About

Instructor(s):  Prof. Tom Rankin (M.Arch) thomas.rankin@gustolab.com and Silvia Aloisio  saloisio@uark.edu

Learning Facilitator:  Francesca Tripodi, courses@borromini.institute

Credits: 3

Contact hours: 45

Offered: Fall and Spring

Language of instruction: English

Prerequisites: none 

Keywords: cities, sustainability, ecological urbanism, regenerative urbanism, community development, design for social justice, transition towns, food culture, urban planning, architecture, urban agriculture, zero waste, carbon neutral cities, transit equity,  climate justice, sharing economy, climate change, resiliency

Open to all majors and minors for general elective credit. Recommended for students in Food Studies, Architecture, Environmental Studies, Italian Studies, Sustainable Food Systems.

Introduction

The course explores the urban history of Rome and investigates Italy’s capital as a laboratory for urban sustainability in an increasingly urban world. It is estimated that in the 21st century, cities will produce around 90% of world population growth, 80% of its wealth and 60% of energy consumption. Adapting to an urban planet in the age of climate crisis will necessitate concerted efforts to reduce the carbon emissions in our cities, achieving carbon neutrality and eventually becoming carbon negative.    

The course will examine Rome and its surroundings through the lens of environmental and cultural sustainability. 

We will look not only at technological solutions and “smart city” strategies for attaining more sustainable urban environments but also learn from Italy’s traditional approaches to improving social, economic and environmental conditions. Thus the course is both technical and ethical in scope, instilling in students a critical awareness of social inequalities as a basis for socially and environmentally responsible actions.

The course follows an experiential hands-on methodology. After a general introduction to Rome’s history and its regional traditions the course will turn to contemporary issues of sustainability related to seven themes: water, urban fabric, green space, energy, mobility, waste, and community engagement. Lessons  will be devoted to urban challenges and solutions such as transit-oriented development, renewable and distributed energy, the sharing economy, urban agriculture, the success of the Mediterranean diet, and more. 

In investigating ways in which design and management of the built environment can contribute to, or impede, the development and preservation of local culture we will address the potential conflict between global technological solutions and local cultural identities. To paraphrase French philosopher Paul Ricoeur, we will question how we can take part in universal civilization without abandoning local cultural knowledge?

As the course is taught on-site in Italy it will inevitably introduce students to Italian vocabulary related to cultural and environmental sustainability. It will also engage students in contemporary Italian society through international exchange activities aimed at broadening students’ understanding of local culture.

Learning Outcomes

The intended result is that students develop a rich understanding of the operational technologies of cities and a critical attitude towards the negative impact these technologies have on our environment and build an intellectual foundation for open-minded, ethical opinion forming.  

Students will learn and use basic analytic techniques and terminology through readings, lectures, seminars and local site visits and apply these observations and interpretations in the creation of the required short research project using prose writing, video and oral presentations.

By the end of the course students will be able to:

• speak with authority on the relationship between environmental sustainability and urban culture
• show a deeper understanding of the cultural and historical roots of contemporary Italian culture
• understand how environmental challenges have been addressed by past cultures such as ancient, medieval and Renaissance Rome
• understand a variety of food cultures from different periods, regions, and gender roles that they would not normally be able to see.
• design solutions and develop ideas related to sustainable urbanism.
• find the extraordinary in the ordinary, to exalt everyday food, life and activities and to focus on the journey–not just the destination, to draw our attention to the whole process–not just the final product.

Expectations

It is expected that students participate with their full attention and ask questions whenever something is unclear. Note-taking is a key component of the course and strategies for recording information will be addressed early on. Students are expected to come prepared to take notes throughout the lessons. 

Paper notebooks are the preferred method of note-taking in this course but exceptions may be made upon formal request by students in the first week of class. Unless explicitly approved, digital devices may not be used during class. 

In all activities in or outside the classroom students are expected to behave with maturity and respect for their classmates, professors, and the general public.

It is students’ responsibility to submit all assignments on time following the specific submission requirements. Reminders may or may not be given and should not necessarily be expected.

Students should expect professional performance from instructors and staff. 

