共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Journal of geography》2012,111(3):127-140
Abstract Broadening the intercultural awareness and international outlook of undergraduate students is best achieved through active rather than passive learning. The international student interview provides an excellent strategy for such active learning in introductory human geography classes. It allows American-born students to enter into a dialogue with students from other countries and learn about their cultures while simultaneously reexamining their own society and cultural frames of reference. The exercise also provides instructors with an opportunity to discuss the ethics and social practices associated with interviewing. Feedback from University of Georgia students completing this assignment underscored these benefits and provided suggestions for refinement of the exercise. 相似文献
2.
《The Journal of geography》2012,111(3):102-109
Abstract This paper addresses the neglect of social justice and social change in the undergraduate general education curriculum at a community college. The intended audience of this paper is community college instructors with heavy teaching loads of mostly general education courses. Without pretending to be a rigorous analysis of theories of radical pedagogy in the classroom, this article aims to balance a review of the discourse surrounding the undergraduate general education curriculum with examples of classroom practices. The first step in preparing our students to become agents of social change is to equip them with understanding and empathy, in the hope of ending the alienation that is a barrier to action. Assignments in general education geography courses are shared and reflected upon as a first step in grounding theory and introducing students to the struggle for social justice at home and abroad. 相似文献
3.
《The Journal of geography》2012,111(5):177-187
AbstractThe 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. 相似文献
4.
《The Journal of geography》2012,111(2):86-88
Abstract This article introduces the word “LAMPPOST” as a mnemonic device to aid in the instruction of climate variables. It provides instructors with a framework for discussing climate patterns that is based on eight variables: latitude, altitude, maritime influence and continen-tality, pressure systems, prevailing winds, ocean currents, storms, and topography. It focuses on ways to introduce the variables in a logical sequence that provides a smooth transition from one variable to the next. It is primarily designed for instructors with a background in human geography or the social sciences who wish to incorporate elements of physical geography into their lectures. 相似文献
5.
《The Professional geographer》2013,65(2):196-209
Recent research on the role of public capital in the economy focuses primarily on assessing its economic, and sometimes spatial economic, impacts. Access to more detailed and disaggregate data than typically used in these analyses allows us to take a fresh perspective on the often conflicting goals of interregional equity and aggregate efficiency. Using the state of Ohio as a case study, and classic definitions of equity and efficiency, we assess the correspondence between distributions of infrastructure investment and the social/economic distress they are intended to alleviate. Traditional map and statistical analysis combined with a graphical device we call the variegated distribution plot reveals that, in both rates and levels, investment is highest in areas of greatest distress. Both patterns are consistent with equity-driven investment distributions. 相似文献
6.
《The Journal of geography》2012,111(3):121-125
Abstract Geographers have a tradition of using novels in the classroom. Given our busy schedules, however, and the need for students to write, instructors may find that it takes too much time to grade writing assignments. This paper provides an efficient method of grading book review assignments. It requires students to use headings and subheadings, which may be internalized as a future organizational scheme for writing assignments. Experience has shown this method to be “grader-friendly” for instructors, making it easier to comment and score. 相似文献
7.
《The Journal of geography》2012,111(2):45-60
Abstract This paper presents an argument for introducing location-allocation theory to advanced undergraduate and beginning graduate students in a simplified continuous space environment that is relatively free of the distorting effects of networks and other aspects of more differentiated “real-world” environments. This approach can enable instructors to reinforce visually the role of different models and their objective functions. In this simplified setting, students can initially concentrate on the link between these mathematical programming techniques and the spatial nature of the problems being solved. In a short time, students can move into more advanced methods in more differentiated environments. A freeware program entitled NEWLAP was developed to facilitate this approach. This software features a variety of spatial allocation models and their associated constraints that can be applied on both the plane and the sphere. This paper outlines how this software can be used to show alternative solutions using different models on the same data set as well as application of the software in a “real world” problem on a global scale. 相似文献
8.
《The Journal of geography》2012,111(3):107-119
Abstract This article argues that we need to reconsider the connection between citizenship and geography. Although geographic education purports to prepare citizens, the possibilities for this relationship have been addressed by few scholars. The study shows that citizenship is situated in places and students’ actions as citizens reinscribe the meaning of these places. Because of this intersection, educators must be attentive to how they teach about places, particularly the ongoing interconnection between place and identity. One of the identities common in the teaching of places is citizenship. Geography instructors need to be thoughtful about their role as citizenship educators. 相似文献
9.
