While recycling is a time-honored tradition of the environmentally-conscious, an equally powerful way to build sustainable communities is by learning to reuse and repair damaged materials. Maker culture, a version of DIY culture that delights in creation and repair, offers a model for sustainability. In this case study, follow the adventures of GT student Buzz as he sets out to repair his bike using two Georgia Tech Maker Spaces: The Starter Bikes bike repair cooperative, and the Invention Studio. By learning how to restore his bike, Buzz empowers himself to live a sustainable life in another important way: as a bike commuter. Read on to consider the intersections of maker culture and sustainable transportation.
This tool was contributed by Arkadeep Kumar, Bob Myers, and Bethany Jacobs.
The Georgia Tech Sustainability Timeline offers a detailed portrait of the university's commitment to sustainability, from humble beginnings to its introduction of major initiatives like Serve-Learn-Sustain. This tool pairs the Timeline with a Guided Discussion strategy known as ORID (Observe, Reflect, Interpret, Decide). Using ORID, you will generate productive conversations about the University's past, present, and future as a leader of sustainability.
You can use the ORID framework to guide almost any conversation, in the classroom or the workplace. Read more about it here.
This tool was contributed by Bethany Jacobs and Delaney Rickles.
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.
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.
The Atlanta BeltLine is one of the most important urban renewal projects of the 21st century. In this case study, read about the ambitions, successes, and struggles of this project, now in its 12th year. Serve-Learn-Sustain interprets sustainable communities as integrated systems, wherein environmental, economic, and social factors all inform each other. As you read this case study, consider these terms as discrete factors, but also as connected. This tool was contributed by Dr. Bethany Jacobs.
The University Barbershop stands at the corner of Dr. Martin Luther King Jr. Drive and James P Brawley Drive in Atlanta, GA. Established in 1956, it is one of the oldest barbershops in America. Today, it remains an important center where local boys find mentorship, and patrons find community. In this case study, barber LaTeef Majaliwa contemplates the unique position of University Barbershop, and wonders how he can strength community impact while also meeting the economic needs of the barbershop and its employees.
Lateef Majaliwa (University Barbershop) and Bob Myers (Georgia Tech Scheller College of Business) created this case to stimulate discussion around sustainable communities and business. It was supported by the Center for Serve-Learn-Sustain and the Ray C. Anderson Center for Sustainable Business at the Georgia Institute of Technology. (July 2017)
This is a collection of assignments about public transportation in Atlanta. The assignments are designed to 1) develop mapping and data analysis skills, 2) form an understanding of how MARTA is used today and how the system evolved to be in its current state, and 3) foster thinking about sustainable transportation. The problems are based on the IoT (Internet of Things) datasets of MARTA, which includes passenger counts of vehicles and Breeze card swipes at terminals. Reflection questions about the history of transportation are based on the 2017 report Opportunity Deferred: Race, Transportation, and the Future of Metropolitan Atlanta.
It's one thing to be able to articulate what sustainability means, and it's another thing to be able to communicate your ideas through visual design, but this poster design tool does both. Through this tool, students use poster campaigns to raise awareness about Georgia Tech's sustainability practices. While many students already have some skills with design software and photography, here they'll practice design skills using Adobe software available in the library, the Multimedia Studio, or through the Virtual Lab.
This journaling tool, based on a lesson created by Yelena Rivera-Vale and Kristina Chatfield, introduces first year students to Georgia Tech’s efforts to create a sustainable campus community. Touring sites on campus, documenting the tour experience through journaling and photography, and considering the ways that sustainable design can impact the environment, equity, and economy will teach students about how effective sustainable design impacts both Georgia Tech and the wider Atlanta community.
This tool is developed from ideas used by Yelena Rivera-Vale and Kristina Chatfield in their GT 1000 courses. Students are invited to tour the Georgia Tech Invention Studio and to then consider how the projects they would like to create in the Studio take responsible and sustainable design practices into account.