2002
Index
Journal
of Geography in Higher Education Cumulative Index
ABSTRACT
Extant literature on professions suggests that there is a readily recognisable
set of characteristics of a profession, but this is a contested issue, particularly in
the area of recognising the professionalism of those who teach and support learning in
higher education. In the UK, the Institute for Learning and Teaching was set up as a
result of the Dearing report to recognise the experience and expertise of those working
in these areas. The ILT offers a model for professionalising teaching, to which
continuous professional development (CPD) is key. Geographers and those who teach
related subjects are already in the vanguard of this activity.
KEYWORDS
Professionalism, higher education, accreditation, learning communities, National
Teaching Fellowship Scheme (NTFS), excellence, Institute for Learning and Teaching
(ILT).
ABSTRACT
A problem-solving approach to the teaching of research design in physical geography
is introduced. Focusing on the study of the effectiveness of a local river restoration
scheme, students are empowered with the responsibility for and control of their
learning by means of group discussions and decision making in a series of workshops.
With carefully staged guidance by tutors, students devise research questions
and execute their project, analysing data collected on a field day. Although
students may find this approach to be challenging and demanding, they acquire
research experience and develop key skills, such as visualisation of problems
and capacity for logical thought, aided by critical self-appraisal of their
performance. Such an approach is particularly relevant today because of subject
benchmarking skills. Developing transferable skills, such as initiative and
teamwork, valued by employers also promotes self-confidence. Using a case study,
this paper considers the experiences of students and staff with this approach,
identifying its strengths and weaknesses, and offers possible options for its
development.
KEYWORDS
Research design, physical geography, workshops, student empowerment.
KAREN SCHMELZKOPF, Monmouth University, West Long Branch, New Jersey, USA
ABSTRACT
This article outlines an interdisciplinary course in the geography of tourism.
It examines interdisciplinarity and its relationship to geography and the study
of tourism, and presents an outline of the course, its conceptual basis, its
structure and its goals. It argues that participatory learning and problem-solving
activities are crucial to successful outcomes, and that, as a result, interdisciplinary
courses can be instrumental in motivating students to become involved in social
practice.
KEYWORDS
Interdisciplinarity, tourism, social practice, participatory learning.
STEVE GASKIN, LTSN Subject Centre for Geography, Earth and Environmental
Sciences, University of Plymouth, UK
RAY HALL, Queen Mary College, University of London, UK
ABSTRACT
First impressions count, and the . rst few weeks at university for the new student
are critical. What happens at this time is crucial in terms of the messages
that different experiences convey to the student about learning and teaching
in the subject. Moreover, negative first impressions of university life are
known to influence the decision of some students who withdraw. So, how can staff
go about making positive impressions in the first few weeks of term? This paper
describes a novel orienteering exercise devised by the Department of Geography
at Queen Mary, University of London. The paper presents results from a focus-group
method used to evaluate the exercise. Results obtained from the focus-group
evaluation demonstrate that there are many benefits from the exercise for the
new student, with ‘teamwork’ and ‘meeting new people’ being the most important.
The experience reported in this paper is likely to be transferable to other
geography departments and programmes of study worldwide.
KEYWORDS
Induction, transition, teamwork, evaluation, focus groups, nominal group technique.
DAVID LIVINGSTONE, University of Portsmouth, UK Hants
KENNETH LYNCH, Kingston University, UK
ABSTRACT
This article compares two experiences of group-based student projects in a Geographical
Information Systems (GIS) degree and in Geography degree modules. The two authors
adopted group projects from similar motivations, and used available materials
to guide them through this process. Subsequently, they have come to reflect
on the experience and to examine the theoretical dimensions of such an approach
in more detail. There seems to be a discrepancy between the literature, which
emphasises a growing interest in the socio-educational value of group-based
and active learning, and the concerns voiced by both students and academics
regarding the practical implications of such approaches. Analysis of grades
and questionnaires tends to support the literature and belie the criticisms,
which the authors see as ‘myths’, possibly motivated by a defensive attitude
to the whole learning process. The conclusions are that, if care is not taken
in the design and execution of such projects, then the problems that may ensue
can reinforce the ‘myths’. However, if carefully and appropriately designed
and managed, team-based learning is a valuable experience.
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