students learn on their own
• Attitude of sharing

CO-EVOLUTION

• Architecture + Spanish = cultural sensitivity
• Loose curriculum = flexible eco niches
• Interdisciplinary team projects
• Awareness that learning = evolution of consciousness = everyone changes

ECOLOGICAL CYCLES

• Class layout/seating
• Multiple class timings
• Teamwork/peer review
• Interdisciplinary ---students/instructors
• Moving out of the physical classroom

ENERGY FLOW

• Studio environment
• Nodal networks
• Non-syllabus teaching
• Part-time faculty (part time students)
• Non-traditional students
• Inter-disciplinary courses
• Sensory experiential learning

PARTNERSHIP

• Each person evaluates each other person’s design
• Hand off design to next person and they develop it
• End user feedback
• Trust the others

DIVERSITY

• Change setting of class (lab, class, under the tree, on site…)
• Mixed groups/ group projects
• Capitalize on diverse student backgrounds
• Attract students from different disciplines
• Assign diverse ways of thinking about topic
• Bring in diverse lecturers/specialists (faculty, community, professionals)
• Encourage debates – take sides