change cover sheet · (ipcc 2015). adaptation the process of adjustment to actual or expected...

COURSE CHANGE COVER SHEET Use this form to propose changes to an existing course or to discontinue an existing course.

Course Change Department: Course Designator: Program:

Effective Term: (must be a future term) Career: □ Undergraduate □ Graduate Course Number: Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed □ Libraries □ Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed.

I. Does this change the program? □ No □ Yes. If so, also submit Program Change.

II. Does this change involve □ Credit change □ Cross-Listing □ Course Dropped

III. Briefly summarize proposed changes and rationale. (Executive Summary in Workflow Gen)

IV. Consultation: Will students in other programs be affected by this change? If so, indicate faculty and academic advisers consulted, the program represented, and provide a summary of consultation and/or e-mail documentation.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

Fall 2017

Landscape Architecture

LA

MLA 5003

Vincent deBritto

Changing the course title to Climate Change Adaptation. The course previously covered topics related to sustainable certification systems (like LEED and the Sustainable Site Initiative, and the Living Building Challenge). These systems do not directly address the critical issue of climate change and climate change adaptation. The course has been restructured and the content now focuses on climate change adaptation and resiliency. Students work on a project aimed a developing climate resilience for the cities of Minneapolis and St. Paul. The course follows the design thinking model developed by the ACARA Program (housed at the Institute on Environment) and used by many GCC courses. The model teaches students through a challenge-based project that focuses on problem definition, solution ideation, and the development of a method of implementation.

CCE taught a course (LL X065 with the title "Climate Adaptation: Transforming Awareness into Action"), and CFANs has a non-credit course "Forest Adaptation Planning & Practices" taught through the Cloquet Forestry Center. No other permanent courses currently address the topic of climate change resilience.

7 0 0

LA3003–001 and LA5003–001

Learning Objectives To understand role of climate adaptation in the reconfiguration of human settlements. To apply design thinking to the issue of climate adaptation in the context of an urban society. To apply knowledge to challenge-based coursework on managing climate risk, decreasing climate vulnerability, and building resilience to climate change.

Moodle: https://ay16.moodle.umn.edu/course/view.php?id=851

Changing Climate, Changing Communities: Guide and Workbook for Municipal Climate AdaptationEwa Jackson, Leya Barry, and Nicole Marzok: ICLEI – Local Governments for Sustainability, Canada Office

INTRODUCTIONMitigation A human intervention to reduce the sources or enhance the sinks [sequestration] of greenhouse gases

(IPCC 2015). Adaptation The process of adjustment to actual or expected climate and its effects. In human systems, adaptation

seeks to moderate or avoid harm or exploit beneficial opportunities (IPCC 2015).

This course addresses the pressing issue of climate change, and will mainly explore the effects of climate change on urban conurbations and the methods for reducing human vulnerability to climate-driven events. For obvious reasons, carbon mitigation has been the dominant response to climate change, but climate change will continue even with the most radical mitigation measures (complete cessation of carbon emissions). While mitigation measures will minimize the pace and extent of climate change, adaptation will be the process by which humans adjust to and survive climate change.

Instructor Vincent deBritto [email protected] Rapson Hall 145POffice hours by appointment

Course Times/LocationTuesday and Thursday 16.00 – 17.15 3.0 creditsAkerman 319

MILESTONE 1:INITIATE

• Identify stakeholders• Build climate change

adaptation team• Identify an adaptation

champion• Take a first look at

climate changeimpacts and existingadaptation actions

• Pass councilresolution andcommunity charter

• Initiatate research onclimatic changes

• Refine impactsand consider serviceareas for each

• Vulnerabilityassessment studyof sensitivity andadaptive capacity

• Risk assessment(consequences andlikelihood of impactsand prioritization).

• Establish adaptationvision and objectives

• Set goals• Identify options

and actions• Identify possible

drivers + constraints• Evaluate actions

against drivers andconstraints

• Determine appropriatebaseline andindicator data

• Examine financingand budget

• Establishimplmentationschedule

• Create action plan• Launch plan

• Begin implementation• Solidify support

from Council andcommunity

• Use appropriateimplmentation tools

• Follow terms ofaction plan

• Report on successesregularly to maintainmomentum

• Assess newinformation andreview drivers

• Track implementationprogress

• Evaluate effectivenessof actions usingbaseline data andindicators

• Communicateaccomplishments

• Investigate futureadaptation optionsand actions

• Revise adaptationplan

• Launch next roundof adaptation plan

MILESTONE 2:RESEARCH

MILESTONE 3:PLAN

MILESTONE 4:IMPLEMENT

MILESTONE 5:MONITOR/REVIEW

UPDATEADAPTATIONACTIONSREVIEWREVIEWREVIEW

Department of Landscape Architecture University of Minnesota LA 3003/5003 Climate Change Adaptation Fall 2016 Course Syllabus

Clear methods and frameworks for climate change adaptation have been developed by many governments and non-governmental organizations. This course will use these frameworks and their processes as a basis for the development of adaptation strategies for the Twin Cities. This course is project-based, i.e. all work in the course will be focused on the development of specific adaptation strategies for the Twin Cities. Students will work in groups and will be expected to synthesize a wide range of knowledge from the instructor, outside experts, and their own research to develop implementable adaptation proposals. The project is a meant to generate a tangible product or process that moves the Twin Cities toward climate resilience.

This course will study nations, regions, cities, and communities that have adapted or are undergoing adaptation to climate change. The course will examine different approaches in planning, policy, economics, infrastructure, and building design that increase the adaptive capacity of human settlements. These approaches will vary in scale from the construction of new neighborhoods to the implementation of storm water gardens. The course will emphasize multi-functional strategies which couple climate change adaptation with other urban improvements.

ADAPTATION Over half (54%) of the world’s population now lives in urban conurbations, with the percentage climbing to 66% by the year 2050. Extreme climate-driven events ranging from heat waves to drought to severe storms to infectious disease can have crippling effects on urban populations. Underserved communities are especially vulnerable to climate-driven events. This vulnerability cannot be pinpointed to a single cause, but is the overall the product of social processes that are connected to the inequalities of low socioeconomic status and income. Poor people are disproportionately affected by climate change — they are generally more exposed to extreme events and in purely monetary terms, any losses from climate-driven events have a greater effect on the poor.

Urban systems are usually economically stressed. Infrastructure and services have been curtailed in many communities and in the future many cities will continue to be service poor due to local economics. On the Federal level, the continued denial of climate change by the House of Representatives (who set and approve budget agendas) has complicated attempts to appropriate the direct funding required to upgrade or construct the infrastructure necessary to deal with future climate events. To this end, effective adaptation strategies must be an added value to “normal” projects. Climate change adaptation strategies must be integrated with other policy, economic, or construction processes such as small area plans, comprehensive plans, or road reconstruction. In light of US resistance to the science of climate change, other climate narratives must be used to develop and fund climate resiliency.

MINNEAPOLIS The city of Minneapolis was ranked as the second most vulnerable city to climate change in the US: “Minneapolis could get pummeled from a lot of different angles…. The city itself will be a good deal hotter than rural places close by. It has seen precipitation increase by almost 40% since 1958, a trend expected to continue. Drought here will also continue to worsen.” 1

Weather.com’s ranking criteria considers the top 100 cities with a population of 200,000 people or more, and then focuses 2

on metropolitan statistical areas (MSA) rather than counties or regions. Though the study is extremely flawed — St. Paul is 8th on the list, but has greater flood potential, and Miami, New York, and Boston are all ranked lower despite greater threats from both sea level and extreme weather events — it does bring to the forefront the importance of planning for climate change in 3

the Twin Cities. The following factors were used to rank city’s vulnerability to climate change, though the reasoning behind the weighting factors are never explicitly discussed (weighting factor in italics):

1. Sea-level rise (2.0, with an additional multiplier for cities along the Atlantic and Gulf coasts, to account for potential effects from hurricanes) 4

2. Extreme precipitation (1.0) 3. Extreme drought (1.0)

� See http://stories.weather.com/disruptionindex1 Based on 2013 U.S. Census data.2

� See “Ranking Port Cities with High Exposure and Vulnerability to Climate Extremes” for a more rigorous climate vulnerability study 3(http://dx.doi.org/10.1787/011766488208).

Ranking are based on data derived from the RCP8.5 scenario, “the most aggressive emissions scenario in which greenhouse 4gases continue to rise unchecked through the end of the century,”

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4. Urban heat islands/extreme heat (1.0, with an additional multiplier for inland cities, to account for land-sea breeze effect)

5. Average temperature changes (0.5) 6. Average precipitation changes (0.5)

SEMESTER PROJECT

In much of our education and training we are taught to short-cut this [thinking] process and move directly to...evaluate and judge things like a poem, a political system, a person’s promotional potential or the source of a problem without first gathering all the objective data available. We are also taught that emotional responses are irrelevant or and should be avoided or repressed. Spencer and Laura, Winning Through Participation, 48

The semester project is a group project with 4 – 5 students working together to develop/design a process or thing that will diminish the effects of climate change in Minneapolis or St. Paul. The project is broken into segments that are loosely based on IDEO’s design thinking process. The process provides a working methodology that leads each group step-by-step thorough research and ideation and also helps to facilitate a functional group dynamic.

