Contents -- Acknowledgments -- Introduction: The Rationale for Teaching Environmental Literacy in Higher Education -- PART ONE A MODEL FOR GRASSROOTS, MULTIDISCIPLINARY FACULTY INQUIRY -- PART TWO CORE LEARNING GOALS FOR CAMPUS-WIDE ENVIRONMENTAL LITERACY -- Overview -- At the Forest's Edge: A Place-Based Approach to Teaching Ecosystem Services -- 2 Population, Energy, and Sustainability -- 3 Population, Consumption, and Environment -- 4 Economics and Sustainability -- 5 A Sense of Place -- 6 Environmental Justice and a Sense of Place -- 7 Environmental Literacy and the Lifelong Cultivation of Wonder -- 8 Teaching Environmental Communication Through Rhetorical Controversy -- PART THREE STRATEGIES FOR TEACHING ENVIRONMENTAL LITERACY: BEYOND THE TRADITIONAL CLASSROOM -- Overview -- 9 Effective Education for Environmental Literacy -- 10 Learning in Place: The Campus as Ecosystem -- 11 Environmental Literacy and Service-Learning: A Multi-Text Rendering -- 12 Sense of Place and the Physical Senses in Outdoor Environmental Learning -- 13 A Natural Environment for Environmental Literacy -- 14 Teaching Outdoors -- PART FOUR BEYOND COURSES: TEACHING ENVIRONMENTAL LITERACY ACROSS CAMPUS AND ACROSS THE CURRICULUM -- Overview -- 15 Environmental Literacy and the Curriculum: An Administrative Perspective -- 16 Faculty, Staff, and Student Partnerships for Environmental Literacy and Sustainability -- 17 Food for Thought: A Multidisciplinary Faculty Grassroots Initiative for Sustainability and Service-Learning -- Final Thoughts -- Appendix -- List of Contributors -- Index.