Teaching Environmental Literacy: Across Campus and Across the Curriculum

Acknowledgments

ACKNOWLEDGMENTS This book would not have been possible without the steadfast support of sponsoring editor Rebecca Tolen and Indiana University Press. We also thank Zsuzsa Gille and the two anonymous reviewers for their very helpful feedback on an early version of the manuscript. We are grateful to the Council for Environmental Stewardship’s Environmental Literacy Working Group, including Hans Andersen, Lucille Bertuccio, Jim Capshew, Briana Gross, Katherine Metzo, Heather Reynolds, and Paul Schneller, who originally recognized the need for a campus conversation about environmental literacy, laid the organizational framework, and worked to obtain the initial funding for the seminar series that led to this volume. Funding for this project was provided by a variety of Indiana University Bloomington sources, including competitive grants programs, matching funds, and in-kind support. We gratefully acknowledge competitive grant awards from the O≈ce of Academic A√airs and Dean of Faculties Multidisciplinary Ventures and Seminars Fund and from the College of Arts and Sciences Arts and Humanities Institute. We thank Je√ White and Linda Smith, who, as Associate Deans for, respectively, the School for Public and Environmental A√airs (SPEA) and the College of Arts and Sciences, provided matching funds to support a SPEA graduate assistant on the project. Many thanks to the Scholarship of Teaching and Learning Program, which provided funds for external speakers and in-kind support in the form of an instructional consultant to facilitate breakout groups. We are also thankful for a grant from the Council of Environmental Stewardship. xii ⭈ Acknowledgments Our deep thanks go to SPEA graduate assistant Theryn Henkel for diligent logistical support. Special thanks go to Briana Gross (then a graduate student) and Doug Karpa (then an instructional consultant) who were instrumental to the project in many ways, both organizationally and intellectually, and as early members of the editorial team. We thank the many faculty, sta√, and students who participated in the original seminar series and the subsequent semesters of meetings. The passion and creativity of all these individuals, who collectively came to be known as the Environmental Literacy and Sustainability Initiative (ELSI), made for a stimulating, meaningful, and productive two years. Finally, we thank our contributing authors , most of whom were also ELSI members, for their patience through the long process of reviews and revisions and for the fine ideas and writing they contributed to this volume. ...