Developing an Online Center for Global Geography Education (Phase 2)

地理(88)该项目正在扩大全球地理教育中心(CGGE)的本科生活动和资源，该中心一直在为美国地理学家协会(AAG)的国际协作学习创建一个地理资源的在线集合。早些时候，国家科学基金会的CCLI第一阶段拨款支持开发和测试三个基于网络的课程模块：民族主义、全球经济和人口。这些单元被不同国家的本科生用来调查地理问题，并在协作的在线学习环境中分享观点。这些模块对学生学习的影响在10个国家的500多名本科生的课堂试验中进行了评估。总体而言，学生在地理概念知识方面取得了显著的进步，绝大多数参加试验的人在项目前后都表现出了非常积极的态度。然而，评价还表明，对单元进行适度修订将提高其在提高本科生对国际视角的认识方面的效力。评价还建议重新设计单元，以增加其灵活性，使其更好地服务于更广泛的本科生课程和地理环境。最后，第一阶段项目产生了有用的路标，以指导第二阶段项目的目标分析。第二阶段项目正在修改和更新现有模块，并开发三个新模块，重点是移徙、自然灾害和全球气候变化。它正在衡量国际合作对多个环境中的地理本科生的知识和观点的影响，并正在显著扩大和多样化参与CGGE合作的学生和教员网络。智力价值：随着世界各国人民、地区和环境日益联系在一起，需要做出更多努力来提高学生对全球进程和问题的意识，同时培养外语能力和比较思维能力。CGGE的指导理论是，通过让本科生参与国际合作，可以同时支持这些学习维度。该项目的一个相关关键目标是开发一个数据库，用于评估国际合作对学生学习地理内容和学生对当代世界问题的态度的影响。完成后，这个CGGE第二阶段项目将创造一个关键的大量资源，为教师提供规划和实施国际教学合作的“一站式”在线资源。更广泛的影响：该项目支持AAG促进研究和教育方面的国际合作的计划。它正在为拉丁美洲、中东和东南亚的新计划提供协作模式。地理本科生受益于与那些与美国在移民、民族主义、环境污染和经济全球化相关问题上存在争议的国家的学生互动的机会。CGGE模块还支持各种对邻近社会和环境学科的教师有价值的学习成果。为了支持传播和传播协作教育方法，该项目通过与美国学院和大学协会、格洛斯特郡大学主动学习中心、格罗夫纳地理教育中心、HERODOT网络、国际地理联盟-地理教育委员会、国际学习和教学网络、国家地理教育委员会和泛美地理和历史研究所的伙伴关系，开展了广泛的外联和传播计划。通过这些机制，它为教师提供了许多从事专业发展的选择，为国际教学做准备。

Geography (88)This project is expanding the undergraduate activities and resources of the Center for Global Geography Education (CGGE), which has been creating an online collection of geography resources for international collaborative learning at the Association of American Geographers (AAG). An earlier CCLI Phase 1 grant from the National Science Foundation supported the developing and testing of three Web-based course modules: Nationalism, Global Economy, and Population. These modules were used by undergraduates in different countries to investigate geographic issues and share perspectives in a collaborative, online learning environment. The impacts of the modules on student learning were evaluated in classroom trials with over 500 undergraduates in 10 countries. Overall, students demonstrated significant gains in their knowledge of geographic concepts, and the vast majority of those who participated in the trials displayed a very positive attitude both before and after the project. However, the evaluation also indicated that moderate revisions to the modules would enhance their effectiveness in promoting undergraduate awareness of international perspectives. The evaluation also suggested that the modules be redesigned to increase their flexibility, positioning them to better serve a wider variety of undergraduate courses and geographical contexts. Finally, the Phase 1 project yielded useful signposts to guide a targeted analysis in this Phase 2 project. The Phase 2 project is modifying and updating the existing modules and developing three new modules focused on Migration, Natural Hazards, and Global Climate Change. It is measuring the impact of international collaboration on the knowledge and perspectives of geography undergraduates in multiple settings, and is expanding and diversifying significantly the student and faculty networks involved in CGGE collaborations. Intellectual Merit: As the world's peoples, places, and environments grow increasingly connected, more efforts are needed to enhance students' awareness of global processes and issues while nurturing abilities in foreign languages and comparative thinking. The guiding theory of CGGE is that these dimensions of learning can be simultaneously supported by engaging undergraduates in international collaboration. A related key objective of this project is the development of a database for assessing the influence of international collaboration on student learning of geography content and student attitudes toward contemporary world issues. When completed, this CGGE Phase 2 project will have created a critical mass of resources to provide faculty with a "one-stop" online resource for planning and implementing an international teaching collaboration. Broader Impacts: This project supports the AAG's programs to foster international collaborations in research and education. It is providing models of collaboration for new initiatives across Latin America, the Middle East, and Southeast Asia. Geography undergraduates are benefiting from opportunities to interact with students in countries that are engaged, perhaps contentiously, with the United States over issues related to immigration, nationalism, environmental pollution, and economic globalization. CGGE modules also support a diverse range of learning outcomes of value to faculty in neighboring social and environmental disciplines. To support dissemination and diffusion of collaborative education methods, this project is engaged in an extensive outreach and dissemination plan through partnerships with the Association of American Colleges and Universities, the Centre for Active Learning at the University of Gloucestershire, the Grosvenor Center for Geographic Education, the HERODOT Network, the International Geographical Union - Commission on Geographical Education, the International Network for Learning and Teaching, the National Council for Geographic Education, and the Pan American Institute for Geography and History. Through these mechanisms it is providing faculty with many options for engaging in professional development in preparation for teaching internationally.