This tool, intended to be used towards the beginning of the semester, helps instructors frame their course to students in relation to SLS and our mission of educating students to help “create sustainable communities.” It also prompts students to begin exploring additional opportunitie
Browse our tools by Category, Type, Big Ideas, and/or Time Commitment, for example, or simply feel free to explore the options below. We also invite you to contribute by adding your own tools that you’ve successfully tried in your classrooms.
Introduction to SLS & Sustainable Communities
"Ever the Land" Living Building Documentary: A Guided Reflection
Ever the Land is an internationally acclaimed documentary film about Te Kura Whare, the fully certified Living Building built by the Tūhoe, a Māori tribe of northern New Zealand. The Tūhoe built Te Kura Whare as a public community center and tribal heritage archive.
Kendeda Building Participatory Design Game
This tool adapts the Smart Cities Kit to Georgia Tech’s Living Building, the Kendeda Building for Innovative Sustainable Design.
Technology and Social Context
This tool helps students understand how social context can influence the success or failure of projects; as a result, students will learn to design their own projects, both local and abroad, with attention to the context and the communities in which they’re working.
Atlanta Map Room: Rethinking the Way Data Represents the Places We Live
The goal of the Map Room project is to develop local spaces for grassroots map-making, where people can creatively and collaboratively explore data. Conventional digital maps help people see rapid, large-scale social and environmental changes as they unfold.
Smart Cities Kit
The Smart Cities Kit is a set of hands-on materials that supports collaborative scenario building activities. These activities can foster a greater understanding of smart-cities as socio-technical systems.
Exploring Asset-Based Community Development: The Parkway Community
The Parkway Community ABCD Exercise invites students to engage in an exercise to explore what it means to take an asset-based approach to community development (“an ABCD” approach), versus a “needs” or “deficit” approach.
SLS Case Study: The Kendeda Building for Innovative Sustainable Design
The Kendeda Building for Innovative Sustainable Design at Georgia Tech promises to be a flexible, multi-use academic space as well as the most environmentally advanced educational and research building in the Southeast.
Society, Equity, and Sustainability
SLS approaches sustainability as an integrated system, linking environment, economy, and society.
Urban Heat Islands and the Georgia Tech Climate Network
Extreme heat leads to more deaths in the US than all other natural disasters combined, and as global temperatures rise, so will the dangers.
Environmental Justice 101
Environmental Justice (EJ) is concerned with making sure that (a) no community takes on an unfair share of environmental burdens and (b) environmental benefits are shared in an equitable way regardless of race, class, gender, or orientation.
SLS Case Study: Proctor Creek
Proctor Creek runs through northwest Atlanta, extending from I-20 in southwest Atlanta to the Chattahoochee River. An important piece of Atlanta’s natural environment, it also has a long history of neglect and pollution, which has negatively affected its surrounding communities.
Mobile Journalism: Documenting Equitable and Inclusive Communities
This tool facilitates meaningful discussions on equity through the lens of mobile journalism and documentary filmmaking. Part I consists of a series of short, documentary-style videos that attempt to illustrate how a building, or any physical space, can be inclusive and equitable for everyone.
Civic Data Guides: Thinking Critically about Digital Public Records
Over the past decade public institutions have put considerable resources towards improving the quality and availability of civic data, such as budget and expenditure information, building permits, air quality readings, police incidents, and property ownership records.
Stratification Monopoly: A Comparative Perspective
Some of the major challenges in teaching about economic inequality and mobility are a) understanding the differences between income and wealth, as well as other types of economic resources; b) encouraging students to be empathetic to those who have a different economic standing than their own; c)
ReGenesis Case Study: Creating a Sustainable Community through Collaborative Problem-Solving
This tool uses the ReGenesis case study from Spartanburg, South Carolina, to explore what it means to “create sustainable communities” through broad stakeholder engagement.
SLCE Nuts & Bolts
“What strategies and resources are available to me to integrate community engagement into my teaching?”
This section of the toolkit is your answer. It offers you guidance about service learning and community engagement (SLCE) organized into the six categories below. In addition, a repository of Community Engagement Action Guides can be found at the bottom of this page. It is a living resource, and we will be updating it frequently. Please contact Ruthie Yow, SLS Service Learning and Partnerships Specialist (firstname.lastname@example.org) with your ideas for improving it!
Readings, Videos, and Resources about the U.N. Sustainable Development Goals
The Center for Serve-Learn-Sustain aims to help students create sustainable communities, where humans and nature flourish in the present and future. One of our Signature Programs is RCE Greater Atlanta. RCE Greater Atlanta is
SLS Fellows Program
SLS Resource List: COVID-19 Pandemic and Racial Justice
Our world is in the midst of incredible change - change that Georgia Tech faculty, staff, students, and partners want to teach about, learn about, and engage in, both inside and outside the classroom. SLS has started this list to compile and share the best resources coming our way.
Student Learning Outcome 2 Rubric
The following rubric assesses SLO 2: Students will be able to demonstrate skills needed to work effectively in different types of communities.
Student Learning Outcome 3 Rubric
The following rubric assesses SLO 3: Students will be able to evaluate how decisions impact the sustainability of communities. Students who rank highly on this rubric are able to evaluate how a variety of decisions that occur within and outside of communities affect community sustainability.
Student Learning Outcome 4 Rubric
The goal of this rubric is to assess the ways that students understand, apply, and communicate how their discipline can inform others to enhance community sustainability.
Co-Curricular Reflection Tool
This tool provides instructors with a focused reflective activity that asks students to make connections between their course and a co-curricular activity.
Student Learning Outcome 1 Rubric
The following rubric assesses SLO 1: Students will be able to identify relationships among ecological, social, and economic systems.