The Geography Teacher最新文献

{"title":"Integrated International Field Trips Maximize Accessibility and Preserve Learning Value in an Age of Uncertainty","authors":"Dominique Cagalanan, C. J. Whitesides","doi":"10.1080/19338341.2021.1939096","DOIUrl":"https://doi.org/10.1080/19338341.2021.1939096","url":null,"abstract":"The benefits of study abroad have been well documented. Students who have international learning experiences, regardless of program duration, return with improved knowledge across cognitive dimensions (Cisneros-Donahue et al. 2012), more intercultural competence (Paras et al. 2019), better creative-thinking skills (Lee, Therriault, and Linderholm 2012), increased confidence, and clarified career goals (Bretag and van der Veen 2017). The inclusion of engaging learning activities, such as service learning (Moak 2020; Paras et al. 2019) or outdoor adventure education (Asfeldt and Takano 2020), results in additional benefits for students’ experiences and learning outcomes. Although students who wish to study abroad generally seek an impactful experience and feel a desire to explore a new part of the world, they must also make practical considerations. The cost of studying abroad, at-home time commitments (e.g., work or family obligations), and space in a student’s curriculum are factors that may limit the accessibility of such opportunities for many students (Bretag and van der Veen 2017; Smith and Mitry 2008). The decision to study abroad is ultimately dependent on a student’s assessment of the risk associated with doing so, in terms of not only the physical risk but also the investment since the outcome is unknown at the time of decision-making (Relyea, Cocchiara, and Studdard 2008). For faculty and administrators involved in organizing and offering faculty-led international learning opportunities, the core challenge is to design programs that offer meaningful educational experiences. Additionally, they must make them broadly accessible for students with financial, time, and/or programmatic constraints, and market and recruit effectively to make them cost-effective for the institution. Moreover, instability across the world (e.g., political unrest, natural disasters, and pandemics) is a reality that faculty and administrators face when contemplating how, or even whether, to offer international learning opportunities, and that students and parents consider when weighing the pros and cons of studying abroad. This paper presents a spring break international field trip to the Philippines that was organized as an optional one-credit lab course to be taken in conjunction with a full-semester three-credit geography course examining the relationship between forests and society. The accompanying semester-long course was an upper-level experiential learning course that covered the breadth of geographic perspectives on the topic—from human, physical, and human–environment traditions in the discipline—and reviewed common research methods including social surveys and forest stand assessments. The field trip was to be hosted by the Institute of Tropical Ecology and Environmental Management at Visayas State University and offer an in-depth, hands-on learning experience on tropical forest ecology, but it was unfortunately canceled one week prior to departure due t","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126749402","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":"Photo Essays for Interpreting Landscape in an Instructor-Led International Field Course","authors":"M. Bourque, J. Hamerlinck","doi":"10.1080/19338341.2021.1931926","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931926","url":null,"abstract":"This lesson plan describes the application of a photo essay technique for landscape interpretation in an interdisciplinary instructor-led international field course. In the scholarly tradition of geography, which embraces visual rhetoric and documentation as a methodological approach (Crang 2010), the photo essay is a format that allows for creative interpretation in an academic context (e.g., American Geographical Society’s Focus on Geography). Yet, photo essays are also very interdisciplinary. Rodrigues notes that the method’s origin is “strongly associated” with the use of classic photographic essays during the 1960s and 1970s in the field of visual anthropology (2018, 58). Increasingly, with improved ease of use, access, and image management associated with digital photography using mobile phones, the technique has been utilized in teaching across a wide range of disciplines including sociology and environmental education (Stock, Darby, and Meyer 2018), tourism (Rodrigues 2018), and urban studies (Van Melik and Ernste 2019). As presented here, this lesson is, in practice, a field-based exercise or learning activity that asks students to engage in three foundational approaches to place-based landscape reading: observation/documentation, interpretation, and analysis. By situating the photo essay as a scholarly product, we move students beyond the position of tourist or visitor in a new landscape, particularly in a study abroad context, and engage them as scholarly