Georgia Tech aims to produce graduates who are committed to making a positive difference in their communities, their organizations, and the world. To achieve this mission, the Institute is expanding sustainability education to ensure all students are equipped to advance sustainability and the United Nations Sustainable Development Goals (SDGs) in their chosen professions.
Education is at the heart of all we do. Georgia Tech is committed to offering students diverse opportunities to engage with the UN SDGs in the classroom and in the community. Thanks to growing initiatives such as Vertically Integrated Project (VIP) courses, sustainability-focused majors and minors, and community-centered internship experiences, a Georgia Tech education is increasingly synonymous with a sustainability education.
The Education for Sustainable Developing focus area is connected to the following focus area of the Georgia Tech Strategic Plan: Connect Globally.
To strengthen our role as a convener of worldwide collaboration and build a global learning network to expand our reach and amplify our impact, we will: Lead and contribute to global collaborative efforts that advance the U.N. Sustainable Development Goals through our education, research, and service.
Explore the Focus Areas of the Sustainability Next Plan
Education for Sustainable Development Objectives
Objective 2.1.a: Within two years, all six colleges will develop sustainability student learning outcomes (SSLOs) that every undergraduate student will meet and will implement an effective plan for supporting and assessing student learning.
Strategies
Strategy 2.1.1. Establish a standing Sustainability Education Innovation and Coordination Committee (in consultation with SVP of Education and Learning) to support implementation and assessment.
Strategy 2.1.2: Expand SLS's Education for Sustainable Development Program capacity to provide expertise to and collaborate with colleges/schools to develop SLOs and assessment strategies and to undertake course design/re-design.
Strategy 2.1.3. Develop and deploy a quality assessment approach to college/school SSLOs. (Committee, with support from SLS and CTL).
Strategy 2.1.4: Provide unit-level incentives (seed grant program) and faculty development opportunities for redeveloping required courses to achieve Objectives 2.1.a/b.
Metrics
Metric 2.1.1 Percentage of degree programs meeting Objectives 2.1.a/b. More specifically:
Metric 2.1.2 Number of colleges/schools that have developed, implemented, and begun to assess student progress toward college/school sustainability SSLOs.
Metric 2.1.3 Number of required courses that incorporate key sustainability concepts and skills
Metric 2.1.4 Number of required courses that provides an in-depth introduction to SDGs
Metric 2.1.5 Number of students taking these required courses.
Metric 2.1.6 Quality of college/school SSLOs (alignment with core elements in Education for Sustainable Development).
Objective 2.1.b: Within five years, every undergraduate degree program will include at least one required course that incorporates key sustainability concepts and skills and at least one required course that provides an in-depth introduction to the SDGs.
Strategies
Strategy 2.1.1. Establish a standing Sustainability Curriculum Innovation and Coordination Committee (working with SVP of Student Learning and Curriculum) for oversight and to support implementation and assessment.
Strategy 2.1.2: Expand SLS's Education for Sustainable Development Program capacity to provide expertise to and collaborate with colleges/schools to develop SLOs and assessment strategies and to undertake course design/re-design.
Strategy 2.1.3. Develop and deploy a quality assessment approach to college/school SSLOs. (Committee, with support from SLS and CTL).
Strategy 2.1.4: Provide unit-level incentives (seed grant program) and faculty development opportunities for redeveloping required courses to achieve Objectives 2.1.a/b.
Metrics
Metric 2.1.1 Percentage of degree programs meeting Objectives 2.1.a/b. More specifically:
Metric 2.1.2 Number of colleges/schools that have developed, implemented, and begun to assess student progress toward college/school sustainability SSLOs.
Metric 2.1.3 Number of required courses that incorporate key sustainability concepts and skills
Metric 2.1.4 Number of required courses that provides an in-depth introduction to SDGs
Metric 2.1.5 Number of students taking these required courses.
Metric 2.1.6 Quality of college/school SSLOs (alignment with core elements in Education for Sustainable Development).
Objective 2.2.a: Within five years all degree programs will include at least one required and at least three elective courses that incorporate transdisciplinary perspectives/concepts/skills related to sustainability and the SDGs.
Strategies
Strategy 2.2.1. Same as 2.1.1
Strategy 2.2.2. Equip CTL and SLS with sufficient staff resources to support each college/school’s process for expanding service-learning and transdisciplinary teaching, with a particular emphasis on developing inclusive pedagogy drawing on social sustainability & equity.
Strategy 2.2.3. Expand sustainability and equity teaching and assessment tools for instructors.
Strategy 2.2.4. Provide unit-level incentives (seed grant program) and faculty development opportunities for redeveloping required courses to achieve Objectives 2.2.a/b.
Strategy 2.2.5. Create systems that explicitly include transdisciplinary and inclusive teaching in faculty RPT processes.