ATTENDANCE

Classroom attendance is a necessary part of your participation in study abroad. Students must make every effort not to miss any classes, but are allowed up to 2 unexcused absences for those cases you do not feel well enough to attend class but do not need medical attention. After the 3rd absence without medical documentation grades will decrease by 1/2 letter grade or 5% per absence.  If you experience prolonged illness you will be asked to provide documentation of the illness, an absence letter from your university, and a plan approved by the instructor for making up the missed work.

As soon as you know you will not be attending a class — for whatever reason  —you are responsible for informing both your Instructor and Learning Facilitator by text message, no later than the start of the class. 

This attendance policy is to be considered integral to University of Illinois policies on class attendance as described in the Student Code.

NOTES ON ON-SITE LESSONS

Much of the information in the course will be delivered on-site. These notes are to help students get the most out of the unique field learning experience:

• Punctuality is a requirement for the course; students are expected to come to class on time and remain for the full class period. Please calculate appropriate time for transportation depending on the meeting place. 
• When on-site, the group must stay close together and avoid talking to one another when the instructor, guest, or a classmate are speaking to the class.
• Take notes and maintain sketches from the lectures and the sites that we visit to draw from for your assignments. Students must keep an organized course notebook, noting dates, specific place names visited, and key observations. 

During the visits the students will need the following material/items:  

• Your monthly bus card and your MIC card
• Your course notebook and pens, pencils, sharpener, eraser, a glue stick for collaging, 
• Unless otherwise indicated, the audio headsets you will be given. All students are responsible for the integrity and safety of their own headset and headphones. These must be turned off when not in use to save battery, and upon request returned to the Borromini Center for recharging 
• Comfortable walking clothes and shoes
• Reusable water bottle
• Appropriate gear depending on the weather: i,e, umbrella and rain boots /sunscreen, hat, sunglasses
• Appropriate clothing depending on sites visited: no shorts or short skirts, no tank tops when visiting churches, no sandals when visiting archaeological parks or construction sites.

Eating or drinking other than water is not allowed during classes, in churches, museums, galleries.

During on-site lessons, you may not sit down unless your instructor invites you to sit. Students with health issues that require rest will be accommodated as possible. 

All cell phones or any other electronic devices must be absolutely turned off during classes unless specifically instructed to use them to document sites. Photographs make be made to record relevant information only; selfies and touristic shots can be made outside of class time.

In rare case of remote participation, students are required to have access to a laptop/computer with audio capabilities and a functional webcam. Participants are required to have reliable access to internet/WiFi.

Assignments

Students’ performance in the class depend on specific tangible deliverables explained below:

%	Assignment/ Group
20%	Media Posts (due each week by Thursday at midnight)
10%	4 Quizzes (in weeks 1,2,3, and 5)
10%	Research Project: Topic and Thesis Statement (due at start of Week 6)
15%	Research Project: Rough Cut/Presentation
30%	Research Project: Video
5%	Research Project: Poster
10%	Class Participation (evaluated regularly and finalized at end of Week 14)
100	TOTAL

20% Media Posts

To demonstrate their full attention and curiosity about the course material each week students will capture images and combine them with thoughtful captions. Starting in Week 2, almost every week of the program each student must choose ONE photograph and write a 40-50 word caption.
(The paragraph above is 50 words.)

Posts should represent sustainability-related urban situations uncovered during the course or during students’ independent explorations. For example, a photo might demonstrate how food is consumed in the city,  how people live that experience, the ways in which they acquire and prepare it, the company they keep, how they cook and eat, their preferences and practices which reveal a larger economic, social, cultural and political world. Other valid post topics are those that show the intersections of sustainability and ethnicity, gender and class, food hybridity, innovation and creativity, heritage and change, or juxtapositions of global and local. 

If there are people in it they should relate to the idea being expressed (photos of yourself or fellow students are probably inappropriate for an academic submission).

Each post should have a reasonable and interesting caption/comment that explains it (related to information learned in class or through the readings). As a rule it should be written in the third person. It should contain essential facts as concisely as possible. It should be as concise as possible, avoiding unnecessary words. For example, instead of “This is a picture of the garden at the Villa Borghese which I took to show how the pine trees provide shade…” a post could begin “The pine trees of the Villa Borghese provide shade…”. 

