Course syllabus

 

 

 

 

  

  

Course Summary

Have you ever felt the flow? ... You know, those moments in life when your perception of time shifts, optionality expands, and your capabilities are deeply challenged, yet paradoxically well-suited to the situation? It kind of feels like an ever evolving, open game with no beginning, no end, and a purpose of perpetuating the play. In the flow of the infinite game, there is no fear of failure as all is mere feedback for the dynamic dance of attention, intention, and action in the lab of life.

An unstable and warming climate, a world of water out of balance, an economy of symbols that fail to represent reality, a society caught in the chaos of accelerating change ... These are an invitation and this course is your initiation. If we are to successfully navigate the wicked problems of the 21st century in the bottleneck of the Anthropocene, then we must embrace the game and learn to level up in our present rite of passage.

Leveraging the Wayfinder process guide for resilience assessment, planning, and action in social-ecological systems, this course uses serious games to explore strategies for building adaptive capacity and transformative change as we navigate towards more sustainable, safe, and just futures…together. Within team environments, students develop, deploy, and peer-play resilience-themed, tabletop strategy games.

 

Course Overview & Purpose

This advanced elective course is designed for Major and Minor tracking students in the DCP Program in Sustainability and the Built Environment. Talented students in other academic units may also pursue permission from SBE advisors to join the course. Within Bloom's Taxonomy, this course focuses on the higher levels of learning as students "analyze" real world case studies, "evaluate" the stakeholders, identities, dynamics, alternative future scenarios, and iterative learning processes of complex social-ecological systems, and "create" and peer-play their own tabletop strategy games. Leveraging a "gameful world" in both thought and action, students come to understand the purpose, principles, and processes of comprehensive planning community engagement and the professional design charrettes that offer clients the optionality to choose their paths to more prosperous futures. Course content revolves around the books, web tools, online articles, SDG Academy courses, EdX courses, and videos developed by the Resilience Alliance, the Stockholm Resilience Centre, and other prominent publications, researchers, and institutions at the forefront of resilience science.

“Many tend to interpret resilience as bouncing back after a disturbance, or recovery to what you were before in more general terms. This way of looking at the world often focuses on trying to resist change and control it to maintain stability. Our take on resilience, on the other hand, deals with complexity and true uncertainty and how to learn to live with change and make use of it.” – Carl Folke, Stockholm Resilience Centre.

 

The four phase adaptive cycle of social-ecological systems resilience. (Source: https://hackernoon.com/the-adaptive-cycle-panarchy-as-dynamic-maps-for-resilience-thinking-793fad49de5e)

 

Course Goals

Through readings and reflections, student engagement, leadership skill building, games, role playing, and awareness raising activities, this course aims to create a sense of empowerment, connection, and reciprocity in our relationships and stewardship of planet, people, purpose, and prosperity.

 

Student Learning Objectives

During the semester, students will be…

• Exploring planetary boundaries and the human experience in the Anthropocene epoch;
• Discovering the dynamics of complex systems;
• Learning principles of resilience thinking and practice;
• Considering the contexts and challenges of uncertainty and transformation in social-ecological systems;
• Assessing agency and building coalitions for change;
• Evaluating multiscale spatial and temporal interactions and adaptive management strategies;
• Collaborating, curating, and communicating core concepts and case studies;
• Learning and playing table-top strategy games; and
• Developing and deploying a community resilience game in a fun and entrepreneurial environment.

 

Adaptive cycles operate across a multitude of spatial and temporal scales creating an interconnected and nested panarchy. (Source: https://hackernoon.com/the-adaptive-cycle-panarchy-as-dynamic-maps-for-resilience-thinking-793fad49de5e)

 

 

Note: These books are each only read in part via curated excerpts related to course modules. (UF Textbook Adoption No. 322815)

Social-Ecological System (SES) Resilience > Required Text(s) Available for Free Onlinenks to an external site

 

Game Design > Required Text(s) Available for Free Online

 

Optional Text(s) to Buy

 

In addition to the required and optional 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 five phases of the Wayfinder resilience guide. (Source: https://wayfinder.earth/)

 

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
• UF Gatorlink Virtual Private Network (VPN)
  • https://it.ufl.edu/ict/documentation/network-infrastructure/vpn/
• Steam
  • https://store.steampowered.com/about/
  • Cost @ ~ Free to Install
• Tabletop Simulator
  • https://store.steampowered.com/app/286160/Tabletop_Simulator/
  • Cost @ ~ $20 (MSRP)

 

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

  

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 > CC > Complexity & Crisis

• CC.01 > Sustainability & Social Complexity
• CC.02 > Six Foundations for Building Community Resilience
• CC.03 > Planetary Boundaries in the Anthropocene
• CC.04 > Environment & Energy Crises
• CC.05 > Economy & Equity Crises

 

   Course Module > CM.02 > RTP > Resilience Thinking & Practice

• RTP.01 > Resilience Thinking
• RTP.02 > Resilience Theory
• RTP.03 > Resilience Practice

 

   Course Module > CM.03 > CRS > Community Resilience Strategies

• CRS.01 > Adaptation Action Planning
• CRS.02 > Case Studies Part One
• CRS.03 > Case Studies Part Two

 

   Course Module > CM.04 > G > Gaming as Strategic Decision Support 

• G.01 > What is a Game? Why are Games Important?
• G.02 > Introduction to Strategy Games
• G.03 > Board Game Mechanics

 

  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) @ 220 Points (22%)

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

 

Trail Blaze (TB) @ 200 Points (20%)

• Individual (@ 50 points/each)
  • TB.01 > CM.CC
  • TB.02 > CM.RTP
  • TB.03 > CM.CRS
  • TB.04 > CM.G

 

Summit View (SV) @ 480 Points (48%)

• Individual and Group (varies by assignment)
  • SV.01 > Individual > Gaming Lessons Learned
  • SV.02 > Team > Strategy Game (Interim Milestones)
  • SV.03 > Team > Strategy Game (Peer Play Deliverables)
  • SV.04 > Team > Strategy Game (Final Deliverables)

 

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 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 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, 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 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/