Problem-based learning (PBL) is an educational approach that uses a problem as the starting point for learning. The idea is that in working towards a problem solution, learners on a problem solving team identify the topical areas relevant to the problem, conduct individual searches of that material out of class, and bring what they have learned through their research into the problem space. Individual learners are charged with making their findings accessible and learnable to others on the team.
This course asks students to examine what we talk about when we talk about “dirt,” and how do the things we communicate about dirt change its presence in our lives. The major assignments facilitate learning goals through four units: dirt vs. soil, earthworks, dirt stories, and trendy dirt. The primary texts in this course will largely deal with a North American perspective on dirt. We will engage with American film (ex: Grapes of Wrath, Waterworld, Noma, Interstellar, The Martian, the Mad Max megaverse), and contemporary American literature.
Ecology (2335) is a traditional course where students work on applied problems, including those associated with climate change, invasive species, overexploitation etc. The focus is on the ecological concepts, looking at either sustainability or community, with reference to the other, through units, labs, assignments, and activities.
In this course, we will focus on the planning, design, and operations of transportation systems in countries abroad that are known for a sustainable multimodal approach to transportation. This course is a study abroad course tied to the Global Engineering Leadership Minor administered in Civil and Environmental Engineering. The leadership competencies this course will focus on include cultural awareness/global competency, informal mentoring, and feedback.
The Assorted Rubrics Tool provides a series of rubrics that assess Written Assignments, Group/Team Presentations, and Technical Reports. Instructors can also use these rubrics to assess appropriate Student Learning Outcomes (SLOs), relevant to their partnership with Serve-Learn-Sustain. The following rubrics are adaptable for various types of assignments or projects you may have in your course.
For written assignments, the Written Assignments Rubric is useful for focusing on aspects such as rhetorical awareness, stance, development of ideas, and organization. Additionally, we’ve included 3-4 SLOs that are most common in written assignments; however, any of the nine SLOs included on the SOLO Taxonomy Rubric may be assessed.
This tool is developed from ideas used by Yelena Rivera-Vale and Kristina Chatfield in their GT 1000 courses. Students are invited to tour the Georgia Tech Invention Studio and to then consider how the projects they would like to create in the Studio take responsible and sustainable design practices into account.