Addendum A: Recommendation for GECR Course
Rationale for Proposed Course
GEOG 490 is being proposed to meet the university-wide requirement for a capstone experience. A capstone experience is an integral part of most North American undergraduate geography programs. There is considerable variety in how the geography capstone is approached. Some geography departments award capstone credit to any one of a number of courses, honors seminars, directed studies, and the like that allow students to develop individual research projects. Other universities require a field component and have designed capstone courses that meet off campus or even abroad. For Eastern
Washington University, we have decided that the best model is a single capstone class that meets on a regular basis on campus and steps students through the process of developing and carrying out a geographic research project for public presentation.
Any geography capstone must confront the fact that geography as a discipline spans both the natural and social sciences. By their senior year, most undergraduates have chosen to specialize in either physical geography (akin to geology, chemistry, biology, etc.) or human geography (more similar to history, sociology, anthropology, etc.). The capstone is designed to be an integrative experience that requires students to bridge the two sides of the discipline.
The structure of the geography capstone reflects the shared core of the discipline.
All geographers, whether physical or human, study the interaction of people and the environment by bringing together field data, library research, and (increasingly) computer analysis. All geographers present their results, whether in written form, as a map, or verbally. The capstone steps students through the design and implementation of a research project of their choosing, culminating in a mini-conference in which students present their results to an audience consisting of peers and others.
Geography faculty and, as appropriate, invited faculty from outside the department work collaboratively with students throughout the quarter in a series of
“workshops” that highlight specific aspects of research design. Workshop topics address fundamental stages in geographic research; some will serve as refreshers (such as the elements of basic map design), while some offer students a glimpse at advanced graduate-level perspectives on geographic research (such as 3D visualization techniques).
Most educators agree that geographic assessment must assess both factual knowledge and critical thinking skills, that assessment is most valid if measured by a variety of instruments and evaluators, and that quality assessment can improve student learning. The Geographer’s Capstone incorporates a variety of assessment models in an environment where students are often self-paced and pursuing individual research topics.
Factual information and research skills presented to the class as a whole in the workshop format will be assessed via direct indicators of learning, such as tests and embedded assessment questions. These can be graded by a single faculty member. Students will be required to hand in drafts of work in progress, which will be used for portfolio-style assessment that examines improvement over time. Indirect indicators, primarily peer review, will be used to assess the student’s overall ability to synthesize knowledge, skills, and cartographic presentation in a public setting [See Samples #1 to #3].
GEOG 490: The Geographer’s Capstone 5

Addendum A: Recommendation for GECR Course, Cont.
Sample Assessment Instruments
Three sample instruments are included on the following pages.
The first is an example that assesses ability to synthesize and apply skills specific to geography majors. This particular assessment instrument addresses students’ ability to apply the basic elements of cartographic design to a mapping project. It is a courseembedded direct indicator of learning intended to measure whether students are meeting prescribed goals of cartographic design, a significant and recurring element of the geography curriculum.
The second is an example of an instrument that assesses the student’s ability to work collaboratively and constructively in groups. Students are assigned to teams, and teams compete to solve a geographic puzzle that requires knowledge of multiple field techniques. Team structure and member roles are formulated in advance, and a nonnegotiable deadline imposed. While demonstration of field proficiency naturally occurs in this evaluation, the instrument is used primarily in this case to assess the following: project management, communication, and successful delivery of a result at a nonnegotiable deadline.
The third evaluation strategy assesses the student’s ability to synthesize knowledge, skills, and cartographic presentation. The attached assessment rubric has been modified from standard oral presentation rubrics to capture the specific requirements of the
Geography Capstone Mini-Conference presentation. Each student presentation/poster will be evaluated by all members of the Geography Capstone Committee, as well as two peer (student) reviewers.
GEOG 490: The Geographer’s Capstone 6

Assessment #1 – Apply and Synthesize Skills
Map Design Workshop: Assignment #5
Instructions: You have been asked to help prepare maps for a new book on the history of Native American Indians in the Inland Northwest. The publisher hands you the map shown below, and asks you to please draft an improved version of it.
On a separate piece of paper, sketch out an improved design that meets the following criteria: (1) size: 8 ½ by 11, portrait; (2) theme: general location of various Indian tribes in Central Washington (‘center of gravity’ approximate point ok); (3) major rivers labeled appropriately; (4) all cartographic elements included and executed properly (i.e. title, north arrow, legend).
GEOG 490: The Geographer’s Capstone 7

