Eric J Fournier
Biographic Data
| ID | 6467331 |
|---|---|
| NAME | Eric J Fournier |
| GIVEN NAMES | Eric J |
| FAMILY NAME | Fournier |
| SIGNATURE | FOURNIER E J |
| AFFILIATIONS | Samford University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 3 |
Mapping the Journey Toward Self-Authorship in Geography
Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and t…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Using the Internet to Support International Collaborations for Global Geography Education
This paper reports the results of a pilot study that evaluated a prototype instructional module designed to support international collaborative learning in the World Wide Web. The module, Migration, was tested at four higher education institu tions in the United States, Canada, and Australia. Students valued the opportunity to learn global geography by collaborating electronically in multinational teams, yet many students complained about confusi…
Geography Teaching in Higher Education: Quality, assessment, and accountability
This paper address three questions: (1) What do we mean by 'high-quality' geography teaching in higher education? (2) How do we identify and evaluate it? and (3) To what extent are faculty and departments held accountable for the quality of their teaching? For anyone interested in geographical education, these questions are obviously of fundamental importance and yet curiously they are rarely asked, at least in this direct form. The reason may be…
The Geography Benchmark: A view from the USA
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Using the Internet to Support International Collaborations for Global Geography Education
This paper reports the results of a pilot study that evaluated a prototype instructional module designed to support international collaborative learning in the World Wide Web. The module, Migration, was tested at four higher education institu tions in the United States, Canada, and Australia. Students valued the opportunity to learn global geography by collaborating electronically in multinational teams, yet many students complained about confusi…
Mapping the Journey Toward Self-Authorship in Geography
Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and t…
Geography Teaching in Higher Education: Quality, assessment, and accountability
This paper address three questions: (1) What do we mean by 'high-quality' geography teaching in higher education? (2) How do we identify and evaluate it? and (3) To what extent are faculty and departments held accountable for the quality of their teaching? For anyone interested in geographical education, these questions are obviously of fundamental importance and yet curiously they are rarely asked, at least in this direct form. The reason may be…
Geography Teaching in Higher Education: Quality, assessment, and accountability
This paper address three questions: (1) What do we mean by 'high-quality' geography teaching in higher education? (2) How do we identify and evaluate it? and (3) To what extent are faculty and departments held accountable for the quality of their teaching? For anyone interested in geographical education, these questions are obviously of fundamental importance and yet curiously they are rarely asked, at least in this direct form. The reason may be…
The Geography Benchmark: A view from the USA
Using the Internet to Support International Collaborations for Global Geography Education
This paper reports the results of a pilot study that evaluated a prototype instructional module designed to support international collaborative learning in the World Wide Web. The module, Migration, was tested at four higher education institu tions in the United States, Canada, and Australia. Students valued the opportunity to learn global geography by collaborating electronically in multinational teams, yet many students complained about confusi…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Mapping the Journey Toward Self-Authorship in Geography
Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and t…
Geography Education and Pedagogy (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Engineering (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Curriculum (2 works) · Geography (2 works)