Dept of Environmental Design, TCAE, Hobart.

---

The Department of Environmental Design (ED) was a tertiary alternative, or progressive, architectural and planning education course at Mt Nelson campus of the Tasmanian College of Advanced Education from 1971 to 1981. Barry McNeill was director of ED for the entire period, resigning when program changes unacceptable to him were forced upon the school.

Reasons for an alternative

Barry McNeill described his reasons for the need of an alternative approach in the Educational Outline of 1973:

"The reasons for the establishment of a Department of Environmental Design can be seen in the environmental problems of the world. These problems are a reflection of man's inability to appreciate the complexity of the environment and the interdependence of all its elements. This lack of appreciation can be seen in the development of separated roles for the various professions which intervene in the environment, and in the separate operations of the institutions and agencies which deal with various parts of complex environmental matters."

The ability to work in interdisciplinary design and planning teams, with a problem solving attitude, was deemed necessary in order to develop creative solutions in increasingly changing professional roles involving long term management in the community interest.

Educational philosophy

Inspired by John Dewey and an extensive overseas tour during 1968/69 Barry McNeill, incorporating elements of many other educational institutions, created a unique educational environment emphasizing democratic processes, work-experience as education, the tutor system, conscious learning, communication skills, and individualized study programs.

A creative decade

Initially, the School attracted many students from other Australian states and other countries. There were transfers from all but 2 of 14 equivalent Australian colleges and universities. "Beards, blue jeans and sleeping bags descended upon Hobart...students were enrolling for what they believed to be a unique educational opportunity." There was introspection blended with political activism, careerists rubbing shoulders with counterculturalists and much discussion. Elsewhere in the College, ED was known as "The School of the beanbag philosophers." In the words of one of the staff "there is no curriculum in the sense of a program which is prearranged and repeated each year. There is a range of tasks for which graduates are expected to have a working knowledge. But how and where and in what sequence students acquire their knowledge and skills is wide open and a matter for discussion and negotiation between the student and the School". As a result the educational environment was in a constant state of flux, with varying degrees of emphasis on student initiated activities, those initiated by staff and others resulting from approaches from the community. Students and staff worked on a diversity of projects resulting in ongoing innovative architectural education in Launceston, reforms to the Tasmanian economy, changes to urban plans, heritage conservation and tourism, and the genesis of an international movement, Permaculture.

Course framework

The school provided a first tier, 3 years full-time Diploma of Environmental Design, which was a general education for the design professions, but also an opportunity for students to come to understand that their interests and abilities might lie elsewhere. A second tier, 3 years full-time, involved a choice of Diplomas in Building Operations, Architecture and Urban Planning.

Elements of ED

General Assembly

From initial planning of the course to the decision to resign, Barry McNeill held many meetings open to all involved. This was formalized during the period that the course was in operation as a monthly meeting with one third voting power to students, one third to staff and one third representatives of environmental design professions. Students were always encouraged to take part in the formulation of the policy and procedures of the Department.

Student Initiated Programme

Students designed their own program guided by their Staff Adviser.

Self Assessment

Students assessed their achievement for the semester and in discussion with their adviser arrived at a Pass/Fail decision.

Major Study and Thesis

A 6 month Major Study was the basis for award of the Dip.of Environmental Design and a 12 month Thesis for the award of the second tier diplomas. Both were assessed by an interdisciplinary panel of three, consisting of the student's adviser and two outside experts, one of whom could be nominated by the student, subject to the approval of the department.

Group Learning

Group learning experiences were offered by the department on a regular basis and others were initiated by students.

Support Studies

Included the more traditional activities such as seminars, lectures, study tours and special visitors.

Live Projects

Contributions to real community and environmental problems.

Work Study

It was expected that during the twelve semesters in the Department a student would participate in a minimum of two semesters in relevant employment, monitored by the students Staff Adviser.

Staff Adviser

Students nominated one staff member to be their adviser with whom to evaluate programs, discuss progress and assess learning.

Notable people

• Barry Mc'Neill, for academic contributions to urban planning, architecture and education.
• David Holmgren, for genesis of Permaculture through co-authoring "Permaculture One" while a student.

Notable projects.

• Ross Village Area Study
• Wombat One
• "Permaculture One" initiating the world-wide Permaculture movement.

See also

• Alternative education
• Progressive education
• Free school movement

References

This article "Dept of Environmental Design, TCAE, Hobart." is from Wikipedia. The list of its authors can be seen in its historical and/or the page Edithistory:Dept of Environmental Design, TCAE, Hobart.. Articles copied from Draft Namespace on Wikipedia could be seen on the Draft Namespace of Wikipedia and not main one.

---