Student Evaluation and Assessment of Group Projects

University teachers in the UK are increasingly being asked to develop skills, such as the ability to work effectively in groups, both by government and by employers. This paper outlines and evaluates, from a student perspective, the use of fieldwork projects to develop group-working skills. It also considers the use of self-assessment for summative purposes and the development of reflective practice or 'learning to learn' skills in students.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

Assessing the later prehistoric environmental archaeology and landscape development of the Cetina Valley,Croatia

Abstract

This paper describes preliminary work on the environmental and archaeological potential of the Cetina River Valley, Croatia. Two seasons of fieldwork and assessment have suggested that the valley contains a preserved landscape, much of which is waterlogged. It is clear that there is the potential to address many local and regional questions concerning land use, subsistence and environmental change in an area where previously only limited environmental archaeology has been undertaken. One pressing issue is how to prospect for both cultural and environmental archaeological deposits within this regional landscape. This is especially true in cases where little 'base-line data' exists. This paper outlines the current practice and suggests a number of new approaches to prospecting for environmental 'hotspots'.     

Pakistan,Uranium and the International Atomic Energy Agency, 1970–1980

ABSTRACT

This article explores how the International Atomic Energy Agency (IAEA) assisted Pakistan with exploring the front end of the fuel cycle. Drawing on new primary sources gathered from extensive fieldwork in Pakistan as well as the IAEA's archives, this article sheds new light on the changing direction and performance of the Pakistani nuclear program during the 1970s, focusing on the exploration of uranium. The analysis highlights the competing priorities faced by the IAEA at this time – specifically, how to handle the increasingly politicized balance between technology diffusion and non-proliferation – and how this affected the Agency's support for the nuclear program in Pakistan, as the program was secretly shifting away from nuclear energy toward a weapons project.     

'Enlivening' Development Concepts through Workshops: A case study of appropriate technology and soil conservation

In comparison with the teaching of most other geography topics, where fieldwork can be conducted relatively easily and seminars can be based on some pre-existing knowledge and first-hand experience of the issues, the range of resources and approaches available to tutors teaching the geography of development is necessarily more limited. Tutors often have to rely more heavily on 'top-down' teaching and more passive learning approaches, such as using videos, slides and lectures. While students may gain a theoretical understanding of development concepts, issues and problems, they may be left without a deeper 'experience' of such material. This paper describes a practical workshop designed to communicate to students the idea of 'appropriate technology'. The workshop enables students to actively 'experience' a development concept rather than simply understand it in theory. It tests comprehension and understanding, through the application of a concept to real examples, stimulates discussion and debate, and draws upon problem-solving and critical thinking skills.     

Culture in global knowledge societies: knowledge cultures and epistemic cultures

Abstract

This paper explores the concepts of knowledge culture and epistemic culture against the background of contemporary transformations in global society. Studies of knowledge culture came to prominence in the 1970s, with the trend towards laboratory fieldwork and direct observation in the new sociology of science. If the focus in such early studies was on knowledge construction, the focus in an epistemic culture approach by contrast is on the construction of the machineries of knowledge construction, relocating culture in the micropractices of laboratories and other bounded habitats of knowledge practice. Not all places of knowledge, however, are bounded spaces, and there is a case to be made for including in the empirical agenda more distributed locations. This is done here by introducing the concept of 'macro-epistemics', to describe wider networks of knowledge generation such as what is often known as 'the global financial architecture'. The discussion concludes by moving out from macro-epistemic circuits to questions of the cultural environment of epistemic settings, and of the more general knowledge culture in which specific knowledge processes are embedded.     

Student Perceptions of Geography and Environmental Science Fieldwork in the Light of Restricted Access to the Field,Caused by Foot and Mouth Disease in the UK in 2001

