Flint, Michigan, Water Crisis as an Upper-Division First Day of Class Activity and Introduction to Primary Literature

Abstract

The first day of class is a unique opportunity to set student impressions and expectations for the semester. Expectations include both the course content and modes of instruction. This paper describes a first and second day of class case study based on the water quality crisis in Flint, MI. The case establishes an environment of student participation and active learning while highlighting the connections between content in the course and the topics of social justice and public health. In addition, the case incorporates several types of inclusive pedagogy in the use of active learning methods and the representation of scientists from underrepresented groups. An accompanying problem set introduces students to the primary literature at an early point in the semester.