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. But often these maps are based on abstract data alone and are disconnected from the lived experiences of their audiences. The Map Room project aims to empower people to understand, but also challenge and even redefine, the stories that maps and data tell about their lives and about the places they live. In this tool, students will visit a Map Room on campus to make their own maps and to reflect on the potentials and pitfalls of map-making in a contemporary civic 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. The tool explores three different situations as models for what to do, and what not to do. These include: 1) situations where entities use technology to exploit the population; 2) situations where projects fail by not accounting for the social context of a community, and 3) situations where projects succeed by accounting for the social context of a community.
This tool was contributed by Katie Martin, Bethany Jacobs, Kevin Lanza, Molly Slavin, and Jennifer Hirsch.
This tool adapts the Smart Cities Kit to Georgia Tech’s Living Building, the Kendeda Building for Innovative Sustainable Design. The activity prompts students to imagine stakeholder experiences in specific situations throughout the Kendeda Building. The goal is to translate the equity objectives of Serve-Learn-Sustain’s Equity Petal Work Group into the concrete experiences of their everyday lives at Georgia Tech.
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. This tool introduces context about the Tūhoe and the 2014 Tūhoe-Crown Settlement that is necessary for understanding the film as well as the historical and cultural significance of the Te Kura Whare (Living Building) project. An in-class “gallery walk” discussion will prepare students for a take-home writing assignment that asks them to reflect on how the film defines and represents equity.
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.
This exercise invites students 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 a 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, 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 opportunities for connecting to SLS, this semester and beyond.
The UN’s Sustainable Development Goals (SDGs) are a collection of 17 interlinked global goals designed to be a “blueprint to achieve a better and more sustainable future for all” (United Nations). Students completing this lesson will be able to:
Describe the goals and targets of SDGs Zero Hunger, Gender Equality, and Industry, Innovation and Infrastructure.
Compare global and local examples of initiatives that advance these SDGs.
Evaluate the efficacy of alternative approaches to advancing these SDGs.
The purpose of this tool is to introduce students to the work of the West Atlanta Watershed Alliance (WAWA) and the history of the Proctor Creek watershed, and to situate this work within the context of two United Nations Sustainable Development Goals: SDG 6, Clean Water and Sanitation, and SDG 10, Reduced Inequalities. Students will first explore the interactive WAWA StoryMap, which describes the history of environmental racism that led to the pollution of the Proctor Creek watershed and the work of WAWA and the local community in restoring the area. If more background is needed on the concepts of environmental justice and environmental racism, the use of this tool can be prefaced by using part or all of the SLS Environmental Justice 101 tool.