Course Syllabus

DCP 3220 > Fall 2023

 

Social & Cultural Sustainability & the Built Environment

A interactive map of nearly 500 elements of intangible cultural heritage curated by UNESCO with web semantics and overlaid into their networked relationships to the 17 United Nations (UN) Sustainable Development Goals (SDGs). (Image source: UNESCO Dive Into Intangible Cultural Heritage)

A interactive map of nearly 500 elements of intangible cultural heritage curated by UNESCO with web semantics and overlaid into their networked relationships to the 17 United Nations (UN) Sustainable Development Goals (SDGs). (Image source: UNESCO Dive Into Intangible Cultural Heritage)

 

 

"Culture is the whole complex of distinctive spiritual, material, intellectual and emotional features that characterizes a society or a group. It includes creative expressions, community practices and material or built forms." – Our Creative Diversity: The UN World Commission on Culture and Development Report

 

 

Students are encouraged to employ critical thinking and to rely on data and verifiable sources to interrogate all assigned readings and subject matter in this course as a way of determining whether they agree with their classmates and/or their instructor. No lesson is intended to espouse, promote, advance, inculcate, or compel a particular feeling, perception, perspective, or belief. Your attention and intention are yours alone ... so own them.

 

Instructor

 

 

 

 

Hal Knowles, Ph.D.

Instructional Assistant Professor  |  SBE + URP

Canvas (preferred) or hknowles@ufl.edu (alternative) |  352-294-6781

https://www.linkedin.com/in/hal-knowles-ph-d-8b568127/ 

Office Hours  |  Tuesdays 12:50 - 13:40  |  ARCH 150 & Zoom (or by appt.)

 

 

 

 

  • DCP 3220 > Fall 2023
  • Class 12106 > Section 3E72
  • Tuesdays > Period 3 - 5 > 09:35 - 12:35
  • 100% On Campus > RNK 0220
  • BCN 1582 (or) IDS 2154 (or) another course approved in the topic area
  • ~ $12 - 30 textbooks
  • ~ $0 materials & supplies
  • ~ $0 - 10 incidentals

  

Goals

 

 

Course Summary

Social and Cultural Aspects of Sustainability and the Built Environment explores the importance of considering the human users of the built environment when searching for sustainable solutions. The course examines humans as story telling animals via our social, behavioral and multicultural perspectives related to sustainability, with special emphasis placed on intra/interpersonal leadership, equanimity, social equity, cultural continuity, environmental justice, and the balance of human culpability and “cope-ability” in a time of profound change.

 

Course Overview & Purpose

In 2015, world political, religious and thought leaders gathered in New York to adopt an agenda that represented unprecedented global consensus around sustainability. The ensuing 17 Sustainable Development Goals (SDGs) represent a systems-based approach to humanize today’s global grand challenges and do so by placing primacy on the social and cultural dimensions of sustainability. Sustainability has become less about sector-based solutions for a world that divides itself between haves and have-nots, and more a call to action around leveraging finite resources against the infinite global capacity to innovate, energize, mobilize, and engage an emerging global mindset and behavior-pattern toward “our common future.” This course addresses how the threads in the tapestry of sustainability, tied to the ethnosphere and noosphere, inform how we sense and make sense of the world as we use intuition, think critically, navigate narratives, transform spaces into places, and cultivate collective cultural capital from micro to macro scales.

 

A summary of nine categories of threats to 71 elements of intangible cultural heritage inscribed on the urgent safeguard list by UNESCO. (Source: UNESCO Dive Into Intangible Cultural Heritage)

A summary of nine categories of threats to 71 elements of intangible cultural heritage inscribed on the urgent safeguard list by UNESCO. (Image source: UNESCO Dive Into Intangible Cultural Heritage)

 

 

Course Goals

Exploring “us” and “them” while contextualizing and internationalizing Social and Cultural Aspects of Sustainability and the Built Environment will capitalize on the timeliness and relevance of these new-found dimensions of sustainability paramount to the SDGs by:

  • Integrating emerging principles behind this global shift;
  • Highlighting comparative case studies that illustrate the inherent power behind engaging social and cultural dimensions of sustainability as we build more resilient communities;
  • Grounding the student experience in social and cultural anthropology and sustainability literacy by developing skills and communication tools that have global application toward social-ecological systems-based solutions; and
  • Coming to know and consider our personal journeys and communal rites of passage in the transcendence of individual ego-systemic habits (“I go”) into a higher collective consciousness of eco-systemic action (“we-go”).

