This course introduces the challenges of sustainability as applied to the built environment and the built environment's interconnectivity with the natural environment. It addresses a range of specific sustainability-related issues such as sprawl and smart growth, climate change, motorized and non-motorized transportation, social equity and environmental justice, green architecture, food systems, and community engagement. Students will do substantial background reading, engage in class discussion, and apply their skills to a small-group, real-world project. CP 2233 also
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 course is part of the Vertically Integrated Projects program, a program where students get credit for working on ongoing projects over multiple semesters. This VIP course explores how embedded sensor and computing technology can be used to promote sustainability in a smart city framework. The goal is to allow citizens to assess and monitor environmental conditions so that they are empowered to make wise decisions, effect change, and foster healthier, nurturing communities.
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.
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 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.
Students work in teams on projects that come from external partners. These partner organizations generally work on pressing social problems and provide services to communities and individuals in need. Examples of problem domains from past offerings include homelessness, mental illness, autism, migrant farm worker health, childhood blindness, food security. The course requires substantial computer science background as prerequisite.
In this course we work through the entire User Centered Design Cycle: requirements gathering, designing alternatives, prototyping and evaluation. We work on a project that matters to our community partners. In the past this has included: Community Engagement and Art on the Beltline, Community Engagement and Safety on the Beltline, Supporting Veterans with Goal Setting and Achievement. This course provides an opportunity for reciprocal teaching and learning.