This course introduces students to the history, theory and practice of international development. Students will examine the different meanings and objectives of global development, paying particular attention to economic growth, poverty alleviation, inequality reduction, capability enhancement, the defense of human rights and sustainability.
In Class, Power, and Inequality, students will explore the causes and consequences of economic inequality in the United States and abroad. In particular, this course will help students understand why inequality between individuals and communities occurs, with major focuses on changes in the economy and social forces like politics, culture, and religion. Further, we pay particular attention to how gender and race/ethnicity shape economic inequality.
This is a graduate course on development economics. The course will cover a wide range of topics including how communities differ in terms of: economic growth, poverty, inequality, and human development. The course will help students understand what do we mean by sustainable development, what are the problems in achieving it and how can we overcome those problems.
The laboratory portions of the BIOL 1511 and 1521 courses are designed as research service-learning labs that integrate relevant community service with academic coursework to enhance learning, teach civic responsibility, and strengthen communities. In partnership with the Atlanta Botanical Gardens (BIOL 1511) and the Piedmont Park Conservancy (BIOL 1521), students conduct research that benefits learning in biology and the greater Atlanta community.
Organizational behavior (OB) is an interdisciplinary field that seeks to understand human behavior within organizations. It imports, integrates, and expands upon theory and research from areas such as psychology, sociology, economics, political science, anthropology, and communication. It places an emphasis on putting what we have learned from these fields into the context of the workplace.
Documentaries help shed light on significant topics, and challenge their audiences to act on relevant issues of the day. The objectives of this course are to introduce students to the art of documentary filmmaking, and to explore the ways in which documentary filmmaking can serve as a catalyst for articulating social justice issues that prompt audiences to take action.
My course encourages students to think about how they might study or design technologies with a focus on UN Sustainable Development Goals objectives, paying special attention to the needs of underserved, under-resourced, and under-represented communities across the world.
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. In this case study, learn about what it means for the Kendeda Building to receive certification as a “living building.” Serve-Learn-Sustain interprets sustainable communities as integrated systems, wherein environment, economy, and society all inform each other. As you read this case study, consider these terms as discrete factors, but also as connected.
SLS approaches sustainability as an integrated system, linking environment, economy, and society. As an initiative focused on “creating sustainable communities,” we especially emphasize the role that SOCIETY plays in sustainability – and particularly issues of social equity and community voice. You can learn about SLS’ approach to sustainable communities here. The purpose of this tool is to help students begin to understand the SOCIETY part of sustainability. It includes two exercises and resources for learning more.
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) the connections between income and wealth in producing economic mobility; and d) understanding how the income and wealth distributions across different countries shape opportunity for mobility in a comparative context. The purpose of this tool is to help students begin to understand:
The primary differences in income and wealth, and how they relate to economic mobility;
How your place in the economic system can affect opportunities for economic mobility;
How variation in the income and wealth distributions of different countries can affect opportunities for economic mobility.