In the US, there is both political and social resistance to the need to ameliorate the effects of climate change. Adaptation to 5

climate change is generally undertaken on a city-by-city basis, with little substantive government funding save for disaster-related rebuilding (see New Orleans and New York). Within these limits, climate change adaptation can/must also deliver other services or amenities to the city. Places that are engineered to deal with excess rainfall can also be public spaces, parks, etc. An organization that assists the elderly during extreme heat events may also deliver other services to other populations. The process of making the city more resilient to climate change should be seen as an opportunity to remake the city so that it is more equitable, enjoyable, prosperous, and beautiful.

� Only 40% of Americans believe that climate change is caused by anthropogenic activity. Resources For The Future Poll, New York Times And 5Stanford University, January 7 – 22, 2015

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NOKIA

Kiosk (Kiosk operator also runs a

small beauty products store)

Antenna

10 meter cable

Phone recharged in the shop

(relative lives next door -useful if she doesn’t have

correct change or her home/car battery is being

charged)

Pole erected by villagers (not part

of the kit)

Typical Village Phone

kiosk setupNo mains electricity – homes in village

charged by car batteries or diesel

generator


PART I: OBSERVE LISTEN READ Part I requires that groups discover facts (quantitative information) and stories (qualitative information) related to climate vulnerabilities in Minneapolis and St. Paul, i.e. what are potential events that can affect the city based on future climate scenarios, what critical services are at risk due to these events, what have been some previous events that compel action (for example, the North Minneapolis tornado).

This step is both objective and subjective, incorporating knowledge that is both lived and learned. A number of adaptation resources are available via Moodle. In addition to this traditional form of academic knowledge, this process also welcomes anecdotal and experiential knowledge. Personal experiences (of experts, neighbors, family, and friends) are as important as the information that each group will find in reports, presentations, books, and videos (talk to people about this).

1. At some point in the process, organize the group research into themes. Sift through the themes to see if there are blobs of concentrated research, i.e things/concepts/cases that your group keeps returning to. Using these themes to begin to identify a climate adaptation challenge. A good challenge should be:

A. Framed in human terms, i.e focus on who is affected, how are they affected, and how will their lives change if the challenge has a solution rather than imposing a technology, product, or service functionality on a group.

B. Broad enough to allow you to make unexpected discoveries. C. Narrow enough to make the challenge manageable. 6

September 29th (5 points): Groups will give a three-minute presentation of their project focus:

A. what is the "problem" the group has agreed to work on B. what do you know about the problem C. what do you need to know

The presentation may be a handout, diagram, powerpoint, or video — but it must address the previous list of points.

October 13th (5 points): Groups will give a five-minute presentation. The presentation may be a handout, diagram, powerpoint, or video — and will only discuss the items below:

A. restate the "problem" the group has agreed to work on B. what do you need to know C. what are your next steps D. who knows more about the problem that you may need to contact

PART II: WE (MAY) NEED TO KNOW MORE Each group has now dived deeply into researching their problem and (hopefully) interviewing experts. To further focus research, scenario-based questions or sacrificial concepts can help make abstract ideas/issues more tangible. A sacrificial 7

concept is an idea or solution created to help understand the issue further. It is a concept that does not have to be feasible or even possible — its only purpose is to further conversation on the subject and to help the group check their assumptions and biases. For example, a group working on future water shortages could have a scenario where water levels in the Mississippi River drop and drinking water is not available for many months or the group may work through an alternate scenario where private wells fail and the city water infrastructure must be extended to homes currently off-grid. Both scenarios can lead to “outside-the-box” research directions and challenges to be addressed.

Idea Generation As a group (someone should volunteer to take notes), write down what you already know about the Climate Adaptation Challenge, including:

A. What people need or want B. What processes or technologies can help in this challenge C. What solutions or ideas are being tried in other areas/places (case studies) D. Any early ideas about how to solve this Design Challenge

! IDEO HCD Toolkit6! Abstract concepts that can be difficult to answer include questions about risk, questions about trade-offs, or questions about future behavior (IDEO 7

HCD Toolkit, 60).

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Are there any contradictions or tensions that emerge? Where is the group’s knowledge the strongest? What more needs to be known about the Challenge? Where are the biggest gaps in research? How would your groups go about closing the gaps in knowledge? How would you tell other people about your findings?

October 20th (5 points): Groups will give a 5-minute presentation of their challenge and proposals. The presentation must define the problem, who it affects, how widespread/common is the problem, what happens if the problem is left alone. In describing the solution each group must have a customer (who is the solution for?) and also show how solution solves the issue.

PART III: DO SOMETHING ABOUT IT To move from research towards a real-world solution, groups will go through a process of synthesis and interpretation. This requires the narrowing and culling information and the translation of insights about the realities of climate change into a set of opportunities for future action(s). This is the most abstract part of the challenge process. In this segment of the process groups should focus on:

A. Making sense of data (interpretation, i.e. moving beyond gathering stuff) B. Identifying patterns (back to blobs and recurring themes) C. Defining opportunities (A + B points towards issues and solutions) D. Creating solutions (stick your neck out) 8

Two processes can help generate solutions to the climate adaptation challenge: brainstorming and prototyping. Groups should generate a number of ideas (50 to 100) using rules like Defer Judgment and Build on the Ideas of Others. The first allows all ideas to be discussed, while the latter focuses on what is already in place. Both are proven methods for generating unexpected innovations. The process of “speaking” all manner of impractical solutions can spark ideas that are both relevant and reasonable.

The second process, prototyping, is thinking through making. This means creating solutions that can be communicated to others and tested outside of a group’s “internal world.” Prototyping quickly pushes ideas into the world so they can be tested and evaluated by others — before the group or a group member has had time to fall in love with them. 9

A. Prototypes force us to think about how someone would interact with the concept. B. Prototypes are not precious. They should be built as quickly and cheaply as possible. C. Know what question a prototype is being used to answer, i.e. is it about desirability, usefulness, usability, viability,

or feasibility.

October 27th (10 points): The Who? presentation must attempt to answer the following questions: A. Who is/are the customers? B. Who benefits from the solution (sometimes not the same group as the customer)? C. Who owns the solution? D. Who pays for the solution? E. Who maintains the solution? F. Who is the champion for the solution

The presentation format is peer-review. Groups will pair up (GROUP A and B) and give their presentations. GROUP B will act as an external reviewer for GROUP A. The external reviewer (GROUP B) is responsible for asking questions and commenting on parts of the presentation that need more clarity, more knowledge, more polish. The external reviewers comment on both content and delivery of content. GROUP A and GROUP B then reverse roles, GROUP B presents and GROUP A comments.

This presentation is a transition from “abstract” solutions to a “real world” solution. Answering the WHO questions will help anchor your solution in the world.

! IDEO HCD Toolkit8! Test prototypes with peers or family. This is similar to discussing a paper or project over dinner or a beer, but the process and discussion can be more 9

focused.

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PART IV: FASTER BETTER STRONGER Repeat the prototype and refinement process. For each prototype, identify 3 – 4 questions your group would like ask during a feedback session. Take notes during the feedback session(s) — both positive and negative are important. If the feedback also includes questions, this allows the group to further refine a challenge solution.

November 3rd (10 points): Groups will give a 10-minute presentation of their solution at midterms. Groups should be set on their problem and solution, with the next weeks dedicated to dealing with the details of the solution.

Further work on the project should include prototyping of the solution. This may be in the form of customer scenarios (how do customers find out about, how does the customer “use” the solution, who teaches the customer how to “use” the solution), physical models,

PART V: INTO THE WORLD This will be the least developed piece of the challenge solution. The delivery of challenge solutions will likely contains many assumptions about financing, government structure, etc. As a class we will have little time to seriously develop the implementation of any solution in the real world. However, this step is here because we often give no consideration to how an idea moves into reality.

Delivering solutions that are new or innovative may also require the restructuring of existing institutions or the creation of new institutions to shepherd the solution into existence and to assure that the solution continues to function. This may be tied to new laws, new taxes, other financial structures, or even new cultural forms. Implementation of the new is an iterative 10

process that may require many years and many different prototypes to perfect both the solution and supporting systems.

WHAT IS DUE? December 6th (15 points): Groups will give a 5-minute presentation of their solution in class. 10 slides and 5 minutes speaking maximum.

December 13th (20 points): Groups will hand in a 2000 word report (+ 10 images/maps/charts/graphs) explaining the problem and solution in more detail. Mentor meetings will be part of the report as an Appendix (300 words total, not included in the 2000 word count).

PEER EVALUATION (5 points) As part of the rubric for determining Case Study Project grades each member of group must evaluate others in the group using the following criteria:

Work habits 1. Was this person available and ready to work when the group set dates and times for working sessions outside of class

hours?

