The Geography Teacher最新文献

{"title":"A Survey of Interdisciplinary Geography Study Abroad Opportunities","authors":"C. J. Whitesides, Dominique Cagalanan, Hannah Graham, A. Hall, Reanna Kuiken, Thomas J. McCullough, B. Rogers","doi":"10.1080/19338341.2021.1931920","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931920","url":null,"abstract":"For decades, internationalization of the curriculum has been championed to prepare students for success in a globalized world (Harari 1981; Leask 2015; Mestenhauser and Ellingboe 1998). Internationalizing the curriculum also adds clout to educational institutions and keeps them competitive (Clifford and Montgomery 2011; Harris 2008), and many institutions have developed internationalization plans (Childress 2009). Study abroad is an obvious platform to accomplish these objectives. The number of US students studying abroad has increased from fewer than 100,000 students in the 1993–1994 academic year to nearly 350,000 in 2017–2018 (IIE 2019), and evidence suggests that students who participate in study abroad outperform those who do not (Houser et al. 2011). Study abroad is a type of fieldwork that has long been recognized and valued as an integral part of geography higher education (Mathewson 2001). Modern geographers like Alexander von Humboldt and Friedrich Ratzel spent much time researching abroad and established international study as germane to the discipline. Geography study abroad is more than “simply a marketing tool or an academic tourist excursion, [because] doing fieldwork in unfamiliar places and cultures offers a rich opportunity to disrupt student expectations, and to stimulate critical reflection on geographical practice in our students” (McGuinness and Simm 2005, 242). Since study abroad combines regional studies and fieldwork, both of which are foundational to geography, the discipline is well equipped to lead the internationalization of American universities (Pandit 2009), and it has been argued that geographers do study abroad better than others (Keese 2013). A special issue of Journal of Geography (Veeck and Biles 2009) and a symposium in Journal of Geography in Higher Education (Simm and Marvell 2017, 468) provide additional evidence that geography is “already internationalized and lends itself more easily to internationalizing the curriculum than many subjects and so should be well placed to address the needs of employers and societal needs for global citizens.” Internationalized curricula also foster interdisciplinarity (Childress 2009), and interdisciplinary learning opportunities enable students to “understand and make connections across a diverse array of knowledge and skills” resulting in “more rewarding lives and employment opportunities” (Bear and Skorton 2019, 60). As disciplines across the natural and social sciences and humanities tackle global grand challenges, such as those related to achieving the Sustainable Development Goals, interdisciplinarity in education is increasingly important (Annan-Diab and Molinari 2017; Clark and Wallace 2015; Parker 2010) and requires institutional support (Holley 2009). Geography’s topical and methodological breadth, for which it has long struggled to obtain recognition of its disciplinary niche (Turner 2002), is in fact a unique asset that results in interdisciplinary collaboratio","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-Teaching Historical Geography through French Landscapes","authors":"P. Whalen, Dominique Cagalanan","doi":"10.1080/19338341.2021.1939097","DOIUrl":"https://doi.org/10.1080/19338341.2021.1939097","url":null,"abstract":"The disciplines of geography and history have long been intertwined, classically so in the French tradition. Jules Michelet (1833), Elysee Reclus (1876–1894), and Paul Vidal de la Blache (1903) helped set the foundation for merging geography and history as a unified academic project that remains engrained in the French tradition of both disciplines, such as through the more contemporary works of Pierre Nora (1998, 2004) and Fernand Braudel (1988). Beyond France, geographers and historians have since continued the tradition, highlighting how each is best understood in relation to the other. Darby (1953) discusses historians embracing geography and geographers embracing history, highlighting how the two disciplines are so entangled that it can be “difficult to delimit the frontier between the two studies” (6). After all, “the geography of the present-day is but a thin layer that even at this moment is becoming history ... [and] the characteristics of different landscapes are the result not only of relief and soil and climate, but also of the utilization of these by successive generations of inhabitants” (Darby 1953, 6). Accordingly, landscape can serve as a teaching tool that inherently facilitates interdisciplinarity between geography and history. Landscape is also a powerful teaching tool for study abroad, whether for teaching students about ecosystems as they explore a new part of the world (Barton, Bruck, and Nelson 2009) or teaching them about practices in a new cultural context (e.g., Jokisch 2009). The inclusion of multiple and diverse landscapes explored in a study abroad program can increase the breadth and depth of student learning by highlighting how the destination country is not a single monolithic place, but a heterogeneous tapestry linked through larger-scale processes and shaped over the course of history to produce variable results. The study of different people and places also gives students a deeper understanding of the interdisciplinarity of geography and history that figures so prominently in studies of environmental history, social and cultural history, and heritage and memory (Ogborn 1999). Because landscapes are everywhere, they provide an omnipresent teaching tool that can enhance any interdisciplinary study abroad program.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134171777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Food, Sovereignty, and Development: An Interdisciplinary Examination of the Geographies of Food and Development in Cuenca, Ecuador","authors":"M. Walsh-Dilley, Santiago Vaquera-Vásquez","doi":"10.1080/19338341.2021.1931925","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931925","url":null,"abstract":"Offered through the Honors College at the University of New Mexico, Conexiones-Ecuador is an explicitly interdisciplinary study abroad program around the theme of “Food, Sovereignty, and Development.” In an immersive language and cultural studies experience, students live with host families, take Spanish language classes at the Universidad de Cuenca, and participate in interconnected courses on the geography of food and food writing. Directed by a cross-disciplinary team from the Department of Geography and Environmental Studies and the Department of Spanish and Portuguese, the Conexiones-Ecuador program seeks to build curious, confident, self-directed adventurers who wish to immerse themselves in a cultural experience that they will carry through their lives.