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1 – 7 of 7Abdelkebir Sahid, Yassine Maleh and Mustapha Belaissaoui
Raghu Pucha, Kata Dosa, Sunni Newton, Meltem Alemdar, Ruthie Yow and Jennifer Hirsch
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…
Abstract
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.
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If law's foundational promise lies in the belief that it promotes the social good, then we need to reassess the limits of that promise. Exploring the often problematic translation…
Abstract
If law's foundational promise lies in the belief that it promotes the social good, then we need to reassess the limits of that promise. Exploring the often problematic translation of legal goods into social ones, the central claim is that the legal discipline has been limited by a “legal imperative” that manifests itself in an excessive focus upon law as a social tool and attitude of complacency in the face of law's limits. Seeking to displace this approach, the author argues for an attitudinal shift that expresses honesty about limits, greater social inquisitiveness and care about law's promise.