Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2016
Document Type
Portfolio
Abstract
The present project uses cooperative learning strategies that requires students in large classes to collaborate in applying intellectually challenging articles on place, space, sacred spaces, tourist places, and commodification of place to the development of a video project linking music to place and landscape. As an extension of their group activity, students are teaching each other how to apply concepts from the assigned articles to their projects in creative ways while engaging in critical thinking and exercising their geographical imagination.
Included in
Higher Education Commons, Higher Education and Teaching Commons, Human Geography Commons
Comments
Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)
Copyright (c) 2016 Katherine Nashleanas