Sustainable Design and Planning
Fall 2018, University of Arizona Sustainable Built Environments
Professor: Jonathan Bean, Ph.D.
So what is sustainability, anyway? The goal of this course is not to teach you the definitive answer to this question—there isn’t one! Instead, we’ll focus on learning how to think about sustainability with an eye towards understanding why some paths of action become more likely, while others, however alluring, seem to linger just outside the realm of possibility. The way you think of sustainability makes a big impact on your own potential to transform design and planning.
Our springboard this semester will be the integrative framework of Regenerative Development. This framework will help us put a range of ideas into context, including facts and figures about carbon emissions, greenhouse gasses, climate change, the effects of industrialization, and the role of education, population growth, and world economic systems.
What you will learn from this course (aka Learning Objectives)
First, you will be familiar with the traditional three-part framework for sustainability. You will be able to look at phenomena and understand what makes them sustainable—or unsustainable—by evaluating the economic, social, and environmental aspects.
Second, you will gain practice in integrating sustainability across the scales of design; we will discuss everything from the scale of service and product design to the design of entire cities.
Third, you will build your written and visual communication skills through short- and long-term projects that provide you the opportunity to research and apply ideas.
What I hope you will learn from this course
I have made this a separate section of the syllabus on purpose because I have a strong belief that the most important thing you will gain from your college experience is the realization that learning is a lifelong process that can fill you with joy. The way much education is set up makes this hard to realize. For example, the section above titled “What you will learn from this course” suggests that I will:
- give you quizzes to see if you know and can apply the three-part framework for sustainability,
- evaluate your participation and ideas in discussions, and
- grade your improvement in written and visual communication over the course of the semester.
And I may very well do all of these things. But where’s the joy in that?
We will be getting creative this semester and—this is a promise—having fun. Doing this will be a team effort, so I am asking you to take an interest in your classmates. Make some new friends and be sure to seek out the people in the class you feel are the most different from you. This may seem like the furthest thing from learning right now, but I promise you it will pay dividends in not only your learning, but in your experience of the course.
Teaching format, requirements, and prerequisites
This course will be taught in a hybrid format. We’ll meet on Thursdays from 2:00–3:15 and virtually. Some resources will be on D2L and you may be required to use other online resources and platforms.
There are no prerequisite courses, but you must have a working computer available at all times. If something horrible happens to yours, the UA Library will lend you a Mac or PC laptop for 3 days at a time, and you can pick one up right across the street from CAPLA in the Fine Arts library!
With respect to the University of Arizona attendance policy: attendance in this course is considered a prerequisite and is especially important since we meet in-person only once a week. If you have more than two unexcused absences you will not pass the course. Absences pre-approved by the UA Dean of Students will be honored. Unless unless extenuating circumstances make it impossible, you must notify me in advance if you will miss class for any reason. It is also your responsibility to make arrangements with a classmate to make up missed material.
You must bring a paper copy (either a printout or book) of all readings to class on the day that we’ll discuss the assigned materials. I know this may not seem sustainable, but experience has taught me it’s the best way for you to learn. We’ll talk more about this on the first day of class.
Required Materials
- Wheeler, S. M., and Beatley, T. (Eds.) (2014) The Sustainable Urban Development Reader: Routledge. It’s available at Amazon new for $45. You can also read the book for free through the UA Library.
- Additional readings as announced in class and/or posted on D2L.
How can I earn an A+?
You can’t! University of Arizona does not issue plusses or minuses for grades.
How can I do well in this class?
That’s a question I can answer.
There are four components to your grade:
- 30%. Participation and discussion. Excellent participation reflects consistent preparation and in-depth understanding of the subject matter along with careful and precise communication. Poor participation results from lack of preparation, comments that do not move the discussion forward, or careless or intentionally destructive comments.
- 30%. Cumulative assignment. This is a long-term assignment that is your opportunity to demonstrate learning objective 3. Details will be provided later in the semester.
