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• 1. [Article] Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program

  This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ ...

  Citation × Citation Citation Abstract Copy Title: Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program Author: Hunter, Nancee Year: 2016 This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes. Title: Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program Author: Hunter, Nancee Year: 2016 This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes. Close

• 2. [Article] Geomorphic response to restoration and disturbance: Grazing, fire, and flooding on the Middle Fork John Day River, OR

  xii, 64 p. : ill. (some col.), maps

  Citation × Citation Citation Abstract Copy Title: Geomorphic response to restoration and disturbance: Grazing, fire, and flooding on the Middle Fork John Day River, OR Author: Michelsen-Correa, Stephani Year: 2011 xii, 64 p. : ill. (some col.), maps Title: Geomorphic response to restoration and disturbance: Grazing, fire, and flooding on the Middle Fork John Day River, OR Author: Michelsen-Correa, Stephani Year: 2011 xii, 64 p. : ill. (some col.), maps Close

• 3. [Article] Remote measurement of gravel-bed river depths and analysis of the geomorphic response of rivers to canals and small dams

  xviii, 128 p. : ill. (some col.)

  Citation × Citation Citation Abstract Copy Title: Remote measurement of gravel-bed river depths and analysis of the geomorphic response of rivers to canals and small dams Author: Walther, Suzanne Corinna Year: 2011, 2010 xviii, 128 p. : ill. (some col.) Title: Remote measurement of gravel-bed river depths and analysis of the geomorphic response of rivers to canals and small dams Author: Walther, Suzanne Corinna Year: 2011, 2010 xviii, 128 p. : ill. (some col.) Close