Assessment #2: Work Collaboratively and Constructively in Groups
Field Techniques Workshop: Assignment #3
You will work in teams of four to solve a geographic puzzle in the allotted time period.
Each team will first designate the following personnel:
Team Leader: _____________________________________________
Human Geography Specialist: ________________________________
Physical Geography Specialist: _______________________________
Recorder: ________________________________________________
All necessary field equipment (as well as some imposters!) will be provided for you at the start of the session.
When your team receives its assignment, you will have the allotted time period to perform the following tasks:
1.
Identify which field techniques are needed to solve the puzzle.
2.
Identify what data must be collected.
3.
Identify appropriate secondary data sources.
4.
Delegate tasks to all team members according to their strength areas.
5.
Team members carry out tasks and bring information back to team as a whole.
6.
Solve the puzzle!
GEOG 490: The Geographer’s Capstone 8

Assessment #3: Synthesize knowledge, skills, presentation
Student Name ____________________________
Presentation Title: _______________________________________________________
___ Poster ___ Paper
Topic Score
Knowledge and Content
Geographic
Research
Methods
Unacceptable Marginal
No grasp of relevant background information; no empirical evidence or interpretative framework.
Unable to answer questions about subject
Minimal background information, minimal logic, no synthetic understanding.
Does not have sufficient information to comfortably answer questions
No primary research conducted
Organization Presentation difficult to
Maps &
Graphics
Delivery follow due to lack of structure
None included
Minimal research, inappropriate methods chosen
Some structure evident, but presentation not uniformly coherent
One or two, poorly executed
Minimal preparation: talk is uneven, based on rough, incomplete notes or outside time limits. Poster appears to still be
1 st draft.
Satisfactory Excellent
Sufficient background, appropriate empirical information, basic interpretation.
Can answer basic questions adequately.
Basic research completed with appropriate methods
Most information presented in a logical order
Maps meet basic map design standards, other graphics readable.
Adequate preparation: talk is based on script and rehearsed.
Poster shows no obvious errors or hasty revisions
Extensive background information, well documented empirical evidence, excellent synthesis.
Answers and elaborates upon all questions with appropriate information.
Sophisticated research utilizing multiple research methods
Presentation flows logically from one theme to the next; whole “more than sum of parts”
Well designed maps and graphics thoughtfully placed in presentation, and clearly augment understanding
Exceptional preparation: talk is based on wellcrafted script delivered smoothly. Poster is polished and pleasing in design.
TOTAL
SCORE
Total lack of
(apparent) preparation; hastily concocted talk (no notes) that is well beyond time range limits.
Slap-dash poster that looks like it was drawn in 10 minutes
GEOG 490: The Geographer’s Capstone 9

Addendum B: Goals and Objectives
Departmental Capstone Goals and Objectives
1.
Goal: For students to employ their integrative and problem-solving skills both within and beyond the discipline .
The Geographer’s Capstone builds upon a term-length research project, culminating in a public presentation, that requires students to bring together human and physical geography research methods and knowledge bases. Due to the divergent histories of human vs. physical geography, this exercise is by nature interdisciplinary and integrative.
Objective: Demonstrate ability to synthesize and apply discipline-specific skills and knowledge to work-world and civic issues.
Students will demonstrate mastery of discipline-specific skills and knowledge by successful completion of individual workshop assignments that require students to identify and apply a variety of discipline-specific skills (such as map reading, soil identification, and GIS) to real-world problems. Students will demonstrate the ability to synthesize and apply discipline-specific skills and knowledge to work-world and civic issues by presentation of a paper or poster at the Mini-Conference that meets or exceeds the standards identified in Appendix A.
2.
Goal: For students to work effectively in collaborative venues on shared issues and concerns.
The Geographer’s Capstone incorporates collaborative work on two levels, reflective of the type of collaborative venues a practicing geographer will encounter. First, the students plan and execute the Mini-
Conference as a team. Second, specific workshop exercises require collaborative work across disciplinary interests (e.g. soils, rivers, demographics, culture) to complete successfully.
Objective: Demonstrate team-working skills in formulating inquiries and proposing solutions for real, concrete problems.
Students will demonstrate the ability to work in a collaborative setting by participation in workshop assignments requiring a team-work component that meets or exceeds identified standards. Students will demonstrate
GEOG 490: The Geographer’s Capstone 10

