Campus-Based Geographic Learning: A Field Oriented Teaching Scenario

Abstract

The use of field classes and the need for university master planning are presented as a way to enhance learning. This fieldoriented, goal-oriented approach to learning is proposed as a general model for university-level geographic education. This approach is presented for physical geography classes, but could also be applied to other subdivisions of geography. Student performance in geographic skills appears to be improved by this approach.

The use of campus based field teaching to provide an authentic experience to all students

“…Higher education institutions have been using campus based fieldwork for a long time (for example Hess & Meierding, 1972;Hudak, 2003;Jennings & Huber, 2003;Fuller & France, 2016). However, its potential as a valuable resource for practical work is perhaps over looked with a desire to attract and retain students with exciting and exotic locations.…”

Colorado’s Millennial Generation: Youth Perceptions and Experiences of Nature

“…The Audubon Bird Count and Storm Drain Stencil projects provide prime examples of citizen science, a concept and practice receiving a great deal of attention in the fields of both active learning and geographic education (Wheeler 1985;Kent 2000;Pawson and Teather 2002;Jennings and Huber 2003;Resler and Kolivras 2009). Indeed, evidence shows that while park visitation is down, the park service and other institutions are receiving more and more interest from young people who wish to participate in structured citizen science programs.…”

Teaching Geography with 3-D Visualization Technology

“…As part of her biogeography curriculum in more advanced courses, the instructor integrates field trips into the curriculum. Students can learn a tremendous amount about physical geography through fieldwork (e.g., Davis 1902a and b;Butler and Wilkerson 2000;Jennings and Huber 2003;Gersmehl 2005). The professor drives her small classes of students to an old-growth hardwood forest-a remnant of the presettlement Big Woods-where she demonstrates the procedures of vegetation sampling and tree coring to extract a record of tree rings.…”

“…Active learning should allow the student to direct his or her own inquiry to discover the principles of the subject, rather than to act as a passive recipient of information (see Klein 2003;Jennings and Huber 2003;Buckley et al 2004). Students might be asked to draw conclusions from 3-D maps or models, to compare the 3-D material to traditional maps, or to explore virtual environments at different scales.…”