This presentation tool, based on a lesson created by Yelena Rivera-Vale and Kristina Chatfield for their GT 1000 course, introduces first year students to community organizations working on initiatives in the local Atlanta area. Interviewing members, actively participating in organizational activities, and then reporting on these experiences allows students a chance to not only further explore the ways that Georgia Tech actively partners with community organizations but also offers a chance to see some of the successes produced by these partnerships first-hand.
This activity adapted from D.M. Stringer and P.A. Cassidy’s 52 Activities for Improving Cross-Cultural Communication, introduces students to three primary patterns of communication pacing. These patterns can vary in different cultural groups, and learning how different people use different styles will shed light on how students perceive each other.
This poster design tool is developed from ideas used by Yelena Rivera-Vale and Kristina Chatfield in their GT 1000 courses. While many students already have skills with design software and photography, for instance, this tool can be a valuable way to have them practice design skills using Adobe software available in the library, the Multimedia Studio, or through the Virtual Lab. Students will be able to share their understanding of what sustainability means and how Georgia Tech is already practicing sustainability on campus through this creative exercise. Contact the SLS main office for assistance in displaying quality student work on campus.
This journaling tool, based on a lesson created by Yelena Rivera-Vale and Kristina Chatfield, introduces first year students to Georgia Tech’s efforts to create a sustainable campus community. Touring sites on campus, documenting the tour experience through journaling and photography, and considering the ways that sustainable design can impact the environment, equity, and economy will teach students about how effective sustainable design impacts both Georgia Tech and the wider Atlanta 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. Students are broken into groups and given a description of the Parkway Community. One group is given a list of assets while another group is given a list of needs. Students come up with recommendations for a nonprofit to engage with the community and then compare and contrast the recommendations. The exercise concludes with an explanation of ABCD principles.
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.