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）的国际合作学习创建地理资源的在线集合。早期的CCLI第一阶段拨款来自国家科学基金会，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。不同国家的大学生使用这些模块来研究地理问题，并在协作的在线学习环境中分享观点。在10个国家的500多名大学生的课堂试验中，评估了这些模块对学生学习的影响。总体而言，学生们在地理概念知识方面取得了显着的进步，绝大多数参加试验的学生在项目前后都表现出非常积极的态度。然而，评估也表明，对单元进行适度修订将提高其在促进大学生对国际观点的认识方面的有效性。评估还建议重新设计这些模块，以提高其灵活性，使其能够更好地服务于更广泛的本科课程和地理环境。最后，第1阶段项目产生了有用的路标，以指导第2阶段项目中的目标分析。 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，重点是移民，自然灾害和全球气候变化。 它正在衡量国际合作对地理本科生在多种环境中的知识和观点的影响，并正在扩大和多样化参与CGGE合作的学生和教师网络。智力优势：随着世界各国人民、地方和环境之间的联系日益紧密，需要做出更多努力，提高学生对全球进程和问题的认识，同时培养外语和比较思维的能力。CGGE的指导理论是，这些方面的学习可以同时支持从事国际合作的本科生。该项目的一个相关的主要目标是开发一个数据库，以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，CGGE第二阶段项目将创建一个临界质量的资源，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的计划，以促进研究和教育方面的国际合作。它正在为拉丁美洲、中东和东南亚的新举措提供合作模式。地理本科生受益于与那些在移民，民族主义，环境污染和经济全球化等问题上与美国进行互动的国家的学生进行互动的机会。CGGE模块还支持对邻近社会和环境学科教师有价值的各种学习成果。为了支持传播和推广合作教育方法，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、国际地理学联合会-地理教育委员会、国际学习和教学网络、国家地理教育理事会和泛美地理和历史研究所。 通过这些机制，它为教师提供了许多参与专业发展的选择，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.