Argues that geography education lacks empirical data that might inform and underpin decisions about standards setting, curriculum design, materials development, teaching strategies, and assessment procedures. Identifies four needs: (1) a new attitude toward research; (2) baseline studies; (3) a research agenda; and (4) a research clearinghouse.…

Analyzes the establishment, expansion, and contraction of geography departments at the college and university level beginning in the late 1800s and concluding with the present decade. Reports that in the 1980s the total number of geography departments in the United States decreased for the first time. (DB)

Suggests the need for a law and geography course to prepare future geographers to contribute to implementation of the law. Proposes a course outline, including an introduction, major existing research areas, and exploration of developing new research areas combining law and geography. Stresses the importance of social and environmental data in…

Maintains that the use of geographic information systems (GIS) to analyze spatial dimensions of health care and disease ecology is becoming a realistic prospect for investigators in the social sciences. Contends that enough information is available to provide instructors with materials for classroom units. (CFR)

Describes and promotes topic synthesis, an approach where students rather than instructors summarize the key points of the previous lecture at the beginning of the next class. Benefits include improved oral presentation skills and reinforcement of key concepts. The method also provides an accurate assessment tool. (MJP)

Outlines the essential elements of a textbook. Analyzes geography textbooks in terms of their commitment to global interdependence, and treatment of a wide range of geographic concepts. Identifies components of a well-integrated textbook program. (RW)

Argues that employer/student programs on a small scale can be as effective as larger endeavors. Describes a pilot project where employer involvement focused solely on evaluation and feedback of geography students' oral presentations. Discusses the benefits and problems of the program. (MJP)

This document lists and outlines the specific educational objectives of the content of the 1994 National Assessment of Educational Progress's Geography Assessment. The document is divided into two sections: "Assessment Specifications" and "Exercise Specifications." The "Assessment Specifications" provide an overall…