Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.

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.

Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.

In an era bustling with international trade and people on the move, why has local food become increasingly important? How does a community benefit from growing and buying its own produce, rather than eating food sown and harvested by outsiders? Selling Local is an indispensable guide to community-based food movements, showcasing the broad appeal and impact of farmers' markets, community supported agriculture programs, and food hubs, which combine produce from small farms into quantities large enough for institutions like schools and restaurants. After decades of wanting food in greater quantities, cheaper, and standardized, Americans now increasingly look for quality and crafting. Grocery giants have responded by offering "simple" and "organic" food displayed in folksy crates with seals of organizational approval, while only blocks away a farmer may drop his tailgate on a pickup full of freshly picked sweet corn. At the same time, easy-up umbrellas are likely to unfurl over multi-generational farmers' markets once or twice a week in any given city or town. Drawing on prodigious fieldwork and research, experts Jennifer Meta Robinson and James Robert Farmer unlock the passion for and promise of local food movements, show us how they unfold practically in towns and on farms, and make a persuasive argument for how much they deeply matter to all of us.