- 30%. In-class exercises such as exit slips, freewriting exercises, and reading responses. These are designed as low-stakes opportunities for you to assess your own progress in the course; most will be recorded on a completed/not completed basis. If you miss class, you may not make up these assignments, but in line with the attendance policy, I will discard the lowest two scores (or zeros) in this category.
- 10%. Improvement. Note that this category provides the opportunity to move your grade up an entire letter grade. This is a cross-cutting category, which means I will evaluate your trajectory through the course at the end of the semester. Did your assignments consistently get better, or were you still making the same kind of mistakes as you did in your first assignments? Did you up the game in participation and discussion or coast along?
Late or incomplete work will not be accepted. You may learn more about requesting withdrawal or an incomplete grade from your advisor, the Dean of Students, or the Registrar.
Final Course Grades
A = 90–100%
B = 80–89%
C = 70–79%
D = 60–69%
E = 60% or below
Course Policies
Our class will be friendly and welcoming to all.
Please know I take this seriously. If your behavior hampers the learning of another student, you may be removed from the class.
According to ABOR 5–308, Student Code of Conduct, “the aim of education is the intellectual, personal, social, and ethical development of the individual. The educational process is ideally conducted in an environment that encourages reasoned discourse, intellectual honesty, openness to constructive change and respect for the rights of all individuals. Self discipline and a respect for the rights of others in the university community are necessary for the fulfillment of such goals.”
The UA Threatening Behavior by Students Policy prohibits threats of physical harm to any member of the University community, including to one’s self. Counseling and Psych Services can help you sort things out or figure out how to help a fellow student in need.
Our interactions in person and online will be humane and conducted with a spirit of kindness and generosity.
These Netiquette and Online Communication Guidelines are charmingly retro, but, like the golden rule, they apply to most situations. You may also find another piece on Medium titled “How to Email Your Professor (without being annoying AF).” It’s good advice, but the snarky tone is not something to emulate!
Our class will be as accessible as possible.
My goal is that learning experiences be as inclusive as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520–621–3268) to establish reasonable accommodations. For additional information on Disability Resources and reasonable accommodations, please visit http://drc.arizona.edu/.
If you have reasonable accommodations, please meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Our class will be open to debate, honest, and original (aka don’t steal sh*t).
Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See: http://deanofstudents.arizona.edu/academic-integrity/students/academic-integrity.
The University Libraries have some excellent tips for avoiding plagiarism available at: http://www.library.arizona.edu/help/tutorials/plagiarism/index.html.
Selling class notes and/or other course materials to other students or to a third party for resale is not permitted without the instructor’s express written consent. Violations to this and other course rules are subject to the Code of Academic Integrity and may result in course sanctions. Additionally, students who use D2L or UA email to sell or buy these copyrighted materials are subject to Code of Conduct Violations for misuse of student email addresses. No portion of the course materials for this course may be shared online without my express written consent. This conduct may also constitute copyright infringement.
So that I know you’ve read this document: please send me an email with the count of swear words you have found in this syllabus and a picture of your favorite animal.
Our class will change and evolve as we do.
This syllabus will be updated regularly with assignments. It is your responsibility to check it at least once a week. It will be published on Medium or at this link: https://tinyurl.com/SBE201fa18.
Week 1
Read this:
- This syllabus, beginning to end.
- “Changing our Minds,” “Regenerative Development,” “We Are All Designers,” and “An Invitation” from Regenerative Development and Design: A Framework for Evolving Sustainability.
Also read your choice of two of the three following readings:
- “Perspectives, Problems, and Models” from The Limits to Growth (1972) by Donella Meadows, Dennis L. Meadows, Jörgen Randers, and William W. Behrens III, reprinted in The Sustainable Urban Development Reader
- “Towards Sustainable Development” from Our Common Future (1987) by the World Commission on Environment and Development, reprinted in The Sustainable Urban Development Reader.
- “The Rio Declaration on Environment and Development” (1992), “Introduction to Chapter 7” (1992), and “Millennium Development Goals” and “Millennium Declaration” (2002) by the United Nations, reprinted in The Sustainable Urban Development Reader.
