Teaching Environmental Literacy

To prepare today's students to meet growing global environmental challenges, colleges and universities must make environmental literacy a core learning goal for all students, in all disciplines. But what should an environmentally literate citizen know? What teaching and learning strategies are most effective in helping students think critically about human-environment interactions and sustainability, and integrate what they have learned in diverse settings? Educators from the natural and social sciences and the humanities discuss the critical content, skills, and affective qualities essential to environmental literacy. This volume is an invaluable resource for developing integrated, campus-wide programs to prepare students to think critically about, and to work to create, a sustainable society.

Heather L. Reynolds is Associate Professor of Biology at Indiana University Bloomington.

Eduardo S. Brondizio is Associate Professor of Anthropology at Indiana University Bloomington.

Jennifer Meta Robinson is Senior Lecturer in the Department of Communication and Culture at Indiana University Bloomington and former Director of Campus Instructional Consulting. She is author (with J. A. Hartenfeld) of The Farmers' Market Book: Growing Food, Cultivating Community (IUP, 2007).

Acknowledgments	p. xi
Introduction: The Rationale for Teaching Environmental Literacy in Higher Education	p. xiii
A Model For Grassroots, Multidisciplinary Faculty Inquiry	p. 1
Core Learning Goals For Campus-Wide Environmental Literacy
Overview	p. 17
At the Forest's Edge: A Place-Based Approach to Teaching Ecosystem Services	p. 29
Population, Energy, and Sustainability	p. 39
Population, Consumption, and Environment	p. 50
Economics and Sustainability	p. 61
A Sense of Place	p. 72
Environmental Justice and a Sense of Place	p. 77
Environmental Literacy and the Lifelong Cultivation of Wonder	p. 85
Teaching Environmental Communication through Rhetorical Controversy	p. 98
Strategies For Teaching Environmental Literacy: Beyond The Traditional Classroom
Overview	p. 111
Effective Education for Environmental Literacy	p. 117
Learning in Place: The Campus as Ecosystem	p. 130
Environmental Literacy and Service-Learning: A Multi-Text Rendering	p. 135
Sense of Place and the Physical Senses in Outdoor Environmental Learning	p. 142
A Natural Environment for Environmental Literacy	p. 150
Teaching Outdoors	p. 158
Beyond Courses: Teaching Environmental Literacy Across Campus and Across The Curriculum
Overview	p. 167
Environmental Literacy and the Curriculum: An Administrative Perspective	p. 171
Faculty, Staff, and Student Partnerships for Environmental Literacy and Sustainability	p. 178
Food for Thought: A Multidisciplinary Faculty Grassroots Initiative for Sustainability and Service-Learning	p. 183
Final Thoughts	p. 192
Appendix	p. 197
List of Contributors	p. 201
Index	p. 205
Table of Contents provided by Ingram. All Rights Reserved.

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Teaching Environmental Literacy

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Author Biography

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Teaching Environmental Literacy

Summary

Author Biography

Table of Contents

Supplemental Materials

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