Authors: Jacob Brenner*, Ithaca College
Topics: Geography Education, Higher Education, Environment
Keywords: pedagogy, geography education, environmental studies
Session Type: Paper
Presentation File: No File Uploaded
I present results from the application of an object-based approach to teaching and learning in human-environment geography. In the context of a movement toward pedagogy for active learning, object-based inquiry offers unique advantages in relation to problem-based, project-based, and other integrative approaches. Geographers have theorized benefits such as interdisciplinary integration, connection of theory to practice, and promotion of pro-environmental behavior. Over nine years I have applied an object-based approach in three courses offered within two different undergraduate programs, one in geography and the other in environmental studies. The courses are introductory human-environment geography (within environmental studies), senior seminar in nature and society (within geography), and trees (within environmental studies). I discuss pedagogical and practical insights gained through these teaching and learning experiences, and lessons for educators interested to pursue object-oriented teaching within and outside geography.