Do this by Tuesday at 2:00 PM:
- By Tuesday at 2:00 PM: Decide on the three people in the broad world of sustainability that you find inspiring and add information about them to this Google Slides presentation. Be sure to check out the first and second slide of the document and coordinate with your classmates via comments or other means. I’ve also set up a slack channel for the class, which can be a great way for groups to communicate.
Do this before class Thursday 8/30:
- The readings as described above. Take notes (on paper!) and bring the notes to class on Thursday.
- Prepare and practice a 60-second verbal presentation for each one of the three people. I’ll let you know at the beginning of class on Thursday which one you’ll be presenting.
- Decide on a strategy for the paper/print reading policy and make arrangements as necessary.
- Take care of anything else that is required to set yourself on a path for success in this class.
Week 2
Read this:
- This syllabus in its entirety. You might find this link helpful. If that link is puzzling, then you need to read the syllabus again.
- “The End of Nature” (1989), by Bill McKibben, reprinted in The Sustainable Urban Development Reader, p. 71–78.
- “Stabilization Wedges: Solving the Climate Problem for the Next Fifty Years with Current Technologies” (2004), by Stephen Pacala and Robert Socolow, from Science Magazine reprinted in The Sustainable Urban Development Reader, p. 93–100.
- “Enter the Anthropocene” (2011), by Elizabeth Kolbert, National Geographic Magazine.
Do this by Tuesday 9/4 at 2:00 PM:
- Create a resume or curriculum vitae (CV) for the person you presented in class on Thursday 8/30. Edit and proofread it carefully, save it as a PDF, then upload it to this Dropbox file request link. The Purdue OWL site is a fantastic resource that offers instructions on how to write many different types of resumes. You may find that a functional resume or a video resume is a better fit for your person. Use research and your best judgment to make the best resume or CV you can.
Do this before class Thursday 9/6:
- Write an op-ed of about 400–600 words. Here are some tips about how to do this efficiently and well. (If your person is extremely well-known, a newspaper editor might decide to publish something longer than this — use your judgment.) Note that most op-eds are published in response to current events, so make sure you respond to something in the news. Integrate references to the reading if it’s natural and helpful. Bring 28 printed copies of your op-ed to class.
- Take notes on the readings and bring the notes to class. Remember to bring printed copies of the readings, too!
Week 3
Read this (you’ll want to get started well before Tuesday):
- “The Population Challenge” (1999), by Lester Brown, Gary Gardner, and Brian Halweil, from Beyond Malthus: Nineteen Dimensions of the Population Challenge.
- UNFPA State of World Population 2017. (This reading is 100+ pages, but most of that is images and charts. I suggest printing this document at least 2-up to save paper.)
Do this by Tuesday 9/11 at 3:15 PM:
- Complete the readings and take notes.
- Assume your new identity. Change your display name on slack to the name of your assigned character.
- Pick a (polite) fight. Find the channel for your group (check the #general channel in slack for an overview of group assignments), then engage at least one member of your group in a debate about population growth and sustainability that starts with your character’s answer to one or more of the following questions. What’s the best approach to solving the environmental pressures of population growth? Should population growth be a primary focus for those concerned about sustainability? What’s your [character’s] opinion about efforts to limit population growth such as China’s one-child (now two-child) policy? You must use facts from the readings and other credible sources to support the position that you think your character would adopt. To the best of your ability write and argue (politely!) using the voice and tone of your assigned character.
- Send the email required by this syllabus to Prof. Bean if you haven’t already.
Do this before class Thursday 9/13:
- Make a tree diagram of your own op-ed (the one you brought to class 9/6). Write 3–4 sentences about 1) what you learned about the structure of your own argument and 2) how you’ll improve your next piece of persuasive writing. Bring this to class — you’ll turn it in.
Week 4
Read this:
- “People of Color Environmentalism,” reprinted in The Sustainable Urban Development Reader, p. 235–241.
- “Domesticating Urban Space,” reprinted in The Sustainable Urban Development Reader, p. 242–247.