Example: 

• NO: “This is a picture of an animal I saw” 
• YES: “The sheep in Abruzzo fulfill an essential need in the local economy” 

DEADLINES: Unless otherwise indicated posts must be submitted by email to thomas.rankin@gustolab.com each week by Thursday at midnight. The image file must be a high quality jpeg attached to the email and the caption must be text in the body of the email and the subject heading “WEEK X OCL210 Post Lastname, Firstname”  where X is the week number.

Media Post Evaluation Rubric

• Is the submission on time? = 1
• Is the subject heading correct? = 1
• Is the image correctly formatted? = 1
• Is the text about 50 words and included in the body of the email? = 1
• Is the post free of spelling, grammar and punctuation mistakes? = 2
• Is the post free of factual mistakes? = 1
• Is the photograph well-framed, appropriate, technically adequate? = 1
• Is the text well written and appropriate to the course? = 2

TOTAL = 10 possible points

10% Quizzes 

Much of the course will take place on site with thematic visits to parts of the city where the themes discussed in the lectures and readings can be observed.  It is essential that students absorb the information given in the classes and readings; regular quizzes will evaluate the degree to which this takes place. 

There will be a short quiz, approximately one each week during the first 4 weeks. These will be primarily multiple choice and test factual knowledge on the syllabus, readings, lectures, and places visited. 

No makeup quizzes are possible. Students who know they will miss a class due to a documented medical emergency may be allowed to take quizzes remotely. 

10% Research Project: Title and Thesis Statement

As the principal assignment for the course, students will be required to carry out research and analysis regarding one or more of the seven themes addressed by the course. Students will choose a specific focus applying the assigned theme (i.e. “urban fabric”) to the geographic destination of a specific class site-visit (i.e. Piazza di Spagna), widening the research to cover comparable cases, historic transformation, and other relevant material on a case-by-case basis. 

Work will be done in groups of 2-3 although upon request student may be allowed to work individually. In any case, groups should choose a unique “GROUP_NAME” with no spaces. Grading will evaluate individual students’ contributions to group efforts; students will not be penalized for non-performing team members.

Some examples of past student research projects:

• An investigation of urban agriculture in the Pigneto neighborhood and its impact on land use and food waste

• A comparative study of public transit in central Rome and in the Prenestina neighborhood 
• Private occupation of public space in central Rome’s urban fabric
• Water as a public resource or menace: a historical analysis of water management in Rome from antiquity through the Renaissance

The first part of the ongoing research, due in Week 6, is a Title and Thesis Statement. The thesis statement states the research question. An outline will also help lay out the structure of the project based on initial research. 

The first part of the ongoing research, due in Week 6, is a Title and Thesis Statement. The thesis statement states the research question. An outline will also help lay out the structure of the project based on initial research. 

Example Title and Thesis Statement

TITLE: Urban Green: An Investigation of Urban Agriculture in the Pigneto Neighborhood

Thesis Statement: Recent experiments in urban agriculture in the Pigneto neighborhood provide an alternative to modern commercial consumption and may be demonstrated to reduce food waste. 

Group name: “UrbanGreen_3”

Students:  Madison Matthews, Joshua Redmond, Emily Greene

Outline (recommended but not required for submission)

1. The Pigneto Neighborhood

1. Urbanization
2. Food sourcing (conventional and traditional)
3. Recent experiments in urban agriculture

1. ex-SNIA garden
2. parco delle energie
3. other?
4. Quantitative Analysis

1. interviews with community groups
2. data collection
3. photographic/video documentation

Conclusions

DEADLINES: Titles and Thesis Statements are due at the start of Week 6 (Monday no later than 23:59.) They should be submitted by email to thomas.rankin@gustolab.com as text in the email with the email subject heading both “OCL210 Title Groupname” where “Groupname” is the name you have chosen for your group (“Title” just indicates it’s the title submission; DON’T substitute it with your title!!). For example, the submission for the group above would have as subject OCL210 Title UrbanGreen_3.

