Final Project and Project Report:
You will be asked to complete a Project and Project Report as part of the Course Requirements of this Practicum. The Project topic/category should be selected from one of the following Practicum Sections that may be of particular interest to you.
Land Use; Livable Communities and Our Natural and Cultural Heritage (Section 3)
Land Use: Agriculture and Open Space (Section4)
Energy, Climate and Materials Management (Section 5)
Water and Wastewater (Section 6)
Economic Development,
Community Building and Creative Placemaking (Section 7)
It is preferable that no more than two (2) students select the same Practicum Section to use as a reference for your Project and Project Report. Remember, all Sections are related to each other. If your first selection has been reserved, others are available. Your interests can be incorporated into whatever Section is chosen. Your VRA will assist you with the selection process (refer to VRA Office Hours or schedule a consultation by appointment). Please consider selecting more than one Section in the event your primary topic choice has been reserved by someone else.
The collection of this, and possibly future, Practicum’s Projects and Project Reports will be assembled to form a “Red Hook Communities’ Sustainability Plan”. An intention will be to use the Plan as a “tool” for the purposes of educating and informing various demographic, special interest, and general public groups on ways sustainability, and sustainable development, affects their quality of life and their natural and cultural environments. An additional intention of the Plan will be to assist local policy makers, committees, cultural organizations, and civic groups to centrally focus, engage and include existing and proposed sustainability issues/methods into their respective programs. These programs, initiatives and aspirations will contribute to the overall sustainability efforts of the Red Hook Communities, Northern Dutchess Area, Mid-Hudson Region, and beyond…
Where to Begin?
– Choose a Sustainability Category/Practicum Section you would be interested in learning more
about or pursuing as a major, thesis subject or career. Your choice may also be motivated by
social, economical, ethical, educational, personal, etc. reasons.
– From this category, select a specific Project topic. This can include: assisting government or
local community groups, etc. with projects, surveys, proposals for supplemental/additional
projects for offered for consideration, methods of public participation/inclusion, field research
projects, methods to improve educating the public or specific targeted group about a
sustainability issue/concern, etc. What “human values” are important to you?
– What role does the cultural/ social/ economic/environmental climate have in your Sustainable
Development Project category/topic?
– Gather resources. These may include pictures, photos, charts, maps, discussions with
community members/class colleagues/mentors, observations, etc. Consider the type of resource
you will be using to objectively present your Project topic.
– Set Goals. What results do you want to achieve?
– Choose methods. Will this be a proposed policy, action, process, product, etc…
– How can these methods, goals and results be achieved? …minor/major miracle, education,
public “buy-in” and participation, policy, etc…
– How will/does your Project align (or not) with existing local, county, area, regional, national,
global sustainability issues/plans/programs, etc.?
– How your Project relate and/or contribute to other Projects being proposed by your class
colleagues? Are there similar methods of research, methods of implementation, or other
similarities that you can incorporate into your Project?
Ideas are suggested, and included, in the Practicum course readings which could be used or modified. Your own ideas (those not suggested and/or offered) should definitely be considered. Be thoughtful and creative. Skim/review the sections in the “Mid-Hudson Regional Sustainability Plan”, The Glynwood Center’s “Countryside Exchange-Northern Dutchess County, New York; The Northern Dutchess Alliance, New York Exchange”, The Northern Dutchess Alliance’s “Blueprint for Economic Development” and Practicum course schedules, speakers, round-table discussion participants, field trip/site visitations for Project ideas. Your VRA will be able, and is willing, to assist you with choices and suggestions.
Results, findings, observations, data, etc. from your Project will be used as the basis of your Project Report.
Please be knowledgeable and aware of the following Project Report Sections (especially items and questions suggested in the Summary portion of this outline when participating in guest speaker presentations, round-table discussions and field trip/site visitations.