participant-observers whose photo essays document not only the physical environment but also their interpretation and reading of that location as a complex landscape. Utilizing the photo essay as a way in to place-based field work creates an accessible strategy for engaging students in the grounded practices and methods of cultural geography, interpretive environmental studies, and critical analysis. This exercise was designed and implemented in a 21-day undergraduate and graduate field course in southeast Queensland, Australia. Exploring Queensland’s Human and Physical Landscapes brings University of Wyoming graduate and undergraduate students to the heart of the complex physical environments and cultural landscapes of Brisbane, the Sunshine Coast, Noosa, Fraser Island, and Lady Elliot Island. Co-taught by faculty with backgrounds in geographical science and environmental studies, the students engaged in high-impact practices in field-based and international education, including experiential, place-based and relational learning in unique environments; field journaling; individualized research topics and student-led discussions; interaction with local experts and residents; exploration of students’ perceptions and biases; and critical analysis through photo essays. The audience for this lesson is primarily postsecondary learners, but it could be adapted to an instructor-led field course at the high school level.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132452479","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":"Ireland in Focus: Interdisciplinary Study Abroad and the Benefits of Collaboration","authors":"D. Dugas, E. Morgan","doi":"10.1080/19338341.2021.1931922","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931922","url":null,"abstract":"Beginning in 2015, New Mexico State University’s Office of Study Abroad, Faculty-Led International Program (FLIP) encouraged us to create a two-course/cross-disciplinary experience for students. All students enroll in both GEOG491-Cultural Geography and COMM491-Culture, Communication, and Place, regardless of their discipline. Both undergraduate and graduate students participated. The course was open to all majors, but the majority were from geography and communications. The combined course approach provided a fruitful avenue for transformative experiential student learning objectives, while joint participation within the disciplines of Communication Studies and Geography created a richer international study abroad student experience. Our purpose here is to outline the structure of our study abroad learning experience design as well as to identify and discuss our learning objectives. We started with a desire for students to gain the transformative benefits of real-world exposure, travel challenges and self-discovery, and person-to-person interactions. These are key to any student travel experience, but such broad learning objectives are inevitably complex and difficult to measure. However, indicators are present as increasingly contextualized student responses during trip discussions; demonstration of the synthesis of ideas in their final written interpretations; functionalizing conceptual and methodological structures of each discipline; and most interestingly, connecting the two disciplines in their interpretations.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131353580","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":"Introduction to the Special Issue on “Interdisciplinarity in Geography Educational Experiences Abroad”","authors":"Dominique Cagalanan, C. J. Whitesides, J. Neidel","doi":"10.1080/19338341.2021.1951504","DOIUrl":"https://doi.org/10.1080/19338341.2021.1951504","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123448826","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":"Enacting Interdisciplinarity: Lessons from Crafting a Multi-Dimensional, Experiential Field Study","authors":"C. C. Myles, Vaughn Bryan Baltzly","doi":"10.1080/19338341.2021.1939099","DOIUrl":"https://doi.org/10.1080/19338341.2021.1939099","url":null,"abstract":"Above and beyond the topical content of any given course— which would be in intent of (higher) education anywhere, even “at home”—the goals of international education are fairly grandiose: “to develop an awareness of self outside one’s own culture, to promote intercultural communication, and to encourage flexibility in adapting to a rapidly changing world” (Rotabi, Gammonley, and Gamble 2006, 453). Opportunities for study abroad have blossomed over the past several decades, though the practice is far from new. The benefits of study abroad are so well known, in fact, that some have begun to advocate for a more generalized conception of “study away” versus (only) “study abroad.” Sobania and Braskamp (2009), for example, argue that the main benefits of study abroad—acquiring a culturally sensitive perspective, improving flexibility and adaptability in unfamiliar situations, and increasing overall confidence and global awareness—are achievable even in domestic locales. The idea is that by relocalizing “away” exercises, program providers and faculty can capitalize on the lower cost of developing domestic programs and the fact the US has become so diverse that one need not travel far to interact with different cultural groups, meaning that students need not worry about going far when they can reach the same goals in a more attainable fashion (Sobania and Braskamp 2009). Though written more than a decade ago, the authors’ argument is especially pertinent in the contemporary moment, wherein the coronavirus pandemic has upended all of our programs, here and abroad. In other words, in a post(?)