- “Fighting Poverty and Environmental Justice in Cities,” reprinted in The Sustainable Urban Development Reader, p. 248–260.
Do this by Tuesday 9/18 at 3:15 PM:
- This week there’s been a Global Climate Action Summit in California that’s been covered in the news. Spend 20–30 minutes reading or listening to well-rounded coverage of the event from different perspectives. Then write two op-eds that directly engage with the coverage of the summit. Each should be less than 300 words. First write one op-ed from the point of view of your character, and then write the other from your own point of view. Submit the completed assignment as two separate PDF files to this Dropbox file request link. Important: late work will not be accepted.
Do this by Thursday before class:
- Read the op-ed you receive by email and prepare a brief verbal response of 1–2 minutes. Print and bring the script for your response to class.
Week 5
Read this:
Read the following sections from The Sustainable Urban Development Reader section dealing with Economic Development (pages 261–303):
- “The Economic System and Natural Environments”
- “Preparing for a New Economic Era”
- “Natural Capitalism”
- “Import Replacement”
- “Strengthening Local Economies”
Do this:
- Write one sentence for each of the above readings that captures what you think of as the most important idea.
- Think of a way to apply one idea from the readings in a way that would improve sustainability on campus or in Tucson in general.
- Refresh your memory about the op-ed you read and make sure your verbal response is polished and ready to go.
Week 6
Read this:
- Read “The Metabolism of Cities” from The Sustainable Urban Development Reader (pages 197–204).
- The Smart Grid (pages 1–23).
- Renewable Energy: How do Key Countries Stack Up?
Do this:
- Ask a UA librarian for help finding a white paper on a topic you (both your assigned character and the real you!) find interesting. As this wikipedia entry makes clear the meaning of a white paper is expanding—they’ve become marketing vehicles. Try to steer clear of that type of white paper in favor of one more like this one about food access in Tucson, which was written by a research team here at University of Arizona as part of the Making Action Possible for Southern Arizona project. It’s an accessible, carefully researched document meant to clearly communicate to an interested, but not necessarily expert, audience. Print the white paper you find and bring it to our meeting.
- Schedule a meeting with Prof. Bean on Monday or Tuesday using this Google sheet [note: you must be logged into your UA account to access this document]. If you can’t make any of the times listed, please email me and we will find another time. This is a required meeting.
- Think of a specific and focused topic that your character would likely to be motivated to write a white paper about—and that will keep your curiosity growing for the remainder of the semester. Come to our meeting ready to talk about and refine your topic.
Week 7
Read this:
- Read “The Next American Metropolis” by Peter Calthorpe from The Sustainable Urban Development Reader (pages 119–129), “Infill Development” by Stephen Wheeler, from The Sustainable Urban Development Reader (pages 138–145), and “Outdoor Space and Outdoor Activities” by Jan Gehl from The Sustainable Urban Development Reader (pages 146–150).
Do this:
- By end of day on Monday, write about one paragraph that describes a plan for your white paper. What are you going to cover? What kind of research are you going to need to do? Are you going to write in the voice of your assigned character, or as yourself, or switch mid-way? What do you anticipate the biggest challenges are going to be? Post your paragraph on slack in the appropriate channel (see specific directions in the #general channel).
- By end of day on Tuesday, provide constructive comments on each of the other plans in your group. Respond to the comments you receive, making sure to clarify anything that’s confusing.
- Revise your plan according to the comments. Print it and bring it to class on Thursday.
Week 8
Read this:
- Read “Transit and the Metropolis: Finding Harmony” by Robert Cervero, “Traffic Calming” by Peter Newman and Jeffrey Kenworthy, and “Cycling for Everyone: Lessons from Europe” by John Pucher and Ralph Buehler, all in The Sustainable Urban Development Reader (pages 151–177).
Do this:
- In addition to your regular notes, for each reading write one question that’s not addressed by the reading, but for which you would like to know the answer. Bring these questions on a separate piece of paper to class.