The following components/sections should be considered when preparing, organizing and presenting your Final Project and Project Report. These will be described in further detail and as follows:
Introduction
What We Want to Change
Reasons Why Change Should Occur
Results We Want to Achieve
Timeline/Benchmarks
Methods of Implementation
Conclusion/Summary
Acknowledgements
Introduction:
Share your objectives and reasons you selected this particular topic for your Project and Project Report. What you think can result with the information/proposal from your Project locally, regionally, nationally and globally? Briefly describe what will follow, or be offered in more detail, as the Report continues.
Describe the context of your Project subject/topic. This may include geographical location(s) within the state, region, county, area, town, village or campus.
Briefly describe what will be addressed in the Project Report (i.e. What We Want to Change, Reasons Why Change Should Occur, etc.) , what sources were they derived from (i.e. existing plans/programs, readings, mentors, speakers, etc. – be general; more specific detailed information/explanations will follow). Outline the format of the Report that will follow.
Use pictures, graphics, etc, to supplement your writings throughout the various sections of your Project Report. Good examples can be found in Scenic Hudson’s “Securing Fresh Food for New York City and the Hudson Valley: A Foodshed Conservation Plan for the Region”, the Northern Dutchess Alliance’s “A Blueprint for Economic Development; (refer to Section4: Land-Use: Agriculture and Open Space reading list), and Dutchess County’s “Greenway Connections; Greenway Compact Program and Guides for Dutchess County Communities” (refer to Section 2: Introduction to General Land-Use reading list).
What We Want to Change:
– What is the item/concern/method/procedure/policy/awareness/etc. that you believe needs to be
addressed, considered, improved, implemented, etc…
– Give reasons based on observations, readings, guest speaker discussions, community
sentiment, personal preferences/mission/goals/etc…
– One topic or multiple related topics can be considered. It is important to remember that
individual/specific topics may be affected by your class colleagues’ topic choices. Items in
your Project should inter-relate, align, piggyback and/or contribute to your class colleagues’
Project and Project Report as well.
– Explain/describe/illustrate pictorially and graphically conditions in the environment that led to
your Project and Project Report choice.
The “Mid-Hudson regional Sustainability Plan”, the “Energy and Climate Action Plan of the Town and Villages of Red Hook and Tivoli” (refer to the Energy, Climate, and Materials Management Section reading list) could be used as a guide/template. These above mentioned points are “multi-strategic”. How can your chosen topic be sectioned to develop a “multi-pronged/multi-inclusive/ strategy?
Reasons Why Change Should Occur (Baseline Conditions):
– These could include maps, charts, graphs, data from assigned readings (all data used must be
identified and referred to a dated source).
– Notes from speakers’ presentations, mentoring lessons, round-table discussions, and field
trip/site visitations can be included (identification of specific speaker’s name, date of quote,
idea presented, field trip observations should be included if used).
– Pictorial documentation of observations is encouraged to be included.
– Solicitation from various demographic groups (i.e. students (elementary–college), landowners,
renters, homeowners, business owners, etc.) as it may pertain to a “targeted” demographic
group.
– Collaborative exchanges with your class colleague, mentors, general population, targeted
demographic groups, etc. If a collaboration is part of your Project, the following are some
suggested helpful techniques (these may also be applicable to guest speakers and field trip/site
visitation hosts):
– Start by asking questions. These could be per-prepared from readings, observations, etc.
– Do not propose situations or debate positions. Be respectful, even if you do not agree;
everyone has an opinion which may turn out to be useful.
– Encourage their participation early in the process. Their insights may lead to follow-up
questions, or alternate points-of-view that could be useful at later stages of you Project
process.
– Build relations among stakeholders, speakers and your class colleagues. You may want
to and/or need to collaborate on research work, data collection, etc. at latter stages of the
Project process.
– Be willing to share information among stakeholders, class colleagues, mentors, etc.
– Explore a range of suggestions/solutions/options and consider this range for your Project
summary, implementation strategy and/or resolutions.
Results We Want to Achieve (Objectives):
– Speakers and field trip observations are good sources of reference. Some of these speakers,
upon mutual consent/agreement, may be willing to act as your mentor. As a
recommendation/suggestion, you may want to ask a speaker (after their presentation or by
latter contact) if he/she would be willing to mentor you on a specific aspect of your Project).
