DRAFT
Syllabus
GEO 200
Concepts, Problems & Methodology in Geography
Course Description
Catalog description: Introduces students to the geographic perspective, geographic theories, research
paradigms and methodologies. Applied quantitative and qualitative approaches to geographic research are
reviewed and examples of each from current literature presented and discussed. (Prerequisite: GEO 130,
GEO 152, or GEO 160)
Concepts, Problems & Methodology in Geography is a pre-major requirement for geography majors. It
is intended to provide you with: (a) an introduction to geographic thinking; (b) insight into problems and
subjects of geographic inquiry; and, (c) a critical assessment of applied geographic methodologies. We will
investigate and discuss what it means to approach topics from a geographic point of view. Additionally, we
will examine the relationship of the geographic approach to those of other disciplines and determine what
connects geographers and distinguishes them from other social and physical scientists. In order to provide
you with an overview of the breadth of what geographers consider appropriate topics for research,
throughout the semester, we will review a representative selection of published research topics from human
and physical geography literature. The articles reviewed throughout the semester will also be selected to
demonstrate the variety of approaches used by geographers addressing the same or similar research
problems and topics.
GEO 200 has six major objectives, namely, to:
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develop your ability to think as a geographer in identifying and developing strategies to address
topics and problems of interest
acquaint you with the research literature in geography and the variety of topics being investigated
by geographers
introduce you to appropriate research methodologies available and in use by geographers
addressing specific groups of problems
prepare you for a more informed undergraduate geography major experience
prepare you for the required geography major core curriculum
help you identify a particular interest area within geography to pursue at the undergraduate and
possibly the graduate level
Readings:
Text (tentative): Key Concepts in Geography (2003) Eds. S. Holloway, S. Rice, and G. Valentine; Sage
Publications Ltd. ISBN: 0761973893
Additional assigned readings will be comprised of selected articles by geographers available in traditionally
published (printed) literature, online or in a course packet. You will be expected to and provide evidence
of completing weekly assigned readings.
Approach
The course aims to facilitate learning through the use of several teaching approaches.
 The first part of the course is devoted to instructor-led lectures, class discussions and student
presentations that trace the major contemporary themes and key concepts in the discipline of
geography. You are expected to come to class prepared to contribute based on your review of
assigned readings.
 The second part of the course introduces a series of guest speakers, many of whom will soon
become familiar to you in your future geography courses at the University of Kentucky. This
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portion of the course serves to bring to life the themes discussed in the previous weeks and
stimulate you further to think about the concepts, problems and methodologies in geography.
The final part of the course focuses on structuring individual student research into and
presentations pertaining to a selected aspect of geography. This section is designed to give you
the opportunity to examine in more depth one particular topic or problem area in geography and
the range of methodologies applied.
Grading and Evaluation
Your grade for the course will be based on the following:
Assignments
Percentage of final grade
Weekly article review (written*)
30%
Article review presentation (group)
20%
Major article review (written/presentation)
30%
Guest lecture synopses (written)
10%
Class participation
10%
*All written assignments must be typed and submitted in hardcopy (no e-mail submissions).
Class participation will be assessed on a 0-10 point scale, with 10 points (10%) allocated to students
exhibiting the following:
 Regular, on-time attendance
 Meeting deadlines for written and oral assignments
 Making regular and thoughtful contributions to class discussions
 Class contributions reflecting familiarity with assigned readings
Class participation points will be deducted for:
o Chronic tardiness/absence
o Disruptive/disrespectful classroom behavior
o Lack of meaningful contribution to class discussion
o Evidence of poor/non- preparation for class
Disruptive/disrespectful classroom behavior includes:
o Unnecessary talking/whispering
o Reading of unrelated material
o Activated cell phones, pagers, and any other annoying device
o Food consumption
o Tardiness
o Lack of attention and respect for other students’ contributions to class
discussions and presentations
Tentative Course Outline and References:
Note: Additional assigned readings comprised of selected articles in the geography literature will be made
available online or in a course packet.