Topic and Thesis Rubric

• Is the submission on time? = 1
• Is the subject heading correct? = 1
• Is the thesis correctly formatted? = 1
• Is the title appropriate and well chosen? = 1
• Is the thesis statement free of spelling, grammar and punctuation mistakes? = 1
• Is the thesis statement free of factual mistakes? = 1
• Does the choice of topic reflect an understanding of the initial course lessons? = 1
• Does the submission demonstrate adequate initial research and thought = 3

TOTAL = 10 possible points

15% Research Project: Work in Progress Presentation and Rough Cut 

Note: Please read the instructions under “30% Research Project: Video Production” to understand the overall product.

The work-in-progress will be presented as an in-class student-led “work-in-progress” discussion. All students must participate in the oral explanation of the project which must be illustrated and accompanied by the screening of the rough cut video productions.

DEADLINES UIUC: The presentations/screenings will be scheduled in week 14 and the Rough Cut Video must be submitted no later than 23:59 the Monday of that week. The video must be saved as a .mp4 or .mov file and entitled “OCL210 Presentation_Groupname” and uploaded to this shared drive.

DEADLINES HWS: The presentations/screenings will be scheduled in week 13. Rough Cut Videos are due at the start of Week 13 (Monday no later than 23:59.). The video must be saved as a .mp4 or .mov file and entitled “OCL210 Video_Groupname” and uploaded to this shared drive.

Presentation and Rough Cut Rubric

• Is the submission on time? = 1
• Is the subject heading correct? = 1
• Does the rough cut demonstrate adequate research and professionalism? = 2
• Are the students well organized as a team and clear in the presentation? = 2
• Is the rough cut creatively designed and executed? = 2
• Is the rough cut free of spelling, grammar and factual errors? = 1
• Is the rough cut complete with titles, audio, and credits? = 1

TOTAL = 10 possible points

30% Research Project: Video Production

Throughout the course students will use video to consciously document the research and interview local stakeholders concerning the topic of the investigation. The final part of the research project will consist in production of a short but carefully-crafted documentary video regarding the research.

UIUC: The video work in progress will be presented as a rough cut in class in Week 14 and submitted in its final version Week 16. 

HWS: The video work in progress will be presented as a rough cut in class in Week 13 and submitted in its final version Week 14. 

• Videos must last between 5 and 6 minutes (but may include up to 2 extra minutes of out-takes after the trailing credits)
• Videos must include a title and clear indication of the names of all team members. Trailing credits must provide the date of production, any sources of images, quotes, music and general research. 
• Other titles and graphics such as captions for images and speakers, organizational headings, and data overlays will be considered in evaluations. 
• Audio must be carefully considered. Copyright-free music should be appropriate to the tone of the video and work well with images and footage. Voiceovers and interviews should be recorded with care, choosing locations with proper acoustic qualities and situating mics close to the person speaking. 
• Examples will be given in class and suggested for independent viewing; pay careful attention and take notes so as to learn to improve your video-making technique.

DEADLINES UIUC: Final Videos are due at the start of Week 16 (Monday no later than 23:59.). The video must be saved as a .mp4 or .mov file and entitled “OCL210 Video_Groupname” and uploaded to this shared drive.

DEADLINES HWS: Final Videos are due at the start of Week 14 (Monday no later than 23:59.). The video must be saved as a .mp4 or .mov file and entitled “OCL210 Video_Groupname” and uploaded to this shared drive.

Students should be prepared to upload full resolution videos to a computer for the final screening prior to the Program Exhibition. 

Video Final Cut Evaluation Rubric

• Was the final cut submitted on time? = 1
• Is the final cut submission labeled correctly? = 1
• Is the video clearly recorded and edited? = max 2
• Is the content (voice-over, texts) relevant and professionally written? = max 2
• Is the audio clearly recorded and edited? = max 2
• Are the titles professionally done and complete? = max 1
• Did the students demonstrate creativity and care in producing and editing the video? = max 1

TOTAL = 10 possible points

5% Research Project: Poster

To promote the video students must submit 2-3 large jpeg, png or pdf graphics, your title/tagline and a one line description of the video by email to thomas.rankin@gustolab.com with the subject title “OCL210_videoposter_groupname”. We will use these to prepare promotional posters for the final screening. 