The interdisciplinary course environment will be supported by in-class discussions, multi-media exploration, online engagement, and individual and collaborative team assignments.

 

Student Learning Objectives

This course meets two of the University of Florida’s Quality Enhancement Plan (QEP) Student Learning Objectives (SLOs):

  • Critical Thinking (SLO 2) – Students analyze & interpret global & intercultural issues.
    • One part of the course explores the shift in the Post-2015 global mindset surrounding sustainability, where social inclusion, cultural diversity, and civil rights and gender equality are central to sustainable solutions at various scales across climate change, food security, resource conservation and the supporting contextual fabric.
  • Content (SLO 1) – Students identify, describe, & explain global & intercultural conditions & interdependencies.
    • One part of the course will be designed for students to grapple with the realities of this shift in global mindset, by building skills and utilizing communication tools to devise solutions to global grand challenges. An emphasis will be placed on the interdependencies of society and culture on the sustainable potential of students’ proposed solutions. Students will be encouraged to consider certain scales of interventions and how interventions may break down at economies of scale because of underlying social and cultural determinants.

 

Social and cultural change happens in recursive, nonlinear loops and journeys (aka rites of passage) from the individual to the institutional scale as imaginged in this visioning diagram created during a Theory U Masterclass at the Presencing Institute. (Source: Kelvy Bird and the Presencing Institute)

Social and cultural change happens in recursive, nonlinear loops and journeys (aka rites of passage) from the individual to the institutional scale as imaginged in this visioning diagram created during a Theory U Masterclass at the Presencing Institute. (Image source: Kelvy Bird and the Presencing Institute)

 

Texts

 

 

Note: These text(s) and resource(s) may not be read, nor referenced, in their entirety. (UF Textbook Adoption No. 322814)

Required Text(s) to Buy

  • Van Natta, Matthew J. (2019). The Beginner's Guide to Stoicism: Tools for Emotional Resilience & Positivity. Emeryville, CA: Althea Press. Print.

Cover_VanNatta_BeginnersGuideToStoicism.jpg

 

Required Text(s) Available for Free Online

  • Borrup, Tom. The Power of Culture in City Planning. New York, NY: Routledge, 2021. Print.

Cover_Borrup_PowerOfCultureInCityPlanning.jpg

 

  • Scharmer, C.O. (2018). The Essentials of Theory U: Core Principles and Applications. San Francisco: Berrett-Koehler Publishers, Inc.

Cover_Scharmer_EssentialsOfTheoryU.jpg

 

Cover_WorthyEtAl_CultureAndPsychology.jpg

 

Optional Resource(s) Available for Free Online

The Peace Corps Cross-Cultural Workbook.

 

U.S._Department_of_State_official_seal.png

 

  • Hofstede, G., Minkov, M., & Hofstede, G. J. (2010). Cultures and organizations : software of the mind (Third edition.). McGraw-Hill.

Cover_HofstedeEtAl_Cutlures+Organizations_61p4JhP3URL._SY522_.jpg

 

  • Johnson, Ayana Elizabeth, and Katharine Keeble Wilkinson. All We Can Save : Truth, Courage, and Solutions for the Climate Crisis. New York: One World, 2020. Print.

Cover_JohnsonAndWilkinson_AllWeCanSave.jpg

 

  • Scharmer, C.O. and K. Kaeufer. (2013). Leading from the Emerging Future: From Ego-System to Eco-System Economies. San Francisco: Berrett-Koehler Publishers, Inc.

Cover_Scharmer_LeadingFromTheEmergingFuture.jpg

 

Cover_Weil_SpeakingOfCulture.png

 

 

In addition to the required text(s), various supplemental, free publications identified for class discussion and/or assignments may be supplied via the UF Canvas e-Learning portal (https://lss.at.ufl.edu/).

