Never mind the kudos,join the dialogue

Abstract

This paper reports on the redevelopment of medical geography courses taught to both undergraduate and graduate students in a US university. The author participated in a curriculum development seminar that focused explicitly on the creation of new courses that incorporate perspectives from current research on women and other marginalised, ignored or forgotten groups. The experience and feedback from this seminar led to changes in undergraduate courses in medical geography and to the creation of a new and specific graduate seminar course that critiques medical geography for its gender and colour blindness. The paper includes a commentary on the institutional context that allowed such changes to occur and discussion of issues relating to introducing perspectives on women into the curriculum. Spin‐offs from course redevelopment included the creation of resource materials (a bibliographic database) and a reformulation of teaching strategies.     

Abstract Cultural Landscapes

Fred B. Kniffen's career as an educator and scholar spanned more than 60 years (1929-1993). The Department of Geography and Anthropology at Louisiana State University, countless undergraduate and graduate students who had the good fortune to study under his thoughtful guidance, and American academic geography all bear an indelible imprint of Kniffen's eclectic interests, academic leadership, meticulous scholarship and innovative teaching. To generations of students, Kniffen was an exemplary role model and kindly "father figure." His students were encouraged to work in the field. As graduate advisor, he ensured that students were well versed in the history and philosophy of the discipline, as well as possessing a broad understanding of both physical geography and cultural anthropology. As an educator, perhaps his most lasting contribution was the work ethic and genuine love and enthusiasm for geography that he imparted to students.     

Quantitative Methods in Archaeology: A Review of Recent Trends and Developments

This paper reviews recent developments in the application of quantitative methods to archaeological research and focuses upon three major themes: the development of so-called designer methods, which are quantitative methods created to solve specific problems; the resurgence of whole-society modeling through a variety of formal and mathematical approaches; and trends in the the teaching of quantitative methods at the undergraduate and graduate levels. Not surprisingly, different subfields have had greater success than others in the development of useful methods, and the causes of this are explored. Finally, suggestions for improving training in the use of these methods are offered.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students’ satisfaction levels are generally encouraging, more could be done to capitalize on the opportunities GIS offers both for the discipline and for our students. Recommendations are made for further enhancing the profile and quality of GIS pedagogy in geography curricula.     

Concerns,Attitudes, and Abilities of Early-Career Geography Faculty

Professional experiences during graduate school through the first few years of an academic appointment shape patterns of work and social behavior that prefigure the long-term success of new faculty members, including prospects for tenure and promotion. We explore these experiences through interviews and surveys with a sample of early-career faculty in postsecondary American geography. Our analysis reveals that teaching is the primary source of anxiety among new professors, many of whom begin their first academic positions with little or no preparation in learning theory, course design, or pedagogy. Many new faculty members struggle to maintain healthy personal and family lives, while adjusting to unfamiliar norms of their new institutions. New professors benefit from support offered by their department chairpersons and from working in collegial environments. Among women, we found a greater sense of self-doubt about their scholarly abilities and futures despite having records comparable in accomplishment to their male peers. Many women cope with this sense of marginalization by forming supportive mentoring relationships with other women faculty on campus and through disciplinary specialty groups. Networking with colleagues on campus and at academic conferences enhances the job performance and satisfaction of all faculty members irrespective of gender. Our findings underscore the importance of examining the social, professional, and disciplinary contexts of higher education to acquire a broader understanding of faculty development. This knowledge can help departments prepare new faculty for successful and satisfying academic careers.     

Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individual's personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge Geography and Tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for Geography and Tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students ‘topping-up’ to Year 3 of an Honours degree at the parent HEI. Managers of undergraduate courses in Geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.     

Seismic Response of a Four-Story Miniature Building with Replaceable Plastic Hinges

To emphasize on linear and nonlinear seismic behavior of building systems in education, a four-story miniature moment-resisting frame steel building was designed, built, and tested in a shaking table at the Structures Laboratory of the Department of Civil Engineering at the University of Canterbury, New Zealand. A prominent feature of the building is the incorporation of elements designed to form plastic hinges that can be easily replaced after a test with minimum effort and at a very low cost. This model is mainly aimed at education in undergraduate and graduate structural dynamics/earthquake engineering courses and it has also been used to support research. This article describes in detail the main features of the building, its design, and discusses the response of the building to two input ground motions. Because the use of pushover analyses is becoming an industry standard, the some relevant results will be compared with those predicted by such kind of analyses. This article is written in very simple terms and is aimed at the undergraduate and graduate student, at educators in structural design and at structural engineers involved in seismic design of building structures. This article covers many aspects that are seldom highlighted in building behavior to earthquake excitation and that are not always covered in design codes or guidelines.     

A Good Job for a Girl? The Career Biographies of Women Graduates of the University of Liverpool Post-1945

The opponents of women’s higher education in the nineteenthcentury feared that a university education for women would radicallyalter the ‘separate spheres’ and ultimately leadto a sexual revolution. This article suggests that in termsof the career biographies of university-educated women, theyneed not have feared. Drawing on a range of data sources, thearticle documents the limited, gendered career options thatfaced graduate women post-1945, despite the increase in botheducational and employment opportunities. There remained astoundingpersistence in sexist assumptions about women’s life-plans;even for the academic elite, the role of wife and mother wasnever lost sight of. Graduate women negotiated the labour marketwithin the confines of a discourse that emphasized a ‘goodjob for a girl’ as opposed to a career for a woman.     

Advice and reflections for a university teacher beginning an academic career

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's “Letter to a New University Teacher,” which has been used internationally to help new lecturers beginning their career. Prepared as an autoethnographic account for a recent graduate, “The Letter” distils principles held to underpin a successful academic career. Five university teachers and academic managers discuss critically the content and their applications of “The Letter” and make some suggestions for its use in continuously transforming higher education contexts.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.     

