The search for life beyond the Earth is reaching new heights. So what are we looking for, and how will we know when we find it? This course will explore the history of the solar system and the Earth as the one example of a habitable planet—one that can support living organisms—that we know now. We will consider how the planets formed, the important planetary processes that brought about the Earth as it was when life arose and the planet we live on today.
This English language course will explore and create solutions toward a Sustainable Future for cities here and around the world. Our local focus will be Atlanta, where we hear speakers, read about, and visit examples of sustainable solutions in food and energy. Then, we will work in teams to teach and demonstrate an example of sustainability to the ones most likely to carry it out: kids. We will incorporate their perspectives in our activities. Throughout, students will reflect in writing and speaking and receive support to improve academic and professional English fluency.
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.
When does technology improve communities? When doesn’t it, and why? How can you improve your chance of having a positive long-term impact on communities? How is designing technology for communities different from designing technology for consumers? This course will explore the role of technology in the development of sustainable communities, locally and internationally.
How do you know what a user wants to see on a wearable display, whether an app feature is being used, whether a clickable button is better than a swipe, or whether a person who is blind can use your physical product? Research methods for HCI allow you to investigate such questions and develop evidence to inform design decisions. In this course, you will learn about common methods employed in user-centered and evidence-based design. You will also learn how to choose methods, plan studies, and perform research that is inclusive of users with a range of abilities.
Organizational behavior is a field of study that seeks to understand, explain, and improve human behavior in organizations. The goal of this course is to enhance students’ managerial and organizational skills by developing an understanding of evidence-based organizational behavior (OB). The course surveys various topics in OB and uses a variety of instructional techniques, balancing conceptual knowledge with practical application. Topics include: individual personality, job attitudes, motivation, leadership, performance, and team dynamics.
This is a course about why people keep things, how people keep things, and the things that, try as they might, people cannot keep at all. From archives of documents to archives of junk, we will explore the concept of “the archive” and how it is transformed in the digital age. We will examine theoretical formulations of– and challenges to– the archive through the lens of literary and artistic representations of archives, as well as examples of archives, both print and digital, from Georgia Tech Archives and the greater Atlanta area.
This course deals with the various methods that designers utilize in fundamentally understanding users and their interaction with products, experiences, or services as a constituent within a community. Methods such as stakeholder identification and analysis, needfinding, social ethnography, videography, as well as introductions in the behavioral and social sciences (i.e., psychology, sociology, anthropology, etc) will all be introduced, but magnified through a design lens. One of the main deliverables for our course are examples of ethnographic film.
This course is designed to investigate social conditions such as poverty, social isolation, and segregation, as well as ascribed characteristics of gender and race that are predictive of a battery of contemporary chronic diseases and causes of premature death. The course will be designed and instructed around student community engagement with local non-profit organizations that serve social needs directly and indirectly related to health.
This course challenges you to engage in near-peer mentoring while examining how race, poverty, and other socioeconomic dynamics have shaped the educational opportunitites available in historically segregated and economically distressed urban communities. We will work with students at BEST Academy, an all-boys public high school in Atlanta's Westside. Each Georgia Tech student will be paired with one BEST student. The pairs will meet at least once a week and spend the semester working towards goals that help the BEST student prepare for college.