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 HeritageLinks to an external site.)
Syllabus Sound Bite
"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
BCN 1582 (or) IDS 2154 (or) another course approved in the topic area
Costs
~ $10 textbooks
~ $0 materials & supplies
Course Context
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.
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. (Image source: Kelvy Bird and the Presencing InstituteLinks to an external site.)
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.
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.
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/Links to an external site.).
Hardware & Software Technologies
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.
Start Here
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
Course Modules & Sub-Modules
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 > Diverse 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 > Implicit Bias
PE.02 > Race & Ethnicity in Housing & Neighborhoods
MM.04 > Stoicism > Self-Mastery in Ecology & Democracy
Informational Resources
Assignments & Grading
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) @ 320 Points (32%)
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.PE > Community Cultural Map Reflections
Student Projects (SP) @ 460 Points (46%)
Individual and Group (varies by assignment)
SP.01 > Individual > Home as Cultural Community
SP.02 > Team > Community Cultural Mapping: Power & Possibility
SP.04 > Team > U-School Tools > Leadership & Prototyping
SP.05 > Team > Manifesting Change Campaign
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).
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.
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 & Punctuality
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.
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 & In-Class Recording
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:
For personal educational use;
In connection with a complaint to the university; or
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.
University & General Policies
Student Responsibilities
“In 1995 the UF student body enacted an honor codeLinks to an external site. 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…”
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-codeLinks to an external site./.
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.
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.
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.
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.
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.
UF Office of Accessibility & Gender Equity Homepage
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
Dean of Students Office, 202 Peabody Hall,352-392- Among other services, the DSO assists students who are experiencing situations that compromises their ability to attend classes. This includes family emergencies and medical issues (including mental health crises).Links to an external site.
UF Health Shands Emergency Room / Trauma Center, 1515 SW Archer Road, Gainesville, FL 32608, 352-733-0111. For immediate medical care call or go to the emergency room.Links to an external site.
U Matter, We Care, U Matter, multiple locations, 352-392-1575. If you or someone you know is in distress, please contact umatter@ufl.edu or visit the website to refer or report a concern and a team member will reach out to the student in distress.
University Counseling Center & Wellness Center, 3190 Radio Rd., 392-1575. Personal and career counseling, as well as therapy for anxiety, stress and mental health issues.
"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 EducationLinks to an external site.
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 effortLinks to an external site., earnestnessLinks to an external site., and equanimityLinks to an external site.. 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
Career Connections Center, Reitz Union, 352-392-1601. Career assistance and counseling.
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.
Course Chronological Timeline & Due Dates
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.
The syllabus page shows a table-oriented view of the course schedule, and the basics of
course grading. You can add any other comments, notes, or thoughts you have about the course
structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.
Course Summary:
Date
Details
Due
Mon May 13, 2024
Calendar Event
DCP3220 > A24 > Social & Cultural SBE
2pm
to
4:45pm
Discussion Topic
CE > IP.01 > Consensus-Based Decision-Making