Peter Miniutti
Associate Professor
University of Connecticut
Program Coordinator
1376 Storrs Rd., Unit 4067
Department of Plant Science
Storrs, Connecticut 06269

Telephone: (860) 486-1940
Fax: (860) 486-0682
Email: peter.miniutti@uconn.edu
 

Education

Harvard University 1983 
Masters of Landscape Architecture @ Graduate School of Design 
Recipient of the Janet E. Webel Award for Design Excellence 
University of Massachusetts 1979
Bachelors of Science in Environmental Design, Studio Option

Professional Positions

Associate Professor, University of Connecticut 2000 -
Assistant Professor, University of Connecticut 1994 - 1999
Instructor, Institute of Ecological Studies, New York 1992 - 1994 
The Miniutti Group, LLC 1988 - 
Johnson & Richter, Avon , Connecticut 1985 - 1988
The SWA Group, Boston, Massachusetts 1983 - 1985 
Paul C.K. Lu Associates, Belmont, Massachusetts 1982 - 1983 
Sasaki Associates, Watertown, Massachusetts 1980 - 1981

Research (scholarship) interests:

My scholarship, to a large degree, is expressed via my creative activity of the design, planning and implementation of landscape architecture. My work ranges from residential landscape designs with construction budgets in the hundreds of dollars to the development of natural resource management plans for entire ecological systems with cost implications in the millions. The scale and scope may vary, but the goal is the same, to create or preserve settings for human activities, that if designed properly, engage the mind and touch the heart, while allowing the original environment, both human and non-human, to sustain.

Title of Project: Location: Funding Source:

DEP Rail-to-Trail Guide Book Connecticut funded by State DEP

DOT Context Sensitive Design (N.Garrick Co-PI) Connecticut funded by DOT

DOT Visualization Techniques New England funded by DOT (N.Garrick, M.Westa Co-PI's)

Lands of Unique Value Mansfield, CT. funded by Town of Mansfield/UConn

Lands of Unique Value Scotland, CT. funded by Town of Scotland

Unionville Land Use Study Farmington, CT. funded by Town of Farmington          

Teaching Programs

Undergraduate Courses Taught:

Senior Level - Advanced Design 
In this studio, students are asked to apply their recently acquired knowledge (previous 5 semesters) as a point of departure for the development of an innovative "Design Process" which combines universally excepted methodologies with the individuals unique and personalized approach to the practice of landscape architecture. Course syllabus @

Junior Level - Seminar
This seminar provides a student forum to discuss relevant topics pertaining to the field of Landscape Architecture. Each week, a student gives a multi-media presentation and discusses the contribution by a significant professional to the field of Landscape Architecture. Course syllabus @

Sophomore Level - Fundamental Design 
This studio course introduces the students to the theory of form creation. The first part of the course covers various theories pertaining to the creation of form. Once a basis for form giving is established, the students are asked to create abstract landscape designs that are based in theoretical constructs that satisfy program objectives. Course syllabus @

Freshman Level - Introduction to Landscape Architecture 
In this lecture course, I communicate the breadth and diversity of the profession. This course combines traditional teaching methods with contemporary methods that emphasize active and spatial learning and the development of spatial skills. Course syllabus @     

Graduate Students:

Julissa Mendez (current)  National Needs Fellowship.

Madeline Schad (current)  Burr Scholarship.

Cynthia Reynolds

Thesis:  Open Space Planning; utilizing green infrastructure to preserve community. 

Drew Kenny

Thesis:  Case Study Methodology Applied to Lands of Unique Value.

Matthew Bishop 
Thesis: Lands of Unique Value -- Mansfield, Connecticut.

Jennifer Kloter 
Thesis: A Comparison of the use of the axis at Villa Lante in Italy and Charles Platt's Summer Residence in Cornish, New Hampshire

Ruth Klue 
Thesis: Theory Visualized: Student Response to Technology-Enhanced Classrooms.