Fifteenth International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

This paper outlines the implementation and assessment via pre/post-tests of a course designed to meet the meet Institutional Learning Outcomes in information literacy and sustainability at a medium-sized State University in California. Students in the course research and analyze a whistleblower case study, where “whistleblower’ is defined as a person who uncovers and disseminates information relating to a sustainability issue, with the goal of creating social change. Students analyzed their case studies using the three “E”s: environment, economy, social equity and the perspectives of the stakeholders involved. Some examples of topics include: Karen Silkwood: Nuclear Power; Vandana Shiva: Indian farmer seed crisis; Marc Edwards: Flint Water Crisis; LaDonna Redmond: Food Justice; LeeAnn Walters: Flint Water Crisis; Manny Calonzo: Lead Paint, (Philippines); Destiny Watford: Baltimore Incinerators; Lois Gibbs: Love Canal/Pollution; Erin Brokovitch: Contamination; Jeffrey Wigand: Cigarette Hazards; Majora Carter: Illegal Dumping/Bronx; Ramesh Agraawal: Mining (India); Wangari Maathai (Africa) Food Insecurity/ Green Belt. Other elements of the course which require students to learn about sustainability as a discipline and as a program of action and research opportunities for sustainable social action within the academic institution and local communities are also described. A review of the literature, a description of the process of developing the course by mapping learning outcomes to assignments, and a discussion of implementation and results are included.