The following rubric assesses SLO 1: Students will be able to identify relationships among ecological, social, and economic systems. The goal of this SLO is for students to develop a baseline schema to identify both existing and novel examples of relationships among key sustainability components (ecological, social, and economic systems).
The following rubric assesses SLO 2: Students will be able to demonstrate skills needed to work effectively in different types of communities. The goal of this SLO is for students to develop skills (e.g., communication, observation, interview, critical thinking, etc.) that are necessary to work with community collaborators in order to promote community action.
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. Part II teaches students how to use a cell phone to document and share their findings as mobile journalists. Part II includes additional resources, such as instructional videos, to help guide users through the process of becoming a video journalist. Both parts of this tool address the Equity Petal of the Living Building Challenge; however, you can modify most content to fit any of the other petals of the Living Building Challenge.