Course syllabus

Course Summary

Social and Cultural Sustainability and the Built Environment explores the human users of the built environment in the pursuit of more sustainable and just ways of living and relating in an age of accelerating change. The course also examines the rights, roles, rules, and responsibilities empowering the structural systems of society, as well as the patterns of learned and shared values and behaviors, that are iteratively and cumulatively transmitted across groups and generations, through tangible and intangible forms of enculturation in the ethnosphere (collective lifestyles) and the emerging noosphere (collective consciousness).

 

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 social and cultural threads in the tapestry of sustainability 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. (Image source: UNESCO Dive Into Intangible Cultural Heritage)

 

Course Goals

Exploring both "me" and "we" while contextualizing and internationalizing the social and cultural considerations of our 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 Institute)

Note: These text(s) and resource(s) may not be read, nor referenced, in their entirety.

Recommended Text(s) to Buy

 

Required Text(s) Available for Free Online

 

 

 

Optional Resource(s) Available for Free Online

 

 

 

 

 

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

• ArcGIS Online
  • Free for UF faculty and students
  • See Info > Digital Tools & Storyboard Resources for more information

 

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.

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.

    Start Here > Course Introduction & Wayfinding

 

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 > SCC > Social & Cultural Context

• SCC.01 > Culture of Self & Personality
• SCC.02 > Culture & Psychology
• SCC.03 > Culture & Development in People & Place

 

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

• PE.01 > Provisioning Institutions: Households & Markets
• PE.02 > Provisioning Institutions: Commons & States
• PE.03 > Agency & Equity in Community Development

 

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

• RiP.01 > Rediscovering Rites of Passage
• RiP.02 > Theory U > Chapters 1-3
• RiP.03 > Theory U > Chapters 3-5

 

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

• MM.01 > Cultural Memetics & Cultivating Community Change
• MM.02 > Stoicism > History, Disciplines, & Virtues
• MM.03 > Stoicism > Self-Mastery in Ecology & Democracy
• MM.04 > Optional Extra Credit > CBSM Certification

 

  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

 

Base Camp (BC) @ 200 Points (20%)

• Readings & Discussions (12 @ 20 points/each)

 

Class Engagements (CE) @ 60 Points (6%)

• Small Group Breakout Activities (3 @ 20 points/each)

 

Trail Blaze (TB) @ 180 Points (18%)

• TB.01 > SCC+PE > Community Cultural Mapping > Preparations (@ 60 points)
• TB.02 > SCC+PE > Community Cultural Mapping > Reflections (@ 60 points)
• TB.03 > RiP+MM > Leadership & Prototyping (@ 60 points)

 

Summit View (SV) @ 280 Points (28%)

• SV.01 > Individual > SCC+PE > Home as Cultural Community (@ 60 points)
• SV.02 > Group > SCC +PE > Community Cultural Mapping (@ 160 points)
• SV.03 > Group > RiP+MM > Manifesting Change Campaign (@ 60 points)

 

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.

• Undergraduate Students:
  • https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies

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 your viewing, engaging with, and completing the interactive PlayPosit Asynchronous Lectures (AL). Late completion of the AL, or late submission of other Assignments, results in a deduction of 3% per day late, up to a maximum of 30% total deduction for submissions 10 or more days late. 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.

• https://catalog.ufl.edu/UGRD/academic-regulations/attendance-policies

 

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.

 

Netiquette – Communication Courtesy

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

• http://biostat.ufl.edu/resources/e-learning-resources/e-learning-basics/etiquette-online
• https://teach.ufl.edu/wp-content/uploads/2020/04/NetiquetteGuideforOnlineCourses.docx 

For more information about academic policies (e.g., attendance, accommodations, grading, conduct, honesty, in-class recording) and resources (e.g., technical support, career services, library support, writing studio, academic complaints), please visit the official University of Florida syllabus policy links page.

• https://syllabus.ufl.edu/syllabus-policy/uf-syllabus-policy-links/ 

 

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.

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.

Below is a helpful resource portal that UFID holders may access through the UF single sign-on (SSO) service affiliated with their @UFL accounts.

• One.UF > Whole Gator
  • https://one.uf.edu/whole-gator/discover 

 

"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 pursuit of eudaimonia. 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 University and SBE resources available to help you thrive.

Below is a helpful resource page for SBE students to make the most of their active learning opportunities, student living experiences, and wayfinding within our program and beyond.

• UF > DCP > SBE > Where
  • https://dcp.ufl.edu/sbe/where/