mastery of collaborative work regarding shared issues and concerns by successful planning and presentation of the Mini-Conference.
3.
Goal: For students to synthesize program-specific knowledge, methods, and skills.
The Geographer’s Capstone allows students the pursue in greater detail a real-world geographic problem, apply the same discipline-specific tools and knowledge that a professional geographer would use, and present their findings at a conference as a professional geographer would.
Objective: Prepare a capstone project (in groups or individually) that showcases disciplinary knowledge, methods, and skills.
Students will demonstrate mastery of disciplinary knowledge, methods, and skills by successful completion of the capstone project, i.e. (1) presentation of their paper or poster at the Mini-Conference that meets or exceeds standards identified in Appendix A; (2) successful completion of the accompanying written material as judged by the Geographer’s
Capstone Committee; and (3) capstone portfolio that clearly indicates research ‘checkpoints’ meet or exceed identified standards.
GEOG 490: The Geographer’s Capstone 11

Addendum C: Course Syllabus
GEOG 490
T
HE
G
EOGRAPHER
’
S
C
APSTONE
5 credits
Course Description The Geographer’s Capstone is the departmental capstone for the Geography Department, and satisfies the senior capstone university graduation requirement. The course revolves around the planning and execution of a “Geography Conference,” where enrolled students design individual conference presentations based on original geographic research to be carried out during the quarter. Student projects will integrate fundamental physical and human geography topics, research techniques, and methods. As in a real conference, they can be completed in either paper or poster format. The course meets in a lecture/seminar fashion and includes a series of “workshops” conducted by geography faculty and appropriate guest speakers on various topics relevant to the design and preparation of a polished research presentation. A single “workshop” will range from one to three hours, and thus may be spread over multiple meeting days. Each workshop includes readings and a brief assignment. Students are expected to attend all workshops and complete all assignments, as well as their final projects.
Course Prerequisites Senior standing or permission of the instructor.
Learning Objectives Students will demonstrate the ability to define, research, modify, and finalize a research presentation of conference quality. While specific skills will vary with the project, all students will demonstrate mastery of fundamental geographic field techniques, library research, writing, and cartographic presentation.
GEOG 490: The Geographer’s Capstone 12

Evaluation Grades will be calculated according to the following formula:
Performance on workshop activities 30%
20%
50%
Research ‘checkpoints’ portfolio
Mini-Conference performance*
*Your final conference presentation grade will include both the final project
(paper or poster) and your oral presentation of it. Your grade will be judged by the
Geographic Capstone Committee, comprised of the Geographic faculty and invited guests. See attached grading rubric.
GEOG 490 Course Schedule and Readings
Week 1 Introduction to course objectives and requirements.
Topic proposal due by end of first week.
Week 2 Workshop #1: Basic Research Design for Geographers
Reviews the basic stages of research design, from problem formulation to operationalization, evaluation, and presentation (such as at a conference, which is our focus). Set out basic requirements for the capstone portfolio, which will be created gradually throughout the course.
Assignment #1: Submit your mini-conference proposal abstract (which will outline the stages of your research design, and the type of presentation you will make: paper or poster)
Readings: (a)
Human geography in action. Michael Kuby, John Harner, Patricia
Gober. New York : John Wiley & Sons, 1998.
(b)
Contemporary meanings in physical geography : from what to why? Stephen
Trudgill and André Roy.
London : Oxford University Press, 2003 .
Week 3 Workshop #2: Literature Review for Geographers
GEOG 490: The Geographer’s Capstone 13

