Linking Theories of Service-Learning and Undergraduate Geography Education

Abstract

Service-learning, or community-based experiential learning is receiving much deserved attention as an alternative or addition to the traditional university lecture. This approach to learning not only establishes valid linkages between the university and the community or public sector, but allows course participants to practice responsible citizenship while acquiring practical work experience. The main objective of this article is to establish the theoretical linkages between undergraduate geography education and service-learning. It is argued that community service-based learning is allied with pragmatic and constructivist theories, and may enhance undergraduate geographic education. Second, some of the strategies employed to establish effective university-community partnerships and offer students “hands-on” experience are introduced. In an upper-division land use planning course, the class first compiled a draft comprehensive plan that was adopted by the planning commission of a recently incorporated municipality, then assisted with plans for open space preservation and environmental protection in the community. A review of the course objectives and the planning project exemplifies the benefits of service-learning and its appropriate application to geography.     

Structured College Internships in Geographic Education

Abstract

An internship is academic credit awarded to students for supervised work obtained outside the standard classroom environment. The goal here is to present the format of a structured internship program and the tangible and intangible benefits to students, faculty, and the employing agencies. We define a structured internship as a university program that links classroom activities to the work outside the classroom. Classroom activities can include papers with internship objectives, resume and cover letter writing, journals of daily work tasks and oral presentations of work experiences. Students benefit from job-specific skills and career guidance as well as skills that are transferable to other jobs such as communication, office management, and problem solving. Faculty benefit through linkages to the non-academic work community. The employing agencies can complete small tasks, meet people who are possibly future employees, and better anticipate the skills of future employees.     

Reports

Abstract

World Geomorphology, by E. M. Bridges New York Cambridge University Press. 260 pp. Cloth $70.00, Paperback—$24.95. ISBN 0-521-38343-9.

Land Degradation, by C. J. Barrow New York: Cambridge University Press. 295 pp. Cloth—$80.00. ISBN 0-521-35333-5.

An Outline of China's Physical Geography, by Ren Mei'e, Yang Renzhang, and Bao Haosheng, compilers, Zhang Tingquan and Hu Genkang, translators Beijing: Foreign Languages Press. 1985. 471 pp. Paperback—$15.00. ISBN 0-8351-1192-X.

Earth Science for Every Kid: 101 Easy Experiments that Really Work, by Janice VanCleave New York John Wiley &; Sons. 1991. 231 pp. $19.89.

SimEarth, by Maxis Software Orinda, CA: Maxis Software. $69.95. Black and white or color. School editions and lab packs are available at reduced prices from Broderbund Software, Novato, CA. For Macintosh and IBM compatible.

MacGlobe, by PC Globe, Inc. Tempe, AZ: PC Globe, Inc. $79.95. For Macintosh.

EARTHALERT, by Mike², Inc. Seattle, WA: Mike², Inc.

Geo-Safari, by Educational Insights Geo-Safari, Educational Insights, 19560 South Rancho Way, Dominguez, Hills, CA 90220.     

Mapping as a Means of Farmworker Education and Empowerment

Abstract

Mapping is a simple activity that can be effectively linked to popular education of non-students. Mapping exercises have the potential to contribute to profound shifts in thought because the activity simultaneously draws on and challenges deep-seated experiential knowledge. The transformative potential of mapping is illustrated with health-promoter workshops for Latino migrant farmworkers in Benson, North Carolina, that took place in 1998 and 1999. The workshops are part of a larger project designed to reduce pesticide exposure by using community participatory research to develop and disseminate culturally appropriate teaching materials among Latino workers.     

Implementing a High School Level Geospatial Technologies and Spatial Thinking Course

Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K–12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. This article discusses the development of a systematic GST/spatial thinking course and analyzes how this course promoted student learning in these areas as well as developing problem-solving skills in other fields and applications.     

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.     

Establishing Preservice Partnerships: Geography and Social Studies

Abstract

Great strides have occurred in geographic education resulting in the development of new geographic teaching strategies and geography materials. Despite these developments, many social studies methods professors are still using outdated geographic materials, methods, and techniques. In 1992, the Missouri Geographic Alliance established a unique relationship with social studies methods professors in Missouri. This partnership was established at a four-day, intensive geography/social studies conference that used an innovative model for its development. The outcome of this conference was a strong partnership between social studies methods professors and geographers in Missouri. A result of this partnership has been an increase in the number of beginning teachers involved in the alliance movement, and ultimately, the use of up-to-date geographic teaching strategies, methods, and materials in their classrooms.     

A Marine Biological Station on the Staits of FUCA

Field data collection is often crucial to the success of investigations based upon remotely sensed data. Students of environmental remote sensing typically learn about the discipline through classroom lectures, a textbook, and computer laboratory sessions focused on the interpretation and processing of aircraft and satellite data. The importance of field validation of the data and products derived from them is rarely demonstrated through a field experience. Exercises designed for two separate courses are described: one at the undergraduate level and one at the graduate level. Through the comparison of pre- and post-test results, it was concluded that efforts to engage students in remote sensing data collection significantly benefits their understanding of the physical basis of environmental remote sensing (radiation/Earth surface interaction).     

Field Work in Physical Geography

Abstract

During the past few years, the idea of imparting to students a “liberal” education has attracted a great deal of attention. Considerable discussion has arisen over (1) the definition of “liberal” education, (2) its merits, and (3) the mechanism by which it would be imparted. Recently, much of the controversy has been resolved and academicians are now charged with the responsibility of putting the idea into practice. This paper uses the course Geography of Africa as an example of how the liberal education requirements can be fruitfully incorporated. In pursuit of this goal, the term “liberal education” is analyzed, its scope and objective(s) defined, and a model course proposed. The model course draws from ideas contained in a survey administered to the members of the Africa Speciality Group of the Association of American Geographers. Contained in the model course syllabi are suggested topics, key issues/themes, exercises, resource materials (films), outside readings, suggested textbooks, etc.     

Geographic Education and Careers in Geography

Abstract

Disciplinary concern with career options and opportunities has fluctuated over the years. Not surprisingly, geography continues to be incorrectly stereotyped as a field of study offering limited employment prospects. While geographic education has long focused on content, it must also embrace the importance of educating instructors, students, and career counselors concerning how the field opens doors to viable careers. This article presents a program that can be implemented by college and university departments to raise awareness and disseminate information about career opportunities in geography. The program emphasizes an integrated approach that includes partnerships with alumni, campus placement offices, and employers.