Environmental and Social Injustices of the Flint, MI Water Crisis: A General Chemistry Exercise

Autor/inn/en	Yu, Anne; Linden, Lilly E.
Titel	Environmental and Social Injustices of the Flint, MI Water Crisis: A General Chemistry Exercise
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.469-471 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Anne) ORCID (Linden, Lilly E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00371
Schlagwörter	Water Pollution; High School Students; Undergraduate Students; Introductory Courses; Chemistry; Social Justice; Science Activities; Science Laboratories; Alignment (Education); Science Curriculum; STEM Education; Michigan (Flint) + Suchen Sie Ihr Suchwort? Gewässerverschmutzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Einführungskurs; Chemie; Soziale Gerechtigkeit; STEM
Abstract	A two-week exercise on the Flint, MI water crisis was developed for high school and undergraduate students in introductory chemistry courses. During the first week of the exercise, students learn the chemistry of lead contamination while reviewing concepts learned previously in the course. During the second week, the students participate in discussions focused on the environmental and social injustices experienced by the people of Flint, MI. The exercise was introduced in the fall of 2020 with 101 students in three different general chemistry courses and in one course with 44 students in the spring of 2021. Student feedback from these exercises was positive with participants sharing that they felt engaged with chemistry beyond the classroom and appreciated the real-life applications. The lab activities can be and have been modified to meet the needs of different student demographics and alignment with curriculum. The authors see the value in incorporating more introductory chemistry exercises to include environmental and social injustice case studies to diversify the STEM narrative in higher education. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01