In this Book

Indiana University Press
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summary

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.

Table of Contents

  1. Contents
  2. pp. ix-x
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  1. Acknowledgments
  2. pp. xi-xii
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  1. Introduction: The Rationale for Teaching Environmental Literacy in Higher Education
  2. pp. xiii-xviii
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  1. PART ONE A MODEL FOR GRASSROOTS, MULTIDISCIPLINARY FACULTY INQUIRY
  2. pp. 1-14
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  1. PART TWO CORE LEARNING GOALS FOR CAMPUS-WIDE ENVIRONMENTAL LITERACY
  2. p. 15
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  1. Overview
  2. pp. 17-28
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  1. 1 At the Forest’s Edge: A Place-Based Approach to Teaching Ecosystem Services
  2. pp. 29-38
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  1. 2 Population, Energy, and Sustainability
  2. pp. 39-49
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  1. 3 Population, Consumption, and Environment
  2. pp. 50-60
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  1. 4 Economics and Sustainability
  2. pp. 61-71
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  1. 5 A Sense of Place
  2. pp. 72-76
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  1. 6 Environmental Justice and a Sense of Place
  2. pp. 77-84
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  1. 7 Environmental Literacy and the Lifelong Cultivation of Wonder
  2. pp. 85-97
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  1. 8 Teaching Environmental Communication Through Rhetorical Controversy
  2. pp. 98-108
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  1. PART THREE STRATEGIES FOR TEACHING ENVIRONMENTAL LITERACY: BEYOND THE TRADITIONAL CLASSROOM
  2. p. 109
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  1. Overview
  2. pp. 111-116
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  1. 9 Effective Education for Environmental Literacy
  2. pp. 117-129
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  1. 10 Learning in Place: The Campus as Ecosystem
  2. pp. 130-134
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  1. 11 Environmental Literacy and Service-Learning: A Multi-Text Rendering
  2. pp. 135-141
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  1. 12 Sense of Place and the Physical Senses in Outdoor Environmental Learning
  2. pp. 142-149
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  1. 13 A Natural Environment for Environmental Literacy
  2. pp. 150-157
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  1. 14 Teaching Outdoors
  2. pp. 158-164
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  1. PART FOUR BEYOND COURSES: TEACHING ENVIRONMENTAL LITERACY ACROSS CAMPUS AND ACROSS THE CURRICULUM
  2. p. 165
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  1. Overview
  2. pp. 167-170
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  1. 15 Environmental Literacy and the Curriculum: An Administrative Perspective
  2. pp. 171-177
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  1. 16 Faculty, Staff, and Student Partnerships for Environmental Literacy and Sustainability
  2. pp. 178-182
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  1. 17 Food for Thought: A Multidisciplinary Faculty Grassroots Initiative for Sustainability and Service-Learning
  2. pp. 183-191
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  1. Final Thoughts
  2. pp. 192-196
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  1. Appendix
  2. pp. 197-200
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  1. List of Contributors
  2. pp. 201-204
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  1. Index
  2. pp. 205-216
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Additional Information

ISBN
9780253004055
Print ISBN
9780253354099
MARC Record
OCLC
611523922
Pages
240
Launched on MUSE
2012-01-01
Language
English
Open Access
N
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