The spaces of UK students’ unions: extending the critical geographies of the university campus

This article seeks to further our knowledge of the university campus by focusing on one particular aspect of most UK campuses: the students’ union. UK students’ unions have rarely been the subject of scholarly attention, despite them now occupying an important place within the higher education landscape. Nevertheless, in this paper we draw on a UK-wide study of students’ unions to explore, firstly, the role played by the buildings of the students’ union and, secondly, the ways in which aspects of the university’s campus influence union activity. We pay particular attention to the expansion of the university campus, in many institutions, from a single site to multiple sites, both within the UK and overseas. We contend that a focus on the materiality of the students’ union and the level of union activity (or inactivity) across various campus spaces can illustrate the values, ideologies and power relations that dominate contemporary British higher education.     

THE NEW CAMPUS OF TIBET UNIVERSITY

On 13th of July,2007,the new campus of Tibet University was built and put into operation.The campus maintenance and expansion project of the university was setup on Nov.8,2004 with total investment of 540 million Yuan.Expansion area in this project covers 135 thousand sq.meters.In this project,the new campus which could accommodation with 4350 students is funded with 480 million Yuan and covers the area of 120 thousand sq.meters.     

Bringing Australian foreign policy alive through teaching and assessment practice

ABSTRACT

If we are to help students develop opinions and perspectives on world politics, and understand at the same time what it means to hold these opinions and perspectives in the Australian context, we need to bring the world to the classroom. Information overload has led to feelings of alienation among students, and the way we teach needs to instil in students a sense that they are stakeholders in Australian foreign policy, and help them develop strategies for incorporating the complex information environment into their learning. In this short piece I propose two forms of assessment that authentically place the focus on these learning outcomes.     

高校校园学生治安感知及犯罪恐惧的地理空间研究——以珠海市香洲区四所校园为例

近年随着高校的迅猛发展,校园扩张、开放性加大,其“社会生态性”愈发显著,校园治安问题也日益凸显。本文从空间层面切入,选取珠海市香洲区四所新建高校展开研究,结合实际案发情况、学生治安感知及犯罪恐惧等综合分析校园治安问题。研究通过问卷采集基础数据,利用统计分析方法研究学生治安感知与犯罪恐惧的情况,并运用GIS分析犯罪恐惧空间分布特征。研究发现学生对校园治安感知情况与实际案发情况基本相符,而犯罪恐惧与之并不完全一致;不同校园的犯罪恐惧案件类型和恐惧空间具有相似性,犯罪恐惧空间呈现昼夜差异。研究最后总结出犯罪恐惧集中的若干场所类型及其主要特征,并提出相应的提升安全感的普适性措施。     

Bringing gender and spatial theory to life at a German technical university

This article focuses on the use of a university sculpture garden, the renaming of streets, and advice about the use of public space in order to teach the intersection of gender theory with spatial theory. This article outlines methods for teaching gender and spatial theory to international and multidisciplinary bachelor’s and master’s students in English at a German technical university. Most of the students had not learned gender or spatial theory prior to the course. A review of the course syllabus is included, and interactive teaching methods are outlined for the writings of three scholars: Elizabeth Grosz, Henri Lefebvre, and Dolores Hayden. Three intertwined aspects of campus life: its student life, its architecture, and its outdoor sculpture are brought into conversation with those theorists. Students learn the history of their campus buildings, outdoor spaces and artwork, along with how university spaces, place naming, and storytelling all affect their educational and individual experiences. By interacting with and analyzing examples of campus architecture, urban space, and outdoor sculpture, students discover how spatial and gender theories function in everyday life. However, students were more convinced that living gendered interactions affected everyday life, and less convinced that static gender representations such as the sculpture garden or street naming impacted gender ideas and perceptions.     

城市设施环境对初中学生体质健康的影响——以大连市主城区为例

青少年学生体质下降,身体形态肥胖化。论文以BMI指数衡量学生体质健康,通过地理加权回归模型分析了校内、通学以及社区服务设施对初中学生体质健康的异质性影响。发现:(1)初中学生体质健康社区分异明显,超重低风险和未超重高风险社区围绕超重高风险社区集聚。(2)能量摄入型设施分布从中心向边缘逐渐减少,能量消耗型设施表现出相反的特征,道路网密度向中心集聚,医疗设施呈离散分布。(3)学校人均绿地面积,通学距离、道路网密度,公交站、西餐厅、休憩设施、零售设施、医疗设施可达性对学生体质健康的影响在中心区与边缘区具有异质性。     

The campus as a public space in the American college town

With its concert halls, museums, sports stadiums, landscaped grounds, and busy calendars of events, the college campus is a hub of activities that serves not only students and staff, but the larger population of a town and region. As such, the campus serves as both an environment for learning and a public space. This is especially true of campuses located outside big cities, because metropolitan institutions often face significant security concerns and demand for their facilities. Campuses in small cities, in contrast, tend to be open and inviting, and help to make the college town a distinctive type of urban place. This study will examine the multifaceted role of the campus, using the University of Oklahoma campus as an example, as a way to demonstrate the centrality of the campus to college town life.     

