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.
This tool uses the ReGenesis case study from Spartanburg, South Carolina, to explore what it means to “create sustainable communities” through broad stakeholder engagement. Spartanburg was found to be experiencing higher levels of health issues due to chemical plants and other polluting factors in the area. ReGenesis, a community-based organization led by community member Harold Mitchell – now a member of the South Carolina legislature – worked with the EPA to use their Collaborative Problem Solving methodology to expose the inequity and turn the community around.
This tool was contributed by Kari Watkins and Delaney Rickles. The affiliated case study, "ReGenesis—A Practical Application of the CPS Model," was written by the EPA.
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 annotated case studies below are well-suited to courses across Georgia Tech that hope to engage their students in sustainability. Review the options available for your class, and don’t hesitate to recommend a new case study to SLS!
The annotated case studies included in this tool are well-suited to engineering courses across the College of Engineering. Review the options available for your class, and don’t hesitate to recommend a new case study to SLS!
The annotated case studies below are well-suited to business courses across the Scheller College of Business. Review the options available for your class, and don’t hesitate to recommend a new case study to SLS!
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 provides an overview of concept maps, and how to use them. Concept maps (CMaps) are diagrams that represent organized knowledge. They are a useful tool for assessing student knowledge over the course of a project, module, or course. You can also utilize concept maps as a pre- and post-assessment activity to test student knowledge regarding a specific topic or skill.
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.