Integrating GIS into the Undergraduate Learning Environment

Abstract

Despite the promise of GIS, substantial barriers have prevented its widespread use in geographic education. Among the key factors are technical impediments stemming from software complexity, pedagogic issues related to the lack of experienced faculty and the shortage of curriculum materials, and systemic issues associated with faculty motivation. This case study describes strategies that were employed for addressing each of these barriers in a large enrollment, multisection world geography course. Successful implementation of those strategies has enabled large numbers of students in classes taught by instructors with no formal GIS experience to spend a substantial amount of time learning geography with the help of simple, easy-to-use GIS software applications.     

Geography Education Across the Atlantic at the Geographical Association

Abstract

The Geographical Association (GA) is an international association of over 10,000 geography educators headquartered in Sheffield, England. The National Council for Geographic Education (NCGE) and the GA have similar goals. The GA's annual conferences provide an excellent opportunity to begin geography education partnerships between the NCGE and the GA. Operating exhibits and teaching workshops on geographic information systems at the last three Geographical Association conferences at universities in England afforded the opportunity to network with teachers and pave the way for future collaboration.     

Comparing Teacher-Directed and Computer-Assisted Instruction of Elementary Geographic Place Vocabulary

Abstract

Increased knowledge of geographic place name vocabulary continues to be important to student academic success. Place knowledge is a vital part of students' learning to be responsible citizens by helping them become more conscious of the world around them and preparing them to enter a global workplace. This study compares computer-assisted to teacher-directed instruction for teaching elementary geographic place name vocabulary. Direct instructional methods can improve student performance with clearly identified student objectives, structured content delivery, and monitoring of progress. Instruction provided via computers appears to be a more effective method than traditional direct instruction.     

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.     

A Review of: “Pittsburgh and the Appalachians: Cultural and Natural Resources in a Postindustrial Age”

Abstract

Geography is one of the subjects offered toward a diploma of the International Baccalaureate Organization. Like the others, its syllabus is regularly reviewed and revised to remain current. The advent of a revised syllabus brings overlap that can be challenging for teachers. The syllabus that is now coming to an end was described in 107(4–5) of the Journal of Geography. The present article compares that syllabus with the new one and, particularly, the demands the new syllabus will place on teachers and students alike.     

Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course

Abstract

This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings.     

Mindful Learning in Geography: Cultivating Balanced Attitudes Toward Regions

This study examines the potential of mindful learning in geography education. A hypothesis was developed to form the research topic, and three experiments were performed to analyze it. The experiments supported the hypothesis. In other words, mindful learning was found to be helpful for cultivating balanced attitudes toward regions. In conclusion, mindful learning has the potential to be a simple but helpful method of geography education.     

Dynamic evolution model of isothermal voids and shocks

We explore self-similar hydrodynamic evolution of central voids embedded in an isothermal gas of spherical symmetry under the self-gravity. More specifically, we study voids expanding at constant radial speeds in an isothermal gas and construct all types of possible void solutions without or with shocks in surrounding envelopes. We examine properties of void boundaries and outer envelopes. Voids without shocks are all bounded by overdense shells and either inflows or outflows in the outer envelope may occur. These solutions, referred to as type void solutions, are further divided into subtypes and according to their characteristic behaviours across the sonic critical line (SCL). Void solutions with shocks in envelopes are referred to as type voids and can have both dense and quasi-smooth edges. Asymptotically, outflows, breezes, inflows, accretions and static outer envelopes may all surround such type voids. Both cases of constant and varying temperatures across isothermal shock fronts are analyzed; they are referred to as types and void shock solutions. We apply the ‘phase net matching procedure’ to construct various self-similar void solutions. We also present analysis on void generation mechanisms and describe several astrophysical applications. By including self-gravity, gas pressure and shocks, our isothermal self-similar void (ISSV) model is adaptable to various astrophysical systems such as planetary nebulae, hot bubbles and superbubbles in the interstellar medium as well as supernova remnants.