-COVID world, the notion that quality cross-cultural learning can occur in settings and modalities different from the ones we are used to—namely, those that are closer to home—is a compelling one at this particular time (and, indeed, may prove especially useful if higher education does not return to “normal” promptly). Challenges aside, the benefits of approaching and engaging with the perspectives of another culture—whether that interaction occurs close to or far from home—nevertheless retain their value: “Study abroad is an early form of experiential learning ... that allows students to put into practice the academic and theoretical ... embod[ying] the art of connecting to the other, of cultivating a mutually constitutive definition of self and other” (Carney 2018, 89). So, it seems, in some form or another, “study abroad” is here to stay. So how can we best configure study abroad to capture the widest array of benefits?","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128861163","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":"Place-Based Interdisciplinary Study Abroad in Senegal: Geography, Global Studies, and Francophone Studies","authors":"Hilary B. Hungerford, Molly Krueger Enz","doi":"10.1080/19338341.2021.1939098","DOIUrl":"https://doi.org/10.1080/19338341.2021.1939098","url":null,"abstract":"This article outlines a faculty-led, interdisciplinary study abroad program to Dakar, Senegal, in 2014 and 2016 sponsored by South Dakota State University (SDSU) and hosted by the West African Research Center (WARC). This article highlights in particular the contributions of Geography, Global Studies, and Francophone Studies to program design and execution. Broadly, the program goals were to interrogate processes of globalization on places that are often at the margins of the global political economy. Globalization is a key topic of inquiry for Geography, Global Studies, and Francophone Studies and is approached in complementary ways by the different fields. Senegal was selected as the site for our study as it is an economic, cultural, and political hub of West Africa. West Africa is often described as a peripheral region, and the aim was to challenge this hierarchy by focusing on how globalization is mediated and negotiated in a particular place. The African continent is an important, but often neglected, region for study abroad. At the time this study abroad was conceptualized, SDSU did not have any faculty-led programs to the African continent. A Francophone country was intentionally selected so that participants pursuing a French Studies major could further develop their language skills, though proficiency in French was not required to participate in the program. The two program co-leaders are tenure-track faculty members in Geography and Global Studies/Francophone Studies and have substantial academic experience in West Africa, training in intercultural competence, and place-based experience in Senegal. Though the program was designed by the American faculty members, local voices were prioritized in the field. The faculty leaders consistently highlighted local perspectives during the in-country portion of the program through guest lectures delivered exclusively by Senegalese experts, site visits to African-led organizations in Dakar, and excursions to rural areas of the country. This prioritization of African voices and experiences was made possible through a collaborative partnership with WARC. WARC is led by Senegalese experts, promotes academic and cultural exchange between West African and American scholars, and increases awareness of the critical place of West Africa in the global community. Centering place and foregrounding local voices also reflects the intersections of Geography, Global Studies, and Francophone Studies that made this study abroad program successful.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133267086","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":"Exploring the Henro Michi: Student-Centered Field Research in Japan as a Component of the Virtual Shikoku Pilgrimage Project","authors":"Susan J. Bergeron, Ronald S. Green","doi":"10.1080/19338341.2021.1931924","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931924","url":null,"abstract":"During the 2018–2019 academic year, the authors had the opportunity to begin work on a unique multi-year virtual heritage Virtual Shikoku Pilgrimage (VSP) project. The main goal of this project is to design and develop an immersive virtual landscape exploration platform that uses 3-D digital technologies, including the Unity video game engine development platform and 3-D