2001 Index
Journal
of Geography in Higher Education Cumulative Index
ABSTRACT
A recent editorial in JGHE succinctly asked “Is geography history?”. This question
encapsulates much of the angst inherent in the discipline as we journey into
the new millennium. To a large extent, this angst derives from our institutional
contexts rather than our core values, heritage and concerns. For instance, threatened
or actual mergers with other academic departments, non-replacement of staff,
and stagnant or falling enrolments find many geographers feeling dispirited.
This paper explores characteristics of a spirited geography that builds on our
publicly recognised passion for primary experience of the world. While we should
indeed contest any threat that might consign geography to history, at another
level a more spirited geography should become part of history. Pursuit of a
more spirited geography challenges us to rewrite global processes into human
affairs and be compassionat e towards, yet critical of, technocratic and anthropocentric
worldviews.
KEYWORDS
Geography, learning, compassion, ethics, communication.
ABSTRACT
This report updates earlier findings of women’s progress in the discipline of
geography from a feminist perspective. A variety of data sources are used in
the analysis, including survey data from doctorate-granting US geography departments.
Results reveal that there has been progress; however, significant inequity remains
in student and faculty representation, particularly in the upper levels of the
discipline.
KEYWORDS
Gender, representation, geography, equity.
MAUREEN REED, University of Saskatchewan, Canada
BRUCE MITCHELL, University of Waterloo, Canada
ABSTRACT
In this paper, we share our experiences in designing, offering and evaluating
undergraduate assignments that used information technologies to help undergraduate
students from different universities collaborate on resource and environmental
management problems in Canada. We focus on conditions of collaborative learning
and peer review, especially how our uses of information technology reduced or
increased the challenges of creating the conditions necessary for collaboration.
In particular, we consider our successes and setbacks regarding five challenges:
(1) composing effective groups, (2) providing sufficient time, (3) encouraging
individual accountability, (4) enhancing regional perspectives, and (5) incorporating
peer review and reducing competitiveness.
KEYWORDS
Resource and environmental management, collaborative learning, information technologies,
cooperative learning, collaborative learning.
DAVID RUTHERFORD, Southwest Texas State University, USA
WILLIAM J. LLOYD, California State University, Fullerton, USA
ABSTRACT
An experiment was conducted to compare student achievement under two differing
instructional strategies: a small-group and computer-aided strategy versus lecture
instruction. Evaluation was extended in several ways beyond comparison of overall
student scores. Results show significant improvements in student achievement
produced by the computer-aided strategy with reference to gender, ethnicity
and levels of cognitive learning. The study concludes that experimental evaluations
of CAI serve best as formative tools to match instructional strategies to specific
types of content material and different types of students, and that instructional
media are best evaluated along with the instructional method in which they are
embedded.
KEYWORDS
Geographic education, instructional strategy, technology, computer-aided instruction,
world geography.
CLAIRE DWYER, University College London, UK
ABSTRACT
This paper describes a project used in the first-year curriculum that requires
students to interview a member of staff about their research as a possible model
to link research and teaching in the university. Through a critical evaluation,
which draws upon responses canvassed from students and staff, the value of the
project is assessed and its scope for application within other institutions
suggested.
KEYWORDS
Research linkages, philosophy of geography, interviews.
STEPHEN FLETCHER, Southampton Institute, UK
ABSTRACT
A simulation technique to teach aspects of stakeholder participation in integrated
coastal management is described and evaluated. Through student feedback, it
was found that the benefits of the simulation included improved understanding
of interdisciplinary coastal issues, greater insight into the challenges facing
contemporary coastal managers and an expanded suite of marketable skills. It
is concluded that while this type of simulation requires a re-evaluation of
the relationship between the lecturer and students, it has the potential to
be transplanted successfully into other areas of geographic study that require
understanding of participatory governance processes.
KEYWORDS
Integrated coastal management, simulation, consensus, stakeholder participation.
ROGER T. DALTON, University of Derby, UK
ABSTRACT
This paper is concerned with the transition from school/college to higher education
and discusses the outcomes of surveys of first-year undergraduates enrolled
on geography degrees with respect to their experiences of field study as part
of GCE Advanced level programmes prior to entry. Despite the core status given
to fieldwork in the geographical training offered at Advanced level, the surveys
show substantial variation among students in terms of field days, ranging from
zero to 11 days. Consequently, each student cohort has a very uneven background
of field study. Additionally, although students have developed generally positive
attitudes to field study, a number of preferences and prejudices are identified.
Many students have clearer recollections of data collection and recording techniques
than of the character of the places in which investigations occurred. The resultant
implications for field study within undergraduat e programmes are discussed.
KEYWORDS
Fieldwork, school– HE transition, student perception.
Page created 29 September 2001