Teaching Tools to Understand Flint’s Water Crisis

March 17, 2016
Sue J. Goldie pointing to a whiteboard.

Many Americans take for granted that the water in their communities is safe to drink. Yet across the world one in 10 people lack access to safe water. Although many in the United States perceive unsafe water as an issue plaguing only other countries, the lead poisoning crisis in the city of Flint, Michigan demonstrates how salient and close-to-home the problem really is. As the nation turns its eyes toward Flint, we’ve seen that Flint is not an exception but rather the latest—and perhaps most egregious—example of unsafe, lead-tainted water supplies in this country.

How did this happen in Flint? In April 2014, to battle a growing budget deficit, Flint decided to cut costs by switching its water source from Lake Huron to the Flint River. Although cheaper, the new water contained more salt and streamed through corroded pipes that pulled lead into Flint’s homes and businesses. For many months, city and government officials brushed off growing concerns that the dirty brown water flowing from their pipes was safe to drink. Dissatisfied with officials’ responses, Flint residents sought answers. They eventually learned that the water in every one of the city’s nine wards contained lead in excess of the accepted limit of five parts per billion. Between 21 and 61 percentage of households were affected across the city.

Struck and saddened by this egregious public health emergency, the Incubator has launched a pilot effort to develop educational resources about the Flint water crisis. Incubator Faculty Director, Dr. Sue J. Goldie, convened the staff to analyze the issue through the lens of an interdisciplinary global health framework. The Flint water crisis, Dr. Goldie noted, is not only a health problem but also a problem that exists outside of the health sector. For example, Flint’s economy was struck hard by the globalization of the auto industry, resulting in a shrinking tax base and contributing to the city’s budget crisis that motivated the switch in water sources. Understanding the causes and responses from both the health and non-health sectors is critical to comprehend the range of actors involved and the many potential solutions to this crisis.

Coming armed with many different sources, Dr. Goldie urged staff to think not only about the information on Flint but also how it was communicated—through words, numbers, graphics, and other media. Over several hours, staff brainstormed in small groups about teaching tools that could be used to enrich classroom discussion about this complex issue.

Based on that meeting, several teaching tools are in development—from a multimedia video on the role social determinants played in this situation, to a role-play and simulation exercise that examines the many perspectives affected by the crisis, to an activity that explores how regional bias may impact media coverage of a health issue.

Addendum:
The Incubator’s teaching pack about the water crisis in Flint, Michigan explores the social, economic, health, and policy consequences of the city’s decision to switch its public water supply. A case study is accompanied by an instructor’s note, discussion guide, role-play exercise, teaching graphic, and resource collection for further learning.