Contributions 1. Did this person contribute knowledge to the project? 2. Did this person help move the project forward?

Dynamics and Communication 1. Did this person communicate their ideas effectively to the rest of the group? 2. Was this person flexible in their thinking and thought processes, i.e. was this person able to change their mind or

champion ideas that were not their own? 3. If this person was not available or ready to work during or outside studio hours did they communicate that to other

members of the group?

Answer the above questions with a number grade from 1 to 5, with 1 = poor performance; and 5 = excellent performance.

! Think about the long arc of recycling, and how it has gone from fringe activity to an accepted “normal”process. We have acculturated to “our” form of 10recycling and changes in this form, so going to Portland or Germany can produce a certain degree of dissonance, i.e. we don’t know how to behave within a new system.

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TENTATIVE SCHEDULE

GLOSSARY (IPCC 2015) Adaptation. The process of adjustment to actual or expected climate and its effects. In human systems, adaptation seeks to moderate or avoid harm or exploit beneficial opportunities. In some natural systems, human intervention may facilitate adjustment to expected climate and its effects.

Incremental adaptation. Adaptation actions where the central aim is to maintain the essence and integrity of a system or process at a given scale. Transformational adaptation. Adaptation that changes the fundamental attributes of a system in response to climate and its effects.

Adaptation deficit. The gap between the current state of a system and a state that minimizes adverse impacts from existing climate conditions and variability.

TUESDAY THURSDAYSEPT 6

Introductions, Syllabus Review LECTURE: Climate Change Review

8NO CLASS: IN DULUTH

13 LECTURE: Adaptation/Mitigation

15Kelly Meullman, City of Minneapolis

20Project Intro and Team Building KTI Overview

22Project Questions

27LECTURE: Adaptation Cases

29Problem Statement: First Pass

OCT 4Nissa Tupper, MN Public Health

6Problem Statement: Second Pass

11Anna Claussen, IATP

13Proposals: First Pass

18Ariane Laxo, HGA

20WORK IN CLASS

25LECTURE: Rotterdam/Copenhagen

27 Peer Review: Who Benefits, Who Makes/Implements, Who Owns, Who Maintains?

NOV 1Richard Graves, CSBR

3 MIDTERM Presentations

8LECTURE: Laws and Policies, Communications

10 Midterm Debrief

15Zach Jorgensen, City of St Paul

17WORK IN CLASS

22WORK IN CLASS

24THANKSGIVING

DEC 29WORK IN CLASS

1GCC Impact Presentation

6 WORK IN CLASS

8 FINAL PRESENTATION

13ALL WORK DUE

15

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Adaptation limit. The point at which an actor’s objectives (or system needs) cannot be secured from intolerable risks through adaptive actions.

Adaptive capacity. The ability of systems, institutions, humans and other organisms to adjust to potential damage, to take advantage of opportunities, or to respond to consequences.

Climate. Climate in a narrow sense is usually defined as the average weather, or more rigorously, as the statistical description in terms of the mean and variability of relevant quantities over a period of time ranging from months to thousands or millions of years. The classical period for averaging these variables is 30 years, as defined by the World Meteorological Organization. The relevant quantities are most often surface variables such as temperature, precipitation and wind. Climate in a wider sense is the state, including a statistical description, of the climate system.

Climate change. Climate change refers to a change in the state of the climate that can be identified (e.g., by using statistical tests) by changes in the mean and/or the variability of its properties and that persists for an extended period, typically decades or longer. Climate change may be due to natural internal processes or external forcings such as modulations of the solar cycles, volcanic eruptions and persistent anthropogenic changes in the composition of the atmosphere or in land use.

Climate projection. A climate projection is the simulated response of the climate system to a scenario of future emission or concentration of greenhouse gases (GHGs) and aerosols, generally derived using climate models. Climate projections are distinguished from climate predictions by their dependence on the emission/concentration/radiative forcing scenario used, which is in turn based on assumptions concerning, for example, future socio-economic and technological developments that may or may not be realized.

Disaster. Severe alterations in the normal functioning of a community or a society due to hazardous physical events interacting with vulnerable social conditions, leading to widespread adverse human, material, economic or environmental effects that require immediate emergency response to satisfy critical human needs and that may require external support for recovery.

Drought. A period of abnormally dry weather long enough to cause a serious hydrological imbalance. Drought is a relative term; therefore any discussion in terms of precipitation deficit must refer to the particular precipitation-related activity that is under discussion. For example, shortage of precipitation during the growing season impinges on crop production or ecosystem function in general (due to soil moisture drought, also termed agricultural drought) and during the runoff and percolation season primarily affects water supplies (hydrological drought). Storage changes in soil moisture and groundwater are also affected by increases in actual evapotranspiration in addition to reductions in precipitation. A period with an abnormal precipitation deficit is defined as a meteorological drought. A megadrought is a very lengthy and pervasive drought, lasting much longer than normal, usually a decade or more.

Extreme weather event. An extreme weather event is an event that is rare at a particular place and time of year. Definitions of rare vary, but an extreme weather event would normally be as rare as or rarer than the 10th or 90th percentile of a probability density function estimated from observations. By definition, the characteristics of what is called extreme weather may vary from place to place in an absolute sense. When a pattern of extreme weather persists for some time, such as a season, it may be classed as an extreme climate event, especially if it yields an average or total that is itself extreme (e.g., drought or heavy rainfall over a season).

Hazard. The potential occurrence of a natural or human-induced physical event or trend or physical impact that may cause loss of life, injury, or other health impacts, as well as damage and loss to property, infrastructure, livelihoods, service provision, ecosystems and environmental resources. In this report, the term hazard usually refers to climate-related physical events or trends or their physical impacts.

Impacts. Effects on natural and human systems. Impacts are also referred to as consequences and outcomes. The impacts of climate change on geophysical systems, including floods, droughts, and sea level rise, are a subset of impacts called physical impacts.

Mitigation (of climate change). A human intervention to reduce the sources or enhance the sinks of greenhouse gases (GHGs). This report also assesses human interventions to reduce the sources of other substances which may contribute

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directly or indirectly to limiting climate change, including, for example, the reduction of particulate matter emissions that can directly alter the radiation balance (e.g., black carbon) or measures that control emissions of carbon monoxide, nitrogen oxides, Volatile Organic Compounds and other pollutants that can alter the concentration of tropospheric ozone which has an indirect effect on the climate.

Resilience. The capacity of social, economic and environmental systems to cope with a hazardous event or trend or disturbance, responding or reorganizing in ways that maintain their essential function, identity and structure, while also maintaining the capacity for adaptation, learning and transformation.

Risk. The potential for consequences where something of value is at stake and where the outcome is uncertain, recognizing the diversity of values. Risk is often represented as probability or likelihood of occurrence of hazardous events multiplied by the impacts if these events occur.

Risk management. The plans, actions or policies to reduce the likelihood and/or consequences of risks or to respond to consequences

Sequestration. The uptake (i.e., the addition of a substance of concern to a reservoir)of carbon containing substances, in particular carbon dioxide (CO2), in terrestrial or marine reservoirs. Biological sequestration includes direct removal of CO2 from the atmosphere through land-use change (LUC), afforestation, reforestation, revegetation, carbon storage in landfills and practices that enhance soil carbon in agriculture (cropland management, grazing land management). In parts of the literature, but not in this report, (carbon) sequestration is used to refer to Carbon Dioxide Capture and Storage (CCS).

Vulnerability. The propensity or predisposition to be adversely affected. Vulnerability encompasses a variety of concepts and elements including sensitivity or susceptibility to harm and lack of capacity to cope and adapt.

POLICIES Grades. Grade evaluations will be made on the basis of the following criteria:

5 pts Problem Statement: September 29th 5 pts Revised Problem Statement: October 6th 5 pts Proposed Solution 10 pts Proposals: October 27th WHO? presentation 10 pts Midterm presentations: October 27th 15 pts Final Presentation: December 6th 20 pts Final Report: December 13th 8 pts Speaker Summaries/Writeups. 4 of 5 speakers at 2 points each. 10 pts Group Contributions 10 pts 3 Mentor Visits

Extra Credit of 2.5 points for each visit with mentors beyond required visits, 10 points maximum. Project-based course. No Final Exam.

Evaluation of Students Letter grades for the course will represent the following levels of achievement. Plus and minus designations will be assigned to express a more refined judgment of these levels:

A Achievement that is outstanding relative to the level necessary to meet course requirements. B Achievement that is significantly above the level necessary to meet course requirements. C Achievement that meets the basic course requirements in every respect. D Familiarity with the material presented; worthy of credit but not fully meeting course requirements F Represents achievement level unworthy of credit

Grading Structure http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

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Late Work No late work will be accepted except for excused absences. Please notify the instructor of potential absences in advance, and of any illness when you return to class.

Accepting and Returning Assignments Assignments will be handled through Moodle.

Missing Classes, Work, Exams http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.htmlPlease consult the instructor for the provision of special arrangements related to personal plans, health conditions, illness, or absences as soon as you are aware of an issue. Habitual tardiness will be counted as an absence. This course is heavily biased toward group work. Class attendance is critical. Students with two or more unexcused absence will be penalized one-half semester grade.

