|Title||MIT Course||Preview||Type of Activity||Instructional Approach||Content Area||SDG|
|Project of Change or Research Paper||Environmental Justice Law and Policy||
Beginning in week four, students should form groups of not more than four students to work collaboratively on either 1) a final research paper or 2) a proposal for a project that responds to a contemporary issue in environmental justice. The project of change or research paper may be designed in collaboration with a local public agency or community-based organization, or by the team without outside consultation.
|Group Presentation||Collaborative, Small Group Learning||Environmental Law, Policy||SDG 16 - Peace, Justice & Strong Institutions|
|Lab 4: Transport in Porous Media||Transport Processes in the Environment||
Objective: Use a tracer study to estimate the dispersion coefficient, pore velocity and porosity of a sediment column.
|Lab||Experiential Learning||Environmental Transport Processes||SDG 15 - Life on Land|
|Assignment 3||Building Technology Laboratory||
The third phase of our first lab consists of six parts:
|Modeling/Simulation||Experiential Learning||Architecture||SDG 11 - Sustainable Cities & Communities|
|Homework 7 & 8: Sketch 2||Data Storytelling Studio: Climate Change||
Start working on your idea for this sketch. Come to class with with:
Finish your sketch.
|Sketch Story||Other||Data Visualization||SDG 15 - Life on Land|
|Exercise 5: Science, Policy, and Public Opinion||Introduction to Geology||
Your assignment is to research the questions below, and be prepared to argue either side of each issue. The class will be divided into groups, one for each issue, and each issue group will be divided in half: one half will argue in the affirmative, the other in the negative. You will not know which argument you will be making until you arrive in class, so research both sides of the issues! At the beginning of class, you will be given time to prepare your statements. We will then stage a debate for each issue, in which groups respond to questions posed by a moderator
|Debate||Other||Geology||SDG 15 - Life on Land|
|Problem Set 1||D-Lab: Energy||
Problem set for the course D-Lab: Energy.
|Problem Set||Inquiry-Based Learning||Energy||SDG 7 - Affordable & Clean Energy|
|Essay 3||Writing about Nature and Environmental Issues||
Your third essay, like the second essay, should explore a question or problem that has emerged from your reading. You may not be able to arrive at an answer or a solution, but over the course of your essay, you should at least be able to refine the central question or identify a range of solutions for your problem. By the end of your third essay, your readers should be able to see what they have gained by exploring this question or problem with you. Stay close to the texts as you explore your chosen issue. Do not wander through the theoretical stratosphere.
|Paper||Other||Writing||SDG 15 - Life on Land|
|Discussion Questions 2||D-Lab II: Design||
Write short answers to the following questions and submit them.
|Problem Set||Other||Design||SDG 15 - Life on Land|
|Exam 1||Ecology II: Engineering for Sustainability||
Exam questions for the course Ecology II: Engineering for Sustainability
|Exam||Other||Civil Engineering, Environmental Engineering||SDG 15 - Life on Land|
|Dream Project Exercise||D-Lab: Water Climate Change and Health||
Take an index card, and prepare a short summary.
Step 1 (on side 1 of the index card): Describe your dream project (drawing from any combo of disciplines, any scale, however far-fetched or down-to-earth).
If you don’t have a dream project yet, describe a sector or geographical area in which you would like to be focused.
Step 2 (on side 2 of the index card): Get yourself recruited into a Dream Team! What are your special gifts?
|Brainstorm||Inquiry-Based Learning||Varies||SDG 17 - Partnerships for the Goals|