Communities of Knowledge: Teaching and Learning in Maritime Archaeology

This paper explores the points of contact and divergence between education, training and experience in maritime archaeology. In particular, it is proposed that whilst it is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological Reports, Oxford, 1997) discussion of what should be included when we teach Maritime archaeology, more might be gained from moving beyond individual opinions of instructors. As such, this paper includes an exploration of both my own answers to the questions offered in the call for papers and those of past and present Southampton students. What emerges from this comparison is that by focusing too closely on the specifics of what is (or should be) taught, we miss out on what students actually gain from courses and more broadly what we gain as a community.     

Spaces of capability: Consumption geographies at an inner‐city university

Inner‐city universities are noteworthy in relation to food provisioning and consumption because of their locations and spatial characteristics. Among 18,500 university students surveyed by Universities Australia in 2017, one in seven reports being unable to eat in regular patterns. This finding suggests that it is important to explore how eating spaces at inner‐city universities intersect with students' eating practices. Ethnographic work conducted over three semesters in Melbourne at RMIT University's city campus revealed that around 100 microwaves installed there were used by students to prepare food in ways that may support regular eating. The research included observations, focus groups, and digital ethnography. Analysis of the findings suggests that the university's eating spaces and their material arrangements are related to students' on‐campus and off‐campus practices. Using both Walker's interpretation of Sen's capability approach—the social practice capability framework—and Schatzki's site ontology, I propose that this relationship produces spaces of capability, encouraging and enabling varied activities such as using leftovers, bulk cooking, and buying discretionary foods less impulsively. The study and its use of the idea of spaces of capability may foster new insights about the ongoing challenge to ensure student wellbeing and to consider the relationship of student wellbeing to broader issues such as sustainable consumption and environmental justice.     

改进高职高专人文素质教育探析

高职高专人文素质教育乏力,表现在缺乏完善的人文素质课程体系,校园环境缺乏人文氛围,大学生人文精神缺失且积极汲取人文知识的主动性不足。高职高专要尽快改革课程设置形成完善的人文素质课程体系;注重营造校园人文氛围;提高教师人文素质和人文精神,在教学过程中注重对学生人文精神的提升;发挥思想政治理论课的主渠道作用,充实和加强人文社科知识的教学;充分利用当地的历史、乡土、地域文化资源为人文素质教育服务。     

Exploring youth socio-spatial perceptions of higher education landscapes through sketch maps

Previous research on broadening participation in higher education and Science Technology Engineering and Math has inadequately examined the role of place. This article explores the socio-spatial perceptions of youth of a college campus and changes in perceptions youth experience during their transition from being a university neighbor to becoming part of a university community. This study uses sketch maps and qualitative Geographic Information Systems to document the changing perceptions of 43 youth aged 14–18 during their participation in a university program. The results suggest that some students started to identify with campus spaces as a university student or employee rather than as a neighbor of the university.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

Open Concepts as Crystallization Points and Enablers of Discursive Configurations: The Case of the Innovation Campus in the Netherlands

In this paper, we reflect on the role of concepts in spatial planning as reproductive devices of discursive configurations. In contrast to instrumentalist interpretations of spatial concepts, we start from the idea that spatial planning concepts are inherently political. Building on post-structuralist strands of thought, we discuss the theoretical concepts of “empty signifier” and “master signifier” and instead, after analysis, put forward “open concepts”, in order to grasp the richness of meanings and functions of seemingly vague concepts. This manoeuvre allows us to analyse the trajectory and performance of the spatial concept of the “innovation campus” in the Netherlands. This, in turn, opens the door to an analysis of planning concepts as crystallization points and enablers of discursive configurations. The Dutch innovation campus is shown to be a result of a confluence of various national and international discourses, an open concept, flexible enough to enable the continuation of the planning game within the familiar set of coordinates. Because of the particular set of expectations associated with the innovation campus, promising structural change, it is bound to produce disappointment.     

Rethinking Power and Authority: Symbolic Violence and Subjectivity in Nepal's Terai Forests

Recent work on authority, power and the state has opened up important avenues of inquiry into the practices and contexts through which power is exercised. Why certain forms of authority emerge as more durable and legitimate than others remains a challenge, however. In this article we bring together two bodies of thought to engage this issue, feminist theories of power and subjectivity and Bourdieu's ideas of symbolic violence, in order to explore how power and authority are reproduced and entrenched. Our purpose is to advance theorizing on power and authority in the context of contentious political situations and institutional emergence. This unusual theoretical synergy allows us to illustrate how power is exercised in relation to natural resource management and the ways in which the conflict/post‐conflict context creates institutional forms and spaces which simultaneously challenge and reinforce antecedent forms of authority. To animate our theoretical concerns, we draw on work in community‐based forestry in Nepal, with a focus on some of the conflicts that have arisen in relation to the valuable Sal forests of the Terai, or lowland plains.     

