|Title||MIT Course||Preview||Type of Activity||Instructional Approach||Content Area||SDG|
|Final Presentation||Solving Complex Problems||
Second, the class will make a final, one-two hour, oral presentation of its solution in early December. This presentation will be open to the entire MIT community. In addition, a panel of experts will be invited to attend the presentation and to critique them in an open forum. Because it would be logistically difficult for everyone to speak during the presentation, the staff recommends that each team elect one member to join a presentation committee that will choreograph the final presentation. The committee member should not bear sole responsibility for the work involved in developing the presentation!
|Presentation||Collaborative, Small Group Learning||Energy||SDG 7 - Affordable & Clean Energy|
|Problem Set 1: Salination in Irrigated Agriculture||Ecology II: Engineering for Sustainability||
Modeling activity for the course Ecology II: Engineering for Sustainability.
|Modeling/Simulation||Experiential Learning||Civil Engineering, Environmental Engineering||SDG 15 - Life on Land|
|Discussion Question - What can a body do?||Ethics In Your Life: Being Thinking Doing (or Not?)||
In the Judith Butler / Sunaura Taylor clip from Examined Life, Butler considers the question "what can a body do?” She and Taylor suggest that the "can" here is not just about what bodies are physically capable of, but what constraints are imposed by society. They consider the possibility that gender and disability are similar, socially speaking, because there are substantial social constraints on how we can use our bodies to enact our gender and/or physical capacities. What do you think? Is there an analogy here? What other social constraints are there on our embodiment?
|Discussion||Collaborative, Small Group Learning||Social Studies||SDG 10 - Reduced Inequalities|
|Term Project||D-Lab: Water Climate Change and Health||
Household to global scale term projects on water, climate change and health solutions will be developed in teams or individually. You and your team decide on the format—a model, a video, a website, an app, a proposal, an artistic expression, a research paper, a competition entry. This can take any form.
|Project||Inquiry-Based Learning||Varies||SDG 17 - Partnerships for the Goals|
|Section 2: CO2 and Climate Change||Experimental Atmospheric Chemistry||
Lab on CO2 and Climate Change for Experimental Atmospheric Chemistry.
|Lab||Experiential Learning||Chemistry||SDG 15 - Life on Land|
|Journal||Introduction to Urban Design and Development||
Document your own thoughts, comments, and challenges on the readings and class material. The journal may be of any length or medium, but should discuss at least two readings/topics.
|Journal||Other||Urban Studies||SDG 11 - Sustainable Cities & Communities|
|Assignment 2 - EPA Open Docket on Pesticides||Methods of Policy Analysis||
The EPA has opened docket ID: EPA-HQ-OPP-2008-0844 to review neonicotinoids, pesticides that may have an adverse effect on pollinators, including bees. You have been asked by your client to review the EPA primary and supporting documents and provide a 2-page memo of comments to the EPA stating your position. You may choose your client. Decide who you will represent—an advocacy group, a state environmental protection agency, a farmer, etc.
|Memo, Presentation||Other||Policy||SDG 11 - Sustainable Cities & Communities|
|Historiographical Essay||Technology and the Global Economy, 1000-2000||
For the historiographical essay, you may select your own topic (and within that a framing question) from among those considered in the course. Students should also develop a useful bibliography on the topic. The expectation is that you will encompass a major literature while demonstrating the ability to think critically about the theories and methods engaged by other historians to answer the question you have posed. You should organize the paper around this question, giving careful consideration to why different historians sometimes answer important questions in such different ways.
|Book Review||Other||History||SDG 1 - No Poverty|
|Week 10: Reading Guide||Science Activism: Gender, Race, and Power||
This week we study the impact of women scientists who spoke out against gender discrimination they experienced at MIT. Led by biologist Nancy Hopkins, all but one of the tenured women faculty in the science departments in 1995 called for investigation and change. In response the Dean of Science formed a committee to investigate, which led to a public report in 1999 that made a big impact not just at MIT, but across higher education and beyond. In 2016, undergraduates Caroline Chen and Kamilla Tekiela co-authored a companion report on the status of undergraduate women at MIT. The issues they identified remain persistent, difficult problems of culture at MIT.
|Discussion, Reading||Other||Activism||SDG 5 - Gender Equality|
|Discussion Question - Ecology||Ethics In Your Life: Being Thinking Doing (or Not?)||
In the transcript of Slavoj Žižek’s conversation from Examined Life, he says, "the true ecologist must also accept that nature is the ultimate human myth, that we humans, when we perceive ourselves as beyond nature, exploiting nature and so on, we also, through this opposition, create a certain image of nature. And that idealized image of nature is the ultimate obstacle to ecology. So, again, this is why my formula is ecology without nature. The first duty is to drop this heavily ideologically mythological, invested notion of nature." What do you think? What are the two notions of "ecology" he is comparing? Do you agree?
|Discussion||Culturally Sustained Learning||Social Studies||SDG 15 - Life on Land|