Metrics
Metric 2.2.1. Percentage of degree programs that offer transdisciplinary content related to sustainability/SDGs and use inclusive pedagogy
Metric 2.2.2. Percentage of degree programs that offer courses with service-learning related to sustainability/SDGs and use inclusive pedagogy
Metric 2.2.3. Number of such courses and the number of students enrolled in them
Objective 2.2b: Within five years all degree programs will include at least one required and at least three elective courses that incorporate a significant service-learning component.
Strategies
Strategy 2.2.1. Same as 2.1.1
Strategy 2.2.2. Equip CTL and SLS with sufficient staff resources to support each college/school’s process for expanding service-learning and transdisciplinary teaching, with a particular emphasis on developing inclusive pedagogy drawing on social sustainability & equity.
Strategy 2.2.3. Expand sustainability and equity teaching and assessment tools for instructors.
Strategy 2.2.4. Provide unit-level incentives (seed grant program) and faculty development opportunities for redeveloping required courses to achieve Objectives 2.2.a/b.
Strategy 2.2.5. Create systems that explicitly include transdisciplinary and inclusive teaching in faculty RPT processes.
Metrics
Metric 2.2.1. Percentage of degree programs that offer transdisciplinary content related to sustainability/SDGs and use inclusive pedagogy
Metric 2.2.2. Percentage of degree programs that offer courses with service-learning related to sustainability/SDGs and use inclusive pedagogy
Metric 2.2.3. Number of such courses and the number of students enrolled in them
Objective 2.3: Launch an interdisciplinary graduate program related to climate and sustainability within three years.
Strategies
Strategy 2.3.1. Undertake a market survey of climate and sustainability master’s degrees (residential and online).
Strategy 2.3.2. Create a task force for climate and Sustainability Residential and Online Master's Instructional Design.
Metrics
Metric 2.3.1. Number of students enrolled in MS program
Metric 2.3.2 Revenue from the MS program
Objective 2.4: Enrollment in existing minors and certificates (Energy Systems Minor, Sustainable Cities Minor, Sustainable Business Certificate) will grow significantly.
Strategies
Strategy 2.4.1. Evaluate and make necessary investments in Sustainable Cities Minor.
Strategy 2.4.2. Evaluate and restructure Energy Systems Minor.
Metrics
Metric 2.4.1. Number of students enrolled in existing minors and certificates
Objective 2.5: New undergraduate minors/certificates will be selectively added and have robust enrollment within 5 years.
Strategies
Strategy 2.5.1. Restructure and resource IRIplus so it can lead the creation of climate & climate justice minor and support Strategies 2.4.1/2.
Metrics
Metric 2.5.1. Number of students enrolled in new minors and certificates
Objective 2.6: All Schools will offer project or problem-based Experiential Learning opportunities that advance SDGs. (e.g. capstone courses focused on sustainability/SDGs, additional VIPs, etc.)
Strategies
Strategy 2.6.1. Equip CTL, SLS and IRIplus with sufficient staff resources to help achieve Obj. 2.6.
Metrics
Metric 2.6.1. Number of degree programs that have project or problem-based experiences that advance SDG and students enrolled
Metric 2.6.2. Number of new VIPs and capstones related to sustainability and the SDGs. and students enrolled
Objective 2.7: All disciplines will have internship opportunities with industry, governmental, non-governmental, and community-based organizations that advance sustainability/SDGs.
Strategies
Strategy 2.7.1. Restructure and resource IRIplus so it can coordinate an internship and career advisement program in collaboration with C2D2, SEI, ACSB, and Colleges.
Metrics
Metric 2.7.1. Number of internships related to sustainability/SDGs and students participating
Objective 2.8: The breadth and depth international experiences with SDG and sustainability content will expand.
Strategies
Strategy 2.8.1. Equip OIE to execute on Obj. 2.8.
Metrics
Metric 2.8.1. Percentage of international experiences with sustainability or SDG content and students participating
Objective 2.9: Networks engaging staff, alumni, faculty, and students in learning about and advancing sustainability and the SDGs will grow in size and impact.
Strategies
Strategy 2.9.1. Design continuing education and staff development centered on SDGs.
Strategy 2.9.2 Develop immersive Sustainability Leadership Program where staff, faculty, and students can expand their understanding and mindset of sustainability systems and principles.
Strategy 2.9.3. Collaborate with alumni relations group to develop alumni engagement strategy.
Strategy 2.9.4. Institute Unit, College and Institutional awards for students, faculty, staff, and alumni advancing SDGs.
Metrics
Metric 2.9.1. Number of staff and alumni participating in continuing educations programs related to sustainability and SDGs.
Metric 2.9.2 Number of participants in the immersive Sustainability Leadership Program
Metric 2.9.3. Number of GT students, faculty and staff participating in regional and global networks advancing SDGs
Metric 2.9.4. Number of alumni connected with at least one major program (Capstone, VIPs, PURA) in areas relating to sustainability and the SDGs.
Relevant 2020 STARS Report Progress
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