Learning by Doing: Implementing Community Service-based Learning 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):144-152
Abstract Community-based Learning (CSBL) is based on the idea that learning is facilitated when the classroom is linked with real-world experience. This paper presents an overview of the pedagogical basis of community service-based learning (CSBL) and compares CSBL projects carried out in two very different settings. The findings indicate that in order to implement CSBL successfully, instructors need to plan ahead, develop partnerships with community organizations, and allow community groups to guide student projects. It is also important to recognize that the full benefits of CSBL are only gained when students, community members, and instructors spend time reflecting on the CSBL experience. 相似文献
10.
《The Journal of geography》2012,111(5):202-215
Abstract Short-term international field study is an attractive alternative for many students to traditional, longer-term study abroad programs. We present a discussion of critical planning, administrative, and curricular elements related to the development and implementation of such courses. In doing so, we share a number of checklists and planning tools that other instructors may find helpful in the context of developing their own international field studies courses. In addition, we provide representative examples and experiences from two short-term international courses taught by the authors in the Geography Department at Shippensburg University. 相似文献
11.
《The Journal of geography》2012,111(4-5):142-153
Abstract This article demonstrates geography's role as an integrative discipline and its utility in connecting students to the world around them. A case study links China's demography and its geopolitics to the lives of U.S. students. The relationship of China's population pressures to its resulting economic growth, need for economic resources, and geopolitical efforts are examined using the concepts and holistic capabilities that are the academic strength of geography. 相似文献
12.
Integrating GIS into the Undergraduate Learning Environment 总被引：4，自引：3，他引：1
《The Journal of geography》2012,111(5):158-163
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. 相似文献
13.
《The Journal of geography》2012,111(6):264-265
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. 相似文献
14.
《The Journal of geography》2012,111(6):280-285
Abstract Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place. 相似文献
15.
《The Journal of geography》2012,111(3):108-119
AbstractThis article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often. 相似文献
16.
Ingrid van Putten Cecilia Villanueva Christopher Cvitanovic 《The Australian geographer》2017,48(1):121-142
ABSTRACTCoastal communities are part of the Australian identity but little is known about their characteristics and their long-term prosperity prospects. Increased migration to coastal areas and increased exposure to extreme climatic events indicates a need for social and economic data to inform socio-ecological systems planning. Here, we undertake a geo-spatial analysis to develop a typology of Australian coastal communities and assess relative vulnerability to climate-driven environmental change for a range of social and economic indicators. The aim of this study is to understand how the vulnerability of Australian coastal communities varies with geographic location or community size, and in comparison to other community types. Results show that both the population size and location of a coastal community matter and that coastal communities overall are more vulnerable on some socio-economic dimensions to climate-driven environmental change than their rural equivalents. However, results also demonstrate that the smallest coastal communities are strong in some important aspects of the human, social and financial domains, putting them in a good position to deal with some changes. Scale-appropriate and context-specific social policies are needed to address identified socio-economic vulnerabilities, supported by a range of formal and informal institutional structures, such as strategies to improve education and female workforce participation, and encourage participation in volunteering to increase human and social capital. 相似文献
17.
《The Journal of geography》2012,111(4):153-160
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. 相似文献
18.
《The Journal of geography》2012,111(5):207-218
Abstract American students are encouraged to become globally competitive. I argue that in a world plagued by social inequality and environmental mismanagement, students should become globally cooperative. But this position is not new. Nineteenth century geographers such as Peter Kropotkin argued that geographic education should promote cooperation and tolerance of others. This article explores why geographers cast aside this progressive vision for geographic education. It hypothesizes that geography's pursuit of academic and scientific legitimacy prompted it to spurn “value-laden” methods. The article concludes by suggesting that geographers return to their social justice roots by adopting constructivist pedagogical methods of Paulo Freire. 相似文献
19.
《The Journal of geography》2012,111(4):34-55
Abstract Country music offers students and instructors of geography a fertile area for explaining many of the concepts and traditions emphasized in the field. This study focuses on the physical, man-land, and spatial traditions of geography and their significance in analyzing a particular style of American country music. During the early part of the twentieth century, bluegrass music originated in Appalachia where man-land relationships were important to the inhabitants. It has since been diffused by the migration of musicians and facilities accommodating the old-time “pickin' and singin'” sound. The purpose of this study is to lend insight to the possibilities of using country music to illustrate the spatial-temporal phases of American culture. 相似文献
20.
《The Journal of geography》2012,111(1):4-13
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. 相似文献