The Geography Faculty Development Alliance: Workshops and Seminars to Improve the Teaching and Learning of Geography in Higher Education

地理（88）这是一个为期5年的讲习班和研讨会项目，支持在高等教育地理学的学习和教学的长期，广泛的改进。这是通过提供初级教师和先进的博士生在演讲厅，研讨室和实验室中脱颖而出所需的理论和实践知识来实现的。参与者是学习方法的积极教学法，探究式学习，教学与技术，并经常忽视的主题，在今天的研究生课程-课程规划，学生评估，讨论领导，演讲技巧，实地考察，和评估方法。该项目的主要目标是为年轻教师培养支持和成功的文化，帮助他们了解他们的教学和研究之间的基本相互联系，并推动整个学科的教学和学习的奖学金。为此，讲习班由一些地理学最有成就的科学家、学者和教师领导。这些资深科学家也是该项目的咨询委员会成员，他们还协助为该项目的参与者建立一个指导网络，为了实现这些目标，在五年（2002-2006年）的时间里，每年夏天举办两次为期一周的讲习班，每次讲习班招收20名参与者。此外，后续研讨会，小组讨论和论文会议正在安排在美国地理学家协会和国家地理教育理事会的年度会议，以扩大该项目的影响，无论是其他教师和机构，以及K-12教师。一个纵向评价/研究组成部分正在评估这种培训对青年教师的价值，特别是在终身教职审查过程中。最后一个组成部分涉及出版研讨会材料作为一个独立的课程，在研究生地理课程使用。

Geography (88)This is a 5-year project of workshops and seminars supporting a long-term, broad-based improvement in the learning and teaching of geography in higher education. This is being accomplished by providing junior faculty and advanced doctoral students with the theoretical and practical knowledge needed to excel in the lecture hall, seminar room, and laboratory. Participants are learning methods of active pedagogy, inquiry-based learning, teaching with technology, and topics often overlooked in today's graduate curriculum -- course planning, student assessment, discussion leadership, lecturing skills, field study, and evaluation methodologies. Key objectives of the project are to foster a culture of support and success for young faculty, to help them understand the fundamental interconnections between their teaching and research, and to advance the scholarship of teaching and learning across the entire discipline. To this end, the workshops are being led by some of geography's most accomplished scientists, scholars and teachers. These senior scientists, who also comprise the project's advisory board, are also assisting in establishing a mentoring network for participants in the project.To reach these goals, two workshops of one week duration are being held each summer for five years (2002-2006), with each workshop enrolling twenty participants. In addition, follow-up seminars, panel discussions, and paper sessions are being scheduled at the annual meetings of the Association of American Geographers and the National Council for Geographic Education to broaden the impact of the project, both to other faculty and institutions, and to K-12 teachers. A longitudinal evaluation/research component is assessing the value of this training to young faculty, particularly during the tenure review process. A final component involves publishing the workshop materials as a stand-alone course for use in graduate geography programs.