Review the intent and format of a literature review, while examining the different expectations in physical vs. human geography.
Assignment #2: Locate and critique two examples of literature reviews from your topic area
Week 4 Workshop #3: Geographic Field Techniques Panel Discussion
Hear from a panel of field researchers who regularly engage in geographic research (geographers of course, but possibly also anthropologists, geologists, historians…).
Assignment #3: Field Technique Sampler – work in teams to carry out assigned field tasks to solve a puzzle
Reading:
Introduction to geographic field methods and techniques John F.
Lounsbury and Frank T. Aldrich. Columbus : C.E. Merrill Pub. Co., c1986 .
Week 5 Workshop #4: Building and Evaluating Your Portfolio
The week begins as all students bring portfolios-in-progress for peer review and critique. Each capstone portfolio will be given three constructive written critiques (one from the instructor, two from students). During the rest of the week, instructors will set up individual appointments with each student for consultation and evalutation. Students are required to attend their appointment, but are otherwise expected to be “in the field” for the remainder of this week.
Assignment #4: Your portfolio and the two critiques you wrote
Week 6 Workshop #5: Basic Map Design
Review basic elements of thematic map design, including data classification, choropleth, proportional, and density techniques, text, color, and map balance.
Assignment #5: Part One: Locate and critique two published map examples (one good, one needing improvement) from your topic area. Part Two: Using pen-and-ink cartography
GEOG 490: The Geographer’s Capstone 14

techniques, draft an improved version of a poorly executed map.
Reading:
Cartography : thematic map design . Borden D. Dent.
Dubuque, IA :
Wm. C. Brown, 1996 .
Week 7 Workshop #6: GIS and other Digital Methods for
Geographers
Hands-on introduction (or review) to GIS mapping and related computer-based geographic techniques. We will meet in the GIS lab this week.
Assignment #6: Create a GIS map from assigned data.
Reading:
Spatial models and GIS : new potential and new models . A. Stewart
Fotheringham, Michael Wegener. London ; Philadelphia : Taylor & Francis, 2000.
Week 8 Workshop #7: Colloquy: The Perils of Data Presentation
A in-depth examination of data presentation from several angles.
Invited guests who work with both natural data and social data will discuss the various approaches they use, including statistical, qualitative, and postmodern.
Assignment #7: Prepare four incisive interview questions for our colloquy guests (two relating to quantitative techniques, two to qualitative ones). Use this week’s readings as your guide.
Readings: (a)
“ Evaluating qualitative research: Dealing with the tension between
'science' and 'creativity.'” Bailey, Cathy, Catherine White and Rachel Pain. Area, 31 (2),
169-178, 1999 .
(b)
“ Contemporary philosophical perspectives on physical geography”
B. Rhoads & C. Thorn, Geographical Review, 84: 90-100, 1994
Week 9 Preparing for the Mini-Conference
No new material introduced this week. Each student will complete their “conference readiness checklist” during class time.
Assignment #8: Conference Readiness Checklist
GEOG 490: The Geographer’s Capstone 15

Week 10 The Mini-Conference
The Mini-Conference will be held, with a follow-up ‘exit survey’ class meeting.
Final Assignment Due: Hand in your portfolio and final project
Final Project Grading Rubric
Item
Portfolio
Criteria
Must contain (1) all assignments (2) annotated bibliography based on readings (3) rough drafts of project (4) final copy of paper or poster imagery (5) three outside portfolio critiques
Project
Must reflect appropriate research design, literature review, data collection, analysis, and presentation techniques for your topic area. The final draft must be of appropriate
Presentation presentation quality (e.g. no grammar and spelling mistakes, typed double-spaced, high quality graphics). All maps must be cartographically sound.
Must be done in a thoughtful, professional manner
(nervousness is ok, lack of preparation is not).
Further Suggested Readings
Physical Geography
B. Rhoads & C. Thorn (1993) Geomorphology as science Geomorphology 6: 287-307
T. Burt (1994) Long-term study of the natural environment - perceptive science or mindless monitoring? Progress in Physical Geography 18: 475-96
K. Gregory (2000) The Changing Nature of Physical Geography
Human Geography
D. Livingstone (1992) The Geographical Tradition. Oxford: Blackwell
GEOG 490: The Geographer’s Capstone 16

D. Stoddart (1986) On Geography. Oxford: Blackwell
M. Domosh (1991) Towards a feminist historiography of geography Transactions of the
Institute of British Geographers 16: 95-104
J. Sidaway (1997) The (re)making of the western ‘geographical tradition’, Area 29: 72-80
GIS and Mapping
J. Pickles (1995) Ground Truth: The Social Implications of Geographic Information
Systems., University of Kentucky. Guilford Press
Schuurman, Nadine. (1999). Critical GIS: theorizing an emerging discipline.
Cartographica 36 (4), 1-107.
GEOG 490: The Geographer’s Capstone 17