Critical Thinking in Physical Geography: Linking Concepts of Content and Applicability

Abstract

This research examines the effectiveness of problem-based learning (PBL) in an online geographic information systems (GIS) course for adult learners. Adults expect to take greater control of their learning and tend to be self-directed. Students are encouraged to take an active role as problem-solvers in PBL courses. The effectiveness of PBL in face-to-face courses has been shown. Effectiveness in online courses is demonstrated in this study. The performance and experiences of students and instructor in two online courses are compared. The results show that PBL can be more engaging than traditional methods, making PBL-GIS a good choice for an online adult audience.     

Exploring the Benefits of Field Trips in a Food Geography Course

University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over liability. However, field experiences give students opportunities to develop competencies, forge community connections, and provide tangible experiences that encourage deep learning. This project employs survey data from a food geography course to understand how field experiences combined with classroom discussion help students internalize and reexamine course content.     

A Capstone Course of “Geographic Ideas”

Abstract

Through an instructional approach, this article offers a template for a classroom-based geography capstone course grounded in pedagogical elements of synthesis and reflection, as based on exploration of ten key geographic ideas. It provides insights into course goals, structure, and components for instructors who may wish to implement it in geography or in other disciplines, and it situates the template in the general structure of capstone courses detailed in social science literature. The article contributes to geography instruction with a focus on classroom-based capstone courses as an application of teaching and learning undergraduate geography.     

Multimedia Guided Writing Modules for Introductory Human Geography

Abstract

This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future.     

Integrated Teaching of Geographic Information Science and Physical Geography Through Digital Terrain Analysis

Abstract

We present an outline of a course in digital terrain analysis that provides students with integrated instruction in geographic information science (GISci) and topics in physical geography and earth science. Integrated teaching of GISci and other sub-fields of geography has value because it presents GISci technologies in the context of their application. Nevertheless, the design of college and university geography courses is often fragmented rather than integrated. Our course provides one potential model for such integration. Assessment of student reaction, using focus groups of both enrolled and non-enrolled students, revealed a generally positive attitude toward the course and pointed out the barriers that prevent some students from taking it.     

Observing Metropolitan Atlanta,Georgia: Using an urban field study to enhance student experiences and instructor knowledge in urban geography

Abstract

In urban geography courses, knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students.     

Political Organization of Space in Advanced Placement Human Geography

Abstract

The political geography section of the course offers the opportunity to introduce students to one of the most important ways in which humans have divided up the surface of the Earth for purposes of management and control. By challenging students to consider what lies behind the patterns on political maps, this segment of the course can encourage the development of a critical geographical perspective while enhancing student appreciation of the link between geography and current events.     

Geographical Notes

Abstract

To improve student retention and to combat problems of declining enrollments, many colleges are turning to freshman or first year experience (FYE) programs. These programs are designed to aid students in the transition to college, and in doing so make students more satisfied and more successful in their new environments. FYE programs are offered in many forms, one of which is to offer FYE instruction as an integral part of the existing curriculum. Using existing courses makes the inclusion of introductory geography courses viable for FYE programs. The inclusion of FYE-related materials in an Introduction to Geography course, as illustrated here, can result in greater student satisfaction with faculty and the institution as a whole, higher rates of retention, and student skill development without a significant loss in geographic course content. Although the resulting improvements may be modest, when projected over an entire incoming class, even small gains may affect significant numbers of students. Participation in FYE may give geography programs greater exposure to incoming students and could help to attract new majors to the discipline.     

Census 2000 and Geography Education

Abstract

By using stream restoration as a seminar theme, geography faculty can create a topical course that helps provide a shared intellectual agenda for both physical and human geography students, while highlighting the holistic strengths of our discipline. Although it is not necessary that faculty have prior knowledge about the topic, a willingness to work collaboratively is essential to creating an effective course about this complex endeavor. The course can simultaneously meets the needs of students continuing on to graduate studies as well as those preparing for teaching careers. Guidance on how a stream restoration class could be used to teach the eighteen geography standards is also provided.     

Geography and Multiple Abilities Program: Innovations in Teacher Education-Reconnecting Teaching to Students' Needs

Abstract

The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity.     

