The Georgia Tech Sustainability Timeline offers a detailed portrait of the university's commitment to sustainability, from humble beginnings to its introduction of major initiatives like Serve-Learn-Sustain. This tool pairs the Timeline with a Guided Discussion strategy known as ORID (Observe, Reflect, Interpret, Decide). Using ORID, you will generate productive conversations about the University's past, present, and future as a leader of sustainability.
You can use the ORID framework to guide almost any conversation, in the classroom or the workplace. Read more about it here.
This tool was contributed by Bethany Jacobs and Delaney Rickles.
This tool provides instructors with a focused reflective activity that asks students to make connections between their course and a co-curricular activity. Reflection related to co-curricular activities gives students time and space to critically examine the activity and understand its relevance to their learning in class. Some of the reflection questions require adaptation to suit course objectives.
The Flint Water Crisis is one of the most significant instances of environmental injustice in the 21st century. In this case study, read about the impact of the crisis on the natural world, as well as the residents of Flint, Michigan, and learn about how we can use technology to create a safe, sustainable water system. Serve-Learn-Sustain interprets sustainable communities as integrated systems, wherein nature, technology and society all inform each other. As you read this case study, consider these terms as discrete factors, but also as connected.
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!