Example Poster submission

In text of email “Super Green: a documentary about Centocelle’s Green Infrastructure” 

tagline: The periphery of Rome is on track for reforestation”

description: A short documentary investigating the greening of one of Rome’s newer working class suburbs, this research project demonstrates the potential for urban regeneration in older cities. The video includes interviews with the head of the Centocelle Collective about their garden project.

Attached: 2-3 large jpeg, png or pdf graphics which can be used in formatting the poster which we make according to a common template. 

DEADLINES: Research Project Posters Materials are due at the start of Week 13 (Monday no later than 23:59.)

10% Class Participation

Students are required to attend all scheduled classes (as well as the design, filming, editing, studio project sessions). Informed and active participation in-class discussion is essential, and will be taken into account in the final course grade.

Class Participation Evaluation Rubric

• Did the student demonstrate appropriate behavior in most class meetings, listening attentively, not chatting, not wandering off? = 2
• Did the student keep clear and consistent notes as required in a well-organized notebook? = 3
• Did the student demonstrate having read the texts and absorbed the information from lectures and site visits by being able to answer questions orally? = 3
• Did the student volunteer observations, questions spontaneously? = 2

TOTAL = 10 possible points

General Grading Criteria

The following general criteria will be used when grading all assignments: 

1. Research: the degree to which the student demonstrates that the subject matter has been adequately investigated. Grades will be determined by the ability to demonstrate in the assignments that material supports knowledge building by using empirical research –such as field observations–, theory, and practice wisdom. 
2. Conceptual Ability: the ability to abstract concepts, think logically and organize ideas into a conceptual whole. Grade will be determined on the basis of the student’s ability to move along a continuum from abstraction to concreteness, to deal systematically with material presented in class, in readings and in field observations. 
3. Communication: the ability to organize and transmit ideas in written, graphic, and, when appropriate, oral form. Students should strive to use proper syntax; express ideas clearly, punctuate, spell and, where appropriate, employ symbolic and visual modes of communication. 
4. Analytical Thinking: the ability to analyze, present and evaluate concepts. 
5. Timeliness and Completeness

Final grades are reported at the end of each term in the following way:

100% A+   Exceptional; significantly exceeds the highest expectations for undergraduate work

95% A     Outstanding; meets the highest standards for the assignment or course

90% A-    Excellent; meets very high standards for the assignment or course

85% B+   Very good; meets high standards for the assignment or course

80% B     Good; meets most of the standards for the assignment or course

75% B-    More than adequate; shows some reasonable command of the material

70% C+   Acceptable; meets basic standards for the assignment or course

65% C     Acceptable; meets some of the basic standards for the assignment or course

60% C-   Acceptable, while falling short of meeting basic standards in several ways

55% D    Minimally acceptable; lowest passing grade

50% F    Failing; very poor performance

Freedom of Speech

Borromini Institute supports and upholds the protection of freedom of speech and the principle of academic freedom in order to foster a learning environment where open inquiry and the vigorous debate of a diversity of ideas are encouraged. Students will not be penalized for the content or viewpoints of their speech as long as student expression in a class context is germane to the subject matter of the class and conveyed in an appropriate manner. 

Academic Integrity 

It is the responsibility of each student to refrain from infractions of academic integrity, from conduct that may lead to suspicion of such infractions, and from conduct that aids others in such infractions.

Plagiarism is a serious academic violation and should be taken seriously. One is responsible for plagiarism when: the exact words of another writer are used without using quotation marks and indicating the source of the words; the words of another are summarized or paraphrased without giving the credit that is due; the ideas from another writer are borrowed without properly documenting their source. 

Learning Facilitator

Students may also reach out to the Learning Facilitator to discuss general matters related to the course. The BI Learning Facilitator is available to provide practical support as well as assist students should any misunderstandings emerge in relation to their academic courses. For instance, any needs related to learning accommodations, drop/add period, or attendance policy should be taken up directly with the BI Learning Facilitator.

The Borromini Institute Learning Facilitator is not a Teaching Assistant and as such cannot provide personal assistance related to course content.

Accommodation for Students with Disabilities 

Per our policy, students with a documented disability are entitled to, and will receive, reasonable academic accommodations to ensure their ability to successfully participate in and complete this course but must provide such documentation prior to the start of the program.