Copyright of Student Works The Department of Landscape Architecture requires that students submit high-resolution PDF (300-dpi) files of work executed as part of their degree program. Files must be submitted at the completion of each course. Student work will be used for purposes of research, publicity, and outreach with credit given to the creator of the works featured.

Student work is copyrighted under the following terms (http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode): Attribution. You must give credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Non-Commercial. You may not use the material for commercial purposes. No Derivatives. If you remix, transform, or build upon the material, you may not distribute the modified material.

Use of Class Notes and Materials http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Personal Electronic Devices http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Laptops are on for work only during class hours. Students watching movies or other entertainment during studio hours will be asked to leave. Cellphones must be off during class.

Scholastic Dishonesty and Student Conduct Code http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html

Sexual Harassment http://policy.umn.edu/hr/sexualharassment

Statement on Climate of Inclusivity You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. You are also expected to listen respectfully to other students and to me when speaking. The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class. Reports of harassment are taken seriously, and there are individuals and offices available for help.

Academic Freedom and Responsibility: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf

Availability of Disability and Mental Health Services The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services (DS) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations.

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● Students who have, or think they may have, a disability (e.g. mental health, attentional, learning, vision, hearing, physical or systemic), are invited to contact DS to arrange a confidential discussion at 612- 626-1333 (V/TTY) or [email protected].

● Students registered with DS, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester to discuss accommodations outlined in their letter.

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu or contact Counseling/Consulting Services at 612-624-3323.

Academic Services If you would like additional help, please contact one of the offices listed below. Center for Writing 10 Nicholson Hall, Minneapolis 612 626 7579 Student Academic Success Service 340 Appleby Hall, Minneapolis 612 624 3323 199 Coffey Hall, St. Paul

Page ! of !11 11

LA 5003 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 01-19-17

by Amanda Smoot

([email protected])

Approvals Pending: College/Dean > Catalog

Effective Status: Active

Effective Term: New: 1179 - Fall 2017Old: 1119 - Fall 2011

Course: LA 5003

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: GRAD

College: TALA - College of Design

Department: 10828 - Landscape Architecture

General

Course Title Short: New: Climate Change AdaptationOld: Case Studies Sust Plan&Design

Course Title Long: New: Climate Change AdaptationOld: Case Studies in Sustainable Landscape Planning and Design

Max-Min Creditsfor Course:

3.0 to 3.0 credit(s)

CatalogDescription:

New: This course will study nations, regions, cities, and communities that have adapted or are undergoingadaptation to climate change. The course will examine different approaches in planning, policy, economics,infrastructure, and building design that increase the adaptive capacity of human settlements. Theseapproaches will vary in scale from the construction of new neighborhoods to the implementation of storm watergardens. The course will emphasize multi-functional strategies which couple climate change adaptation withother urban improvements. Learning Objectives: To understand role of climate adaptation in thereconfiguration of human settlements. To apply design thinking to the issue of climate adaptation in thecontext of an urban society.To apply knowledge to challenge-based coursework on managing climate risk,decreasing climate vulnerability, and building resilience to climate change.Old: Ecology, design, materials, policy, and community. Working from site to regional scales, evaluate casestudies through the lens of larger issues and systems, including infrastructure, urban water cycle,transportation, energy, health, food systems, innovation, and metrics.

Print in Catalog?: Yes

Grading Basis: Stdnt Opt

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taughtoutside of the United States?:

No

Community Engaged Learning (CEL): None

InstructorContact Hours:

4.5 hours per week

Course Typically Offered: Every Fall

Component 1 : LAB (no final exam)

Auto-EnrollCourse:

No

GradedComponent:

LAB

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: asmoot | Sign out

Search U of M Web sites

AcademicProgress Units:

Not allowed to bypass limits.3.0 credit(s)

Financial AidProgress Units:

Not allowed to bypass limits.3.0 credit(s)

Repetition ofCourse:

Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

01857 - LA 3003/LA 5003

Cross-listings: No cross-listings

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

EnforcedPrerequisites:(course-based ornon-course-based)

No prerequisites

Editor Comments: New: Change of course title to before reflect the University's Grand Challenges. This course may eventuallybe submitted to be designated as a Grand Challenge course. [email protected] 1/19/17Old: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name:

New: Vince deBrittoOld: Kristine Miller

FacultySponsor E-mail Address:

New: [email protected]: [email protected]

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None

Criteria forCore Courses:

Describe how the course meets the specific bullet points for the proposed core requirement. Giveconcrete and detailed examples for the course syllabus, detailed outline, laboratory material,student projects, or other instructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content and thesubstance of this course enhance a liberal education, and what this means for them asstudents and as citizens.They employ teaching and learning strategies that engage students with doing the work of thefield, not just reading about it.They include small group experiences (such as discussion sections or labs) and use writing asappropriate to the discipline to help students learn and reflect on their learning.They do not (except in rare and clearly justified cases) have prerequisites beyond theUniversity's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptional circumstances by instructors oncontinuing appointments. Departments proposing instructors other than regular faculty mustprovide documentation of how such instructors will be trained and supervised to ensureconsistency and continuity in courses.

<no text provided>

Criteria forTheme Courses:

Describe how the course meets the specific bullet points for the proposed themerequirement. Give concrete and detailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or other instructional materials ormethods.

Theme courses have the common goal of cultivating in students a number of habits ofmind:

thinking ethically about important challenges facing our society and world;

reflecting on the shared sense of responsibility required to build and maintaincommunity;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

<no text provided>

Statement of Certification: This course is certified for a Core, effective as of This course is certified for a Theme, effective as of

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of thiscourse and how is writing integrated into the course? Note that the syllabus must reflectthe critical role that writing plays in the course.

<no text provided>

Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technicaldocuments, lab reports, essays, journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be a significant part of the course work,including details about multi-authored assignments, if any. Include the required lengthfor each writing assignment and demonstrate how the 2,500 minimum word count (or itsequivalent) for finished writing will be met.

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? Whatpercentage of the course grade will depend on the quality and level of the student'swriting compared to the percentage of the grade that depends on the course content?Note that this information must also be on the syllabus.

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit afterfeedback from the instructor. Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to use for this assignment orassignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class timewill be devoted to explicit writing instruction and at what points in the semester? Whattypes of writing support and resources will be provided to students?

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction,explain how will they be trained (e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course is taught in multiple sections withmultiple faculty (e.g. a capstone directed studies course), explain how every facultymentor will ensure that their students will receive a writing intensive experience.

<no text provided>

Statement of Certification: This course is certified as Writing Internsive effective as of

Course Syllabus

ProvisionalSyllabus: For new courses and courses in which changes in content and/or description and/or

credits are proposed, please provide a syllabus that includes the following information:course goals and description; format; structure of the course (proposed number ofinstructor contact hours per week, student workload effort per week, etc.); topics to becovered; scope and nature of assigned readings (text, authors, frequency, amount perweek); required course assignments; nature of any student projects; and how studentswill be evaluated.

Please limit text to about 12 pages. Text copied and pasted from other sources will notretain formatting and special characters might not copy properly. The University "SyllabiPolicy" can be found here

Any syllabus older than two years should be replaced with a current version when makingECAS updates.

New: LA3003–001 and LA5003–001Learning ObjectivesTo understand role of climate adaptation in the reconfiguration of human settlements.To apply design thinking to the issue of climate adaptation in the context of an urban society.To apply knowledge to challenge-based coursework on managing climate risk, decreasing climatevulnerability, and buildingresilience to climate change.Moodle: https://ay16.moodle.umn.edu/course/view.php?id=851Changing Climate, Changing Communities: Guide and Workbook for Municipal Climate AdaptationEwa Jackson, Leya Barry, and Nicole Marzok: ICLEI – Local Governments for Sustainability, CanadaOfficeINTRODUCTIONMitigation A human intervention to reduce the sources or enhance the sinks [sequestration] ofgreenhouse gases(IPCC 2015).Adaptation The process of adjustment to actual or expected climate and its effects. In humansystems, adaptationseeks to moderate or avoid harm or exploit beneficial opportunities (IPCC 2015).This course addresses the pressing issue of climate change, and will mainly explore the effects ofclimate change on urbanconurbations and the methods for reducing human vulnerability to climate-driven events. Forobvious reasons, carbonmitigation has been the dominant response to climate change, but climate change will continueeven with the most radicalmitigation measures (complete cessation of carbon emissions). While mitigation measures willminimize the pace and extentof climate change, adaptation will be the process by which humans adjust to and survive climatechange.InstructorVincent deBritto [email protected] Hall 145POffice hours by appointmentCourse Times/LocationTuesday and Thursday 16.00 – 17.153.0 creditsAkerman 319MILESTONE 1:INITIATE• Identify stakeholders• Build climate changeadaptation team• Identify an adaptationchampion• Take a first look atclimate changeimpacts and existingadaptation actions• Pass councilresolution andcommunity charter• Initiatate research onclimatic changes• Refine impactsand consider serviceareas for each• Vulnerabilityassessment studyof sensitivity andadaptive capacity• Risk assessment(consequences and

