This is a video-guided in-person tour of the Kendeda building, focused on the Equity Petal of the Living Building Challenge. While on the tour, students are asked to reflect on a few aspects of equity and inclusion, which they later submit through a Canvas assignment. The video tour can be accessed here: https://www.youtube.com/watch?v=dVNYrABwnmA&feature=youtu.be
This tool was contributed by Jennifer Leavey
Interested in other Kendeda tours? Check out our Water, Energy, and Materials Tour tool HERE.
In July 2020, Serve-Learn-Sustain held a virtual panel discussion entitled “Centering Racial Equity in Equitable and Sustainable Development." Panel guests included Nicole Moore, Director of Education at the National Center for Civil and Human Rights; OdettaMacLeish-White, Managing Director of the TransFormation Alliance; and Carol Hunter, Executive Director of the Truly Living Well Center for Natural Urban Agriculture, with discussion facilitated by Rebecca Watts Hull, Service Learning and Partnerships Specialist with Serve-Learn-Sustain. During the event, the panelists discussed the organizations they are a part of and their work advancing racial equity within the communities they serve.
Green infrastructure refers to an interconnected, multifunctional network of greenspace and natural areas that shapes and is shaped by environmental, economic, social, and health outcomes in communities. It may refer to a wide array of natural features, engineered structures, or managed interconnected networks of green space and their associated ecosystem services, including parks, stormwater management features, greenways and trails, green streets, and watershed restoration projects, among other types of green spaces.
In-depth community engagement shapes green infrastructure projects and their impacts on communities. Use this tool to explore the role of community engagement and local knowledge in green infrastructure planning processes. Students will learn the importance of engaging communities in green infrastructure planning for incorporating local knowledge of community assets, needs, and priorities. The discussion questions will aid students in examining the potential opportunities and threats associated with green infrastructure; the importance of community engagement and knowledge sharing in shaping project outcomes; and how green infrastructure planning processes might be designed to prioritize local knowledge of community needs and priorities and to draw on community assets in order to support more sustainable and equitable outcomes.
In this case study, read about the 11th Street Bridge Park and its planning process, and learn about how community engagement in green infrastructure planning can help address equitable development concerns such as such as housing affordability, workforce development, small business development, and community culture. The 11th Street Bridge Park is a planned elevated green infrastructure amenity that is being developed on the piers of the old 11th Street Bridge in Washington, D.C.. The project is a unique example of green infrastructure in that its planning process has evolved to focus on how the park can support more equitable development in surrounding neighborhoods. Community engagement and leadership are important components shaping the park’s environmental, economic, and social outcomes. Serve-Learn-Sustain interprets sustainable communities as integrated systems, wherein nature, technology and society all inform each other.
Community health is the state of wellbeing of a group of individuals who share common attitudes, beliefs, interests, histories, and/or goals. Use this tool to explore what it means to optimize the health and quality of life of community members in a socially just and holistic way. Students will learn the many factors that contribute to the health of individuals and communities, as well as the people and resources that influence the health of a community. The discussion questions will aid students in breaking down the complexities of community health, as well as understanding their role in contributing to potential solutions. The optional workshop adds an experiential learning dimension to these discussions and activities.
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.
This tool uses the Atlanta BeltLine project to introduce students to key concepts in Equitable and Sustainable Development, particularly as it pertains to large infrastructure projects. Through a combination of take-home readings, lecture, and in-class group activity, students will explore the successes, and critiques of the BeltLine project. Equally important, they will learn to define what infrastructure means, what it does, and how we can impact its development in order to achieve equity and sustainability.
This tool was created by Bethany Jacobs and Dave Ederer.
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).