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In January 2016, Georgia Tech launched a campus-wide academic initiative (“Center for Serve-Learn-Sustain”) aimed at preparing undergraduate students in all majors to use their disciplinary knowledge and skills to contribute to the major societal challenge of creating sustainable communities. The initiative calls for faculty members from all six Georgia Tech colleges to develop courses and co-curricular opportunities that will help students learn about sustainability and community engagement and hone their skills by engaging in real-world projects with nonprofit, community, government, and business partners. Affiliated courses address various aspects of the Center’s sustainable communities framework, which presents sustainability as an integrated system connecting environment, economy, and society. This chapter reports on one engineering instructor’s ongoing efforts that bring sustainability into the engineering classroom through sociotechnical project-based learning. This cornerstone design course is one of more than 100 Center-affiliated courses currently offered; the full set of Center-affiliated courses enrolls over 5,000 students per year across all six colleges. The sustainability activities introduced in the freshman design course pertain particularly to the Center’s vision that all graduates of the institute, a majority of whom will graduate with engineering degrees, are able to contribute to the creation of sustainable communities and to understand the impact of their professional practice on the communities in which they work. A situated knowledge and learning pedagogical theory is used in the Center-affiliated course, where concept, activity, and context are involved in student learning to produce useable robust knowledge. The sociotechnical project-based teaching model with contextualized design problems is used to engage students throughout the course by utilizing computer-aided-design problems that incorporate sustainability within both individual and team projects. In this chapter, the authors present the pedagogical approaches to learning, strategies, and challenges for implementation and assessment of intervention activities, and data analyses of both student reflection data and pre- and post-survey data.

New computer-assisted techniques for visualizing data are evolving in a number of areas in transportation. For example, in engineering, 3D visualization and microsimulation techniques are being applied for the identification and evaluation of geometric and operational solutions for improving visually impaired pedestrian access to roundabouts and channelized turn lanes. For planning, visualization is being used for corridor analysis. Data visualization is being used as a tool for improving decision-making within transit agencies, as well as a tool for understanding truck trip generation on highways. Many of these new techniques take advantage of archived intelligent transportation systems (ITS) data. Examples of other innovative data sources include global positioning systems (GPS), geographic information systems (GIS), computer-aided design (CAD), and a variety of visualization tools available for use with travel survey data. As these various techniques and software applications move forward, consideration needs to be given to how the “lessons learned” from these applications can facilitate the use of data visualization techniques for travel survey data analysis and decision-making.

We examine the evolution of vertical specialization in three industries: chemicals, computers, and semiconductors. Vertical specialization is the restructuring of industry-wide value chains, such that different stages are controlled by different firms, rather than being vertically integrated within the boundaries of individual firms. In some cases, vertical specialization may span international boundaries and is associated with complex international production networks. After decades of vertical specialization, firms in the chemical industry are re-integrating stages of the value chain. By contrast, the semiconductor and computer industries have experienced significant vertical specialization during the past ten years. We examine how and why these contrasting trends in vertical specialization have co-evolved with industry maturation and decline, and underscore the importance and role of both industry factors and business strategies necessary for industries to become more specialized. We also consider the effects of vertical specialization on the sources of innovation and the geographic redistribution of production and other activities. We conclude that the evolution of vertical specialization in these three industries has both reflected and influenced the strategies of leading firms, while also displays industry-specific characteristics that are rooted in different technological and market characteristics.

Dynamic relationships between technologies and organizations are investigated through research on digital visualization technologies and their use in the construction sector. Theoretical work highlights mutual adaptation between technologies and organizations but does not explain instances of sustained, sudden, or increasing maladaptation. By focusing on the technological field, I draw attention to hierarchical structuring around inter-dependent levels of technology; technological priorities of diverse groups; power asymmetries and disjunctures between contexts of development and use. For complex technologies, such as digital technologies, I argue these field-level features explain why organizations peripheral to the field may experience difficulty using emerging technology.

A hybrid of architectural design and engineering, architectural engineers (AEs)design and remediate problems with internal and external structures and systems of building and facilities in the US. Trained and credentialed in academic programs awarding approximately 1,000 degrees annually, AE is a mid-sized specialty engineering degree comparable to computer software, nuclear, or materials engineering. The case outlines the origins and history of the occupation and illustrates three aspects of the academization process: integration of the university’s charter for knowledge production within an occupation; possibilities for conflict and power within universities that can shape occupational outcomes; and the role of the university and collaborations with practitioners in creating change in theoretical conceptions, on-the-job skills, and problem-solving strategies. AE demonstrates academization in a field with specific physical outcomes and functional requirements that are technically bounded. As counterfactuals, possible alternative occupational paths for the work roles of AEs are considered, along with reasons why they did not happen. What did occur demonstrates the impact of the academization process, with both credentialing and new research. AE is an informative example of constructed functionalism, formed and continually shaped by the university.

This research addresses the grave issue of plastic waste in the Pacific. By using Samoa as a case study, it was considered that distributed recycling combined with 3D printing offers an opportunity to (1) repurpose and add new value to this difficult waste stream and (2) engage diverse local communities in Samoa by combining notions of participatory design with traditional Samoan social concepts. Fieldwork in Samoa established the scope of the issue through interviews with stakeholders in government, waste management businesses, the arts and crafts community and education. Based on the information obtained from the fieldwork, potential product areas and designs were explored through material and 3D printing experiments using low-cost, open-source equipment. The experiments informed the design of speculative scenarios for workable, economically viable, socially empowering and sustainable systems for repurposing and upcycling plastic waste, which then enabled production of practically useful and culturally meaningful 3D printed objects, artefacts and products. Building upon the outcome and with a view towards implementation, Creative Pathways, an educational initiative aimed at propagating 3D printing and contextual design, was established and is being delivered in local schools.