– Prepare a list of descriptions on how your Project may provide the results/outcome you want to
Achieve.
– Use of reading materials may help you with the “methodology” template. Please feel free to
“customize” methods to suit your ability, time constraints, interests, etc.
Timeline/Benchmarks:
– Your Project and Project Report must be ready to present at the end of the semester.
A good ”motivating” tool is to establish tasks/research to be completed by certain dates
(benchmarks).
– If you see your project continuing into the future, as part of an on-going project/part of a
larger, more comprehensive strategy/plan/initiative, also consider the appropriate
benchmarks/timelines of items needed to be accomplished to attain the final goal.
– Collaborative Projects with municipal officials/civic groups/cultural groups/etc. probably will
not be fully implemented/completed by your Project’s due date. If this is the circumstance,
describe what is the current status, what still needs to be accomplished, and when it is
anticipated to be complete. Some of these Project timelines are prescribed through grant award
contractual obligations, seasonal constraints, overall implementation processes public comment
periods, submissions to regulatory agency reviews, other professional/contractual
responsibilities, etc. and may be beyond your control. Your involvement and participation in
these types of Projects is critical, important and should be considered.
Methods of Implementation:
– How do you plan (methods) to complete your Project, or in some cases, aspects of your
Project?
– Is participation with other “interested and/or involved agencies, stakeholders, organizations/
committees necessary for implementation?
– Does implementation require collaboration with class colleagues for research materials/
methodology/information?
– What will be, or what are, the benefits associated with the implementation of specific items of
your Project (alignments with local, county, area, regional sustainability (or related) plans)?
FP.8
Conclusions/Summary:
The following are offered as suggestions/questions to be considered when formulating your conclusion/summary. There are infinite possibilities. It is recommended that you coordinate with, and use as a guide, the other sections of your Project and Project Report.
– What role did the past, present and/or perceived future state of the natural/cultural/social/
economic environment play in your Project?
– What assumptions about the relationships between human nature and the natural environment
are implicit in context of your specific Project?
– What role does local/county/area/regional/state policies, procedures, initiatives, etc., regarding
natural environmental protection, play in your Project?
– What were/are the constraints, if any, that must be considered to fully implement the “ideal”
results of your Project? What cannot be “ideally” realized based on potential/possible
detrimental effects on your Project category’s objectives ( economical, physical, adverse
public sentiment, government regulations, etc.)?
– How does your Project “align” with your class colleagues’ Projects and
local/county/area/regional/etc. plans/initiatives/programs/etc.? Explain/describe how your
Project does/ does not align, what connections/similarities/etc. exists, etc.).
– How does your Project relate/align to both the general and specific categories of sustainable
development (from your readings, observations, plans, etc.- Land-Use, Energy, Economic
Development, Water, etc.)?
– Has the Red Hook Communities implemented sustainability principles similar to your
Project’s topic?
– What sustainability categories and principles, pertaining to your Project, are employed and/or
incorporated in existing or proposed Red Hook initiatives/programs/plans/etc.?
– Does your Project topic align with Red Hook, Dutchess County, Northern Dutchess Area,
Mid-Hudson Regional plans/initiatives/programs/etc.?
– What continuing/additional work need to be accomplished, either through the continuation or
implementation of your Project to closer align with Red Hook/Northern Dutchess Area/
Dutchess County/ Mid-Hudson Region plans/initiatives/programs?
– What other ideas/proposals, based on your Project’s results and findings, can be
expanded/incorporated into Red Hook’s plans /programs/initiatives?
FP.9
– What are some precedents that would inform/assist the Red Hook Community’s
policymakers/citizens to strengthen and further develop/implement aspects of your Project?
Provide examples, pictures, photos, data, graphs, charts, etc. and briefly summarize each
Precedent. References to additional information and precedent descriptions could also be
included. Are these precedents similar to existing Red Hook examples/plans/initiatives, etc.?
