Vol. 5, No. 1, February 1967 - "Education"
(pp. 1 - 6)
Ivan L. Jirak
Perry High School
Abstract
Why should an instructor endure the troubles and take the time to organize and carry on a field trip program? And why should he assume such a tremendous legal responsibility just for a weekend or a day of pleasure? The answer involves one's definition of "pleasure." If a teacher's objective is to have a traveling picnic, the answer is that it is, indeed, not worth the effort. If, on the other hand, the teacher derives genuine pleasure from watching his students engaged in planned activities, who discover for themselves, who really learn from first hand experiences, then the pleasure is genuine and the trip troubles are worthwhile.
FIELD EXPERIENCE FOR WORLD GEOGRAPHY STUDENTS
(pp. 7 - 13)
Thomas L. Almes
Shippensburg State College
Shippensburg, Pennsylvania
Abstract
Several reasons contributed to the decision to present World Geography as a field experience during the Summer Post-Session of 1965 to students at Shippensburg State College. However, the most important consideration was that time was available. In the Post- Session a student takes only one course during the three weeks, meeting classes three hours a day for five days a week. It was reasonable to assume that students could concentrate on the work of the single course, and that no conflicts with other classes would interfere with the planning of course activities.
THE SCHOOL ASSEMBLY: AN EXPERIENCE IN WORLD UNDERSTANDING
(pp. 13 - 15)
Harry R. Martini
North Brandywine Junior High School
Abstract
Although the school assembly is a recognized school period activity, its program commonly is traditional, uninspired and routine. This weekly or biweekly experience in which all the students assemble can take on a -new look" with broad understanding through the proper development and planning of one or more assemblies. For instance, the assembly period can provide a worthwhile experience in world understanding.
IS THE STUDY OF GEOGRAPHY A VITAL SCHOOL SUBJECT?
(pp. 16 - 18)
Sister Mary Ursula, R. S. M., President
Mount Aloysius Junior College
Cresson, Pennsylvania
Abstract
From time to time poll takers make the rounds, newspapers and schools conduct tests, and schools investigate to determine just how geographically "illiterate" are our citizens. Most of these surveys reveal that if our knowledge of places, states, and peoples were necessary to finding our way about, many of us would be lost in this world of ours. What has neither been said so often nor so clearly is that most polls concern themselves solely with location, which is just one foundation for the study of geography.
MODIFIED INDEPENDENT STUDY PROJECT FOR HIGH SCHOOL GEOGRAPHY
(pp. 18 - 20)
Fred A. McKillop
Meadville High School
Abstract
Just as "modern math" and "modern science" face the challenge of an emerging new frontier in American education, so does present day high school geography. If geography is to meet the demand for quality education, new solutions must be found to meet new problems that lie on the immediate horizon. Some of these solutions involve experimentation that must make practical use of new ideas and concepts. One such idea is found in the area of independent study.
BLOOMSBURG STATE COLLEGE NDEA INSTITUTE FOR ADVANCED STUDY IN GEOGRAPHY
(pp. 20 - 23)
Dr. Bruce E. Adams; Chairman
Department of Geography
Bloomsburg State College
Bloomsburg, Pennsylvania
Abstract
The Bloomsburg State College was one of two Pennsylvania colleges to be awarded a grant by the United States Office of Education to conduct an NDEA Institute for the Advanced Study of Geography during 1966. The Institute was directed by the writer. Instructors were Dr. John A. Enman and Mr. Lavere W. McClure of the geography faculty. The program, financed by the USOE, was in operation from June 27 to August 5, 1966.
INDIANA UNIVERSITY OF PENNSYLVANIA NDEA FOR ADVANCED STUDY IN GEOGRAPHY
(pp. 24 - 28)
Dr. Thomas G. Gault; Chairman
Department of Geography
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
There is pressing and immediate need for upgrading the teaching of geography in Western Pennsylvania. Many teachers within the geographic area have not taken a college geography course in twenty years, who are teaching both geography and social science with antiquated subject backgrounds. A knowledge of new materials and methods in geography as well as a refresher course in physical and cultural geography principles, it was hoped, would send some of these teachers back into the classroom with new knowledge and skills. Subsequent institutes, workshops, and in service training programs are requisite to actually face the critical problem of lack of advanced training.