 

 

The required and optional technologies for this course are as follows:

  • A portable computing device (e.g., tablet, laptop) for in-class and at-home work

 

 

Beyond the required textbook(s), minor, out-of-pocket student incidental expenses may include those associated with personal mobile computing and file storage/transfer device(s) or web-based services to research, present, and share information in class.

 

Modules

 

 

For students who plan to stay in the course, please visit the Course Wayfinding page to learn about the your path, including the course structure, expectations, and preparation actions.

 CM.00 > Start Here > Course Introduction

  

 

General course module main topics and sub-topics are summarized below. Official weekly readings, assignments, and course content will be posted within Canvas and are subject to change.

 

 Course Module > CM.01 > IP > Introduction & Perspectives

  • IP.01 > Perspectives in the Drama by the River
  • IP.02 > Personality & Temperament
  • IP.03 > Social & Cultural Sustainability & Heritage in Context

 

 Course Module > CM.02 > PE > Power & Equity

  • PE.01 > Race & Ethnicity in Housing & Neighborhoods
  • PE.02 > Gender & Sustainability
  • PE.03 > Othering & Belonging
  • PE.04 > Polarity Thinking

 

 Course Module > CM.03 > RiP > Rites of Passage

  • RiP.01 > Rediscovering Rites of Passage
  • RiP.02 > Essentials of Theory U & the Presencing Institute (PI)
  • RiP.03 > Intercultural Competency & Seeds of a Good Anthropocene

 

 Course Module > CM.04 > MM > Media & Memes

  • MM.01 > Art as Social Protest & Moral Compass
  • MM.02 > Cultural Memetics & Cultivating Community Change
  • MM.03 > Culture Clash & the Cognitive Dissonance of Change
  • MM.04 > Stoicism & Walking the Talk

 

Informational Resources

 

 

Assignment details, deliverables, due dates, and grades will be published on Canvas and may be subject to change. Grades are generally based on 1,000 points over the course of the semester. See the syllabus page "Summary" (at the bottom of this page) and the "Assignments" tab (left sidebar menu) for the most current information.

 

Attendance & Punctuality (AP) @ 100 Points (10%)

  • Required

 

Discussion Posts (DP) @ 280 Points (28%)

  • Readings, Discussions, & Class Activities (@ 20 points/each)
    • DP > Weekly & Module-Based

 

Personal Reflections (PR) @ 120 Points (12%)

  • Individual (@ 40 points/each)
    • PR.01 > CM.IP > SPI Temperament Assessment
    • PR.02 > CM.GP > Gapminder & Dollar Street
    • PR.03 > CM.MM > Art & Artifice

 

Student Projects (SP) @ 500 Points (50%)

  • Individual and Group (varies by assignment)
    • SP.01 > Individual > Home as Cultural Community
    • SP.02 > Team > Community Cultural Mapping: Power & Possibility
    • SP.03 > Individual > PI Tools > Journaling & Prototyping
    • SP.04 > Team > PI Tools > Listening & Collaborating
    • SP.05 > Team > Manifesting Change

 

Grades are based on evidence that students have completed assigned readings, participated actively in all class discussions and activities, completed writing and presentation assignments, and completed both in-class and outside-of-class activities throughout the semester. Completed tasks will be evaluated based on pertinence of content, critical thinking, creativity, and communication. Details and due dates for assignments are posted on Canvas. The University standard suggests students might expect to study outside of class for up to 3 times the weekly class contact periods (e.g., a 3-credit course might be 3 x 3 periods = 9 hours in Fall/Spring or 3 x 6 periods = 18 hours in Summer A).

GradingTable.JPG

Final student grades are rounded up on the hundredths units (i.e., a 92.95% becomes a 93.0%) and follow University of Florida grades and grading policies.

 

Expectations

 

 

Teaching Philosophy & Expectations

I have experience in commercial construction management, planning, facilitation, systems ecology, and temporal and spatial analytics of land use change. I am passionate about the technologies and thought processes, policies, procedures, and decision-support strategies necessary to establish and sustain equitable, empowered, safe, healthy, and resilient communities adaptive to uncertainty.

