ABSTRACT

In this paper, the dissolution of the silos between geography and business faculty to form a teaching partnership with a common set of questions and goals and how that partnership changed their academic perspectives will be explored. Faculty deepened the challenges for students, re-thought pedagogical models, and re-thought grading and evaluation. Business provides a wide range of messy or “wicked” problems where many decisions are unclear or uncertain for the actors. Quantitative methods and GIS help in their own way and often leave different aspects of uncertainty on the table for students. Integrating geography and business in teaching and student research, and exploring some of the early “academic territoriality” that gave way to build experiences for students is discussed. This evolution of teaching methods within the partnership moved to a more problem-based approach that evolved to affect courses outside the partnership. These changes eventually led the faculty to develop Course-embedded Undergraduate Research Experiences (CUREs) to pose messy, unstructured projects to students. Many of these projects resulted in external student conference presentations. Another outcome was a re-framing of grading and development of assessment that focuses on students engaging in the work. Finally, we identify the artificiality of our disciplinary divisions.

摘要

在本文中，将探讨消除地理和商业教师之间的孤岛，以形成具有共同问题和目标的教学伙伴关系，以及这种伙伴关系如何改变他们的学术观点。教职员工深化了对学生的挑战，重新思考了教学模式，重新思考了评分和评估。业务提供了范围广泛的混乱或“邪恶”的问题，其中许多决策对参与者来说是不清楚或不确定的。定量方法和 GIS 以自己的方式提供帮助，并且经常为学生留下不同方面的不确定性。讨论了将地理和商业整合到教学和学生研究中，并探索一些早期的“学术领土”，让位于为学生建立经验。伙伴关系内教学方法的这种演变转向了一种更加基于问题的方法，这种方法逐渐影响到伙伴关系之外的课程。这些变化最终促使教职员工开发了嵌入课程的本科研究体验 (CUREs)，向学生提出凌乱的、非结构化的项目。其中许多项目导致外部学生会议演讲。另一个结果是重新制定评分和评估的发展，重点是学生参与工作。最后，我们确定了我们学科划分的人为性。其中许多项目导致外部学生会议演讲。另一个结果是重新制定评分和评估的发展，重点是学生参与工作。最后，我们确定了我们学科划分的人为性。其中许多项目导致外部学生会议演示。另一个结果是重新制定评分和评估的发展，重点是学生参与工作。最后，我们确定了我们学科划分的人为性。