likelihood of impactsand prioritization).• Establish adaptationvision and objectives• Set goals• Identify optionsand actions• Identify possibledrivers + constraints• Evaluate actionsagainst drivers andconstraints• Determine appropriatebaseline andindicator data• Examine financingand budget• Establishimplmentationschedule• Create action plan• Launch plan• Begin implementation• Solidify supportfrom Council andcommunity• Use appropriateimplmentation tools• Follow terms ofaction plan• Report on successesregularly to maintainmomentum• Assess newinformation andreview drivers• Track implementationprogress• Evaluate effectivenessof actions usingbaseline data andindicators• Communicateaccomplishments• Investigate futureadaptation optionsand actions• Revise adaptationplan• Launch next roundof adaptation planMILESTONE 2:RESEARCHMILESTONE 3:PLANMILESTONE 4:IMPLEMENTMILESTONE 5:MONITOR/REVIEWUPDATEADAPTATIONREVIEW REVIEW REVIEW ACTIONSDepartment of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusClear methods and frameworks for climate change adaptation have been developed by manygovernments and nongovernmentalorganizations. This course will use these frameworks and their processes as a basis for thedevelopment ofadaptation strategies for the Twin Cities. This course is project-based, i.e. all work in the course willbe focused on thedevelopment of specific adaptation strategies for the Twin Cities. Students will work in groups andwill be expected tosynthesize a wide range of knowledge from the instructor, outside experts, and their own researchto developimplementable adaptation proposals. The project is a meant to generate a tangible product or

process that moves the TwinCities toward climate resilience.This course will study nations, regions, cities, and communities that have adapted or are undergoingadaptation to climatechange. The course will examine different approaches in planning, policy, economics, infrastructure,and building design thatincrease the adaptive capacity of human settlements. These approaches will vary in scale from theconstruction of newneighborhoods to the implementation of storm water gardens. The course will emphasize multi-functional strategies whichcouple climate change adaptation with other urban improvements.ADAPTATIONOver half (54%) of the world’s population now lives in urban conurbations, with the percentageclimbing to 66% by the year2050. Extreme climate-driven events ranging from heat waves to drought to severe storms toinfectious disease can havecrippling effects on urban populations. Underserved communities are especially vulnerable toclimate-driven events. Thisvulnerability cannot be pinpointed to a single cause, but is the overall the product of socialprocesses that are connected tothe inequalities of low socioeconomic status and income. Poor people are disproportionately affectedby climate change —they are generally more exposed to extreme events and in purely monetary terms, any losses fromclimate-driven events havea greater effect on the poor.Urban systems are usually economically stressed. Infrastructure and services have been curtailed inmany communities and inthe future many cities will continue to be service poor due to local economics. On the Federal level,the continued denial ofclimate change by the House of Representatives (who set and approve budget agendas) hascomplicated attempts toappropriate the direct funding required to upgrade or construct the infrastructure necessary to dealwith future climate events.To this end, effective adaptation strategies must be an added value to “normal” projects. Climatechange adaptationstrategies must be integrated with other policy, economic, or construction processes such as smallarea plans,comprehensive plans, or road reconstruction. In light of US resistance to the science of climatechange, other climatenarratives must be used to develop and fund climate resiliency.MINNEAPOLISThe city of Minneapolis was ranked as the second most vulnerable city to climate change in the US:“Minneapolis could getpummeled from a lot of different angles…. The city itself will be a good deal hotter than rural placesclose by. It has seenprecipitation increase by almost 40% since 1958, a trend expected to continue. Drought here willalso continue to worsen.”1Weather.com’s ranking criteria considers the top 100 cities with a population of 200,000 people ormore,2 and then focuseson metropolitan statistical areas (MSA) rather than counties or regions. Though the study isextremely flawed — St. Paul is 8thon the list, but has greater flood potential, and Miami, New York, and Boston are all ranked lowerdespite greater threats fromboth sea level and extreme weather events3 — it does bring to the forefront the importance ofplanning for climate change inthe Twin Cities. The following factors were used to rank city’s vulnerability to climate change,though the reasoningbehind the weighting factors are never explicitly discussed (weighting factor in italics):1. Sea-level rise (2.0, with an additional multiplier for cities along the Atlantic and Gulf coasts, toaccount for potentialeffects from hurricanes)42. Extreme precipitation (1.0)3. Extreme drought (1.0)$1 See http://stories.weather.com/disruptionindex2 Based on 2013 U.S. Census data.$3 See “Ranking Port Cities with High Exposure and Vulnerability to Climate Extremes” for a morerigorous climate vulnerability study(http://dx.doi.org/10.1787/011766488208).4 Ranking are based on data derived from the RCP8.5 scenario, “the most aggressive emissionsscenario in which greenhousegases continue to rise unchecked through the end of the century,”Page 2! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course Syllabus4. Urban heat islands/extreme heat (1.0, with an additional multiplier for inland cities, to account

for land-sea breezeeffect)5. Average temperature changes (0.5)6. Average precipitation changes (0.5)SEMESTER PROJECTIn much of our education and training we are taught to short-cut this [thinking] process and movedirectlyto...evaluate and judge things like a poem, a political system, a person’s promotional potential orthe source of aproblem without first gathering all the objective data available. We are also taught that emotionalresponses areirrelevant or and should be avoided or repressed. Spencer and Laura, Winning ThroughParticipation, 48The semester project is a group project with 4 – 5 students working together to develop/design aprocess or thing that willdiminish the effects of climate change in Minneapolis or St. Paul. The project is broken intosegments that are loosely basedon IDEO’s design thinking process. The process provides a working methodology that leads eachgroup step-by-stepthorough research and ideation and also helps to facilitate a functional group dynamic.In the US, there is both political and social resistance5 to the need to ameliorate the effects ofclimate change. Adaptation toclimate change is generally undertaken on a city-by-city basis, with little substantive governmentfunding save for disasterrelatedrebuilding (see New Orleans and New York). Within these limits, climate change adaptationcan/must also deliver otherservices or amenities to the city. Places that are engineered to deal with excess rainfall can also bepublic spaces, parks, etc.An organization that assists the elderly during extreme heat events may also deliver other servicesto other populations. Theprocess of making the city more resilient to climate change should be seen as an opportunity toremake the city so that it ismore equitable, enjoyable, prosperous, and beautiful.$5 Only 40% of Americans believe that climate change is caused by anthropogenic activity.Resources For The Future Poll, New York Times AndStanford University, January 7 – 22, 2015Page 3! of !11NOKIAKiosk (Kiosk operatoralso runs asmall beautyproducts store)Antenna10metercablePhonerechargedin the shop(relative lives next door -useful if she doesn’t havecorrect change or herhome/car battery is beingcharged)Pole erected byvillagers (not partof the kit)TypicalVillage Phonekiosk setupNo mains electricity– homes in villagecharged by carbatteries or dieselgeneratorDepartment of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusPART I: OBSERVE LISTEN READPart I requires that groups discover facts (quantitative information) and stories (qualitativeinformation) related to climatevulnerabilities in Minneapolis and St. Paul, i.e. what are potential events that can affect the citybased on future climatescenarios, what critical services are at risk due to these events, what have been some previousevents that compel action (forexample, the North Minneapolis tornado).

This step is both objective and subjective, incorporating knowledge that is both lived and learned. Anumber of adaptationresources are available via Moodle. In addition to this traditional form of academic knowledge, thisprocess also welcomesanecdotal and experiential knowledge. Personal experiences (of experts, neighbors, family, andfriends) are as important asthe information that each group will find in reports, presentations, books, and videos (talk to peopleabout this).1. At some point in the process, organize the group research into themes. Sift through the themesto see if there areblobs of concentrated research, i.e things/concepts/cases that your group keeps returning to. Usingthese themes tobegin to identify a climate adaptation challenge. A good challenge should be:A. Framed in human terms, i.e focus on who is affected, how are they affected, and how will theirliveschange if the challenge has a solution rather than imposing a technology, product, or servicefunctionality on agroup.B. Broad enough to allow you to make unexpected discoveries.C. Narrow enough to make the challenge manageable.6September 29th (5 points): Groups will give a three-minute presentation of their project focus:A. what is the "problem" the group has agreed to work onB. what do you know about the problemC. what do you need to knowThe presentation may be a handout, diagram, powerpoint, or video — but it must address theprevious list of points.October 13th (5 points): Groups will give a five-minute presentation. The presentation may be ahandout, diagram,powerpoint, or video — and will only discuss the items below:A. restate the "problem" the group has agreed to work onB. what do you need to knowC. what are your next stepsD. who knows more about the problem that you may need to contactPART II: WE (MAY) NEED TO KNOW MOREEach group has now dived deeply into researching their problem and (hopefully) interviewingexperts. To further focusresearch, scenario-based questions or sacrificial concepts can help make abstract ideas/issues7more tangible. A sacrificialconcept is an idea or solution created to help understand the issue further. It is a concept that doesnot have to be feasible oreven possible — its only purpose is to further conversation on the subject and to help the groupcheck their assumptions andbiases. For example, a group working on future water shortages could have a scenario where waterlevels in the MississippiRiver drop and drinking water is not available for many months or the group may work through analternate scenario whereprivate wells fail and the city water infrastructure must be extended to homes currently off-grid.Both scenarios can lead to“outside-the-box” research directions and challenges to be addressed.Idea GenerationAs a group (someone should volunteer to take notes), write down what you already know about theClimate AdaptationChallenge, including:A. What people need or wantB. What processes or technologies can help in this challengeC. What solutions or ideas are being tried in other areas/places (case studies)D. Any early ideas about how to solve this Design Challenge!6 IDEO HCD Toolkit!7 Abstract concepts that can be difficult to answer include questions about risk, questions abouttrade-offs, or questions about future behavior (IDEOHCD Toolkit, 60).Page 4! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusAre there any contradictions or tensions that emerge? Where is the group’s knowledge thestrongest? What more needs to beknown about the Challenge? Where are the biggest gaps in research? How would your groups goabout closing the gaps inknowledge? How would you tell other people about your findings?October 20th (5 points): Groups will give a 5-minute presentation of their challenge and proposals.Thepresentation must define the problem, who it affects, how widespread/common is the problem,what happens if theproblem is left alone. In describing the solution each group must have a customer (who is thesolution for?) and also show

