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McDaniel, Paul N. – Journal of Geography, 2022
Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of…
Descriptors: Geography Instruction, Internet, Maps, Active Learning
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Larsen, Thomas; Tabor, Lisa; Smith, Patrick – Journal of Geography, 2021
Increased liability, limited resources, and global pandemics reduce opportunities for field-based learning and accelerate transition to online education across grade levels and geographic contexts. Conventional expectations about teaching through fieldwork (i.e., in-person, led by the instructor) no longer encompass geography as a field…
Descriptors: Geography Instruction, Field Studies, COVID-19, Pandemics
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Halliwell, Jamie – Journal of Geography, 2020
Students embody themselves within social media platforms and (re)craft their identities within social media platforms. These interfaces enable students to think critically regarding human geographic issues online and raise awareness of their positionalities in using ever-changing technology. This paper analyses how social media research can be…
Descriptors: Social Media, Computer Software, Singing, Undergraduate Students
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Petersen, Brian; Barnes, Jessica R. – Journal of Geography, 2020
We renew a call for action and build on work by geographers and others who have detailed how hopelessness emerges and the consequences this has for teaching and learning about the environment in universities. Scholars have written about a sense of hopelessness in students and faculty, anecdotal evidence supports it, and a survey we distributed in…
Descriptors: Geography Instruction, Environmental Education, Teaching Methods, Psychological Patterns
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Catherine Waite – Journal of Geography in Higher Education, 2024
This article reflects on the author's experience of developing a standalone geographies of sport module that is taught using an active blended learning (ABL) approach. The article argues that an ABL pedagogy is an effective way of teaching meaningful sports geography to undergraduate students. It discusses how the approach allows a diverse range…
Descriptors: Active Learning, Blended Learning, Teaching Methods, Undergraduate Students
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Lisa M. DeChano-Cook; Lucius F. Hallett IV – Journal of Geography in Higher Education, 2024
Teaching sports geography in higher education on the surface seems like it would be a great course to draw students in, get them exposed to geographic concepts, tools, and techniques, and the perfect forum for using examples to which students can relate. However, there are few instances of a sports geography course being in a regular rotation of…
Descriptors: Barriers, Teaching Methods, Geography Instruction, Team Sports
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Eric Magrane; Daniel Carter – Journal of Geography in Higher Education, 2024
Field study and field courses are integral to the discipline of geography. While there are many forms that a field course might take, in this paper we draw on two university-level field courses in the U.S. Southwest to propose a road trip pedagogy for field study. We reflect on the particular resonance of the road trip in the American West and how…
Descriptors: Geography Instruction, Field Trips, Undergraduate Students, Course Descriptions
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Zachary J. Suriano – Journal of Geography in Higher Education, 2024
There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional "for cost" teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further…
Descriptors: Open Educational Resources, Academic Achievement, Introductory Courses, Geography Instruction
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Ye, Chao; Zhu, Xiaodan; Lieske, Scott N. – Journal of Geography in Higher Education, 2023
Emotion is important in teaching and research but are rarely the focus of geographic scholarship. This article aims to bridge the gap between teaching geographic thought and teaching that considers emotion based on the case of a university class in China. Class sessions, supported with an English language textbook, were connected with different…
Descriptors: Geography Instruction, Teaching Methods, Student Attitudes, Psychological Patterns
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Li, Yanan; Krause, Samantha; McLendon, Aidan; Jo, Injeong – Journal of Geography in Higher Education, 2023
Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some…
Descriptors: Geography Instruction, COVID-19, Pandemics, Field Experience Programs
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Copeland, Alison; Tate, Simon – Journal of Geography in Higher Education, 2023
Debates about how best to support students' transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic…
Descriptors: Pollution, Statistical Analysis, Mathematics Anxiety, Geography Instruction
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Gregory, Kenneth J.; Lewin, John – Journal of Geography in Higher Education, 2023
Big ideas, sometimes referred to as key, core, fundamental or threshold concepts, are widely applicable concepts at the heart of disciplines that are or have been central and influential for their fields. Attention here is particularly directed to meta-concepts common to sister disciplines in the sciences. "Learning thresholds",…
Descriptors: Geography Instruction, Teaching Methods, Intellectual Disciplines, Learner Engagement
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Naomi Millner – Journal of Geography in Higher Education, 2023
This paper addresses the tension between the need to create spaces for unsettling feelings as part of a decolonisation of the curriculum in Higher Education, and the need to create a sense of safety in the classroom. Decolonising the curriculum, here, means exploring how histories of coloniality structure educational institutions, established…
Descriptors: Scaffolding (Teaching Technique), Teaching Methods, Geography Instruction, Safety
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Matej Blazek; Alison Stenning – Journal of Geography in Higher Education, 2023
This paper reflects on tensions and challenges in encouraging and enabling students to foreground their personal emotional material in the learning process, while this process itself remains embedded in the neoliberal subjectivities of the university, wider social contexts and the individual selves. We explore our teaching on a final year…
Descriptors: Neoliberalism, Geography Instruction, Teaching Methods, Emotional Experience
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Patricia J. Lopez – Journal of Geography in Higher Education, 2023
For scholars across a wide range of disciplines, the work of building critical inquiry and guiding students to discover and hone the tools necessary to be attentive to the world is not new. Critical scholars have long understood that an engaged pedagogy of emancipation and transformation is not indoctrination but rather an invitation to become…
Descriptors: Teaching Methods, Transformative Learning, Psychological Patterns, Educational Change
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