Part I: Introduction to Geography: Exploring the Roots of a Discipline before 1980 –
The contributions of geographers and non-geographers in developing the spatial science
Reference Articles (online):
Gould, P. Becoming a Geographer (Syracuse University Press: 2000)
Janelle, D. (ed) The CSISS Classics http://www.csiss.org/classics/
Spatial Social Science http://www.csiss.org/aboutus/reports/Spatial_Social_Science.pdf
S. Holloway, S. Rice, and G. Valentine (eds.) Key Concepts in Geography (Sage Publications
Ltd.: 2003)
CSISS Classics provides summaries and illustrations of major contributions to spatial thinking in the social
sciences. Primary emphasis is given to research conducted largely before 1980, with an attempt to capture
and acknowledge the repository of spatial thinking in the social sciences for the last few centuries. The
summaries, along with key references, are intended as guides for those interested in exploring intellectual
inheritance from previous generations. Included, for example, are:
Johann-Heinrich von Thunen: The Isolated State 1826
John Snow: The London Cholera Epidemic of 1854
Ernest G. Ravenstein: The Laws of Migration, 1885
Ellen Churchill Semple: The Anglo-Saxons of the Kentucky Mountains, 1901
Florence Kelley: Slums of the Great Cities Survey Maps, 1893
Alfred Weber: Theory of the Location of Industries, 1909
Walter Christaller: Hierarchical Patterns of Urbanization, 1933
John Kirtland Wright: Early Quantitative Geography, 1937
Torsten Hagerstrand: Time Geography 1970
Kevin Lynch: City Elements Create Images in our Mind, 1960
Grady Clay: The Reading of the American City, 1973
Edward T. Hall: Proxemic Theory, 1966
Melinda Meade: Medical Geography and Human Ecology, 1977
Part II: Approaches to Geography Research – Quantitative Analysis
This section of the course introduces the student to the quantitative research tradition by
reviewing the essentials/requirements of quantitative analysis (e.g., introduction to
surveys, various sampling strategies) and demonstration of the application of quantitative
analysis through reading of selected articles in human and physical geography. The
students will be asked to identify the type of survey/sampling strategy used in selected
articles as well as the type of analysis involved.
Reference Books:
Montello, D. and Sutton, P. An Introduction to Scientific Research Methods in
Geography (Sage: 2006)
R. Kitchen, and N. Tate (eds.) Conducting Research in Human Geography: Theory,
Methodology & Practice
Fotheringham, A., Brunsdon, C., and Charlton, M. Quantitative Geography: Perspectives
on Spatial Data Analysis (Sage: 2002)
Haining, R. Spatial Data Analysis : Theory and Practice (Cambridge University Press:
2003)
Part III: Approaches to Geography Research Qualitative Analysis
This section of the course provides the student with an overview of the contemporary
qualitative research methods in human geography. The range of methods is considered
and categorized. The value of this research approach in explanation in human geography
is discussed and demonstrated through reading selected examples and identifying the
qualitative approaches involved. Differences (and similarities) between quantitative and
qualitative research are discussed.
Reference Books:
I. Hay (ed.) Qualitative Research Methods in Human Geography (Meridian: Australian
Geographical Perspectives: 2000)
M. Lamb and C. Dwyer (eds.) Qualitative Methodologies for Geographers: Issues and
Debates (Arnold: 2001)
P. Moss (ed.) Placing Autobiography in Geography (Syracuse University Press: 2000)
Part IV: Separate but Equal? Multimethod Research in Geography
This section of the course discusses the potential contribution of combining quantitative
and qualitative research approaches to improve and make more effective geographic
research.
Reference Books/Articles:
Brewer, J. and Hunter, A. Foundations of Multimethod Research: Synthesizing Styles
(Sage 2005)
McKendrick, J. “Multi-Method Research: An Introduction to Its Application in
Population Geography,” Professional Geographer 51:1 40 ff. 1999
Yeung, H. “Practicing New Economic Geographies: A Methodological Examination,”
Annals of the Association of American Geographers 93:2 442 ff. 2003
Part V: Identifying Research Problems in Human and Physical Geography
This section focuses on developing the student’s ability to identify significant current and
historical problems/issues/topics and the geographic dimensions of each. Further, the
student will be asked to identify appropriate quantitative and/or qualitative approaches to
selected topics/problems/issues and the contribution each will make to
understanding/resolving each.
GEO 200: TeachingObjectives
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Acquaint student with the foundations of geographic concepts and research
methodology
 Develop ability to think as a geographer in identifying and developing strategies to
address topics and problems of interest
 Acquaint student with range of research literature in geography and variety of topic
investigated by geographers
 Introduce student to appropriate research methodologies available for use by
geographers in addressing specific groups of problems (e.g., physical, human)
 Prepare student for more informed undergraduate geography major experience
 Prepare student for subsequent research courses in core curriculum (GEO 300,
GEO 499)
• Provide student with an overview of geography research to assist in identifying an
interest area to pursue at the advanced undergraduate and possibly graduate level
Learning outcomes
Upon completion of the course, students will
1. Be familiar with the foundations of geographic concepts and research methodology.
2. Demonstrate geographical problem-solving skills in identifying and developing
investigative strategies.
3. Be familiar with the range of research literature in geography and variety of topics
investigated by geographers.
4. Be aware of appropriate research methodologies available for use by geographers in
addressing specific groups of problems
5. Have the ability to critically approach more advanced geography courses.