The goal of this session is to spark inspiration, exchange, and even debate amongst geography educators at all levels about the merits of a project-based approach to teaching world geography.
Tiffany Grobelski, Assistant Professor
Department of Environment, Geography, and Earth Sciences (EGE)
Peace, Justice and Conflict Studies (PJCS)
Gustavus Adolphus College
Saint Peter, Minnesota
The goal of this session is to spark inspiration, exchange, and even debate amongst geography educators at all levels about the merits of a project-based approach to teaching world geography. I will share the lessons my colleagues and I have learned since overhauling our introductory undergraduate World Geography course five years ago. We redesigned the course from a textbook-based survey of world regions to a project-based class centered around two student projects: one tracing global commodities and another eliciting international migrants’ experiences. I talk through the best practices I have developed in my classroom (both in-person and virtual), summarize student survey responses about the course design, and showcase some student work. I make the case that despite the challenges and possible drawbacks, project-based approaches to world geography are worthwhile.
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