- I came away from class on Thursday with the sense that many of you may not have had chance to spend much time with last week’s readings. I know this is a busy time of the semester, but the Calthorpe, Wheeler, and Gehl readings cover some of the most influential ideas in the past 30 years of planning. The reading for this week is relatively light, so I am asking you to please look at last week’s readings again and then revisit your ideas for Second Street. Working individually, please sketch out your ideas—it’s OK if they’re different from what you presented in class. On the same page, describe in about a paragraph how your ideas relate to the readings, both for this week and for last week. Bring this page to class next week.
- Revisit your plan for your white paper to include 1) a week-by-week timeline, 2) a due date on or before December 5, and, 3) if you are planning on turning in a rough draft, the date you’d like to turn it in, which must be at least 1 month before the due date you select. Make sure each item on your week-by-week timeline is SMART. Post this plan on slack by EOD Tuesday. On Wednesday, check in again and help the other members in your writing group ensure that your plan is realistic—and that it meets the other SMART criteria, too!
Week 9
Read this:
- The Sustainable Urban Development Reader: Green Architecture and Buildings (pages 309–333): “Design, Ecology, Ethics and the Making of Things” “Principles of Green Architecture,” “Sustainability and Building Codes,” and “Introduction to the LEED Rating System”
- “The House that Could Save the World,” by Sara Solovitch in Politico.
Do this:
- Take a photograph of a thermal bridge in the building where you live. (Don’t know what that is? Check the link or do some Googling.) Add the photograph to this Google presentation. Add an arrow to clearly show the thermal bridge.
- Execute the first week of your white paper writing plan. Post a progress report on slack by end of day Tuesday.
Week 10
Read this:
- The Greenest Building: “Introduction” (pages 13–15), and “Understanding Building Energy Use” (pages 16–21)
- Values and Heritage Conservation “Stewarding the Past in a Perplexing Present” (pages 18–25), and “Preserving the Historic Urban Fabric in a Context of Fast-Paced Change” (pages 51–58)
Do this:
- Execute the second week of your white paper writing plan. Post a progress report on slack by end of day Tuesday. If you’re falling behind and realize that you need to adjust your plan, do so.
Week 11
Read this:
- See the email sent on Nov. 6.
Do this:
- Bring to class at least one typeset page (typical 10–12 point font, 1" margins, double- or single-spaced) of writing from your white paper. If you haven’t started writing yet, or even if you have, and especially if you are feeling stuck, give freewriting a try. The basic rule is to sit down with a pen and paper and just GO for at least 20 minutes. Don’t let yourself stop, even if what comes out doesn’t make a lot of sense.
- Update your writing group with your progress.
Week 12
Read this:
Do this:
- Continue to work on your white paper. Upload a Word doc or PDF of your current draft (even if it’s very rough) to share it with your writing group by 3:15 PM Tuesday. (Note that the two readings this week fall squarely into the category of white paper, so you can treat them as excellent examples!)
- Contact me by email or text, or just drop in to my office if you’re unsure of your progress in the class overall or if you need assistance with your white paper assignment. I am here to help you succeed.
- Visit the Food Access Research Atlas and figure out how to turn on the view that shows you the areas in Tucson where more than 100
housing units do not have a vehicle and are more
than ½ mile from the nearest supermarket (tip: look for the light blue circles with question marks). Take no more than five minutes to jot down a quick note to bring to class: how does this compare to the food situation where you grew up (or five years ago, if you grew up in Tucson)? How available is food in a different place where you think you might like to live?
Final Week
Read this:
- The email sent from qualtrics on Monday 11/26 at about 2 PM.
Do this:
- The required assignment described in the email as soon as possible, but no later than midnight this Friday.
- Double-check the due date you chose for your white paper and make sure you are on track to complete the assignment on or before December 5. I cannot accept work submitted after December 5.
Final Assignment
- Your white paper is due via the assignment upload link in D2L by end of day December 5. You will be able to see the Turnitin similarity score when you upload your paper — please review this as a check to make sure you haven’t overlooked needed citations. You may upload your paper as many times as you like before 11:59 PM on December 5. D2L will only keep the last file you submit.