COVID-19 health and safety requirements 

Students are responsible for abiding by their university’s and COVID-19 health and Borromini Institute’s safety expectations. All students attending this class in-person are required to follow university policy regarding health, safety, and face coverings.

A note on “Critical Field Studies”

At the Borromini Institute we use ‘critical field studies’ to refer to courses where considerable time is spent observing and participating in activities in the ‘field.’ We recognize this as a distinct method of learning and one quite distinct from normal classroom activities.  It requires students to be active learners, and to seek out learning opportunities often while working with or observing local people or specialists.  Such opportunities are often explored with other members of the student group in research or ethnographic projects.  Projects give students the opportunity to grasp the significance of behaviour occurring in a second culture and to situate it using the best available ideas in today’s academy.   

In the same way, we encourage our students to always carry a notebook and to use it to take notes or draw sketches whenever confronted by unusual behavior.  Increasingly students are taking advantage of digital ways to record and edit local culture.  Indeed, it is not unusual for students to present digital portfolios at the end of courses as part of their assignments.

Our courses are ‘critical’ in the sense that we ask students to study the way the world “is” but also to think about or design how it “might be” or “should” be.  This argument goes beyond a “value neutral” position and suggests that we have created ourselves – and our world — in the Anthropocene era and bear responsibility for our collective future.  It is, indeed, ‘our world’ and its future is in our hands.

UIUC COURSE CALENDAR

WEEK	Content	Tasks
WK 1	LECTURE: Course Intro WALK: Visit to Forum/Colosseum Appia Market and Bike Excursion	Reading: Bruscoli
WK 2	LECTURE: Roman History Review  WALK: Ostia Antica Half-Day Trip	Reading: Heiken, The Tiber Delta Weekly Media Post Due Quiz 1
WK 3	LECTURE: Water, Green, Urban Fabric WALK: Aqueducts	Reading: Aicher, Roman Aqueducts Weekly Media Post Due Quiz 2
WK 4	LECTURE: no lecture/office hours WALK:  Campus Martius Trip North	Reading: Allan Ceen, Roma Traversata  Video: Carolyn Steel: How Food Shapes our Cities  Weekly Media Post Due
WK 5	LECTURE: Waste, Mobility, Community WALK: Fori Imperiali and Monti (SA)	Reading:  Weekly Media Post Due Quiz 3
WK 6	LECTURE: Research Topic Review WALK: Testaccio (SA)	Reading: Heiken, Ch.6 Video: Urban Realities, Testaccio Weekly Media Post Due Research Project: Topic and Thesis Statement Due
WK 7	WORKSHOP: Video and Audio with guests	Reading: Cramer-Greenbaum, Garbatella Audio: The History of Wastefulness Weekly Media Post Due
WK 8	NO CLASS SPRING BREAK
WK 9	LECTURE: Trip Prep Lazio WALK: Garbatella/Ostiense	Reading: Goethe, Italian Journey Weekly Media Post Due
WK 10	LECTURE: Video Screenings WALK: Southern Lazio Day Trip	Weekly Media Post Due Research Project: Presentations Due
WK 11	WALK: Villa Sciarra/Villa Pamphilj with Lucia Principato and Silvia Aloisio	Reading: Weekly Media Post Due
WK 12	WALK: Esquilino/San Lorenzo	Reading: Weekly Media Post Due
WK 13	LECTURE: Trip South Prep Calabria Trip South	Reading: On Mimmo Lucano and Riace model Research Project: All Publication Material Due
WK 14	LECTURE: no lecture WORKSHOP: Oral Presentations	Research Project: Video Rough Cut and Presentations Due
WK 15	Earth Day Service Learning Activity	Posters Due
WK 16	Final Video Screening and Exhibition	Video Final Cut Due

