My course will focus on Atlanta histories, texts, and communities. We will read fiction of and about Atlanta, and I hope to coordinate with SLS on an oral history project that either makes use of oral history archives already accessible at Georgia Tech or produces a new archive in collaboration with nearby communities. In either case, we will work with both SLS and the Living Building to preserve and present our work.
The U.S. Fish and Wildlife Service is collaborating with Georgia Tech's College of Sciences and Serve-Learn-Sustain Program to create a summer course that introduces students to ecological monitoring techniques through collecting wildlife data within the Proctor Creek watershed. Located less than a mile from Georgia Tech's campus, the historic Proctor Creek neighborhood has been the focus of a community-led effort to restore streams within the watershed.
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.
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.
The following rubric assesses SLO 1: Students will be able to identify relationships among ecological, social, and economic systems. The goal of this SLO is for students to develop a baseline schema to identify both existing and novel examples of relationships among key sustainability components (ecological, social, and economic systems).
The following rubric assesses SLO 2: Students will be able to demonstrate skills needed to work effectively in different types of communities. The goal of this SLO is for students to develop skills (e.g., communication, observation, interview, critical thinking, etc.) that are necessary to work with community collaborators in order to promote community action.
This tool facilitates meaningful discussions on equity through the lens of mobile journalism and documentary filmmaking. Part I consists of a series of short, documentary-style videos that attempt to illustrate how a building, or any physical space, can be inclusive and equitable for everyone. Part II teaches students how to use a cell phone to document and share their findings as mobile journalists. Part II includes additional resources, such as instructional videos, to help guide users through the process of becoming a video journalist. Both parts of this tool address the Equity Petal of the Living Building Challenge; however, you can modify most content to fit any of the other petals of the Living Building Challenge.