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Internationalizing geography in higher education:initiatives of the association of american geographersMichael N. SolemAssociation of American Geographers, 1710 Sixteenth Street NW,Washington, DC 20009, USAe-mail: msolem@aag.orgAbstractThis paper reviews the internationalization program at the Association of American Geographers(AAG). Two projects are highlighted: (1) A research study examining patterns ofinternationalization in US postsecondary geography, funded by the American Council onEducation. (2) The Online Center for Global Geography Education, funded by the NationalScience Foundation to develop online course modules that support international collaborativelearning. Both projects are providing geographers with an empirical basis for infusinginternational perspectives in the undergraduate curriculum and supporting internationalcollaborations among faculty worldwide.Key words: Internationalization, geography in higher educationIntroductionStudents need international perspectives and high levels of competency in geographyto understand contemporary issues related to the environment, economy, development,national security, and human rights. In an age of global interdependence,students also need social skills that enable them to interact constructively with peoplehaving different cultural backgrounds – and often with very different points-of-viewon matters of foreign policy and international affairs. As global citizens, individualsmust feel committed to international goals, value multilateral approaches to policymaking,and reject isolationist thinking. In short, global citizenship requires globallyoriented hearts, minds, and actions.Geography is a cornerstone of global education because it provides a uniqueperspective of the world, one that recognizes the interplay of human and environmentalphenomena across local, regional, and global scales. And yet, many geographystudents are taught primarily through lectures and textbooks, providing them withfew opportunities to engage directly with the perspectives of their peers in otherworld regions. Although knowledge of global geography is necessary and important,such knowledge does not fully encompass the affective and behavioral dimensionsof global citizenship education. A global citizen must also be able to explain whysuch knowledge is worth knowing and understand how it can be applied for theglobal good.To what extent is educational practice in geography preparing future globalcitizens? In recent years, the Association of American Geographers has launched212
a number of projects designed to promote internationalization in higher education.Internationalization is defined here as “the process of integrating an internationaland intercultural dimension into teaching, research, and service functions of theinstitution” (Knight and de Wit 1995). This paper reviews two major projects thatthe AAG is conducting to help geography faculty members participate in the internationalizationprocess. The first project involves collaboration between the AAG,the American Council on Education, and three other disciplinary organizations todevelop an action plan for internationalization. The second project is developingexperimental educational materials for geography in higher education, with the aimof creating online learning environments to engage students in international learningand discussion.Ace internationalization projectThe AAG, along with three other disciplinary associations (the American HistoricalAssociation, the American Political Science Association, and the American PsychologicalAssociation) and the American Council on Education (ACE), are part of a newproject promoting the internationalization of teaching and learning at U.S. collegesand universities. The project, entitled “Where Faculty Live: Internationalizing theDisciplines,” is being funded by a Carnegie Corporation grant to the ACE. As partof the project, each association is charged with three goals: (1) articulate globallearning outcomes relevant to its membership that will inform both the major andgeneral education and communicate those outcomes to the membership, (2) developan action plan to promote internationalization within its discipline, and (3) explorehow the work on internationalization accomplished by the disciplinary associationscan be integrated into institutional strategies to promote internationalization.To assist the participating associations in this work, ACE has formed a steeringcommittee consisting of representatives of the associations and several otheracademic organizations, including the American Association for the Advancementof Science, American Council of Learned Societies, the Consortium of Social ScienceAssociations, and the National Humanities Alliance. The committee will serve as amechanism for the exchange of ideas among the participants and will explore howthe work of the project and overall institutional efforts to enhance internationalizationcan be mutually reinforcing.It is expected that the ACE project will demonstrate how disciplinary associationscan take a leadership role in promoting the internationalization of student learning.The project will also provide guidance to faculty in the participating disciplines tohelp them incorporate an international dimension into their teaching and the experiencesof their students, in both upper-level courses in the major and in courses thatcomprise general education or the core curriculum. To achieve these goals, the AAGis leading a study to measure how faculty and departments perceive the value ofinternationalization for geography education and research. The survey is collectingdata on the social and professional characteristics of academics who practice internationalizationand describe their experiences with international teaching and research.It is designed to identify the tactics that geography departments are using to inter-213
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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Page 166 and 167: can convene. Details of these modul
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Page 174 and 175: The Relationship between Geography
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Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
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Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
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Page 242 and 243: Higher education (University) as a
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Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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