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 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.
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.
The Smart Cities Kit is a set of hands-on materials that supports collaborative scenario building activities. These activities can foster a greater understanding of smart-cities as socio-technical systems. Through these activities, students should develop an appreciation for how smart cities technologies fit or don’t fit into the fabric of everyday life in the city. The kit requires no background knowledge in design or participatory methods. It can be customized for specific technologies or scenarios, and it can be used across the curriculum. The Smart City tool is available for check-out from the Serve-Learn-Sustain office.
Each kit imagines a team of 5-10 students, but it is possible to make a single kit stretch over twenty students. Email us for more details, and to inquire about check-out.
The Parkway Community ABCD Exercise invites students to engage in an exercise 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 the Parkway 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.
SLS approaches sustainability as an integrated system, linking environment, economy, and society. As an initiative focused on “creating sustainable communities,” we especially emphasize the role that SOCIETY plays in sustainability – and particularly issues of social equity and community voice. You can learn about SLS’ approach to sustainable communities here. The purpose of this tool is to help students begin to understand the SOCIETY part of sustainability. It includes two exercises and resources for learning more.
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.
This tool enables students to learn more about individual contributions to overall carbon emissions. The assignment also allows students to formulate possible strategies for reducing personal carbon emissions and share their ideas with a greater audience through social media. In addition, consider showing this presentationon Energy and Climate Change Mitigation to help contextualize their work.
The Edwards Aquifer is an artesian aquifer that supplies nearly all of the water in San Antonio, Texas. In this case study, read about the persistent conflict over limited water resources from the Edwards Aquifer. Learn about the process by which this entrenched water conflict was sustainably resolved, for both human users and the ecosystem as a whole.