how solution solves the issue.PART III: DO SOMETHING ABOUT ITTo move from research towards a real-world solution, groups will go through a process of synthesisand interpretation. Thisrequires the narrowing and culling information and the translation of insights about the realities ofclimate change into a set ofopportunities for future action(s). This is the most abstract part of the challenge process. In thissegment of the processgroups should focus on:A. Making sense of data (interpretation, i.e. moving beyond gathering stuff)B. Identifying patterns (back to blobs and recurring themes)C. Defining opportunities (A + B points towards issues and solutions)D. Creating solutions8 (stick your neck out)Two processes can help generate solutions to the climate adaptation challenge: brainstorming andprototyping. Groupsshould generate a number of ideas (50 to 100) using rules like Defer Judgment and Build on theIdeas of Others. The firstallows all ideas to be discussed, while the latter focuses on what is already in place. Both are provenmethods for generatingunexpected innovations. The process of “speaking” all manner of impractical solutions can sparkideas that are both relevantand reasonable.The second process, prototyping, is thinking through making. This means creating solutions that canbe communicated toothers and tested outside of a group’s “internal world.” Prototyping quickly pushes ideas into theworld so they can be testedand evaluated by others9 — before the group or a group member has had time to fall in love withthem.A. Prototypes force us to think about how someone would interact with the concept.B. Prototypes are not precious. They should be built as quickly and cheaply as possible.C. Know what question a prototype is being used to answer, i.e. is it about desirability, usefulness,usability, viability,or feasibility.October 27th (10 points): The Who? presentation must attempt to answer the following questions:A. Who is/are the customers?B. Who benefits from the solution (sometimes not the same group as the customer)?C. Who owns the solution?D. Who pays for the solution?E. Who maintains the solution?F. Who is the champion for the solutionThe presentation format is peer-review. Groups will pair up (GROUP A and B) and give theirpresentations.GROUP B will act as an external reviewer for GROUP A. The external reviewer (GROUP B) isresponsible for askingquestions and commenting on parts of the presentation that need more clarity, more knowledge,more polish. The externalreviewers comment on both content and delivery of content. GROUP A and GROUP B then reverseroles, GROUP Bpresents and GROUP A comments.This presentation is a transition from “abstract” solutions to a “real world” solution. Answering theWHO questions will helpanchor your solution in the world.!8 IDEO HCD Toolkit!9 Test prototypes with peers or family. This is similar to discussing a paper or project over dinneror a beer, but the process and discussion can be morefocused.Page 5! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusPART IV: FASTER BETTER STRONGERRepeat the prototype and refinement process. For each prototype, identify 3 – 4 questions yourgroup would like ask during afeedback session. Take notes during the feedback session(s) — both positive and negative areimportant. If the feedback alsoincludes questions, this allows the group to further refine a challenge solution.November 3rd (10 points): Groups will give a 10-minute presentation of their solution at midterms.Groups shouldbe set on their problem and solution, with the next weeks dedicated to dealing with the details ofthe solution.Further work on the project should include prototyping of the solution. This may be in the form ofcustomer scenarios(how do customers find out about, how does the customer “use” the solution, who teaches thecustomer how to “use”the solution), physical models,PART V: INTO THE WORLD

This will be the least developed piece of the challenge solution. The delivery of challenge solutionswill likely contains manyassumptions about financing, government structure, etc. As a class we will have little time toseriously develop theimplementation of any solution in the real world. However, this step is here because we often giveno consideration to how anidea moves into reality.Delivering solutions that are new or innovative may also require the restructuring of existinginstitutions or the creation of newinstitutions to shepherd the solution into existence and to assure that the solution continues tofunction. This may be tied tonew laws, new taxes, other financial structures, or even new cultural forms.10 Implementation ofthe new is an iterativeprocess that may require many years and many different prototypes to perfect both the solutionand supporting systems.WHAT IS DUE?December 6th (15 points): Groups will give a 5-minute presentation of their solution in class. 10slides and 5 minutesspeaking maximum.December 13th (20 points): Groups will hand in a 2000 word report (+ 10 images/maps/charts/graphs) explainingthe problem and solution in more detail. Mentor meetings will be part of the report as an Appendix(300 words total,not included in the 2000 word count).PEER EVALUATION (5 points)As part of the rubric for determining Case Study Project grades each member of group mustevaluate others in the groupusing the following criteria:Work habits1. Was this person available and ready to work when the group set dates and times for workingsessions outside of classhours?Contributions1. Did this person contribute knowledge to the project?2. Did this person help move the project forward?Dynamics and Communication1. Did this person communicate their ideas effectively to the rest of the group?2. Was this person flexible in their thinking and thought processes, i.e. was this person able tochange their mind orchampion ideas that were not their own?3. If this person was not available or ready to work during or outside studio hours did theycommunicate that to othermembers of the group?Answer the above questions with a number grade from 1 to 5, with 1 = poor performance; and 5 =excellent performance.!10 Think about the long arc of recycling, and how it has gone from fringe activity to an accepted“normal”process. We have acculturated to “our” form ofrecycling and changes in this form, so going to Portland or Germany can produce a certain degreeof dissonance, i.e. we don’t know how to behavewithin a new system.Page 6! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusTENTATIVE SCHEDULEGLOSSARY (IPCC 2015)Adaptation. The process of adjustment to actual or expected climate and its effects. In humansystems, adaptation seeks tomoderate or avoid harm or exploit beneficial opportunities. In some natural systems, humanintervention may facilitateadjustment to expected climate and its effects.Incremental adaptation. Adaptation actions where the central aim is to maintain the essence andintegrity of asystem or process at a given scale.Transformational adaptation. Adaptation that changes the fundamental attributes of a system inresponse to climateand its effects.Adaptation deficit. The gap between the current state of a system and a state that minimizesadverse impacts from existingclimate conditions and variability.TUESDAY THURSDAYSEPT 6Introductions, Syllabus ReviewLECTURE: Climate Change Review8NO CLASS: IN DULUTH

13LECTURE: Adaptation/Mitigation15Kelly Meullman, City of Minneapolis20Project Intro and Team BuildingKTI Overview22Project Questions27LECTURE: Adaptation Cases29Problem Statement: First PassOCT 4Nissa Tupper, MN Public Health6Problem Statement: Second Pass11Anna Claussen, IATP13Proposals: First Pass18Ariane Laxo, HGA20WORK IN CLASS25LECTURE: Rotterdam/Copenhagen27Peer Review: Who Benefits, Who Makes/Implements,Who Owns, Who Maintains?NOV 1Richard Graves, CSBR3MIDTERM Presentations8LECTURE: Laws and Policies, Communications10Midterm Debrief15Zach Jorgensen, City of St Paul17WORK IN CLASS22WORK IN CLASS24THANKSGIVINGDEC 29WORK IN CLASS1GCC Impact Presentation6WORK IN CLASS8FINAL PRESENTATION13ALL WORK DUE15Page 7! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusAdaptation limit. The point at which an actor’s objectives (or system needs) cannot be secured fromintolerable risksthrough adaptive actions.Adaptive capacity. The ability of systems, institutions, humans and other organisms to adjust topotential damage, to takeadvantage of opportunities, or to respond to consequences.Climate. Climate in a narrow sense is usually defined as the average weather, or more rigorously,as the statistical descriptionin terms of the mean and variability of relevant quantities over a period of time ranging frommonths to thousands or millions ofyears. The classical period for averaging these variables is 30 years, as defined by the WorldMeteorological Organization. Therelevant quantities are most often surface variables such as temperature, precipitation and wind.Climate in a wider sense isthe state, including a statistical description, of the climate system.

