|
 |
|
Tyrel G. Moore
Professor
OFFICE: 434 McEniry
PHONE: 704-687-5975
E-MAIL: tgmoore@uncc.edu
HOMEPAGE:
SHORT VITAE: To be added later
|
|
TEACHING AND RESEARCH INTERESTS:
• Regional Planning
• Small Town Planning
• Regional Development
• Urban Planning Methods
• Liberal Studies Global Connections: Geography
DEGREES:
Ph.D.(1984) Geography, University of Tennessee
M.S. (1975) Geography, University of Tennessee
B.S. (1968) Geography and History, Western Kentucky University
PROFILE:
I am a broadly trained human geographer with research and teaching
interests in regional development and planning. My graduate training
centered on cultural and historical geography and regional planning
with a research focus on regional economic development. My research
has focused on regional planning and development with emphasis on
economically disadvantaged rural areas. These are places faced with
lagging incomes and chronic poverty that result from structural
weaknesses. I have merged macro-scale economic development and regional
planning theories to examine spatial expressions of uneven economic
development created by industrial cycles and resultant economic
restructuring. Appalachia has provided a regional focus for much
of this research. The region’s economy developed on heavy
manufacturing and resource-based industries, both of which were
sensitive to industrial and technologic changes within the larger
national economy. Furthermore, the region’s natural resources,
within a classic export base model, made substantial contributions
to national industrial patterns. Changes in economic and product
cycles concentrated regional unemployment, out-migration, and poverty
to make Appalachia the prototype for American regional planning
commissions. The Appalachian Regional Commission remains as the
nation’s oldest continuously operating regional commission.
My research on the ARC planning strategies and outcomes has employed
a mix of methods comprising analyses of census data, ARC documents,
fieldwork, and interviews to conduct spatial analysis of the region’s
development at regional, sub-regional, and community scales. That
published research reached a broad scholarly audience and contributed
to our understanding of and regional planning practices that address
a geographically complex region. Of equal importance, I have used
that research to inform my teaching of our program’s Regional
Planning course.
More locally, my research interests explore our understanding of
regional development processes in the Charlotte metropolitan region.
Those research questions focus on the impacts of regional economic
restructuring, population growth and resultant land use patterns
within municipalities on the region’s rural-urban fringe.
I have developed that focus for a course to be offered in our Geography
and Urban-Regional Analysis Ph.D. Program. Similar teaching interests
frequently have involved field-based projects in my undergraduate
and Master’s classes in Urban Planning Methods and Small Town
Planning. Most recently, with Jerry Ingalls, I have researched the
reuse of textile mills, abandoned in the wake of global and regional
economic restructuring. The places those old mills find in a new
economy bridge senses of heritage and place between past and present
economic landscapes. Our current research employs field work, investigation
of historic maps, interviews, and a content analysis of over 60
newspaper articles to detail contrasting reuse initiatives and potentials
that exist among urban and small town development markets. Regionally,
these differences symbolize place–specific capacities to absorb
structural changes inherent in global to local economic shifts.
I also devote considerable time to less formal research that is
necessary to the delivery of my introductory Global Connections:
Geography course that I teach in the University’s General
Education curriculum. Data, conceptual examples, and topics must
be updated every semester for this course. Because it carries an
awareness of the complexities of global issues to so many students,
the course may be the most important one I teach. Accordingly, I
have offered introductory general education classes in all but three
semesters over the span of my teaching career.
|
|
