Abstract

This article describes a data-driven approach to contextualize geography subject matter using student aspirations and workforce data. To test this teaching strategy, undergraduate students in two world geography courses taught at Texas State University were surveyed and interviewed about their career and life aspirations. Using this information, the course instructor selected relevant geography resources and applications using workforce data obtained from a sample of geographers employed in private and public sectors. Over the semester, students encountered those applications through class presentations, videos, and individual advising sessions. At the end, students completed a post-test survey. Resulting datasets offered the instructor a means to reflect upon and select geographic content that is accessible and applicable to what students aspire to be and do in the future. Analysis of the pre- and post-test survey data indicate positive gains in student attitudes but suggest additional culturally relevant pedagogical enhancements are needed to account for student diversity and context. The article concludes with a critical assessment of how future instructors might leverage aspirations and workforce data to address the underrepresentation of women and minorities in the discipline and workforce.

摘要

本文描述了一种数据驱动的方法，使用学生的愿望和劳动力数据将地理主题背景化。为了测试这种教学策略，对德克萨斯州立大学教授的两门世界地理课程的本科生进行了调查和采访，了解他们的职业和生活抱负。使用这些信息，课程讲师使用从私营和公共部门雇用的地理学家样本中获得的劳动力数据选择相关的地理资源和应用程序。在整个学期中，学生们通过课堂演示、视频和个人咨询会遇到了这些申请。最后，学生完成了一项测试后调查。生成的数据集为教师提供了一种反思和选择地理内容的方法，这些地理内容可访问并适用于学生将来渴望成为和做的事情。对测试前和测试后调查数据的分析表明学生态度的积极提升，但表明需要额外的与文化相关的教学改进来考虑学生的多样性和背景。文章最后对未来教师如何利用抱负和劳动力数据来解决女性和少数族裔在学科和劳动力中代表性不足的问题进行了批判性评估。