modeling software such as Blender and SketchUp (Blender Foundation 2020; Trimble, Inc 2020; Unity Technologies 2020), to recreate the cultural and natural landscapes of the temples and surroundings that make up the 750-mile (1,200-kilometer) 88-temple Buddhist pilgrimage around the perimeter of the island of Shikoku, Japan (Figure 1). The VSP project builds on the growing body of literature and implementations centered around virtual heritage, which is focused on digital visualizations and interpretations of cultural heritage objects and landscapes (Jacobsen and Holden 2007). Many of these projects seek to “recreate” or “reconstruct” elements of physical places and spaces with cultural meaning within a digital environment that can be navigated and enhanced with embedded information and interactive elements (Champion and Bharat 2007). The VSP project was conceived as more than just a recreation of the temples and landscapes of the Shikoku pilgrimage in digital form; it is rather an immersive and interactive virtual platform where the experiences of those places and spaces can be represented and explored through interactive multimedia and objects (Bekele and Champion 2019). One of the core goals of this virtual heritage work is not only to explore the virtual recreation of cultural landscapes as immersive digital experiences but also to delve into the challenges of visualizing and representing knowledge within such a platform (Ghani, Rafi, and Woods 2020; Flaten et al. 2014). Through collaboration using the tools of our respective disciplines, Geography, Religious Studies, and our university’s Digital Culture and Design program, this project aims to utilize the virtual landscape platform to embed digital stories and media elements within an immersive virtual space that allows teachers and students of a wide range of disciplines to more broadly delve into the experience of the Shikoku Pilgrimage from their own homes and classrooms. Those who access the completed VSP platform will be able to virtually traverse the changing landscapes of the routes, enter temples, and interact with others along the pilgrimage just as one would do in Shikoku. This will be achieved through images and words of those who take part in the pilgrimage, of local residents who live and work within the temples and surroundings, and of scholars who have studied the pilgrimage and its importance. The first phase of the VSP project focused on background research, initial design ideas, the research trip to Japan in May 2019, and the initial design and development of a prototype focused on the first three temples in","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132614050","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":"Interdisciplinary Learning about People, Planet, and Profit in Germany","authors":"Heike C. Alberts, Bruce D. Niendorf","doi":"10.1080/19338341.2021.1931918","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931918","url":null,"abstract":"For several years, our university partnered with a manufacturing company in Germany that is well known for its sustainable business practices and generates revenues in excess of 2 billion Euro annually. This partnership encompassed several programs, including providing training for the company’s junior management in the Business School of our university and a week-long Sustainability Academy with American and German students at the company headquarters in Germany. We added a week-long program in Berlin to the Sustainability Academy to enable our American students to learn more about and experience Germany before the week at the company headquarters. This study abroad program was unusual in several ways. First, due to the partnership with the German company, our students only paid for the Berlin portion of the trip, so this three–credit hour program was very cheap at well under US $1,000, including airfare. Second, the program included a traditional study abroad portion (the week in Berlin) and a week of taking classes and working with German students at the company headquarters, thus providing our students with the opportunity to interact and work with German students and company management and employees. Third, because the program was shared between the College of Letters and Science (COLS) and the College of Business (COB), half of the students came from COLS and half from COB. One geography professor and one finance professor were selected by their respective deans to attend the trip. The geography professor was assigned to the program partly because she is a native German, so it was a coincidence that the program included geography and business. This combination worked out well, as we will discuss in detail below. The students’ experience began with a three-day pre-trip orientation program. Apart from focusing on getting to know one another and informing students about the logistics of the trip, we taught students about five different main topics: The geography professor taught students Landeskunde, the German word for the study of a country including the history, geography, and social setting; explained “do’s and don’ts” in Germany (including how to