The role of assessment in the design of a curriculum for a degree in geography

Abstract

Decisions about the assessment of courses in higher education will influence the structure of the curriculum. Assessment is necessary not only to inform students and staff, but also for external and predictive purposes. The objectives of assessment are both instructional and expressive, while the kinds of skills tested are mainly those of written and oral communication. The incorporation of all these factors into assessment and curriculum design can be facilitated by using tables and diagrams based on educational theory. Unlike other components of the curriculum, assessment continues to play an active role in curriculum development after the initial design stage.     

Enhancing critical thinking skills in first year environmental management students: a tale of curriculum design,application and reflection

This paper chronicles the experience of academic staff in developing a course to enhance the critical thinking skills of environmental management undergraduates. We outline our considerations and process for course development, discuss insights from course evaluations, and reflect on the challenges encountered. We believe these perspectives will be useful for others who are developing critical thinking skills curricula, especially first year courses. Aspects of the course design which were considered particularly effective were the use of scaffolded assessment, the application of threshold concepts, and well-structured collaborative learning activities paired with quality tutors. The key learning for the authors from the evaluation of the course was that while the tools and strategies developed were very useful, interweaving these tools into year 2 and 3 courses would help students see the ongoing value of critical thinking in their work.     

Getting started: objectives and justifications in the history of neurology

Contemporary historiographical ideas have the potential to enrich the history written by practicing neurologists. Neurology is a science, and historians of neurology might profit from considering the experiences of historians of other sciences. An explicit consideration of the range of possible objectives, justifications, sources and methods of historical research may open new and exciting avenues of inquiry. Any plausible answer to the question, "What does a historian do when he or she sits down to write history" helps an historian to develop the structure of his or her project. The selection of sources for a historical study is improved, if also expanded, by understanding its aims.     

青海绿色发展的目标、原则及主要特质

青海自然资源丰富,生态地位极其重要而又极其脆弱,选择绿色发展,既符合青海实际,也是建设中华民族伟大复兴生态屏障的需要,还是转变经济发展方式、加速青海发展的战略选择。     

Internships in the applied geography curriculum

Abstract

The internship is a necessary and important part of an applied geography curriculum. At Ryerson, this takes the form of a three‐month placement with a sponsoring agency whose area of operation relates directly to a student's field of specialisation. At the same time, non‐academics are encouraged to participate in the organisation, design and teaching of the formal undergraduate programme. This helps to develop a closer integration of course material and placement experience.     

Synergies between geography,planning and vocationalism in curriculum development and implementation

Geography curricula are being transformed by the increasing emphasis on skills, employability and professional competencies. In this paper, we contribute to these ongoing debates through reporting and reflecting on one curriculum transformation introduced in response to these pressures: the development of a Bachelor of Planning pedagogically framed within geography at Macquarie University. We explore the ways in which the vocational orientations of a planning degree can be woven through a geography curriculum, and its communication to a cross section of stakeholders. The paper highlights the complexity of implementing vocationally oriented curricula and provides signposts for those considering such a transformation.     

中外高等教育课程设置特点比较研究

中外高等教育人才培养模式都带有浓厚的民族特征,虽然两者之间有很多相同的地方,但也有很强的对立性,我们也应看到它们之间存在着一定的互补性和借鉴性。本文比较中外高等学校课程设置的不同特点,对我们深化高等教育改革,提高教学质量,培养创新型人才不无裨益。     

Researching the hidden curriculum: intentional and unintended messages

In this paper, we examine the concept of the hidden curriculum, its importance to pedagogic research in geography and research methods which might be used to investigate it. We review three case studies of research projects which have explored the hidden curriculum in geographical contexts, and use these to illustrate the strengths and weaknesses of different methods. We conclude by suggesting that there is an increasing need for research exploring new elements of the hidden curriculum being created by current changes in the political and economic context affecting geography in higher education in the UK and other countries.     

Problem areas in Poland in terms of the objectives of the European Union's regional policy

The present study focuses on problem areas in EU member states and Poland that are identified on the basis of criteria laid down in the assumptions of the EU regional policy. The analysis makes it possible to compare the spatial distributions of the problem areas and to assess the relevance of the statistical criteria employed to delineate them. Also presented is the new model of regional policy to be implemented in Poland in the period of its integration with the European Union.     

International curriculum transfer in geography in higher education: an example

Internationalization of geography in higher education comes in many guises. This paper discusses some of these, with particular attention to curriculum development and transfer. The context is Bangladesh and a case study is presented of a link programme between three higher education institutions in that country and one in the UK. The British Council funded project INSPIRE provided funding and organizational support for a project that lasted 4 years and enabled 22 staff visits from Bangladesh to the UK and 6 in the other direction. As a result, curricula of 43 teaching modules in the general area of environmental hazard and risk, environmental change and climate change have been initiated or revised. While this type of transnational knowledge transfer has its drawbacks, we argue that there are specific circumstances in which it can work.     

Benchmarking in Geography: Some implications for assessing dissertations in the undergraduate curriculum

Internationally there is concern about assessment standards and the qualities of graduating students. In the UK this is resulting in the introduction of benchmarking by disciplinary communities, including that of geography. In that context the authors report on a project across social science disciplines, including geography, in one UK university, to examine and improve the assessment of undergraduate dissertations. The project examined what assessment criteria are currently published to students and identified some sources of inconsistency in applying them. It identified some potential core criteria and recommended ways of increasing transparency in applying them, so as to reduce inconsistencies and potential unfairness in marking. Implications for geography departments and the international disciplinary community are suggested and for the benchmarking exercise in British geography.