Health Consequences of European Contact in the Great Plains: A Comparison of Systemic Stress Levels in Pre‐ and Post‐Contact Arikara Populations

The biocultural effects of European contact varied considerably throughout the Americas. Some populations were decimated by colonialism, while others benefited from trade relationships and access to new technologies. It has been suggested that initial contact with European fur traders and explorers was economically favourable for Plains village populations, thereby facilitating a period of cultural florescence. In this study, we evaluate the hypothesis that Plains groups were better off than their predecessors during the initial contact period by comparing frequencies of enamel hypoplasia, cribra orbitalia, and porotic hyperostosis in pre‐ and post‐contact Arikara skeletal assemblages. We included both juveniles and adults in our sample to capture variation in the stress experience of different segments of the population. Our analysis revealed similarly low frequencies of cribra orbitalia in the pre‐ and post‐contact groups and no observed cases of porotic hyperostosis. Enamel hypoplasia, however, was significantly more prevalent among post‐contact Arikara villagers when compared to their pre‐contact counterparts, which suggests that stress levels were higher after European contact. Additionally, enamel hypoplasia was most common among post‐contact juveniles. The elevated frequency of enamel hypoplasia in the post‐contact sample combined with the low frequencies of cribra orbitalia and porotic hyperostosis suggests that disease stress, rather than nutritional deficiencies, was likely responsible for the decline in overall health following European contact. These results also suggest that juveniles are sensitive indicators of systemic stress within a population and should be included in bioarchaeological analyses of prehistoric health when available. Copyright © 2015 John Wiley & Sons, Ltd.     

Break up your lectures: or Christaller sliced up

Abstract

Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a ‘lecture’ period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises set by the teacher. An example of such a lecture on aspects of Christaller's central place theory is described both to indicate how to use structured lectures and to discuss the issues that teachers have to confront to adopt this strategy successfully.     

Archaeology Underfoot: On-Campus Approaches to Education,Outreach, and Historical Archaeology at Brown University

This article explores the methods and outcomes of “The Archaeology of College Hill” (AoCH), a hands-on fieldwork course at Brown University, Providence, Rhode Island. The first half of this paper recounts the results of a three-year research program (2012–2014) on the Quiet Green of the university’s campus. This work identified a material assemblage associated with the school’s first official President’s House and uncovered evidence for over two centuries of student life. The second half of this article addresses our pedagogical methods, including elements of replicable course design and feedback from a qualitative survey on students’ impressions of the class. By situating this project within wider dialogues on the role of fieldwork in undergraduate teaching, we demonstrate the ways in which practical, on-campus projects like AoCH can reach a more diverse body of students, increase enrollments in other archaeology courses, and develop a more engaged, de-centered pedagogy.     

Birmingham Bog outdoor laboratory: potentials and possibilities for embedding field-based teaching within the undergraduate classroom

Providing cost-effective, hands-on field-based experiences to large cohorts of undergraduate students provides a core challenge for effective teaching and learning. This grand challenge is tackled through the construction of an exemplar outdoor learning environment within the Environmental Change Outdoor Laboratory (ECOLAB): Birmingham Bog (BB). Adjacent to the Geography building, the facility aims to produce a seamless, interconnected learning environment (in both space and time) that brings inaccessible fieldwork activities direct to the classroom at the time and frequency appropriate to the learning objectives. With the integration of this facility within a 3rd year undergraduate module, we explore through group interviews the ways in which BB adapted and influenced students’ engagement with lecture material, and the extent to which the approach can complement or replace current field based teaching activities. The group interviews identified how BB was considered an example of “effective learning” within the context of the wider degree programme. However, if confirmed, the value placed on residential field courses cannot be met by such campus experiences. Despite this, BB represents an increasingly fertile space for deeper stimulation and innovative ways of learning; diversifying pedagogical techniques and enabling students to re-engage with lecture content.     

Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process

Students’ opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of fieldwork, which presents an important determinant of geographers’ education. A total of 215 students evaluated pedagogical benefits of fieldwork in relation to didactic-methodical aspects such as: immediate contact with objects of knowledge; interdisciplinary study of a problem; application of various methods of teaching; enhancement of motivation for learning; improvement of social relations, and development of skills necessary for fieldwork. Research results indicate that students recognize and positively evaluate benefits of fieldwork. Final-year students as well as students who had more days of fieldwork evaluate benefits of fieldwork in a more positive way. Research results indicate the need to improve the quality of fieldwork and increase its share in the curriculum of the Faculty of Geography in accordance with the constructivist paradigm in education, which places a student at the centre of educational process, and fundamental principles of the Bologna Process.