Abstract
This paper describes adaptations made to a course on Environmental Justice and Information Literacy taught during the pandemic to incorporate best practices in anti-racist teaching and discuss assessment of the research papers created by students using the University’s rubric for the general education sustainability requirement. The approach includes a class project: the creation of a student survey on various climate justice, sustainability, environmental justice and science literacy topics. A report on a pre/post survey on attitudes toward environmental issues taken by students before and after taking the course is also shared.
Presenters
Sharon RadcliffLibrary Faculty, University Libraries, California State University, East Bay, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education, Assessment and Policy
KEYWORDS
Antiracism, Pedagogy, Surveys, Assessment