Climate change. Climate change refers to a change in the state of the climate that can be identified(e.g., by using statisticaltests) by changes in the mean and/or the variability of its properties and that persists for anextended period, typicallydecades or longer. Climate change may be due to natural internal processes or external forcingssuch as modulations of thesolar cycles, volcanic eruptions and persistent anthropogenic changes in the composition of theatmosphere or in land use.Climate projection. A climate projection is the simulated response of the climate system to ascenario of future emission orconcentration of greenhouse gases (GHGs) and aerosols, generally derived using climate models.Climate projections aredistinguished from climate predictions by their dependence on the emission/concentration/radiativeforcing scenario used,which is in turn based on assumptions concerning, for example, future socio-economic andtechnological developments thatmay or may not be realized.Disaster. Severe alterations in the normal functioning of a community or a society due to hazardousphysical eventsinteracting with vulnerable social conditions, leading to widespread adverse human, material,economic or environmentaleffects that require immediate emergency response to satisfy critical human needs and that mayrequire external support forrecovery.Drought. A period of abnormally dry weather long enough to cause a serious hydrologicalimbalance. Drought is a relativeterm; therefore any discussion in terms of precipitation deficit must refer to the particularprecipitation-related activity that isunder discussion. For example, shortage of precipitation during the growing season impinges oncrop production orecosystem function in general (due to soil moisture drought, also termed agricultural drought) andduring the runoff andpercolation season primarily affects water supplies (hydrological drought). Storage changes in soilmoisture and groundwaterare also affected by increases in actual evapotranspiration in addition to reductions in precipitation.A period with an abnormalprecipitation deficit is defined as a meteorological drought. A megadrought is a very lengthy andpervasive drought, lastingmuch longer than normal, usually a decade or more.Extreme weather event. An extreme weather event is an event that is rare at a particular place andtime of year. Definitionsof rare vary, but an extreme weather event would normally be as rare as or rarer than the 10th or90th percentile of aprobability density function estimated from observations. By definition, the characteristics of what iscalled extreme weathermay vary from place to place in an absolute sense. When a pattern of extreme weather persists forsome time, such as aseason, it may be classed as an extreme climate event, especially if it yields an average or totalthat is itself extreme (e.g.,drought or heavy rainfall over a season).Hazard. The potential occurrence of a natural or human-induced physical event or trend or physicalimpact that may causeloss of life, injury, or other health impacts, as well as damage and loss to property, infrastructure,livelihoods, service provision,ecosystems and environmental resources. In this report, the term hazard usually refers to climate-related physical events ortrends or their physical impacts.Impacts. Effects on natural and human systems. Impacts are also referred to as consequences andoutcomes. The impactsof climate change on geophysical systems, including floods, droughts, and sea level rise, are asubset of impacts calledphysical impacts.Mitigation (of climate change). A human intervention to reduce the sources or enhance the sinks ofgreenhouse gases(GHGs). This report also assesses human interventions to reduce the sources of other substanceswhich may contributePage 8! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course Syllabusdirectly or indirectly to limiting climate change, including, for example, the reduction of particulatematter emissions that candirectly alter the radiation balance (e.g., black carbon) or measures that control emissions of carbonmonoxide, nitrogenoxides, Volatile Organic Compounds and other pollutants that can alter the concentration oftropospheric ozone which has an

indirect effect on the climate.Resilience. The capacity of social, economic and environmental systems to cope with a hazardousevent or trend ordisturbance, responding or reorganizing in ways that maintain their essential function, identity andstructure, while alsomaintaining the capacity for adaptation, learning and transformation.Risk. The potential for consequences where something of value is at stake and where the outcomeis uncertain, recognizingthe diversity of values. Risk is often represented as probability or likelihood of occurrence ofhazardous events multiplied bythe impacts if these events occur.Risk management. The plans, actions or policies to reduce the likelihood and/or consequences ofrisks or to respond toconsequencesSequestration. The uptake (i.e., the addition of a substance of concern to a reservoir)of carboncontaining substances, inparticular carbon dioxide (CO2), in terrestrial or marine reservoirs. Biological sequestration includesdirect removal of CO2from the atmosphere through land-use change (LUC), afforestation, reforestation, revegetation,carbon storage in landfills andpractices that enhance soil carbon in agriculture (cropland management, grazing landmanagement). In parts of the literature,but not in this report, (carbon) sequestration is used to refer to Carbon Dioxide Capture andStorage (CCS).Vulnerability. The propensity or predisposition to be adversely affected. Vulnerability encompasses avariety of concepts andelements including sensitivity or susceptibility to harm and lack of capacity to cope and adapt.POLICIESGrades. Grade evaluations will be made on the basis of the following criteria:5 pts Problem Statement: September 29th5 pts Revised Problem Statement: October 6th5 pts Proposed Solution10 pts Proposals: October 27th WHO? presentation10 pts Midterm presentations: October 27th15 pts Final Presentation: December 6th20 pts Final Report: December 13th8 pts Speaker Summaries/Writeups. 4 of 5 speakers at 2 points each.10 pts Group Contributions10 pts 3 Mentor VisitsExtra Credit of 2.5 points for each visit with mentors beyond required visits, 10 points maximum.Project-based course. No Final Exam.Evaluation of StudentsLetter grades for the course will represent the following levels of achievement. Plus and minusdesignations will be assignedto express a more refined judgment of these levels:A Achievement that is outstanding relative to the level necessary to meet course requirements.B Achievement that is significantly above the level necessary to meet course requirements.C Achievement that meets the basic course requirements in every respect.D Familiarity with the material presented; worthy of credit but not fully meeting courserequirementsF Represents achievement level unworthy of creditGrading Structurehttp://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.htmlPage 9! of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course SyllabusLate WorkNo late work will be accepted except for excused absences. Please notify the instructor of potentialabsences in advance,and of any illness when you return to class.Accepting and Returning AssignmentsAssignments will be handled through Moodle.Missing Classes, Work, Examshttp://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.htmlPlease consult the instructor for the provision of special arrangements related to personal plans,health conditions, illness, orabsences as soon as you are aware of an issue. Habitual tardiness will be counted as an absence.This course is heavilybiased toward group work. Class attendance is critical. Students with two or more unexcusedabsence will be penalized onehalfsemester grade.Copyright of Student WorksThe Department of Landscape Architecture requires that students submit high-resolution PDF(300-dpi) files of work executedas part of their degree program. Files must be submitted at the completion of each course. Student

work will be used forpurposes of research, publicity, and outreach with credit given to the creator of the works featured.Student work is copyrighted under the following terms (http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode):Attribution. You must give credit, provide a link to the license, and indicate if changes were made.You may do so inany reasonable manner, but not in any way that suggests the licensor endorses you or your use.Non-Commercial. You may not use the material for commercial purposes.No Derivatives. If you remix, transform, or build upon the material, you may not distribute themodified material.Use of Class Notes and Materialshttp://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.htmlPersonal Electronic Deviceshttp://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Laptops are on for workonly during class hours.Students watching movies or other entertainment during studio hours will be asked to leave.Cellphones must be off duringclass.Scholastic Dishonesty and Student Conduct Codehttp://policy.umn.edu/Policies/Education/Education/STUDENTRESP.htmlSexual Harassmenthttp://policy.umn.edu/hr/sexualharassmentStatement on Climate of InclusivityYou are expected to be attentive during class, ask questions if you do not understand something,and to offer your opinion.You are also expected to listen respectfully to other students and to me when speaking. TheUniversity of Minnesota iscommitted to providing a safe climate for all students, faculty, and staff. All persons shall haveequal access to its programsand facilities without regard to race, color, creed, religion, national origin, sex, age, marital status,disability, public assistancestatus, veteran status, or sexual orientation. Racism, sexism, homophobia, classism, ageism andother forms of bigotry areinappropriate to express in this class. Reports of harassment are taken seriously, and there areindividuals and officesavailable for help.Academic Freedom and Responsibility:http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdfAvailability of Disability and Mental Health ServicesThe University of Minnesota is committed to providing all students equal access to learningopportunities. Disability Services(DS) is the campus office that works with students who have disabilities to provide and/or arrangereasonableaccommodations.Page 1! 0 of !11Department of Landscape Architecture University of MinnesotaLA 3003/5003 Climate Change Adaptation Fall 2016Course Syllabus● Students who have, or think they may have, a disability (e.g. mental health, attentional,learning, vision, hearing, physicalor systemic), are invited to contact DS to arrange a confidential discussion at 612- 626-1333(V/TTY) or [email protected].● Students registered with DS, who have a letter requesting accommodations, areencouraged to contact the instructorearly in the semester to discuss accommodations outlined in their letter.As a student you may experience a range of issues that can cause barriers to learning, such asstrained relationships,increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack ofmotivation. These mental healthconcerns or stressful events may lead to diminished academic performance or reduce your ability toparticipate in dailyactivities. University of Minnesota services are available to assist you with addressing these andother concerns you may beexperiencing. You can learn more about the broad range of confidential mental health servicesavailable on campus viawww.mentalhealth.umn.edu or contact Counseling/Consulting Services at 612-624-3323.Academic ServicesIf you would like additional help, please contact one of the offices listed below.Center for Writing 10 Nicholson Hall, Minneapolis 612 626 7579Student Academic Success Service 340 Appleby Hall, Minneapolis 612 624 3323199 Coffey Hall, St. PaulPage 1! 1 of !11Old: LA 3003/5003Case Studies in Sustainable Landscape Planning and Design3 creditsFall Semester 2011

Department of Landscape ArchitectureRapson Hall 58College of Design, University of Minnesota

InstructorsKristine Miller [email protected], Cynthia Lapp [email protected]

Office HoursKristine: by appointment, email to schedule a timeCynthia: by appointment, email to schedule a time

IntroductionThis course introduces five core aspects of sustainable landscape design and planning; ecology,design, materials, policy and community. Working from site to regional scales, we will evaluate casestudies through the lens of larger issues and systems, including infrastructure, urban water cycle,transportation, energy, health, food systems, innovation, and metrics. Studies of plans, processesand projects focused on development, deployment and management of sustainable design andplanning practices will ground studentsâ¿¿ understanding of sustainability.

