Present Problems in Soviet Cartography and the Tasks of the Geographical Society

After having long existed as a technical discipline serving the needs of geographers, cartography in the Soviet Union has become increasingly a research discipline involving many common interests with geography. Collaboration between cartographers and geographers is becoming increasingly essential as more attention is being given to thematic cartography involving not only particular disciplines (geomorphology, economic geography, population geography) but what may be called an integrated “geographical” cartography. Much effort continues to be devoted in the Soviet Union to the compilation of regional atlases and to a wide range of thematic maps. Increasing attention is being given to the production of evaluative maps, assessing the potential use of the physical environment and natural resources. School maps represent a major part of Soviet map production. Tourist and hiking maps need to be seriously improved.     

Some Achievements and Problems in Soviet Cartography

A review of the last 50 years finds that the traditional breakdown of Soviet cartography into its specialized research disciplines no longer conforms to current needs. Soviet cartography has been divided historically into mathematical cartography, map science (the study of maps and their uses), map compilation and editing, map design and production. A growing specialization in cartography by thematic disciplines (geomorphic mapping, agricultural mapping, etc.) with widely differing requirements and principles of compilation and editing suggests the need for a restructuring of the research disciplines. In addition to mathematical cartography, concerned with map projections and map measurements, the new structure would include: technical cartography (the study of source materials, map design and production); natural-historic cartography (principles of compilation and editing of maps of the physical environment), and socioeconomic cartography (concerned with the mapping of human phenomena).     

“Riding the rip”: an experiential and integrated human–physical geography curriculum in Costa Rica

Integrating research into short-term study abroad programs is challenging because of language, fieldwork logistics, and traditional learning models based on passive classroom experiences. Experiential learning often makes use of research as experience, but relatively few examples integrate human and physical geography. Here, we describe an experiential and integrated human–physical undergraduate geography curriculum in Costa Rica. We combine rip current morphodynamics, beach-user surveys, and cultural landscape in a 3-week program in Costa Rica. Emotions associated with the direct and indirect experience of “riding the rip” positively influenced the cognitive domain of student learning.     

Teaching creative geovisualization: Imagining the creative in/of GIS

Creative geovisualization is situated at the intersection of geography, arts, and digital humanities with a particular emphasis on visualization and mapping that preserves, represents, and generates more authentic, contextual, and nuanced meanings of space and people with an artistic and humanistic perspective and approach. This is a creative expansion in critical GIS practices and a new alternative to traditionally science-rooted approaches to GIS and mapping. Reflecting the experience of teaching a “creative geovisualization” course in an interdisciplinary curriculum, I demonstrate how critical and creative scholarship with mapping and geovisualization is introduced in the classroom and is illuminated in the students' creative practices. The class encompasses key epistemological and methodological groundings of creative geovisualization—including non-representational theories; critical cartography and GIS; the convergence of geography, arts, and humanities; psychogeography; and qualitative and affective geovisualization. Empirical examples of students' works illustrate the blending of different modes of creative engagements with GIS and geovisualization and specific ways to work with various forms of embodied, relational, interpretive, and expressive geographies. GIS and mapping become creative as they continue evolving in process, and it is time that we deeply (re-)imagine “the creative” in/of GIS in critical GIS pedagogies.     

Facilitating native land reacquisition in the rural USA through collaborative research and Geographic Information Systems

A large proportion of American Indian reservation lands are owned by non‐Indian entities. A Geographic Information System (GIS) is a powerful tool for visualising land tenure changes, and public participation GIS (PPGIS) is one approach for using spatial technologies to facilitate the identification and reacquisition of reservation lands by tribes. While some tribes have successfully harnessed GIS for land management and for systematically identifying lands for reacquisition, others struggle to implement land management systems such as GIS for these purposes. This paper situates PPGIS in relation to other forms of participatory action research and outlines our use of a PPGIS framework to engage undergraduate geography students in the mapping of land tenure status on ten rural Minnesota Indian reservations as part of a collaborative partnership with the Indian Land Tenure Foundation (ILTF). A PPGIS framework allowed us to collaboratively define research goals in response to tribal community needs and provided structure for student work with partner reservations to develop and implement tailored mapping and analysis techniques. Two sets of findings are significant. First, the assembly of a standardised set of maps for American Indian reservations in Minnesota provides a tremendous visual and analytical resource for ILTF and individual tribes to pursue land reacquisition within reservation boundaries. Second, from a PPGIS perspective, we found that working with a coordinating or ‘bridging’ organisation provided key benefits by enabling education of both the student–faculty partners and the individual tribes. The PPGIS model empowered both partners by allowing tribes to harness a powerful technology to assist in visualising land‐based assets and allowing students to contribute to native land reacquisition efforts through application of their GIS skills. This mapping helps facilitate economic and cultural viability in tribal communities by providing an important visual catalogue of existing land‐based assets, in support of future land acquisition and economic development planning.     

Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general.     

Researching the hidden curriculum: intentional and unintended messages

In this paper, we examine the concept of the hidden curriculum, its importance to pedagogic research in geography and research methods which might be used to investigate it. We review three case studies of research projects which have explored the hidden curriculum in geographical contexts, and use these to illustrate the strengths and weaknesses of different methods. We conclude by suggesting that there is an increasing need for research exploring new elements of the hidden curriculum being created by current changes in the political and economic context affecting geography in higher education in the UK and other countries.     

