Fieldwork in an Urban Setting: Structuring a Human Geography Learning Exercise

Abstract

Carefully constructed urban fieldwork enriches students' geographic education in ways impossible to reconstruct in the classroom. Geographic literature lacks good examples from human geography of how this might be accomplished. This research extends fieldwork application to the urban setting at a level most appropriate for college students, particularly those in an urban institution. The research question explored concerns the relationship of a city and its suburbs. Students conducted tests of the suburban dependency theory in five different communities in metropolitan Atlanta, using a variety of data sets, interviews, surveys, and other field techniques. Critical factors previously overlooked were size of the community and the role of county government.

A Student Run Field Exercise in Applied Tourism Geography

“…This paper, like several of those mentioned in the introduction, notably Wheeler (1985), Walcott (1999), and Butler and Wilkerson (2000), linked basic class concepts and outside reading with "ground truthing." But unlike Walcott's study, which was designed for and carried out by senior undergraduates and graduate students, most of whom were presumably geography majors, this field experience was designed for and completed by student with little or no geographical background, and could therefore serve as a template for teachers in all grades.…”

“…Each paper on this subject brings with it new ideas, many of which can be useful to teachers not just of college students, but of elementary and high school students as well. The length and purpose of this paper preclude a complete listing of materials devoted to field studies by geographers, but there are many notable works in the Journal of Geography including articles by Wheeler (1985), Walcott (1999), Tueth and Wikle (2000), Butler and Wilkerson (2000), and Martin (2003). Wheeler (2001, 96) discusses traditional versus contemporary methods of field work, and he describes some characteristics of contemporary field work including "qualitative data, impressions of neighborhoods, and participant observation."…”

Observing Metropolitan Atlanta, Georgia: Using an urban field study to enhance student experiences and instructor knowledge in urban geography

“…An urban field study can take many forms, and is based upon a strong and broad tradition of fieldwork in geography (Platt 1959, Wheeler 1985, Gold et al 1991, Walcott 1999, Ford 2000, The Geographical Review 2001. Gold et al (1991, 23), drawing on Lonergan and Andresen (1988,l) include teaching, trips, and research as part of their broad definition of fieldwork, specifying only that it take place outside of the classroom, involve firsthand experience, and some form of "supervised" learning.…”

“…Field studies have been recognized as useful for teaching specific research methodologies, for linking "real-world" examples with geographic theories, and for problem-solving using original data collection (Platt 1959, Harrison and Luithlen 1983, Wheeler 1985, Walcott 1999. Scholars credit fieldwork as a way to foster active student learning (Harrison and Luithlen 1983, Gold et al 1991, Walcott 1999), but caution that field studies need to have a clear set of objectives and procedures that are linked to broader course themes and materials (Gold et al 1991, Walcott 1999. Organizing a field study or assignment, therefore, requires considerable planning and thoughtfulness on the part of the instructor.…”

“…Field studies can draw upon-and teach-a wide-range of geographic skills, depending upon the pur-36 Martin pose of the course and the project. For example, Walcott (1999) required her students to analyze the theory of suburban dependency by conducting interviews and surveys, as well as drawing upon existing data sets. graphic observation-looking at the landscape, and applying geographic questions and theories to what one sees-is the primary skill I seek to impart to my students.…”