Course Description + GoalsDestruction of global biodiversity, diminishment and degradation of the earthâ¿¿s water and airresources, depletion of fossil fuel energy resources and global climate change can be attributed, inpart, to the actions of humans. As urbanization and agriculture have developed across spatial andeconomic scales, land use patterns, and the processes that provide our ecosystem services, havebeen massively altered. Continued production of environmentally destructive patterns of humanhabitation thwart the ability of current generations to inhabit the earth in a sustainable pattern thatmeets their needs without impairing the capacity of future generations to also meet their needs.Environmental designers have the capacity to shape the environment using sustainable methodsthat can minimize or mitigate negative trends such as biodiversity reduction and resourcedegradation and depletion. Through this class, students will:â¿¢ develop an understanding of thevalues and practices that create more sustainable landscape design and planning, through thelenses of ecology, design, materials, policy and communityâ¿¢ become cognizant of the linksbetween patterns of human habitation and ecological patterns and processes that lead tobiodiversity reduction, resource depletion and degradationâ¿¢ develop knowledge toward applicationof design practices that can enhance biodiversity, stabilize resource availability, and improve ratherthan destroy our air and water resourcesâ¿¢ become familiar with sustainability metrics as practicedby SSI.

FormatClass meets twice weekly, Tuesday and Thursday afternoons from 4:00 PM to 5:15 PM. Most classeswill be a mixture of a lecture, presenting new material and discussion about the assigned readings.Visiting lecturers, movies and various other components will be included. For each hour ofclassroom contact time, students will be expected to spend two hours of out-of-classroom timecompleting course assignments.

Course AssignmentsThere are different types of assignments gauged to assist students in processing the complex issuesaround sustainability and landscape:

Write-ups: respond to readings in written format. Ten total write-ups are required, including theLearning Styles due the first week (one extra write-up is offered for extra credit). Each write-up isdue before class the day of that particular reading, either in printed or pdf format (submitted to themoodle site). Write-ups will be guided by questions given by the instructors. One write up must beresubmitted to the instructors after review by the Center for Writing. Seehttp://writing.umn.edu/sws/ for more information on how to schedule an appointment.

SSI Case Study Assignment: evaluate a landscape design case study through the lens of theSustainable Sites Initiativeâ¿¿s metrics. The assignment is due in written and presentation formats.

Visualize a System: teams of 3-4 students (grad students will complete this as individuals) willcreate and present a visual explanation of one of the systems we study in conjunction with a casestudy.

Summation Project: an in-depth study of a landscape design or plan, contextualizing how it relatesto the core issues and systems studied, including your own thinking on sustainability. Theassignment is due in written and presentation formats. As part of the assignment, students arerequired to attend all the presentations and evaluate them.

Participation: you will be expected to attend class and participate in spirited, respectful debate ofthe issues presented in class.

If you are sick do not attend class, but please send instructors a note via email before class toinform instructors of your illness.

Required Text:McDonough, William and M. Braungart, Cradle to Cradle: Remaking the Way We Make Things, North

Point Press,2002.

Additional readings forthcoming.

Readings will be posted on Netfiles in folders labeled with date due at:https://netfiles.umn.edu/users/raab0002/2010_LA3003

Evaluation of Students

Undergraduate:Grade evaluations will be made on the basis of the following criteria:30% 10 Write-ups15% SSI Case Study Write-Up + Presentation20% System Visualization Group Project + Presentation25% Summation Project, Paper + Presentation10% Participation, Attendance, Reading Discussion

Graduate:Students enrolled in LA5003 will complete the above exercises and will be evaluated according tostandards appropriate to graduate students. Moreover, they will complete the System Visualizationproject as individuals, rather than in a group and will complete 3 SSI Case Studies.

Grade evaluations will be made on the basis of the following criteria:

30% 10 Write-ups15% SSI Case Study (3 required for graduate students), Write-Up + Presentation20% System Visualization Group (Individual for grad credit) Project + Presentation25% Summation Project, Paper + Presentation10% Participation, Attendance, Reading Discussion

Letter grades for the course will represent the following levels of achievement. Plus and minusdesignations will be assigned to express a more refined judgment of these levels:

A Achievement that is outstanding relative to the level necessary to meet course requirements

B Achievement that is significantly above the level necessary to meet course requirements

C Achievement that meets the basic course requirements in every respect

D General familiarity with the material presented; worthy of credit but not fully meeting courserequirements

F Represents achievement level unworthy of credit

Additional Policy StatementsPlease read additional policies:http://www.policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.html

Ask Questions!Please ask us any questions about this course, its content, or university policies, in person or email.It is our goal and responsibility, to provide you with the information, tools and opportunitiesnecessary for success in this course.

Schedule

Week 1Tuesday September 7 Introduction | Ecology 1 â¿¿ CThursday September 9 Ecology 2 â¿¿ K Learning Styles: 1st Write-up Due

Week 2Tuesday September 14 Climate Change â¿¿ K 2nd Write-up DueThursday September 16 Design â¿¿ C

Week 3Tuesday September 21 Materials â¿¿ Vince DeBrittoThursday September 23 Policy â¿¿ C 3rd Write-up Due

Week 4Tuesday September 28 LEED + SSI â¿¿ K SSI Case Study Assignment GivenThursday September 30 Cradle-to-Cradle 1 â¿¿ Zach Jorgensen

Week 5Tuesday October 5 Community 1 â¿¿ C 4th Write-up DueThursday October 7 Collaborative Leadership â¿¿ K 5th Write-up Due

Week 6Tuesday October 12 Community 2 â¿¿ Sean WaltherThursday October 14 SSI Case Study Due + Presentation

Week 7Tuesday October 19 Infrastructure â¿¿ C / Visualizing Systems Assignment GivenThursday October 21 Urban Water Cycles â¿¿ K 6th Write-up Due

Week 8Tuesday October 26 Energy â¿¿ K 7th Write-up DueThursday October 28 Transportation â¿¿ C 8th Write-up Due / Visualizing Systems Check-In4

Week 9Tuesday November 2 Food Systems â¿¿ C 9th Write-up Due / Visualizing Systems Check-InThursday November 4 Health â¿¿ K

Week 10Tuesday November 9 Visualizing Systems Due + PresentationThursday November 11 Visualizing Systems Presentation

Week 11Tuesday November 16 Innovation â¿¿ Project Assignment GivenThursday November 18 Health Impact Assessments â¿¿ K 10th Write-up Due

Week 12Tuesday November 23 Conservation â¿¿ Anne Murphy / Summation Project Check-InThursday November 25 THANKSGIVING HOLIDAY

Week 13Tuesday November 30 Oostvaarders Wold â¿¿ C / Write-up Option / Summation ProjectCheck-InThursday December 2 Exploration of healing spaces â¿¿ K

Week 14Tuesday December 7 Summation Project Due + PresentationsThursday December 9 Summation Project Presentations Week 15Tuesday December 14 Summation Project Presentations, Last ClassFinals Week

Strategic Objectives & Consultation

Name of Department ChairApprover:

Lance Neckar

Strategic Objectives -Curricular Objectives:

How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - CoreCurriculum:

Does the unit consider this course to be part of its core curriculum?

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Strategic Objectives -Consultation with OtherUnits:

Before submitting a new course proposal in ECAS, circulate the proposed syllabus todepartment chairs in relevant units and copy affiliated associate dean(s). Consultationprevents course overlap and informs other departments of new course offerings. If youdetermine that consultation with units in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g., catalog key word search,conversation with collegiate curriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of all consultation here, to be referencedduring CCC review. If email correspondence is too long to fit in the space provided,paraphrase it here and send the full transcript to the CCC staff person. Please also send aWord or PDF version of the proposed syllabus to the CCC staff person.

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