Transform Spatial: Making the Case for Spatial Thinking in Higher Education

Authors

  • Alex Lowry

DOI:

https://doi.org/10.3126/ctbijis.v4i1.18431

Keywords:

Spatial abilities, intelligence, dual coding theory, curriculum, GIS, project-based learning

Abstract

This white paper argues in favor of an interdisciplinary approach to curriculum design that places greater emphasis on spatial thinking in order to prepare students in higher education for life and careers in the 21st century. While part one of the paper outlines and supports various claims regarding spatial thinking, the second part of the paper proposes an intervention, and introduces the transformed curriculum of a compulsory first-year composition course that emphasizes spatial thinking and experiential learning.

Crossing the Border: International Journal of Interdisciplinary Studies Vol.4(1) 2016: 59-78

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Author Biography

Alex Lowry

Alex Lowry is a doctoral student in Curriculum & Instruction at the University of North Carolina at Chapel Hill, and the 2015-2016 English Language Fellow to Nepal. He currently lives in Pokhara, Nepal, and co-teaches several courses in the Department of English Education at Prithvi Narayan Campus of Tribhuvan University with his Nepalese counterparts. His research interests include dual coding theory, second language acquisition (SLA), spatial pedagogy, extended cognition, socio-cultural theories of learning, and culturally relevant pedagogy.

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Published

2017-10-17

How to Cite

Lowry, A. (2017). Transform Spatial: Making the Case for Spatial Thinking in Higher Education. Crossing the Border: International Journal of Interdisciplinary Studies, 4(1), 59–78. https://doi.org/10.3126/ctbijis.v4i1.18431

Issue

Vol. 4 No. 1 (2015)

Section

Articles