Reflections

Language for Business and Technology (LBAT): Germany

We are pleased to provide you with the second in a series of blog posts from our 2017 SLS Global Student Ambassadors.  This week, we highlight the Language for Business and Technology (LBAT): Germany program, which takes students throughout Germany and explores regional perspectives in lifestyles, history, and traditions, as well as from an industrial point of view.

Leadership for Social Good Study Abroad

This spring, SLS launched its Global Student Ambassador Program, partnering with six Summer 2017 Study Abroad programs at Georgia Tech: France LBAT, Germany LBAT, Spain LBAT, Leadership for Social Good (Eastern Europe),

Reflection: Fall 2016 Food-Energy-Water Systems (FEWS) Fellows Program

My research for the past few years has evolved into supply chain social and environmental responsibility. An overarching question that guides my work is: How can the buyer firms be sure their suppliers engage in socially and environmentally responsible practices? It’s a difficult question to answer. After all, the buyers cannot observe processes used to produce goods; they must engage with their suppliers to understand what’s going on. The buyers try different mechanisms (both reward and penalty), yet no one has completely solved the problem.

Successful Implementation of SLS Design Projects in the GWW ME Curriculum

In the past academic year, students in the George W. Woodruff School of Mechanical Engineering were able to collaborate with the Center for Serve-Learn- Sustain on a number of technically challenging projects that spanned a wide variety of engineering fields and engaged a number of community partners.

Measuring the Dream Symposium

As implied by the name, the symposium looked at measuring the progress towards MLK’s dream of equality for all people from the core of the Civil Rights Era to current day, 2017. Presenters discussed the theme from diverse perspectives including Education, Health, Criminal Justice and Civic Engagement. With the members of our tables, we were asked to cite policy, organization strategies and progress made in relation to racial equality for every frame presented.

Smart Cities, Big Data, and the Matrix

Read  a reflection by Djuan Coleon, Executive Director of PURE (Project Urban Renewable Energy) on the recent SLS/INSS Conference: Smart, Connected Cities, as he writes about Smart Cities, Big Data, and the Matrix.  Djuan serves as CEO and Board Chair of PURE where he oversees the day to day operations of the organization.

The Living Shoreline

Over spring break, I took the opportunity to try something different—I decided to spend my break volunteering. Like many Tech students do, I participated in an “Alternative Service Break” project with the Office of International Education (co-sponsored by Serve-Learn-Sustain); our destination was a small city in Florida called DeFuniak Springs, where we would take up residence for several days. Disembarking from the school on Sunday, March 19, our trip began like any other—no one really spoke to each other, or in certain cases came already with a friend.

Perspectives on the Inaugural AGLANTA Conference

Aglanta 2017, the first ever Urban Agriculture Conference held in Atlanta, was truly exceptional. As members of Engineers for a Sustainable World’s Hydroponics research team, we thought attending this conference would be a great way to network with the controlled environment agriculture (CEA) community, as well as with sustainability professionals in Atlanta.

The Lifecycle of Everyday Objects Project (ME8813-TEL/ID8900-SSD)

This Spring 2017, the Mechanical Engineering and Industrial Design course, Sustainable Systems Design, performed streamlined social and environmental assessments of everyday objects. They are streamlined, in that they provide back-of-the-envelope style assessments and did not include data directly from the producers. These are rough estimates and do not claim to be definitive. The three blog posts explore the potential social and environmental impacts of a water bottle, a stapler, and a stick of deodorant.

Making the Connection: Sustainability, Concept Mapping, and Problem Based Ecology

We teach students factual knowledge and expect them to assimilate critical thinking and synthesis, but this has always seemed odd to me; even presenting knowledge in a certain order, discussing assumptions, and pointing out flaws does not replicate the process of discovery and analysis that goes on when one is problem solving. I want my students to be, first and foremost,  good problem solvers. Most of them will not be ecologists, but all of them will need to solve problems.

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