Internationally, fieldwork is generally seen as intrinsic to the very nature of geographical education. However, objective experimentation comparing student learning experiences with and without fieldwork is rare. During 2001 in the UK, fieldwork was withdrawn from many university degree programmes as Foot and Mouth Disease led to restrictions on access to the countryside. This restriction provided an unexpected opportunity to assess student perceptions of fieldwork in the light of its absence and to review those alternative learning strategies which were put in its place (where appropriate). To this end, nominal group technique (NGT) was applied to five groups of students from five separate UK universities to obtain information on the groups' perceptions of the value of fieldwork. NGT elicited almost 300 responses from 33 final-year students representing a high level of group consensus on the issues involved. Rationalisation of responses identified 12 categories, which reflect and amplify key educational objectives addressed by fieldwork in geography and environmental sciences from existing theoretical literature. Results demonstrate that student perception of fieldwork (based on previous university-level field experiences) is overwhelmingly positive. The groups identified the experience of geographical reality, developing subject knowledge, acquiring technical, transferable and holistic skills, and working with peers and lecturers as being the most important perceived benefits of fieldwork. Negative impacts of fieldwork included high levels of time consumption. Using a systematic and objective methodology, these results confirm, in a novel rigorous multi-institutional approach, the conception of geography and environmental science fieldwork as being of significant value for the overall student learning experience.     

The Rushenden Estate,Queenborough, Kent: An Early British Industrial Estate

Abstract

Queenborough, a town with origins as a medieval planted settlement on the Isle of Sheppey, Kent, is set for major redevelopment over the coming years as part of the regeneration of the Thames Gateway region. English Heritage has produced an Historic Area Appraisal,¹ and, in the course of its research, documents relating to a hitherto obscure Edwardian industrial estate came to light. Laid out from 1904, the Rushenden Estate is significant because it was one of the first factory estates in the wake of Trafford Park, Manchester (1896), widely acknowledged as Britain's² — or even the world's³ — world's first industrial estate. Despite some economic history analyses and studies of individual sites, the subject of early industrial estates is surprisingly incomplete. Using material evidence derived from documentary research and fieldwork, this paper describes the evolution and growth of the Rushenden Estate, placing it in regional and typological contexts and within the milieu of the 'Second Industrial Revolution'.     

Archaeological Applications of the Electra-Level

Abstract

The Electra-Level is a leveling device with applications in field archaeology. It offers advantages over the line level and optical leveling instruments in situations where visibility, obstructions, or shortage of personnel are factors. Some specific applications in archaeological fieldwork by Boston's City Archaeology Program are described.     

Applying a systems approach to the management of change in fieldwork

Abstract

Fieldwork is increasingly subject to a variety of external pressures. The management of change in fieldwork provision can be aided by an appreciation of the systemic nature of fieldwork. Social paradigms of team behaviour are particularly applicable to fieldwork, and to understanding some systems failures.     

The fortifications of Fort George,Ardersier, near Inverness: archaeological investigations 1990–2005

Abstract

Fort George was built between 1748 and 1760 at Ardersier Point on the Moray Firth. Extensive contemporary documentation of the fort's construction survives in the archives of the Board of Ordnance. This paper describes archaeological fieldwork carried out during conservation works between 1990 and 2005. Excavation was undertaken on the East Front, the Point Battery at the western extremity, and the North and South Casemates. Work was also undertaken at the Men's Latrine and at the Pier. Together with detailed analysis of documentary sources, fieldwork has enhanced understanding of methods and priorities for defence procurement during the mid-18th century.     

Addressing the new agenda for fieldwork in higher education

Abstract

Recent changes in higher education in the UK effectively make the traditional mode of fieldwork delivery unsustainable. This, coupled with criticisms of past fieldwork practices, suggests the need for a thorough re‐evaluation of the role and delivery of fieldwork programmes in contemporary higher education. A prudent place to start addressing this new agenda is an evaluation of some basic educational theory and the objectives of fieldwork. From such basic considerations, some of the contemporary problems with teaching fieldwork can be more effectively tackled and strategies for designing field exercises devised.     

Figuring space,marking time: Contested identities in Canada

Abstract

Conflicting concepts of identity have long exercised the Canadian imagination. The central focus of this paper is the role of institutionalised memory in promoting centralist patriotic sentiments. The association between the development of a consciousness and knowledge of the nation is illustrated by the founding of the Canadian Club, the Champlain Society and the Canadian Geographical Society. Attention is also directed to Canada's Historic Sites and Monuments Board, founded in 1919. Throughout its 75‐year history, the HSMB has commemorated events, places and people of historical significance for Canada in some 1600 sites. As may be expected, there have been shifts in emphasis in the national meta‐narratives over time, as is also demonstrated by the recent Charles Richard Bronfman Foundation's ‘Heritage Moments’. Taken together, these initiatives demonstrate a dynamic agenda of reconstituting national memory, national self‐knowledge, and national identity.     

