Metropolitan Chicago's Regional Cultural Park: Assessing the Development of the Illinois & Michigan Canal National Heritage Corridor

Abstract

The United States is undergoing rapid demographic change leading to growing racial, ethnic, religious and economic diversity in our classrooms. Our students can be sensitized to this growing diversity through exposure to the concept of social justice. The purpose of this article is to provide examples of how social justice issues can be included in classroom discussions of the American system of political representation. For this purpose, it examines selected aspects of the redistricting process. It points out that our historic reliance upon the winner-take-all single-member district system of electing representatives to legislative bodies limits the opportunity for minority groups to be fairly represented. It also provides an overview of the impact of the criminal justice system upon fair political representation. The article concludes with an example of a classroom exercise to demonstrate its major points.     

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.     

Agnotology as a Teaching Tool: Learning Climate Science by Studying Misinformation

Abstract

Foreign travel for secondary school teachers is beneficial for enhancement of classroom curriculum. The dual nature of the U.S. Navy-National Geographic co-sponsored trips is key to enriching the global geography perspective in the classroom. A travel study to Japan provides in-service benefit for teacher peers and community groups by enhancing geography through the link between the natural and social sciences.     

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.     

Inventing Geography: Writing as a Social Justice Pedagogy

Abstract

A critical geographic pedagogy of writing can help students participate in public life by gaining access to the means of knowledge production. Drawing on pedagogical and composition theory, this article analyzes student papers from an introductory-level geography course to show how geography teachers can create assignments that broaden the scope of student agency and expand access to power. This is one way to promote social justice in the classroom because it fosters habits and skills of critical citizenship and participatory democracy instead of passive, consumption-oriented attitudes. Students are better able to position themselves as active members of a community and as agents in the process of critically reshaping knowledge about the world.     

Activities to Develop a Spatial Perspective Among Students in Introductory Geography Courses

Abstract

Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography.     

Applying Sequential Fieldwork Skills Across Two International Field Courses

Abstract

This article addresses the development of a conceptual model of fieldwork practice and the creation of an associated set of skills for the geosciences. The set of eight generic and seventeen specific skills is applied in two international field courses to demonstrate the utility of such a skills-centered model across a broad range of venues, curricula, and students. Both concept and practice from U.K. and U.S. universities have been welded as a means of internationalizing curriculum development. Further, it is suggested that there is merit in faculty viewing their field teaching within the framework of the whole subject curriculum such that field courses and sites are viewed as much for their contribution to the overall skill set as their support for the classroom topic.     

Teaching Symbolic Map Skills with Primary Grade Children

Abstract

There is a need to examine the ideas underlying the teaching of conservation, since changes are needed in order to bring conservation in the classroom into step with a rapidly changing world. The definition of conservation, the future of resource availability, and the status of conservation in education today, are among the topics examined. Suggestions are made on improving the content and emphasis of conservation courses.     

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.     

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.     

Co-Mingling Geographic Education with Social Studies Methods

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.     

Teaching and Assessing Information Literacy in a Geography Program

Abstract

In the technological world of the Twenty-first Century, students must be information literate. They must have the skills to access, evaluate, and utilize information needed in their undergraduate experience and in their future endeavors. It is important for Geography majors to acquire these skills as part of their undergraduate education. At one institution of higher learning, information literacy learning is embedded in the Geography curriculum. An online instrument to assess information literacy skills is used to evaluate seniors. In this article, goals for information literacy, the creation of the information literacy assessment instrument and the results of assessment testing are discussed.     

GEO-Teach: A Preservice Teacher Preparation Program in Geography

Abstract

GEO-Teach is a project funded by the Fund for the Improvement of Preservice Education (FIPSE). The project aims to develop a model preservice curriculum at the secondary level. It incorporates the newly published National Geography Standards and merges content with pedagogy through partnerships with faculty in education and other social and behavioral sciences to deliver the curriculum. School teachers act as mentors to students in the program.     

Teaching Geographic Field Methods to Cultural Resource Management Technicians

Abstract

There are perhaps 10,000 technicians in the United States who work in the field known as cultural resource management (CRM). The typical field technician possesses a bachelor's degree in anthropology, geography, or a closely allied discipline. The author's experience has been that few CRM field technicians receive adequate undergraduate training in geographic field methods, such as cartography and orienteering, which are considered critical to the demands of CRM studies. This paper assesses a practical on-the-job-training approach not uncommon to the industry and concludes with a recommended curriculum. As a result, educators should recognize this need as an opportunity to offer courses in basic geographic field methods at the college level.     

Towards a Regionally Balanced Geographic Education Beyond Geography Class

Abstract

This contribution to the “Comments” section first introduces a metric designed to estimate the amount of attention given to different countries of the world in academia using Internet “term paper mills”. This metric is used to introduce a call for the incorporation of more geographic education regarding peripheral areas of the world into the broader college curriculum. Even as geography courses struggle to incorporate knowledge of many peripheral parts of the world, the rest of the university experience is continuing to reflect perceived “national interests.”     

Campus Field Exercises for Introductory Geoscience Courses

Abstract

Field trips are essential for learning geoscience, but can be logistically challenging for introductory-level courses with large enrollments. Transporting large numbers of undergraduate students to roadway or stream bank exposures can be time consuming, expensive, and unsafe. To address this problem, the author designed three campus-based field exercises for an introductory geoscience course. Students collected and analyzed data from campus features to learn about rock weathering, retaining wall stability, and stream flow. They preferred outdoor campus exercises over indoor exercises, because they were more realistic, interesting, and interactive. The outdoor exercises utilized features common to many college campuses and thus could easily be implemented elsewhere. While the campus exercises do not replace a need for conventional road trips in upper-level courses, they are an effective way to introduce fieldwork in large introductory-level courses.     

The Uncomfortable Classroom: Incorporating Feminist Pedagogy and Political Practice into World Regional Geography

Abstract

This paper examines how to incorporate a feminist pedagogy into teaching World Regional Geography in order to empower students to seek social change. This paper also addresses the fragile relationships that develop in the feminist classroom, such as challenging students' inherent prejudices in a safe and comfortable setting.     

Integration of Geospatial Science in Teacher Education

Abstract

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs.     

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.     

James M. Goodman 1929—2004: Professor Emeritus of Geography University of Oklahoma

Abstract

Effective use of time has become even more critical in today's classrooms. Creating geographically literate students by the year 2000 presents some dilemmas for teachers who are faced with expanding curricula. Developing an efficient, meaningful means of teaching geographical features to help curb geographical illiteracy is a possibility. A group of college instructors and more than 75 preservice elementary teachers experimented with an idea that effectively integrated geography, vocabulary development, writing across the curriculum, and the visual arts. Their successful and time-saving idea can be incorporated into any upper elementary to high school classroom committed to teaching children about geographical features.