Description
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. |
Author Bio
Heather L. Reynolds is Associate Professor of Biology at Indiana University Bloomington.
Eduardo S. Brondizio is 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). |
Reviews
"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
"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." —Abstracts of Public Administration, Development, and Environment , 2010
"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." —National Science Teachers Association , July 2011
"[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." —BioScience , August 2011, Vol. 61 No. 8
"…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." —Annie Merrill Ingram, Davidson College , Advance Access , October 19, 2011
"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 |
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Table of Contents
Acknowledgments
Introduction: The Rationale for Teaching Environmental Literacy in Higher Education / Heather L. Reynolds, Eduardo S. Brondizio, Jennifer Meta Robinson, Doug Karpa, and Briana L. Gross
Part 1. A Model for Grassroots, Multidisciplinary Faculty Inquiry
Jennifer Meta Robinson and Heather L. Reynolds
Part 2. Core Learning Goals for Campus-wide Environmental Literacy
Overview / Heather L. Reynolds (Biology)
1. At the Forest's Edge: A Place-Based Approach to Teaching Ecosystem Services / Keith M. Vogelsang and Eric J. Baack (Biology)
2. Population, Energy, and Sustainability / Bennet B. Brabson (Physics)
3. Population, Consumption, and Environment / Emilio F. Moran (Anthropology)
4. Economics and Sustainability / Christine Glaser (Economics)
5. A Sense of Place / Scott Russell Sanders (English)
6. Environmental Justice and a Sense of Place / John Applegate (Law)
7. Environmental Literacy and the Lifelong Cultivation of Wonder / Lisa H. Sideris (Religious Studies)
8. Teaching Environmental Communication Through Rhetorical Controversy / Phaedra C. Pezzullo (Communication and Culture)
Part 3. Strategies for Teaching Environmental Literacy: Beyond the Traditional Classroom
Overview / Doug Karpa (Campus Instructional Consulting)
9. Effective Education for Environmental Literacy / Craig E. Nelson (Biology)
10. Learning in Place: The Campus as Ecosystem / James H. Capshew (History and Philosophy of Science)
11. Environmental Literacy and Service-Learning: A Multi-Text Rendering / Nicole Schonemann, Andrew Libby, and Claire King (Office of Service-Learning)
12. Sense of Place and the Physical Senses in Outdoor Environmental Learning / Matthew R. Auer (Public and Environmental Affairs and Hutton Honors College)
13. A Natural Environment for Environmental Literacy / Keith Clay (Biology)
14. Teaching Outdoors / Vicky J. Meretsky (Public and Environmental Affairs)
Part 4. Beyond Courses: Teaching Environmental Literacy Across Campus and Across the Curriculum
Overview / Jennifer Meta Robinson (Communication and Culture)
15. Environmental Literacy and the Curriculum—An Administrative Perspective / Catherine Larson (Spanish and Portuguese)
16. Faculty, Staff, and Student Partnerships for Environmental Literacy and Sustainability / Briana L. Gross (Biology)
17. Food for Thought: A Multidisciplinary Faculty Grassroots Initiative for Sustainability and Service-Learning / Whitney Schlegel (Human Biology), Heather L. Reynolds (Biology), Victoria M. Getty (Health, Physical Education, and Recreation), Diane Henshel (Public and Environmental Affairs), and James W. Reidhaar (Fine Arts)
Conclusion / Eduardo S. Brondizio (Anthropology)
Appendix
Contributors
Index |
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