Mentoring across difference: success and struggle in an academic geography career

Abstract

This autobiographical account of a black female feminist geographer’s experiences with mentoring and success in the academy offers analysis, lessons and strategies. My distinctive graduate school experience, with a pioneering all-female feminist geographers dissertation committee, plus a complex mix of intentional and fortuitous multidimensional mentoring has contributed to a successful academic geography career. Yet, I’ve had to overcome obstacles stemming from intersections of gender and other forms of difference, primarily race and immigrant status. Although there are limits to mentoring practices that emphasize caring and collegiality, I highlight and recommend feminist-inspired mentoring strategies that forge alliances across race-ethnicity, gender, nationality, generation, institutional and locational differences as interventions that lessen the struggles, challenges or marginalization reported by many foreign-born black feminist geographers and other women of color in US institutions of higher education.     

Graduate attribute attainment in a multi-level undergraduate geography course

We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through a multi-level course programme, and that these broadly align with the stated graduate attributes of the discipline. Moreover, there was evidence of progressive development of graduate attributes between second and third year students. The results suggest that peer-to-peer learning can play an important role within this multi-level learning environment.     

Women in neuroscience (WIN): the first twenty years

Women in Neuroscience (WIN) is an international organization whose major goal is to promote the professional advancement of women neuroscientists. To this end, WIN facilitates contacts and communication among women working in neuroscience, and organizes appropriate activities at the annual Society for Neuroscience (SfN) meeting. WIN was created in 1980, when despite major changes and advances in 'equal opportunities', women were still not achieving a proportionate level of success in the subdiscipline of neurosciences. In 1980, women made up 40 to 50% of entering classes in medical schools or graduate programs, but often comprised only 5 to 15% of leadership in respective organizations. Although there had been women elected to serve as SfN presidents, council, and committee members, women were under-represented in other positions of the Society, such as symposium and session chairs. There was an even lesser degree of representation in leadership positions at universities and medical schools in terms of full professorships, chairs, and program directors, as well as on editorial boards, advisory boards, and councils. Over the years, WIN has worked with success toward increasing the participation of women in neuroscience.     

Realizing Critical Geographies of the University

This paper argues that current changes underway in the daily lives of faculty at US research universities need to be understood contextually. A critical contextualization is a first step in realizing critical geographies of and in the university. This argument is elaborated in a consideration of three situations the author has faced: teaching undergraduate economic geography in an era of globalization; the professionalization of graduate students, and universities' indifference to the fuller lives of (in this case) faculty.     

Seeking a Sense of Belonging: The Exclusion of Female Doctorate Holders in South Korea and the US

Despite the vast literature on East Asian international students in higher education during the current era of globalization, few studies examine how the international migration of doctorate holders is gendered. The migration and career choices of Korean women who hold doctorates from American universities, we argue, are shaped by geographical imaginations based on the political connections between South Korea and the US and their personal experiences from their home and host countries. The notion of the US as an ally of South Korea and the hegemony of US higher education in Korean academia have led Korean women to pursue doctorates in the United States. Yet, the Korean women who participated in this study revealed that earning a doctorate from a world-class university did not necessarily bring them greater mobility. Whether the interviewees returned to Korea or not, they found themselves situated within the hierarchy of gendered power relations and excluded from everyday practices such as decision-making both at home and at work. Consequently, they attempted to build a sense of belonging at various geographic scales. This study found that Korean women scholars’ migration and career choices were the multi-layered outcome of gendered power relations within the family, political connections between the two countries, and cultural values of their home and host countries.     

Women in Neuroscience (WIN): The First Twenty Years

Women in Neuroscience (WIN) is an international organization whose major goal is to promote the professional advancement of women neuroscientists. To this end, WIN facilitates contacts and communication among women working in neuroscience, and organizes appropriate activities at the annual Society for Neuroscience (SfN) meeting. WIN was created in 1980, when despite major changes and advances in “equal opportunities“, women were still not achieving a proportionate level of success in the subdiscipline of neurosciences. In 1980, women made up 40 to 50% of entering classes in medical schools or graduate programs, but often comprised only 5 to 15% of leadership in respective organizations. Although there had been women elected to serve as SfN presidents, council, and committee members, women were underrepresented in other positions of the Society, such as symposium and session chairs. There was an even lesser degree of representation in leadership positions at universities and medical schools in terms of full professorships, chairs, and program directors, as well as on editorial boards, advisory boards, and councils. Over the years, WIN has worked with success toward increasing the participation of women in neuroscience.     

The Manly Mind? Revisiting the Victorian ‘Sex in Brain’ Debate

Historians in the 1970s and 1980s explored the ways in which Victorian science characterised and caricatured the female intellect. As a core element of debates on the extension of the franchise, and on women in higher education, the scientific literature on the mental differences between men and women has been thoroughly explored. A key part of this literature dealt with the relative weights of male and female brains, and the assertions of evolutionists and anatomists that fundamental physiological differences explained any observable differences in psychology by natural law. The paper revisits this material with a new set of questions. To what extent did scientific discourse not only subordinate women, but also serve to reinforce a social hierarchy of men? How was manliness, as a natural mental quality, defined, and who did it exclude? Exploring the ways in which scientific literature mirrored discourses of racial, political and citizenship exclusions, substantial revisions to the existing historiography are suggested. The paper concludes by proposing a turn towards the image of the ‘animal’ as a fundamental category of analysis in Victorian thought, upon which constructions of gender, race and social hierarchy were constructed.