behave in business settings or at a formal dinner in preparation for the time spent at the company); and went over a bit of basic German. The business professor introduced students to the main differences in business culture between the United States and Germany and discussed sustainability practices on our campus and at the German company. In doing this, he introduced students to the People, Planet, and Profit framework. This framework, also called the Triple Bottom Line by business writer John Elkington (1994), argues that companies should focus not solely on profit but also on the social and environmental aspects of their business practices as well. We also found this framework helpful to think about how our two disciplines, geography and business, interacted and contributed to this study abro","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126750427","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":"From Real to Virtual Reality–Using the Geographic Advantage with Emerging Technology to Pivot an International Interdisciplinary Experience","authors":"Lynn Moorman, Dawna L. Cerney, Dianna Gielstra, E. Foster, Niccole Villa Cerveny","doi":"10.1080/19338341.2021.1939095","DOIUrl":"https://doi.org/10.1080/19338341.2021.1939095","url":null,"abstract":"aDepartment of earth and environmental Sciences, Mount royal University, calgary, alberta, canada; bDepartment of Geography and Urban-regional Studies, youngstown State University, youngstown, ohio, USa; cenvironmental Studies, prescott college, prescott, arizona, USa; dDepartment of Teacher education, University of Mississippi, oxford, Mississippi, USa; eDepartment of cultural Sciences–Geography, Mesa community college, Mesa, arizona, USa","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"28 17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124380021","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":"A Global Educational Experience between Geography and Nursing: Interdisciplinarity and Sustainability","authors":"S. Constantinou, D. Morrison-Beedy","doi":"10.1080/19338341.2021.1931923","DOIUrl":"https://doi.org/10.1080/19338341.2021.1931923","url":null,"abstract":"As the world becomes increasingly more interconnected and interdependent, it is critical that academic institutions continue to build opportunities to prepare students to become global citizens. It is also a priority to expand approaches for students to learn within interdisciplinary environments so that students acquire a broader “team lens” needed for success in future employment and scholarship. Across the globe, part of the “common language” connecting professionals across disciplines has been the Sustainable Development Goals (SDGs). These seventeen interconnected goals serve as a blueprint for the nations of the world to address the ongoing challenges to peace and prosperity for people and our planet. The SDGs address interconnected broad issues ranging from ending poverty, addressing climate change, improving health and education, reducing inequalities, and spurring economic growth (United Nations 2020). There is a growing body of literature dealing with the concept of interdisciplinarity in American universities. Interdisciplinarity commonly refers to the joining of forces by two or more academic fields of knowledge (Raento 2009, 517). Advocates of the use of interdisciplinarity in higher education consider it necessary to address complex problems facing the world in the twenty-first century (Bracken and Oughton 2009). Several disciplines have participated in the process, and geography is no exception. As Baerwald (2010, 497) stated, in his presidential address to the Association of American Geographers, “If disciplines are tribes with distinctive cultures, geographers are a breed inclined to wandering, exploring, and working together with others.” Such calls, however, need not be limited only to research agendas, but they need to extend to teaching and learning (Taylor 2018). Similarly, the profession of nursing stresses the need for interdisciplinary education and practice experiences to provide “health for all,” most often interdisciplinary education takes place across other health disciplines (e.g., medicine, pharmacy, physical therapy). The American Association of Colleges of Nursing position statement on interdisciplinary education and practice stresses that nursing students should be educated in ways that promote joint interdisciplinary planning, decision-making, and goal setting (Morrison-Beedy et al. 2021) The purpose of this paper is to present an interdisciplinary model of Education Abroad in Cyprus. This unique educational opportunity allows undergraduate students from across several campuses to achieve three goals: (1) to enhance their global perspective by participating in an Education Abroad experience, (2) to participate in an interdisciplinary learning experience between geography and nursing with the SDGs as an overarching thread, and (3) to fulfill the proposed university general education thematic requirements.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122643879","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}