 

  • Student expectations of instructor:
    • Enthusiasm for the course; engaging lectures and discussions; application of knowledge through classroom activities and fieldwork; organized and neat course materials; unbiased guidance; encouragement of critical thought; and reasonable availability to meet with students outside of class.
  • Instructor expectations of students:
    • Compassionate curiosity; positive attention and intention; willingness to learn with open heart, open mind, and open will; consistent attendance; punctual arrival; active participation in our class discussions and activities; advance reading of class content; on-time completion and submission of assignments; proper citation management; adherence to proper netiquette and all University rules and regulations.

 

 

Attendance is mandatory and participation is graded based on each class period (i.e., missing a multi-period day of class will count as multiple absences in accordance with the number of periods). Tardiness leads to point deductions from that class session.

Students may miss up to the equivalent number of class periods as the course credits (e.g., 3 credits = 3 periods @ 50 minutes/each in Spring/Fall & 2 periods @ 75 minutes/each in Summer A) without penalty and with no need for an excuse. Beyond those “waived” absences, students must provide a valid, and properly documented, excuse. Otherwise, unexcused points will be deducted proportional to the total number of periods where attendance was taken. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with University policies as found at the following link.

 

Professionalism

As future sustainability professionals in training, you are preparing for potential future meetings and collaboration. Thus, students are encouraged to participate in-person and/or online with dress and demeanor befitting a informal workplace. 

 

 

Online Class Recording Privacy

Our class sessions may be audio and/or visually recorded for students in the class to refer back and for enrolled students who are unable to attend live. Students who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded.  If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice audio recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live. The chat comments get cloud archived alongside the video, audio, and machine learning transcripts for the convenience of all students to replay and review on demand.

 

What is Permissible

Beyond anything recorded and shared by the instructor, students are allowed to record video or audio of class lectures. However, the purposes for which these recordings may be used are strictly controlled. The only allowable purposes are as follows:

  1. For personal educational use;
  2. In connection with a complaint to the university; or
  3. As evidence in, or in preparation for, a criminal or civil proceeding.

All other purposes are prohibited. Specifically, students may not publish recorded lectures without the written consent of the instructor.

 

What Defines a Lecture

A “class lecture” is an educational presentation intended to inform or teach enrolled students about a particular subject, including any instructor-led discussions that form part of the presentation, and delivered by any instructor hired or appointed by the University, or by a guest instructor, as part of a University of Florida course. A class lecture does not include lab sessions, student presentations, clinical presentations such as patient history, academic exercises involving solely student participation, assessments (quizzes, tests, exams), field trips, private conversations between students in the class or between a student and the faculty or lecturer during a class session.

 

Publication Without Permission is Prohibited

Publication without permission of the instructor is prohibited. To “publish” means to share, transmit, circulate, distribute, or provide access to a recording, regardless of format or medium, to another person (or persons), including but not limited to another student within the same class section. Additionally, a recording, or transcript of a recording, is considered published if it is posted on or uploaded to, in whole or in part, any media platform, including but not limited to social media, book, magazine, newspaper, leaflet, or third party note/tutoring services. A student who publishes a recording without written consent may be subject to a civil cause of action instituted by a person injured by the publication and/or discipline under UF Regulation 4.040 Student Honor Code and Student Conduct Code.

 

Policies

 

 

Student Responsibilities

In 1995 the UF student body enacted an honor code and voluntarily committed itself to the highest standards of honesty and integrity. When students enroll at the university, they commit themselves to the standard drafted and enacted by students…”

As a student at the University of Florida, you have committed yourself to uphold the Honor Code, which includes the following responsibilities as delineated at https://catalog.ufl.edu/UGRD/student-responsibilities/.