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131662480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where is our Booth? Clan Organization at the Alþingi, Þingvellir, Iceland in Virtual Reality","authors":"N. Cerveny, Dianna Gielstra, Johan Gielstra, Lynn Moorman, Dawna L. Cerney, E. Foster","doi":"10.1080/19338341.2021.1931919","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931919","url":null,"abstract":"aDepartment of cultural Science, Mesa community college, Mesa, arizona, USa; benvironmental Studies, prescott college, prescott, arizona, USa; cSoftware Developer, austin, Texas, USa; dDepartment of earth and environmental Sciences, Mount royal University, calgary, alberta, canada; eDepartment of Geography and Urban-regional Studies, youngstown State University, youngstown, ohio, USa; fDepartment of Teacher education, University of Mississippi, oxford, Mississippi, USa","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"130 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120989947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainability along the Yangtze: A Study Abroad Collaboration between Geography and Environmental Science","authors":"Brian Page, B. Wee, Yi-Chia Chen, A. Schmit","doi":"10.1080/19338341.2021.1931921","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931921","url":null,"abstract":"In 2011, we developed a new study abroad course in China as part of the University of Colorado Denver Global Study program. This program focuses on short-term, intensive, international field study conducted during the three-week break period between the spring and summer semesters. The course, “Sustainability Along the Yangtze,” has been taught a total of five times, most recently in 2019. Typically, it involves twelve students and two instructors. Over the years, the course has undergone several curricular and pedagogical changes that reflect an ever-deepening collaboration between the discipline of Geography (particularly human geography) and the discipline of Environmental Science. This collaboration provides integrated perspectives on processes of development and environmental change occurring on a massive scale in China today that enhance and deepen student learning in the field. In this paper, we present a course design model that focuses on the effects of urbanization on water resources in the Yangtze valley and illustrates the benefits of an interdisciplinary approach to study abroad.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133949049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introducing the NCGE Resource Library","authors":"J. Lash","doi":"10.1080/19338341.2021.1937271","DOIUrl":"https://doi.org/10.1080/19338341.2021.1937271","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126159479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time for a Geography for Life Revival?","authors":"J. Lash","doi":"10.1080/19338341.2021.1913437","DOIUrl":"https://doi.org/10.1080/19338341.2021.1913437","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115175625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Public, On-Campus Art in Teaching and Creating Community in Introductory Geography Courses","authors":"Hilary B. Hungerford, Susan Thackeray, Annabel Smith","doi":"10.1080/19338341.2021.1895865","DOIUrl":"https://doi.org/10.1080/19338341.2021.1895865","url":null,"abstract":"Public art installations are part of university campuses across the United States, and these installations can be useful in teaching important geographic concepts, skills, and geovisualization techniques. Connecting students to on-campus resources and involving them in various social and academic aspects of campus life have been shown to help student resilience and completion rates (Meyer 2014). Using public on-campus art resources in geography classes can both enhance student learning of important geography content, themes, and techniques and potentially contribute to student retention and resilience. This paper discusses the use of one campus art installation, Roots of Knowledge, in an introductory world regional geography course. The use of this art piece and pedagogical research was informed by the following questions: (1) How can art enhance undergraduate learning, research, and visualization techniques in geography? (2) How can the use of art contribute to the development of critical thinking skills in geography? (3) How effective is the use of on-campus art resources in connecting students with on-campus resources? We found that the use of visual arts greatly helped students accomplish our learning objectives, but we found mixed results in the effectiveness of connecting students to on-campus resources. One unexpected result of this research was that many students engaged with the virtual tour and smartphone app more than the on-campus installation. While initially dissatisfied with the use of the digital tools, we came to understand that the virtual tour and smartphone app made the work of art more accessible both to our students and to any student around the world.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124170106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Spatial Thinking Abilities Using a Species Distribution Model","authors":"Carlos A. Morales-Ramirez","doi":"10.1080/19338341.2021.1894209","DOIUrl":"https://doi.org/10.1080/19338341.2021.1894209","url":null,"abstract":"• Species occurrence data (https://drive.google.com/drive/folders/1cWq9Pd4qP9IBhklwXz46W_NoTnapECcX?usp= sharing) • Data can be obtained from Global Biodiversity Information Facility (GBIF) or International Union for Conservation of Nature (IUCN) Red List • Future environmental data (https://drive.google.com/drive/ folders/1cWq9Pd4qP9IBhklwXz46W_NoTnapECcX?usp =sharing) • For selected marine species, Bio-ORACLE has opensource data • Maxent • Student handout • Political map of the world (or students can access this online while conducting the model) • Species Distribution Modeling presentation (https://drive. google.com/drive/folders/1cWq9Pd4qP9IBhklwX z46W_NoTnapECcX?usp=sharing) • Computer Standards","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122311266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why Study Geography?","authors":"T. Larsen","doi":"10.1080/19338341.2021.1894210","DOIUrl":"https://doi.org/10.1080/19338341.2021.1894210","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123946978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}