Valuing Community Impact

GT 2000

Transfer students will start their Georgia Tech experience on the right foot with this GT 2000 seminar which covers topics critical to a transfer student’s success. And, through activities and field trips you will also learn the fundamentals of how to shape and be part of a sustainable community. 

Honors Biological Principles

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.

Chemical Principles II

This Honors Program section of Chemical Principles II differs from traditional large lectures in two key areas: First, core chemical concepts are introduced by considering "big questions" in chemistry, typically pertaining to the challenge of powering the planet with clean energy. For instance, how do catalytic converters mitigating transportation emissions, and what are the impacts on pricing and availability of precious metals?

Environmental Engineering Senior Design

Capstone Design-Environmental Section is an interdisciplinary environmental design experience. The course is offered in parallel with the civil engineering section of the course; CEE students may form teams with mixed CE and EnvE composition; and teams from each program may perform projects in either section. Students form teams of 3 – 5 people, and these teams function as “companies” that provide engineering services under guidance of a sponsor on design project that the team selects.

Global Development Minor Capstone Course

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.

Society, Equity, and Sustainability

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.

Community Engagement Preparation and Reflection Tool

This tool provides instructors with two assignments that 1) prepare students to engage with community partners, and 2) allow students to reflect upon their community engagement experience. The two assignments that comprise this tool are tailored to courses in the SLS Community Health Linked Courses track; however, they are available as editable worksheets. This will allow you to adjust the assignment according to the themes of your course. After students have completed the Reflection assignment, use this tool’s Discussion Guide to lead a conversation about what students have learned from their community engagement experience, and how that learning relates to the course goals.

Faculty Videos

SLS is privileged to collaborate with dedicated faculty across Georgia Tech. Working within various disciplines, these faculty are committed to teaching their students about sustainable communities. Below, you’ll find interviews with these faculty in which they discuss their approach to teaching sustainable communities. We encourage you to watch them all! You can use these in your classroom as a take-home or in-class assignment, perfect for sparking classroom discussion or individual reflection. 

 

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. Reflection related to co-curricular activities gives students time and space to critically examine the activity and understand its relevance to their learning in class. Some of the reflection questions require adaptation to suit course objectives.

Learning More About Community Organizations

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.

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