HWS COURSE CALENDAR

WEEK	Content	Tasks
WK 0	Lecture: Course Intro
WK 1	LESSON: “Energy in Roman History” ON-SITE: Ostia Antica Half-Day Trip	Reading: Heiken, The Tiber Delta
WK 2	LESSON: “Water, Green Space and Urban Fabric” (TR) ON-SITE: Aqueducts	Reading: Aicher, Roman Aqueducts Weekly Media Post Due
WK 3	LESSON: NO MONDAY LESSON WALK: OCL 210 Site Visit: Forum and Colosseum (TR) Ilaria Sferrazza	Reading: Lewis Mumford, The Human Prospect Weekly Media Post Due
WK 4	LESSON: Trip North Prep ON-SITE: Trip North	Reading:  Venice Report. Weekly Media Post Due
WK 5	LESSON: “Waste, Mobility, Community” (TR) ON-SITE: Campus Martius	Reading: Allan Ceen, Roma Traversata Weekly Media Post Due
WK 6	LESSON: Video and Sound Workshop with Kat Tan and Jacopo Planet	Reading: Weekly Media Post Due Research Project: Topic and Outline Due
WK 7	ON-SITE: Testaccio (TR) Orvieto Trip	Reading: Heiken, Ch.6 Weekly Media Post Due
WK 8	LESSON: “Lazio Trip Prep” (TR) ON-SITE: Garbatella/Ostiense (TR)	Reading: Goethe, Italian Journey Weekly Media Post Due
WK 9	LESSON: Video Screenings (TR)  EXCURSION: Southern Lazio Day Trip	Video: Carolyn Steele, Sitopia  Weekly Media Post Due
WK 10	ON-SITE: Villa Sciarra to Villa Pamphilj with Lucia Principato and SA	Video: Orchestra di Piazza Vittorio and Pasolini’s Accatone, clips  Weekly Media Post Due
WK 11	LECTURE: Trip South Prep EXCURSION: Trip South (Sicily)
WK 12	Office Hours (TR) Independent Video Work Session	Weekly Media Post Due
WK 13	Office Hours (TR) WORKSHOP: Oral Presentations	Research Project: Video Rough Cut Due and Poster Due
WK 14	Video Screening (TR/SA) Service Learning Activity	Exhibition and Final Cut Video Screening

Course Related Trips

Field Trips to Firenze and the Veneto, Umbria, Southern Lazio, and south to Sicily are included in the program with class activities specific to the course.

Bibliography

The principal readings this semester are listed below and noted in the course calendar. A digital copy of all required readings will be provided in pdf format. An additional bibliography of suggested and recommended readings is provided below to assist students in their research. Some of these readings will be provided as digital downloads.

• Bruscoli, Beatrice “Terrain Vague, The Tiber River Valley” in the Waters of Rome, N. 10,  2016
• Cramer-Greenbaum, Susannah “From Finance to Physical Plan: Construction of Garbatella, in Agora Journal of Urban Planning and Design 2011
• Aicher, Peter, Guide to the Aqueducts of Ancient Rome, Bochazy-Carducci, 1995. 
• Steel, Carolyn, Hungry City: How Food Shapes Our Lives. New York: Random UK, 2015.
• Mumford, The Human Prospect, in Interpretations and Forecasts 1922-1972.  New York: Harcourt, Brace and World. 1979.
• Rankin, Tom. Rome Works: An Architect Explores the World’s Most Resilient City. Rome: Peruzzi Press, 2015.
• Goethe, Wolfgang, Italian Journey, Pantheon Books, 1968
• Register, Richard, EcoCities: Rebuilding Cities in Balance with Nature (Revised Edition), 2006
• Jacobs, Jane, The Death and Life of Great American Cities, 1961 (excerpts)
• Jones, Kay Bea “Rome’s Uncertain Tiberscape: Tevereterno and the Urban Commons” in Rinne, K. ed. The Waters of Rome N. 6. Feb 2009.
• Lynch, Kevin. “The Waste of Place” in Places: Vol. 6: No. 2. 1990. 
• Heiken, Grant, et. al. The Seven Hills of Rome: a Geological Tour of the Eternal City. Publisher: Princeton : Princeton University Press, 2005
• Ponting, Clive. A Green History of the World. New York: W.W. Norton. 2005.
• Hawken, Paul. Drawdown:The Most Comprehensive Plan Ever Proposed to Reverse Global Warming. Penguin Books. 2017
• McDonough, William and Michael Braungart, Cradle to Cradle. New York, NY: Northpoint Press, 2002.
• Ceen, Allan, Roma Traversata: Tracing Historic Pathways through Rome. Ithaca, NY: Cornell University Press, 2023.