Geography Curricular Inventory Project
Geography 450: Location Theories
Objectives and Outcomes
Supporting & Related Pages:
Learning Objectives with Examples of Expected Outcomes
At this end of this class (and hopefully for some
time thereafter), students completing this class with a 2.0
or better are expected to be able to:
- Demonstrate a basic (factual) knowledge of locational concepts,
- Define 207-level- and a specific range of additional 450-level terms
- Identify major contributors to location-theoretical thought
- Sketch the major theoretical traditions by
tracing "Who inspired whom in the evolution of location-theoretical
- Demonstrate an Ability to Apply Location Theories:
- Identify and explain microeconomic sources of locational change in an
- Demonstrate an understanding of the nature and method of micro-
economic location theory and of a set of selected locational principles
- Apply location theory in the explanation of resource allocation
patterns in space
- Examine the role of government in the promotion and/or regulation of
industry and markets to improve spatial patterns and further regional
- Evaluation: Assess the strengths and limitations of micro-economics
based, normative, partial-equilibrium theories of location:
Evaluate the theoretical significance of
"assumptions" made by particular classical or neoclassical location
theories (e.g. when using
"linear transport cost functions" to derive optimal locations).
- Differentiate between locational implications of linear and non-linear
functions in a variety of theoretical contexts related to production,
consumption and transportation.
- "Cross-apply" conceptual models covered
by class or text in one context to other related contexts.
- Use the classical model of industrial location or that of agricultural
land use to derive some simple theoretical insights which might be
useful for explaining residential,
recreational or tourist locations.
- Break down the location decision process into component parts
environmental strain, decision triggers, search processes, etc.),
identifying theoretical underpinnings of such components and recombining
the resulting conceptual and theoretical constructs by recognizing
existing and developing new links between the component frameworks .
- Understand the concept of uncertainty and its significance for
- Explain the characteristics of selected game-theoretical strategies
and their significance when applied to location problems.
- Relate the concepts of "information", "transaction" and "learning" to
the concept of "uncertainty" in the context of spatial behavior of
individuals and organizations.
- Compare, contrast and respect alternative locational perspectives
in light of
- the complexity of individual and collective human behavior and
decision-making in space
- the importance of historical and contemporary
theoretical points of view
- (and therefore,) the need for
- paradigmatic tolerance and diverse vantage points,
conceptualizations and theoretical statements and
- the dialectic creativity of competing epistemologies, paradigms and
- Communicate, develop projects, acquire information and present
findings and insights at an individually improved level after having had
the opportunity to practice such skills hands-on.
- Summarize and evaluate some specific location-theoretical
- In the context of class projects,
access, evaluate, extract and utilize information from a
sources available on campus, in the community, or electronically for
preparing and executing rudimentary forms of applications of theoretical
concepts and ideas to interpretations or the formulation of expectations
of locational developments.
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