Geography's Place in Higher Education in the United States

Murphy, Alexander B.

doi:10.1080/03098260601033068

Cited by 87 publications

(48 citation statements)

References 23 publications

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“…The geotechnology revolution is still ongoing, pushing geographic analysis up to computing clouds and down to mobile devices, and into all walks of life. Its continued growth has expanded the job market for geographers, increased enrollment in geography departments, and brought improvement in geography education at all levels (Murphy, 2007).…”

Section: Harvard Returned To Geographymentioning

confidence: 99%

Embracing Geographic Analysis Beyond Geography

Guan

Bol

2012

International Journal of Applied Geospatial Research

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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.

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Section: Harvard Returned To Geographymentioning

confidence: 99%

Embracing Geographic Analysis Beyond Geography

Guan

Bol

2012

International Journal of Applied Geospatial Research

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“…The geo-technological revolution is still ongoing as of today, 101 pushing geographic analysis up to computing clouds and down to mobile devices, into the hands 102 of all walks of life. Its continued growth has expanded job market for geographers, increased 103 enrollment in geography departments, and brought improvement in geography education at all 104 levels (Murphy, 2007). 105…”

Section: The Establishment Of the Center For Geographic Analysis 85mentioning

confidence: 99%

Enabling Geographic Research Across Disciplines: Building an Institutional Infrastructure for Geographic Analysis at Harvard University

Guan

Burns²,

Finkelstein

et al. 2011

Journal of Map & Geography Libraries

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“…Especially, it is important for teachers of different classes to teach an interdisciplinary subject together in the same environment sometimes. Bahar-2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49 Geography has emerged as an interdisciplinary field that integrates cross cutting technologies with arts and sciences education (Skole, 2004;Murphy, 2007;Taylor, 2009).…”

Section: Troductiomentioning

confidence: 99%

Evaluation of Interdisciplinary Teaching Approach in Geography Education

Sağdıç¹,

Demirkaya²

2014

Elektronik Sosyal Bilimler Dergisi

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The object of this study is to assess the interdisciplinary teaching approach in geography lessons in secondary education, based on the views of geography teachers in Turkey related to interdisciplinary teaching approach. Phenomenology design from qualitative research designs was applied in this study. Data obtained from this study was collected using "semi-structured interview form" conducted to geography teachers. The collected data was interpreted by considering the relevant literature, and some suggestions related with stakeholders were presented. Key Words: Geography lesson, geography teacher, interdisciplinary teaching ÖzBu araştırma, Türkiye'de görev yapan coğrafya öğretmenlerinin disiplinler arası öğretime ilişkin görüşlerinden yola çıkarak ortaöğretim kurumları coğrafya eğitiminde disiplinler arası öğretim yaklaşımını değerlendirmektir. Araştırmada nitel araştırma yöntemi; nitel araştırma desenlerinden olgu-bilim deseni uygulanmıştır. Araştırmanın verileri, okul yöneticilerini uygulanan 'yarı yapılandırılmış görüşme formu' ile toplanmıştır. Görüşme kayıtlarının değerlendirilmesinde içerik analizi kullanılmıştır. Araştırma sonucunda elde edilen veriler ilgili literatür göz önünde bulundurularak yorumlanmış ve ilgili paydaşlara yönelik bazı öneriler sunulmuştur. -2014 Cilt:13 Sayı:49 (386-410) www.esosder.org Spring-2014 Volume:13 Issue:49 387 I TRODUCTIOThe interdisciplinary concept means handling a concept, theme or problem through an integrated approach by using more than one discipline method and language (Jacobs 1989, Erickson 1995. In another words, interdisciplinary concept considers the richness of disciplines individually and interrelatedness of them, yet it also assumes that each problem in real world does not have a single correct answer (Perkins, 1994). Interdisciplinary approach is essentially based on holistic education. As a matter of fact, nothing can exist without a context in any kind; nothing is a standalone detached part (Miller, 2004). Interdisciplinary approaches, while arguably less effective than traditional approaches for building the depth of single-subject knowledge, emphasize higher-order thinking (e.g., analyzing, applying, generalizing) and seek meaningful connections between and among disciplines. (Ivanitskaya et al., 2002). On the other hand, the knowledge and skills earned through disciplinary approach don't seem to offer solution for problem encountered in daily life. Globalization, transition to information society and ecological and social developments occurring too fast has caused many problems to be resolvable with only interdisciplinary approach (Dervişoğlu and Soran, 2003). An interdisciplinary curriculum aims to solve complicated problems, which cannot be solved by using single discipline, with points of view developed by different disciplines (Repko, 2007). Traditional scientists have given priority and even partly superiority to their own fields. The main reason for that is the habit of explaining events and cases from their own perspectives. On ...

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Geography's Place in Higher Education in the United States

Cited by 87 publications

References 23 publications

Embracing Geographic Analysis Beyond Geography

Embracing Geographic Analysis Beyond Geography

Enabling Geographic Research Across Disciplines: Building an Institutional Infrastructure for Geographic Analysis at Harvard University

Evaluation of Interdisciplinary Teaching Approach in Geography Education

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