Student and Faculty Transformations from Teaching Wicked Geography Problems: A Journey of Transdisciplinary Teaching between Business and Geography

Autor/inn/en	Rivera, Julio; Groleau, Tom
Titel	Student and Faculty Transformations from Teaching Wicked Geography Problems: A Journey of Transdisciplinary Teaching between Business and Geography
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 4, S.538-548 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1869925
Schlagwörter	Undergraduate Students; Geography Instruction; Business Administration Education; Interdisciplinary Approach; Integrated Activities; Problem Solving; Decision Making; Geographic Information Systems; Ambiguity (Context); Teaching Methods; Problem Based Learning; Student Research; Student Projects; Research Projects; Conferences (Gatherings); Grading; Student Evaluation; Student Development; Wisconsin + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Integrierender Unterricht; Problemlösen; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Studentenforschung; Schulprojekt; Forschungsvorhaben; Notengebung; Schulnote; Studentische Bewertung
Abstract	In this paper, the dissolution of the silos between geography and business faculty to form a teaching partnership with a common set of questions and goals and how that partnership changed their academic perspectives will be explored. Faculty deepened the challenges for students, re-thought pedagogical models, and re-thought grading and evaluation. Business provides a wide range of messy or "wicked" problems where many decisions are unclear or uncertain for the actors. Quantitative methods and GIS help in their own way and often leave different aspects of uncertainty on the table for students. Integrating geography and business in teaching and student research, and exploring some of the early "academic territoriality" that gave way to build experiences for students is discussed. This evolution of teaching methods within the partnership moved to a more problem-based approach that evolved to affect courses outside the partnership. These changes eventually led the faculty to develop Course-embedded Undergraduate Research Experiences (CUREs) to pose messy, unstructured projects to students. Many of these projects resulted in external student conference presentations. Another outcome was a re-framing of grading and development of assessment that focuses on students engaging in the work. Finally, we identify the artificiality of our disciplinary divisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01