Lessons & Activities Search
Title |
MIT Course | Preview | Type of Activity | Instructional Approach | Content Area | SDG |
|---|---|---|---|---|---|---|
| Case Question 5 | Applied Macro- and International Economics II |
Case Write-up Questions Case: "A Framework to Think About Pollution," Darden UV5687. Comment the following Statement: Carbon Tax Markets have the chance to solve the property rights problem that exists in CO2 emissions. |
Paper | Collaborative, Small Group Learning | Economics | SDG 8 - Decent Work & Economic Growth |
| Case Question 6 | Applied Macro- and International Economics II |
Case Write-up Questions In one page! What is the solution to the problem of income inequality in a developed nation? |
Paper | Culturally Sustained Learning | Economics | SDG 8 - Decent Work & Economic Growth |
| CI Reports | Exploring Sea, Space, & Earth: Fundamentals of Engineering Design |
Both of these reports should be well-structured, with introductions, body and conclusions.
|
Paper | Inquiry-Based Learning | Engineering | SDG 9 - Industry, Innovation & Infrastructure |
| Citizen Science & Climate Action | Climate Action Hands-On: Harnessing Science with Communities to Cut Carbon |
Objective: Provide an overview of citizen science and other collaborative approaches to science-based climate action. |
Lecture | Other | Communities | SDG 15 - Life on Land |
| Contracts and Procurement | D-Lab: Supply Chains |
Problem set on forecasting from the course D-Lab: Supply Chains. |
Problem Set | Other | Supply Chain | SDG 8 - Decent Work & Economic Growth |
| Convection and moist processes | Atmosphere, Ocean and Climate Dynamics |
Problem set for the course Atmosphere, Ocean and Climate Dynamics. |
Problem Set | Other | Fluid Dynamics | SDG 15 - Life on Land |
| Convection and moist processes (cont.) | Atmosphere, Ocean and Climate Dynamics |
Problem set for the course Atmosphere, Ocean and Climate Dynamics. |
Problem Set | Other | Fluid Dynamics | SDG 15 - Life on Land |
| Counting and Observing at Key Intersections (Assignment 1) | Urban Transportation and Planning |
The first assignment is a group assignment, to go out and observe key street cross sections and intersections nearby in Cambridge. This assignment gives you a chance to observe and think about how people, different travel modes, infrastructure, and neighboring land uses interact in a real, live place. You will not only look and see what is going on, but also start to become familiar with how "little numbers" translate to real-world conditions: what does 800 cars/hour look like vs. 800 people riding the T, and what impact do these differences have on the nature of the urban scene? You should become familiar with basic ideas like level of service, saturation flow rate, capacity, speeds, flow, and mode share (see Meyer and Miller, Chapter 3). We want you to think about how you measure and what you measure, and what impact this has on the transportation planning process and built outcomes. |
Field Trip | Experiential Learning | Urban Studies | SDG 11 - Sustainable Cities & Communities |
| Course Project | Environmental Technologies in Buildings |
As announced in the course syllabus, the final course deliverable is the presentation of an environmental design concept for the 3500m2 innovation/startup space that you have been working on since assignment 5. The final presentation should last for 12 minutes plus 3 minutes for Q&A and draw from the material that you have generated during previous assignments. You may want to add some additional work to create a coherent project narrative. |
Group Presentation | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
| Course Project | The Sustainability Response to COVID-19 |
The course is designed around collaborations focused on specific student deliverables. My intention is to create student “teams” among class members who will collaborate on specific short-term activities that will build on ongoing research and inform the ultimate class output, a response to the Draft Interim CECP, including (1) a meta-analysis of recent surveys of current, former, and potential transit riders, geared toward understanding attitudes toward personal mobility and transit specifically, and how they may have evolved, and (2) a similar analysis of global “best practices” in connection with transit operations designed to ensure public health and rider confidence. This will require review of relevant material (which will be included in the readings) and additional (reasonably modest) research to identify gaps, new material, and insights that combine to synthesize extant research and surveys relevant to the course purpose.
|
Written Report | Service Learning | Transportation | SDG 11 - Sustainable Cities & Communities |