国外交通地理学研究的知识图谱与进展

交通地理学作为人文地理学的重要分支,一直充满着活力与多样性,获得人文地理学者的广泛关注。本文基于CiteSpace可视化软件,采用Web of Science中收录1982-2014年的4840篇交通地理学论文作为原始数据,梳理了近30年的研究脉络,绘制了学科发展的知识图谱,系统地归纳了学科的研究热点与发展趋势,以期为中国交通地理学研究提供借鉴。研究发现:国外交通地理学研究方法和研究内容日趋多元化,研究视角趋向微观化,质性研究突显;初步形成城市规划学派、理论地理学派、时间地理学派等六大学术共同体;出现社会、行为、文化和流动的诸多转向,呈现出人本导向、信息导向和交叉化的发展趋势。     

Educational Innovation and the Market for Geographers in Hungary

This paper examines the status of geography in higher education in Hungary. Stress is placed on reforms begun in the 1990s to launch new curricula for training professional geographers. The authors played an important role in developing this new curriculum by introducing new subjects into geography programmes, working out the scope and sequence of courses, obtaining accreditation and carrying out market research for graduates. The project was motivated by a decline in demand for geography and geography teachers in secondary schools accompanied by an increase in demand for geographers trained to work in public administration, government and business. The graduates of the new professional geographer curriculum receive a practice-oriented education designed to cultivate their spatial problem solving and applied geographical skills. In this paper the authors present the steps in the curriculum reform and suggest that it may serve as a model for reform in a number of nearby countries planning to join the EU.     

Capstone portfolios and geography student learning outcomes

Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within the major are structured. This paper discusses the portfolio requirements and assessment rubrics developed following multiple portfolio iterations, gives guidance to instructors, and synthesizes potential benefits for students, departments and employers.     

EDITORIAL

In undergraduate geography programs in the United States there is increasing demand for students to be prepared for real-world project management and to possess strong GIS technical skills and cartographic communication skills upon graduation. There is, however, limited time and opportunity within the framework of traditional undergraduate programs to offer this type of hands-on training while simultaneously increasing conceptual and theoretical knowledge and improving technical abilities. This article outlines a framework for integrating community partnerships into real-world GIS learning opportunities for undergraduate students. Our primary objective is to provide an active learning opportunity that mimics a real-world project scenario within the Geography Department's undergraduate GIS curriculum.     

西方选举地理学的研究进展

选举地理学是政治地理学的重要研究领域之一。本文以Web of Science中选举地理学的学术论文为依据,借助科学计量工具,系统回顾了1982-2018年选举地理学的发展脉络,归纳了西方选举地理学的主要研究领域和研究范式。研究表明：选举地理学主要包括投票地理、选举制度、选区划分、选票转化四个领域;与此相应,西方学界对选举地理的研究范式可归纳为空间分析、地理制图、政治经济学、后结构主义。展望未来,选举地理学在解释中国的地方政治、基层选举、社区自治,以及推动中国政治地理学的学科发展方面将值得期待。     

Facilitating the transition from being a geography student to becoming a geographer in Spain: the role of professional identity

ABSTRACT

The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students’ identification with professional images.     

Doing Independent Overseas Fieldwork 2: Getting Funding

The development and testing of a Web‐based GIS e‐learning resource is described. This focuses on the application of GIS for siting a nuclear waste disposal facility and the associated principles of spatial decision‐making using Boolean and weighted overlay methods. Initial student experiences in using the system are analysed as part of a research project on teaching GIS concepts to large numbers of students with little or no prior GIS experience. Some general thoughts on the utility of Web‐based GIS for learning and teaching are presented. Results from the first cohort of 167 undergraduate/postgraduate geography students using the system indicate that students find it easy to use, a useful aid to learning about the issues involved, and a thought‐provoking exercise in Internet‐based democracy.     

Cartography,geographic information,and public policy

Abstract

Cartography is as much a policy science as it is a graphic art and science. The inevitable demise of the paper map as the principal medium of geographic communication and the increasing concentration of mapping activities and geographic data base development in large public‐sector agencies argue in favour of replacing the current emphasis on map production with one involving policy. A focus on mapping policy will reverse the unfortunate split between cartography and geography.     

Evolving curricula and syllabi – challenges for physical geography

Recent technological changes in communications, in research and in learning and teaching styles should prompt developments in approaches to physical geography curricula. This paper questions whether there has been sufficient open discussion of such curricula and those that have been set nationally. Developments in England and Wales over more than fifty years provide the context for the present situation, which is considered according to types of knowledge under the headings of skills, concepts, and global and local knowledge. It is proposed that “Young Britannia”, a personification of the student who currently faces a changing world, deserves choices for physical geography training that provide sufficient alternatives. We suggest that there should be further open discussion of future curricular architectures for physical geography.     

Visual methodology as a pedagogical research tool in geography education

This article offers an overview of visual methodology and its applications to geography in higher education. Drawings from an undergraduate mapping and map analysis course are used to concurrently highlight and deconstruct students' sense of place in the context of teaching and learning. As a pedagogical research tool, visual methods nurture self-reflection in learners, inform curriculum and instruction for diverse classrooms, and support the construction of meanings in geography.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.