Human Geography in Action DUE 9752794
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June 15 - 19, 1998
Optional field trip on June 20
SITE(S): Arizona State University
Tempe, AZ

Introduction to Human Geography, like most freshman-level survey courses in the social sciences, is typically taught using the traditional model of instructor as lecturer and student as note-taker. The proposed series of one-week summer workshops engage faculty who teach introductory human geography courses in a more student-centered model of learning using hands-on materials that challenge students to collect, manipulate, analyze, and present geographic information.

The workshop will be organized around 13 activities from "Human Geography in Action," a recently published human geography workbook (New York, Wiley, 1997). Each freestanding activity demonstrates a basic concept in human geography including: scale, region, diffusion, spatial interaction, space-time prisms, location theory, age distribution, development, urban hierarchy, urban land use, residential segregation, nations and states, and environmental change. Seven of the activities are computerized projects on CD-ROM.

Each session participant will be expected to complete several of the activities, and brainstorm topics and methods for future activities. These workshops will serve as the basis for disseminating a more innovative approach to human geography, one in which students literally do geography as they learn geography.

CONTACT: Patricia Gober


Michael Kuby

Arizona State University
Department of Geography
Tempe, AZ 85287-0104
Phone: 602-965-7533
Fax: 602-965-8313
E-mail:, or

Advancing the Integration of New Technologies into the Undergraduate
Teaching of Economics
DUE 9653421
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May 28-30, 1998
SITE(S): University of Pittsburgh
Pittsburgh, PA
Traditional methods of teaching undergraduate economics courses have been slow to change in spite of dramatic changes in the available instructional technologies. This workshop is being organized to review recent applications of new technologies and/or ways of overcoming institutional and other obstacles that have slowed the pace of instructional innovations in undergraduate economic courses throughout the United States.

The projects objectives are to

  • increase awareness of the effectiveness of nontraditional teaching methods;

  • gather individuals who are recognized leaders in institutional change to discuss what might be done to increase the diffusion rate of improved teaching methods; and

  • accelerate the dissemination of promising new instructional technologies by providing a broader forum for discussions and recognition of the work of those who are active in developing and evaluating new approaches. This will include publication of the workshop papers and the comments of participants in a dedicated issue of the Journal of Economic Education.
CONTACT: Arnie Katz
Economics Department
University of Pittsburgh
Pittsburgh, PA 15260
Phone: 412-648-1752
Fax: 412-648-1793