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

Abstract

knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students.In urban geography courses,

Applying Sequential Fieldwork Skills Across Two International Field Courses

“…Fieldwork skills incorporate a broad range of organizational, interpersonal, and intellectual activities (Higgitt 1996;Kent, Gilbertson, and Hunt 1997), timemanagement and presentation skills (Kneale 1996;Mistry, White, and Berardi 2006); observation (May 1999;Martin 2003); transferable skills, such as teamwork, communication, autonomous learning, and computer literacy (Kent, , Gilbertson, and Hunt 1997;Brown 1998;Light and Phinnemore 1998;Haigh and Kilmartin 1999;Guertin 2006;Solem, Cheung, and Schlemper 2008); and independent and small group interaction (Mooney 2006;Aitchison and Ali 2007). Edmondson et al (2009) demonstrates the utility of such skills in international field courses.…”

“…Fostering place-based learning and spatial reasoning in the geosciences is consistently promoted (Martin 2003;Kelly and Riggs 2006;Ort, Anderson, and Ostergren 2006) and problem-based learning is seen as intrinsic in the earth sciences (Huntoon, Bluth, and Kennedy 2001;Birnbaum 2004;Mooney 2006), an approach that stresses the processes of thinking, planning, doing, and reflecting (Kolb 1984). Experiential learning is lauded by Higgitt (1996), who strongly intimates its critical role and presses further the notion to expand or move toward deep learning where students focus on what is important, distinguishing argument from fact, and the genuine intention to learn.…”

How to incorporate theory in (urban) field trips: the built environment as concrete abstraction

“…This arguably develops relations of trust, understanding, and cooperation (Anđelković et al, 2017;Fuller, 2012). Field studies are often considered to be about "observing" (Martin, 2003). It facilitates reflective and active learning, and comes with new experiences and different impressions, and results in greater interest and better motivation from the students (see also Trygg & Köhler, 2015).…”

Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia

“…The fundamental premise of a field‐based course is that it offers a student the opportunity to engage in experiential leaning and hence the means to own and question the knowledge they have been passively engaging with in coursework (Martin ). A field‐based course is not the ultimate experiential “tool” or experience for students.…”