Course Logistics

 Instructor

 Course Summary

 Course Context

A gateway course for the DCP Program in Sustainability and the Built Environment (SBE) exploring career pathways, critical thinking strategies, and the breadth of methods of inquiry (the process of asking and then answering questions) commonly used by planners, designers and builders, as well as those who study all environments along the natural-to-urban transect. 

 Course Overview & Purpose

This course summarizes the forms, functions, frameworks, and scholarly opportunities underpinning the SBE academic journey from matriculation to graduation and careers beyond. Foci include the SBE culture and curricula, the critical thinking process, the scientific method, and research design, with an emphasis on approaches pertinent to SBE allied professions. Students will learn to evaluate and rebut claims, develop a project management strategy, design a research protocol, gather and analyze data, and communicate with diverse stakeholders in a student-centered approach.

The Foundation for Critical Thinking frames eight elements of thought along a wheel of reason. (Source: The Critical Thinking Community, Wheel of Reason)

 Goals & Objectives

 Course Goals

• Discover and delineate a personally tailored pathway for SBE specialization, coursework, and professional development; 
• Learn and apply the elements of thought from the wheel of reason to evaluate claims within your field of interest; 
• Utilize critical thinking strategies and research design methods to examine contemporary issues in sustainability and the built environment; 
• Evaluate and develop personal philosophies of science; 
• Explore data collection, analysis methods, and writing strategies most applicable to different types of research questions; and 
• Conceptualize and develop a problem statement and a proposal for a research project (e.g., SBE Capstone). 

 Student Learning Objectives

During the semester, students will be…

• Distinguishing sustainability and the built environment from other disciplines; 
• Creating an individually targeted academic mission, vision, goals, and objectives for SBE Majors and Minors; 
• Differentiating ethics, morality, and law; 
• Perceiving and mitigating cognitive biases and logical fallacies; 
• Better identifying “good” and “bad” science; 
• Conducting research, curating resources, and communicating decision-support information; 
• Formulating and delivering higher quality verbal and written arguments; 
• Demonstrating an ability to learn from other fields; and 
• Interacting effectively as a part of a team exploring important issues. 

 Course Texts & Technologies

 Free Online Texts > General Research Guidancenks to an external site

 Free Online Texts > Buildings & Construction

 Free Online Texts > Planning & Place

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

 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

Should you encounter a content issue with this Canvas course shell, please inform the instructor. All other technical issues with the hardware and software you may use for this course should be directed to the UF Information Technology Computing Help Desk.

 Miscellaneous Course Costs

Out-of-pocket student incidental expenses are highly varied, dependent on the student and their mentor, and may include those associated with field experience travel expectations, personal mobile computing, and/or web-based services to research, present, and share information (as dictated by the sponsor institution)

 Course Content Disclaimer

Students are encouraged to employ critical thinking and to rely on data and verifiable sources to interrogate all assigned readings, supplemental materials, 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.

 Modules

 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 Wayfinding

 Course Structure & Supporting Resources

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 Modules > CM

• CM.01 > CTE > Critical Thinking & Ethics 
  • CTE.01 > Course & SBE Program Overview 
  • CTE.02 > Elements of Thought 
  • CTE.03 > Ethics in Sustainability Research 
  • CTE.04 > Thinking Your Way to Work
• CM.02 > CA > Context & Approaches 
  • CA.01 > Selection of Research Approaches 
  • CA.02 > Review of the Literature 
  • CA.03 > The Use of Theory 
  • CA.04 > Writing Strategies 
• CM.03 > RD > Research Design 
  • RD.01 > Abstracts & Introductions 
  • RD.02 > Purpose Statements 
  • RD.03 > Research Questions & Hypotheses 
• CM.04 > RM > Research Methods 
  • RM.01 > Quantitative Methods 
  • RM.02 > Qualitative Methods 
  • RM.03 > Mixed Methods 
• Informational Resources 

 Assignments & Grading

Course Assignment Deliverables

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.

• Course Logistics & Attendance (CLA) @ 100 Points (10%)
  • Required (see Roles tab)
• Base Camp (BC) @ 300 Points (30%)
  • Readings, Discussions, & Class Activities (15 @ 20 points/each)
    • BC > Weekly & Module-Based
• Trail Blaze (TB) @
  • Individual and Group (@ 40 points/each)
    • TB.01 > CTE > Critical Thinking & Ethics
    • TB.02 > CTE > FiLcHeRS Assessment
    • TB.03 > CA > Context & Approaches
    • TB.04 > RD > Research Design & Research Methods
    • TB.05 > RM > IRB-02 Online Training
    • TB.06 >  SBE > Capstone Presentation Reflection
• Summit View (SV) @ 240 Points (24%)
  • Individual (@ 40 points/each + 80 points/RP.06)
    • RP.01 > Research Ideas 
    • RP.02 > Literature Review 
    • RP.03 > Research Questions & Designs 
    • RP.04 > Research Materials & Methods
    • RP.05 > Proposal Pitch
    • RP.06 > Final Proposal Submission 

Course Grading

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 are consistent with University policies as found in the UF Undergraduate Catalog > Grades and Grading Policies page.

 Roles & Expectations

Links to an external site.

 Instructor Experience

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, & Professionalism

 Attendance

Attendance at the Midterm Presentation and Final Capstone Conference & Celebration is mandatory and participation is graded based on your preparation and punctuality. Lack of preparedness and/or tardiness leads to point deductions for those deliverables.

Requirements for participation, assignments, and other potential make-up work in this course are consistent with University policies as found in the UF Undergraduate Catalog > Attendance Policies page.

 Professionalism

As future sustainability professionals in training, you are preparing for potential future meetings and collaboration. Thus, for all public milestones, deliverables, and/or events, students are encouraged to participate in-person and/or online with dress and demeanor befitting a professional environment.

 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 the Center for Teaching Excellence > Netiquette Guide for Online Courses.

 UF Academic Policies & Accommodations

 Policies

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 UF Syllabus Policy > Academic Policies & Resources page.

 Accommodations & Special Considerations

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.

 Wellbeing

 Safety, Health, & Wellbeing

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 

 Growth Mindset

Links to an external site.

"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 effortLinks to an external site., earnestnessLinks to an external site., and equanimityLinks to an external site. in the pursuit of eudaimoniaLinks 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 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