< 1 Hour

Technology and Social Context

This tool helps students understand how social context can influence the success or failure of projects; as a result, students will learn to design their own projects, both local and abroad, with attention to the context and the communities in which they’re working. The tool explores three different situations as models for what to do, and what not to do. These include: 1) situations where entities use technology to exploit the population; 2) situations where projects fail by not accounting for the social context of a community, and 3) situations where projects succeed by accounting for the social context of a community.

This tool was contributed by Katie Martin, Bethany Jacobs, Kevin Lanza, Molly Slavin, and Jennifer Hirsch.

"Ever the Land" Living Building Documentary: A Guided Reflection

Ever the Land is an internationally acclaimed documentary film about Te Kura Whare, the fully certified Living Building built by the Tūhoe, a Māori tribe of northern New Zealand. The Tūhoe built Te Kura Whare as a public community center and tribal heritage archive. This tool introduces context about the Tūhoe and the 2014 Tūhoe-Crown Settlement that is necessary for understanding the film as well as the historical and cultural significance of the Te Kura Whare (Living Building) project. An in-class “gallery walk” discussion will prepare students for a take-home writing assignment that asks them to reflect on how the film defines and represents equity.

SLS Case Study: The Kendeda Building for Innovative Sustainable Design

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. 

Introduction to SLS & Sustainable Communities

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.

Environmental Justice and the UN SDGs: A WAWA Case Study

The purpose of this tool is to introduce students to the work of the West Atlanta Watershed Alliance (WAWA) and the history of the Proctor Creek watershed, and to situate this work within the context of two United Nations Sustainable Development Goals: SDG 6, Clean Water and Sanitation, and SDG 10, Reduced Inequalities. Students will first explore the interactive WAWA StoryMap, which describes the history of environmental racism that led to the pollution of the Proctor Creek watershed and the work of WAWA and the local community in restoring the area. If more background is needed on the concepts of environmental justice and environmental racism, the use of this tool can be prefaced by using part or all of the SLS Environmental Justice 101 tool.

Sustainable Cities and Communities: SDG 11

This tool will take a closer look at the 11th UN Sustainable Development Goal, Sustainable Cities and Communities, which aims to “make cities and human settlements inclusive, safe, resilient and sustainable.” Students will then use the elements that comprise progress towards the goal as a way to frame their reading of 3 large infrastructure projects, including the Los Angeles River Revitalization, the Cultural Trail, and the 5280 Trail, followed by two options for activities evaluating one or more of these projects according to the 10 Sustainable Cities and Communities Targets.

This tool was contributed by Bonnie Lapwood.

Kendeda Building Water, Energy, and Materials Tour

This is a video-guided in-person tour of the Kendeda building, focused on the Water, Energy, and Materials Petals of the Living Building Challenge.  While on the tour, students are asked to reflect on a few aspects of equity and inclusion, which they later submit through a Canvas assignment.  The video tour can be accessed here:  https://www.youtube.com/watch?v=BD8413uu74Q&feature=youtu.be

This tool was contributed by Jennifer Leavey

Interested in additional Kendeda tours?  Check out our Equity Petal Tour tool HERE.

Kendeda Building Equity Petal Tour

This is a video-guided in-person tour of the Kendeda building, focused on the Equity Petal of the Living Building Challenge.  While on the tour, students are asked to reflect on a few aspects of equity and inclusion, which they later submit through a Canvas assignment.  The video tour can be accessed here:  https://www.youtube.com/watch?v=dVNYrABwnmA&feature=youtu.be

This tool was contributed by Jennifer Leavey

Interested in other Kendeda tours?  Check out our Water, Energy, and Materials Tour tool HERE.

Community Engagement in Green Infrastructure Planning

In-depth community engagement shapes green infrastructure projects and their impacts on communities. Use this tool to explore the role of community engagement and local knowledge in green infrastructure planning processes. Students will learn the importance of engaging communities in green infrastructure planning for incorporating local knowledge of community assets, needs, and priorities. The discussion questions will aid students in examining the potential opportunities and threats associated with green infrastructure; the importance of community engagement and knowledge sharing in shaping project outcomes; and how green infrastructure planning processes might be designed to prioritize local knowledge of community needs and priorities and to draw on community assets in order to support more sustainable and equitable outcomes.

This tool was contributed by Jessica Fisch. 

Student Learning Outcome 2 Rubric

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.

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