UK/US teacher exchange scheme

Statistical Methods for Geographers

W. A. V. Clark &; P. L. Hosking, 1986

New York, Wiley

x+518 pp., £10.25

Statistics in Geography, 2nd edn.

David Ebdon, 1985

Oxford, Blackwell

viii+232 pp., £8.50

Statistical Techniques in Geographical Analysis

Gareth Shaw &; Dennis Wheeler, 1985

Chichester, Wiley

xiii+364pp., £4.00

Introductory Spatial Analysis

David Unwin, 1981

London, Methuen

xii+212 pp., £10.00

Introduction to Statistics for Geographers and Earth Scientists

R. B. G. Williams, 1984

Basingstoke, Macmillan

viii+348 pp., £7.95     

Improving the preparation for fieldwork with ‘IT’: Two examples from physical geography

Abstract

Two potential roles for information technology (IT) to enhance the preparation phase for fieldwork are investigated. In the first initiative, a prototype geographical information system (GIS) is developed to support local fieldwork activity. The second initiative develops computer‐based briefing tutorials to prepare students for residential field classes. By enhancing the preparatory phase of fieldwork, students are more quickly acclimatised once they arrive at the field site, they are better able to focus on the key issues, and valuable time in the field can be utilised more effectively.     

A problem in pseudo-philo and its possible solution

The enigma in Psedo-Philo Chapter 19: Istic mel, apex magnus, momenti plenitudo, et ciati guttum, is often emended by the commentators. We take it as it stands. As the surrounding texts reflects, Deut 34 and Pseudo-Philo always shows a deep understanding of the biblical text, we find that the often quoted utterings in Deut: ''a land flowing with milk and honey'' and: ''the place which the Lord your God will choose'' make sense for the first two parts of the enigma. The third part points to the coming great achievements: The death of Moses and the immigration to the Holy Land. Only the fourth part is pointing to the end of time.     

Ideology and the history of ancient Israel

An answer to the recent criticism of Ian Provan and James Barr of the position of the so-called ''revisionists'' among Old Testament scholars. Provan - as well as Barr - accuses the revisionists for being ''ideologists'', i.e., that ideology has governed their research. This is a false accusation. The revisionists originally shared the ideology of the scholarship of the modern age. Only at a later date they adopted, forced by their analyses, an ideological approach to the reading of text that seems more on-line with ideas that are said to be postmodern.     

The Lost Loci of Tell El-'Ajjul: Petrie's Area C

Abstract

Flinders Petrie excavated the site of Tell el-'Ajjul in southern Palestine over five seasons between 1930 and 1938, with publication of his finds following swiftly on the heels of his fieldwork. These reports were only ever meant to be a preliminary investigation into the potential of this rich site, and often raised as many questions as they answered. This material is now the subject of the Petrie Palestinian Project, based at the Institute of Archaeology, University College London, which aims to re-evaluate Petrie's finds in the light of more recent research. In the course of this work a detailed study of Petrie's field practices has helped clarify a number of issues relating to this site, which remains of major importance to the Bronze Age archaeology of Southern Palestine. One of the more problematic of these issues has been chosen for discussion here: the location of Petrie's area C.     

Archaeology from below

Abstract

This paper identifies and discusses two contrasting approaches to field archaeology in contemporary Britain. The dominant approach is that of ‘official archaeology’ rooted in professional rescue (or contract) work and represented by bodies such as English Heritage, county archaeology units and the Institute of Field Archaeologists. This ‘archaeology from above’ threatens alternative approaches to fieldwork, since state legislation and other bureaucratic controls are being used to restrict access to archaeology to an elite of self-accredited practitioners, and a persuasive and sophisticated ideology of heritage ‘protection’ and professional ‘standards’ is being deployed to legitimize this policy. This attempt to universalize the practices of professional rescue archaeology is academically incoherent and politically undemocratic. An alternative ‘archaeology from below’ is proposed in which fieldwork is rooted in the community, open to volunteer contributions, organised in a non-exclusive, non-hierarchical way, and dedicated to a research agenda in which material, methods and interpretation are allowed to interact. These points are illustrated with detailed references to the experience of ‘democratic archaeology’ on the author's project at Sedgeford in northwest Norfolk in 1996–98.