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 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.
Over the past decade public institutions have put considerable resources towards improving the quality and availability of civic data, such as budget and expenditure information, building permits, air quality readings, police incidents, and property ownership records. The agencies behind these efforts claim that data sets alone are sufficient to create transparency, increase civic engagement, foster innovation, and ultimately make our communities more sustainable. However, making civic data accessible does not necessarily make them valuable or actionable. To take effective and ethical action, we need contextual information about the processes involved in creating, managing, and interpreting civic data. In this modular, multi-day tool, you will create an accessible, practical guide to an existing civic data set. Working through the modules below can help you, and subsequently others, engage with civic data in productive ways.
Are heat waves simply natural disasters over which we have no control? With heat waves set to increase over the coming decades, how can we fight this invisible killer? In this case study, head back to 1995 Chicago, when one of the deadliest heat waves in US history struck the city, killing hundreds. Learn about the demographics that were particularly vulnerable to the heat wave, and how those vulnerabilities made this heat wave (and others like it) not just a natural disaster, but a social one. After reading this case study and an interview transcript with one of the experts on the 1995 Chicago heat wave, turn to the Discussion Questions to think about how social networks and the built environment can protect us during heat waves now and in the future.