“In this invaluable resource for developing integrated, campus-wide programs to prepare students to think critically, educators from the natural and social sciences and the humanities discuss the critical content, skills, and affective qualities essential to environmental literacy.”

“What makes Teaching Environmental Literacy noteworthy is its coherence and accessibility. . . . Providing useful overviews of topics such as ecosystem services, population, and sense of place, the authors focus on specific disciplines as well as cross-disciplinary topics. While not designed as a how-to guide, Teaching Environmental Literacy would serve well any institution seeking to implement revisions to the curriculum—or individuals looking to create or revise courses that foreground environmental literacy. T”
 — Interdisciplinary Studies in Literature and Environment

“…Teaching Environmental Literacy would serve well any institution seeking to implement revisions to the curriculum- or individuals looking to create or revise courses that foreground environmental literacy. October 19, 2011”
 — Annie Merrill Ingram, Davidson College

“[This] book is well written, engaging, thought provoking, and refreshingly free of errors. A particularly detailed and effective index is provided, as is an appendix. The volume is both inspirational and functional. August 2011, Vol. 61 No. 8”
 — BioScience

“This collection 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. 2010”
 — Abstracts of Public Administration, Development, and Environment

“Anyone reading this book will walk away with ideas for how to address the most critical issue of the 21st century in his or her classroom. For that reason, I recommend this book for a much larger audience than college and university faculty. Even educators who work with our youngest children will find fodder in this book for self-reflection about what, why, and how to teach. I recommend it for teachers of all stripes who work to promote a sustainable future for our children.July 2011”
 — National Science Teachers Association

“Even as interconnected environmental, social, and economic problems have become increasingly prominent in public discourse, the training people receive to understand and address such concerns has lagged behind. Thirty-odd years after the first Earth Day, for example, only one-third of Americans can pass basic tests of environmental knowledge with grades of C or better . . . .”
 — from the introduction