2000
Index
Journal
of Geography in Higher Education Cumulative Index
ABSTRACT
Many academics, including distinguished geographers,
believe in the close interdependence of teaching- and discipline-based research.
However, much of the considerable international research evidence questions
this close positive relationship. This research is analysed and then more recent
research reviewed which suggests that there can be productive relationships
between staff research and teaching, if teaching and research are conceptualised
in ways that enable them to be effectively linked, and if staff research is
'managed' to benefit student learning. Hence, geographers should design courses
and organise teaching and research to ensure that students benefit from (staff)
research. Also, as a disciplinary community we should research the nature of
teaching-research relationships in the discipline and the impact of our practices
and policies.
KEYWORDS
Teaching, research, geography, discipline, research assessment,
teaching policies.
ABSTRACT
Recent curriculum development projects have introduced
geographers to the theory and practice of online instruction. One of these projects,
the Virtual Geography Department (VGD) at the University of Texas at Austin,
seeks to promote the development of high-quality instructional materials on
the Web. Twenty-nine participants in the VGD project were interviewed for the
purpose of learning what effects the VGD had on their educational practice.
The results show that the VGD is diffusing innovative practice in geography
by training faculty members in Web pedagogy and online curriculum development.
KEYWORDS
Worldwide Web, geography instruction, curriculum development, innovation diffusion,
agent of change.
PETER DEADMAN, G. BRENT HALL, TREVOR BAIN, LYNNE ELLIOT & DOUGLAS DUDYCHA, University of Waterloo, Canada
ABSTRACT
This paper discusses the design, development and use of a multimedia classroom
for the instruction of undergraduate courses in Geographic Information Systems
(GIS) at the University of Waterloo. The classroom, which seats 50 students,
was custom-designed and co-developed by the School of Accounting, Faculty of
Arts and the Mapping, Analysis and Design Unit of the Faculty of Environmental
Studies (FES), with input from other groups on campus. The FES uses the room
to teach 'hands-on' undergraduate GIS courses, ranging from introductory coverage
of GIS technology use to advanced courses dealing with GIS application design
and development. Instruction is facilitated by use of a high-resolution, large-screen
video display connected to a networked computer running one of three operating
systems (Windows NT, Mac OS and Unix). The paper discusses the pedagogical issues
involved in the use of multimedia technologies for GIS instruction and outlines
the design of the room, its costs and configuration, and how the room is used
for live computer-based presentations. The paper concludes with a discussion
of desirable, but not currently operational features.
KEYWORDS
GIS, video conferencing, classroom design, multimedia.
PETER VINCENT, Lancaster University, UK
ABSTRACT
Web-based, asynchronous conferencing was introduced on a trial basis, as part
of the coursework for a final-year undergraduate glacial and periglacial geomorphology
course. Conferencing was based on Lotus Notes/Domino software, which provided
user-friendly Web access to the conference databases. The conference theme was
the origin of drumlins. Student delegates were invited to engage in a critical
discussion of four research papers supporting particular theories of drumlin
genesis. To add weight to the debate, students were free to introduce other
relevant material from the Web and also to refer to conventional journal material.
The trial, which ran over two reaching years (1997-99), was evaluated by a short
electronic questionnaire, which was part of the conference Web site. For assessment
purposes, a complete log of the conference was available both on screen and
on paper, and individual student contributions judged for content, originality
and interaction with other conferees.
KEYWORDS
Computer-mediated conferencing, Lotus Notes, geomorphology.
BRIAN CHALKLEY, University of Plymouth, UK
LORRAINE CRAIG , Royal Geographical Society with the Institute of British Geographers,
London, UK
ABSTRACT
The UK's Quality Assurance Agency for Higher Education has recently required
British geography to produce a national benchmark statement which sets out the
key characteristics of degree-level programmes in geography and outlines the
standards which students are expected to achieve. This document will be of direct
relevance to all UK geographers and no doubt of considerable interest also to
those working in other countries. In addition to presenting in full the benchmark
document, this collection of JGHE papers includes an introduction to the purpose
of the benchmark and how it was prepared. Three personal critiques are also
included from academic geographers working in Scotland, the USA and Australia.
KEYWORDS
Standards, benchmark, geography, quality assurance.
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