 

  • Academic Honesty
    • Preamble
    • The Honor Pledge
    • Student Responsibility
    • Faculty Responsibility
    • Administration Responsibility
  • Student Conduct Code
  • Alcohol and Drugs
    • What the University Community Can Do to Prevent Alcohol Abuse and Drug Abuse
  • Relations Between People and Groups
  • Service to Others
  • Standard of Ethical Conduct

 

It is assumed that you will complete all work independently in each course unless the instructor provides explicit permission for you to collaborate on course tasks (e.g. assignments, papers, quizzes, exams). Instructors reserve the right to use the TurnItIn app within Canvas to evaluate work originality. Plagiarism is a serious offense and will result in an honor code violation and potential failure of the course. Additionally, any use, access, or handling of technology (e.g., cell phone, smart watch) during an exam will result in an honor code violation and potential failure of the course.

Furthermore, as part of your obligation to uphold the Honor Code, you should report any condition that facilitates academic misconduct to appropriate personnel. It is your individual responsibility to know and comply with all university policies and procedures regarding academic integrity and the Student Honor Code. Violations of the Honor Code at the University of Florida will not be tolerated. Violations will be reported to the Dean of Students Office for consideration of disciplinary action. For more information regarding the Student Honor Code, please see: https://sccr.dso.ufl.edu/process/student-conduct-code/.

 

Software Use

All faculty, staff and students of the university are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. As such violations are also against university policies and rules, disciplinary action will be taken as appropriate.

 

Course Evaluation

Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.

 

 

Students with Disabilities

Students requesting accommodation for disabilities must first register with the Disability Resource Center (DRC). The DRC coordinates the needed accommodations of students with disabilities. This includes registering disabilities, recommending academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services and mediating faculty-student disability related issues.

Upon registering, the DRC will provide documentation to the student who must then provide this documentation to the instructor when requesting accommodation. You must submit this documentation prior to submitting assignments or taking quizzes or exams. Accommodations are not retroactive, therefore, students should contact the office as soon as possible in the term for which they are seeking accommodations. The DRC may be contacted by visiting 001 Reid Hall, calling 352-392-8565, or visiting their website.

 

Netiquette – Communication Courtesy

All members of the class are expected to follow rules of common courtesy in all email messages, threaded discussions and chats. Please refer to these resources.

 

Religious Observances

Please inform the instructor of any religious holidays or other days of special religious significance that may interfere with your participation in this class so that appropriate accommodations can be made. For more information, please visit the Religious Holidays section of the UF Attendance Policies.

 

Special Consideration

The principle of equal treatment of all students is a fundamental guide in responding to requests for special consideration. No student shall be given an opportunity to improve a grade that is not made available to all members of the class. This policy is not intended to exclude reasonable accommodation of verified student disability or the completion of work missed due to religious observance, verified illness, or absence due to circumstances beyond your control. Reconsideration of subjective judgments of an individual student’s work will be done only if all students in the class can be and are given the same consideration.

 

Sexual & Gender-Based Harassment

Sexual and gender-based harassment is reprehensible and will not be tolerated by the University. It subverts our academic mission and threatens the careers, educational experience, and well-being of students, faculty, and staff. The University will not tolerate behavior between, nor among, members of this community that creates an unacceptable working environment.

 

Health

 

 

Your safety, health, and wellbeing are important to our University community. Students experiencing crises or personal problems that interfere with their general well-being or academic performance are strongly encouraged to talk to the instructor and/or to utilize the University’s confidential counseling resources, available at no cost to currently enrolled students.

 

Safety, Health & Wellness Resources

 

Student Complaint Resources

 

 

"A growth mindset’s defining characteristic—the belief that intelligence is malleable—provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement." - American University School of Education

Change is the only constant. Within the SBE Program, we focus on a triple-E approach to intrapersonal and interpersonal growth and development. That is, we support our students in placing their attention and intention on effort, earnestness, and equanimity. In the lab of life, lessons are best learned when seeing failure as feedback for your future fitness and adaptability in uncertainty. Your instructor encourages you to foster a growth mindset and to leverage the resources available to help you thrive.

 

Academic & Professional Development Resources

  

 

 

Below is a timeline of class sessions and assignment due dates. This summary is listed in chronological order and provides direct links to each of them. As such, it offers a great snapshot of the course schedule for the entire semester. You can also click on the "Calendar" menu button on the left sidebar in Canvas and then filter to show only items related to this course.

 

Course Summary:

Date Details Due