Content-Based Language Instruction: A New Window of Opportunity in Geography Education

Abstract

The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course.     

Fifteen Year Follow-Up Geography Skills Test Administered in Indiana, 1987 and 2002

Abstract

After fifteen years of geographic education efforts, a baseline geography skills test was repeated in Indiana. In 2002, 2,278 students in college freshman geography courses were tested with a revision of the National Council for Geographic Education Competency-Based Geography Test, Secondary Level Form II. The test measured geographic ability in map skills, place name location, physical geography, and human geography. As in 1987, the 2002 test gathered personal information from each student on age, gender, travel experience, and prior geographic education. Test scores were lower by two percent in 2002. Travel and lifetime experience are again the best teachers of geography as opposed to high school geography course work. Significant performance differences persist between gender and ethnic groups. Arts and science students perform significantly higher than students from education, business, and other schools. Test results underscore the need to emphasize more intentional classroom focus on state standards and preparation of classroom teachers.     

An Approach to leaching Applied GIS: Implementation for Local Organizations

Abstract

Geographic information systems (GIS) is a fairly new and evolving curriculum area within geography and other disciplines at colleges and universities in the United States. The challenge of teaching underlying concepts of GIS functionality, the details of computer operation and software interfaces, as well as the contexts of various applications can be a difficult one. At Indiana University of Pennsylvania, a teaching strategy—Client-Life Cycle GIS Project Learning—has been introduced in which students in an upper level GIS course work with local organizations, faculty from other university departments, and governmental entities. This allows students with some GIS background to work with real clients; utilize and operationalize the concepts of the GIS Project Life Cycle; make the connection between data development, analysis, and applications development; provide expertise and needed data to local organizations; and see the utility and impact of their work. A group pilot project from the spring semester of 1998 is discussed to illustrate how students responded to this method of teaching GIS.     

The Relation of Some Recent Engineering Problems to Geography

Abstract

As college curricular requirements have been liberalized since the mid-Sixties, and departments have competed for student enrollments, geography has been quite successful in attracting students to introductory courses. Upper level courses have also grown, but more slowly. The innovative energies directed toward high school and freshman college geography in recent years could now be turned to upper division curricula with advantage.     

Teaching Experiential Learning in Geography: Lessons from Planning

Abstract

Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum.     

THE ARCHIVES OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

Using Digital Earth to Expose Students to GIScience

Students in U.S. geography programs face particular challenges that may discourage them from taking advanced GIScience courses and considering geospatial careers. This article provides a preliminary discussion of the development, delivery, and evaluation of a University of Colorado Colorado Springs sophomore-level, required geography course designed to address this concern. The course, Digital Earth (DE), introduces students to the principles, concepts, and applications of major geographic information technologies (GITs) early in their academic careers. The success of DE is evaluated by examining the extent to which the course excited students about GIScience and motivated them to take higher level elective geospatial courses. Results suggest that DE generates considerable student interest in GIScience, prepares students reasonably well for elective courses, and greatly inspires them to seek a geospatial career.     

Volume 111 Index

Abstract

Concepts related to alternative map projections can be difficult to explain to students given the diversity and complexity of available projections. Students frequently have trouble understanding how distortions caused by the choice of a projection can affect map readability and comprehension. Programs available for personal computers now provide geography and cartography instructors with a method for interactively educating students concerning the distortions associated with alternative map projections. Such software can be incorporated into laboratory assignments in introductory geography courses or in more advanced courses that deal with map design or thematic cartography.     

Employing SWOT Analysis in Coursework on the Geographies of Regional Economic Development and Trade

Abstract

The use of SWOT analysis is a means through which geography students can investigate key concepts in economic geography and essential topics in regional economic development. This article discusses the results of a course project where economic geography students employed SWOT analysis to explore medium-sized metropolitan areas across the southern United States and their suitability for export-led development. The results suggest that students were able to critically evaluate these urban regions and their potential for integration into the global economy. This case also intimates that the SWOT concept could be applied to other situations and regions in geography coursework.     

Jules Verne's Around the World in Eighty Days: Helping Teach the National Geography Standards

Abstract

Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well.