Notes on precedents:
– Precedents should be used to the fullest extent possible. These are important for
Policymakers/committees/general public/etc. to understand /visualize how your
Project topic/sustainability principle has been, or could be used effectively for the
community and its immediate man-made and natural surroundings.
– Independent research (not assigned) is encouraged to further illustrate/communicate what
similar projects in other municipalities will be the most useful (i.e. similar tax structures and
demographics, funding sources, household median incomes, etc.). Is there a documented
“track-record” (successes, failures, suggested improvements, etc.) available from your
precedents?
– Precedent information gathered may include initial cause, planning process, methods of
implementation, etc.
– Compare precedents to prevailing Red Hook plans/programs/initiatives if possible. These
could be developed into posts and/or “steps” to realize your Project. These can also be
incorporated into your Project Report.
– Is there an educational benefit/component to your Project? What group, if any, are you
targeting (students, renters, homeowners, business owners, etc,)?
– What benefits will your Project achieve (improve health/safety, natural resource protection,
cultural resource protection, economic development, etc. or a combination of benefits)?
– Who will benefit from the results of your Project (government property owners,
business owners, general public, etc.)?
– Who may be adversely affected by the results of your Project?
– What role does “property” (if applicable), as described in your Project and Project Report, play
in the preservation/protection/proliferation of the environmental values/issues?
– What human values are critical to your view of the natural/physical/cultural/etc. environment?
– What role does/should local, county, state, and/or federal government play in the successful
implementation of the environmental issues of your Project?
– Can your Project be incorporated/amended into any Red Hook plans/programs/initiatives/etc.?
If so… how?
– How can your targeted demographic group, if any, be engaged in the process of
developing/implementing aspects of your Project (…by means of education, solicitation, etc.)?
FP.10
– Will your Project, or components of your Project, involve the need to generate income/funding
to progress and implement? If so, how will it affect the business community, cultural
community, students and/or general Red Hook Public?
– Can the proposals/results from your Project be profitable, sustainable and/or resilient?
– Would a coordinated effort among Red Hook/Bard College, Northern Dutchess Area,
Mid-Hudson Region be necessary, or recommended, to implement aspects of your Project?
If so, how would you bring and coordinate these entities together?
– Can a “road map” or “tool kit” be assembled to execute/implement aspects of your Project?
– What “form” would your Project have (policy, public relations, brochures, public
presentations, posters, programs, events, etc.
– Would endorsements from speakers and/or field trip/site visitation hosts strengthen your
Project’s process/implementation methods?
– Can your Project, if based in the Red Hook rural community, be applied to a larger urban
and/or rural context?
– Could the results from your Project and Project Report be implemented in other municipalities,
regions, states, countries?
Acknowledgements:
– Readings, references, pictures, documents, charts, graphs, etc. that are used, shall be listed
(include the name of the article/map/chart/document/data/etc., source, date, etc.).
– If a mentor, resource from a field trip, speaker’s presentation, etc. are used, it is always a good
practice to acknowledge them for sharing their expertise, time support and generosity with you.
FP.11
Project and Project Report Due-Dates and Benchmarks:
February 1, 2014: Topics for your Project and Project Report are due.
March 20, 2914: Project Status and Draft Project Report (Results We Want to Achieve,
Timeline/Benchmarks, and Methods of Implementations) are due.
April 1, 2014: Review Mid-Term Evaluations and Project Status and Project Report.
April 29, 2014: Project Status and Draft Project Report (Conclusion/Summary) are due.
Projects and Project Report Presentations will be made during the following
scheduled class periods. Guest speakers, round-table discussion participants,
faculty, advisors, and students will be invited to attend/participate with Project
and Project Report presentations and discussions.
May 13, 2014: Final Projects and Project Reports are due (class review and discussion).
Group A
May 15, 2014: Final Projects and Project Reports are due (class review and discussion).
Group B
May 20, 2014: Final Projects and Project Reports are due (if necessary).
Re-Cap and class discussion of Final Projects and Final Project Reports.
Class Evaluations.
FP.12
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