CAgeographer1973-4-p92-96.

in most California Community Colleges . 1 This appears to have been the case in the days of fewer colleges with limited course selection, and it appears to be the situation today 2 with more than ninety colleges offering hundreds of courses. Over the years, Geography I, the introductory physical course, has provided a substantial challenge for thousands of lower division students. Unfortunately, significant numbers have either failed to complete the course or have earned low marks; thus, Geography I has the reputation of being a "hard" course. Student Background A recurring theme in discussions with students who had withdrawn from or earned low marks in Geography I centered on their lack of academic preparation to deal with the sub­ ject matter. Considering the state of high school geography, this does not come as a surprise to the experienced instruc­ tor. It is, however, a significant factor when considering the potential success level of a given group. Another problem theme centered on the difficulty in grasping spatial concepts on a world-wide basis. ple, For exam­ introductory students appeared to have a particularly difficult time in trying to understand the descriptive, ex­ planative, and interpretive relationships of the earth's climates. During several years of interviews, students have frequently pointed out their frustrations in relating world patterns to their own situation. 92 Thus, with little or no formal geographic preparation, and with an inadequate understanding of their own geographic environments, the challenge of learning about the geographer's perspective in terms of areal and spatial concepts ensures the continued labeling of Geography I as "difficult. " Course Content of Geography I Realistically, the course content of Geography I does not vary significantly between two and four year institu­ tions. The body of subject material to be considered is large. Many experienced instructors agree that the gener­ ally traditional three hours per week meeting pattern barely allows time to consider subject material. Trying to compen­ sate for the unevenness of student backgrounds is not only subordinated, but clearly often neglected due to the pres­ sure of the time commitment. There has been, in short, no suitable way to provide class time for either involvement or tutorial exercises. In these times of competitive enrollment, requiring additional tutorial hours or increasing the informal out­ of-class study time decreases the likelihood of large en­ rollments. And, on occasion, there is the additional task of providing the exceptionally able student with exciting challenges beyond the normal scope of the course. We at Southwestern College decided that the logical solution would be to transform Geography I from straight lecture to lecture/laboratory. The Laboratory Program Consultations with staff members in the physical and life sciences provided encouragement to prepare a one-unit laboratory supplement to Geography I. Geography 5, This new course, was initially offered in the Spring of 93 1971. Four one-unit laboratory sections were scheduled at various times on Tuesdays and Thursdays to allow students maximum program fl exibility. The current course organization of Geography I is as follows: Unit Unit - The Discipline of Geography II - Spatial Concepts and Maps Unit III - The Earth Unit IV - The Oceans Unit Unit V - Weather and Climate VI - Soils Unit VII - Natural Vegetation Geography 5 was designed with several specific factors in mind. Recollecting discussions with students concerning difficulties in Geography I, the staff agreed that each laboratory session had to include three main considerations: (1 ) to allow time to explore basic aspects of each topical area; (2) to explore, phere, the characteristics of geographic relationships; and in an informal and unhurried atmos­ (3) to use the l ocal environment as a case example of the topic under consideration as often as possible. With the goals identified, the laboratory course was devel oped on an experimental exercise basis; each class meeting was devoted to a specific topical area correspondent with the Geography I lecture series. Thus far, the Geography 5 course pattern has been as follows: Ex. - Classroom - Atlas Orientation Ex. II - Classroom - Basic Location Ex. I I I - Fieldwork - Topographic Maps Ex. IV - Fieldwork - Contour Drawing Ex. - Field/Class - Rocks and Minerals v Ex. VI - Field/Class - Stream Flow Mechanics Ex. VII - Fieldwork - Beach, Shore, and Coastline Observation 94 Ex. V I II - Fieldwork - Scripps Institute Visit Ex. IX - Field/Class - Ba sic Meteorological Instruments and U.S. Weather Facility Visit Ex. X - Fieldwork - Three week on-site project: A Phy sical Geographic Account of an Exercise Site Transportation for off-campus sessions has been by college station wagons assigned to the geography classes on a semester basis. Section to thus, fifteen students; been easily transported in hour class schedule has enrollments have been limited both students and equipment have two or three vehicles. permitted off-campus The three exercises which include study of sites of exceptional instructional merit. example, each laboratory section has been able rock and mineral displays For to observe at the San Diego Museum of Natural History and has visited the Thomas Vaughn Museum-Aquarium at Scripps Institution in La Jolla. I n some cases investigative work walking distance of formation, has the college. could be done within A local coastal terrace about a mile and a half walk from the college, provided students an excellent field introduction to water erosion. Preliminary Results Of course the most significant question is whether students who were concurrently enrolled in Geography I and Geography V have a greater course success rate than those students who enrolled only in Geography I. An analysis of grade reports suggests that they do. By comparing the grade distributions and withdrawal patterns of students not enrolled in the laboratory with those who were not, it is possible to assert that at least two of the Geography V goals are responsible ter education: lectures, of and (1) (2) exercise material local program for bet­ supporting Geography I field experiences demonstrating many the geographic relationships presented in Geography I . 95 Students concurrently enrolled in Geography I and Geog­ raphy V appear to build an early confidence level and an in­ terest threshhold that give them a decisive advantage over those who attend Geography I as a straight lecture course. C onclu sion It is still too early to draw any firm conclusions about the value of the Physical Geography Laboratory Class as a part of a community college geography program. Nevertheless, at this time a strong case could be made for requiring concur­ rent enrollment in Geography I and Geography V. however, other factors to be considered. There are, These include the changing nature of requirements by upper division institu­ tions, the problem of geography as a suitable physical science experience, and the course needs of students who may be Geography I enrollees. Moreover, establishing a physical geography laboratory program in competition with the tradi­ tional laboratory sciences such as chemistry, logy, and astronomy, physics, geo­ is a formidable task. The present situation is encouraging. Several more semesters of experience will allow a more complete appraisal of this curricular innovation in community college geography. 96