Developing External Links through Teaching and Learning in Geography and Environmental Science: The use of the mini-conference

A student-led mini-conference has been used as a means of developing employer links. The one-day conference forms part of a final-year module in the Department of Geography at Edge Hill and involves the participation of external agencies. Links with the world of work, the enhancement of student learning and the promotion of regional research are reported. It is suggested that the conference could be used successfully in a variety of subject disciplines.     

Using Stakeholder Decision-making Simulation to Teach Integrated Coastal Management

A simulation technique to teach aspects of stakeholder participation in integrated coastal management is described and evaluated. Through student feedback, it was found that the benefits of the simulation included improved understanding of interdisciplinary coastal issues, greater insight into the challenges facing contemporary coastal managers and an expanded suite of marketable skills. It is concluded that while this type of simulation requires a re-evaluation of the relationship between the lecturer and students, it has the potential to be transplanted successfully into other areas of geographic study that require understanding of participatory governance processes.     

Monitoring the media: student production and use of newspaper resource files in economic geography

Abstract

This article discusses the use of newspaper resource files in economic geography, in particular focusing on a simple method of production involving student participation. It connects two related issues: first, the question of topicality in course content; and second, the problems associated with the collection and collation of up‐to‐date material at a time when there are both teaching pressures and an unrelentingly wide array of information and sources available to economic geographers. Against this background, the paper discusses the rationale for such a student‐based media monitoring activity, the simple procedures that might be used, and the advantages and disadvantages involved. It concludes that media monitoring is useful for students in maintaining up‐to‐date ideas and information in their course activity and that it may also trigger a series of valuable debating points, adding to the richness of the educational experience in economic geography.     

'Geographical Expeditions': Assessing the benefits of a student-driven fieldwork method

A student-driven fieldwork method, focused in a local metropolitan area, is described and assessed. Developed for a second-level course in cultural geography, it was inspired by the 'Geographical Expeditions' originally devised by William Bunge in the 1960s. It is one solution to maintaining fieldwork in the syllabus for a large class, at the same time as providing benefits for participants in terms of challenge and autonomy. Student responses are compared with the merits of fieldwork as claimed in the literature. In view of concerns expressed about increasing student 'disengagement' from commitment to university study, active participation in a 'Geographical Expedition' is a strong motivating factor.     

Assessing a Computer-aided Instructional Strategy in a World Geography Course

An experiment was conducted to compare student achievement under two differing instructional strategies: a small-group and computer-aided strategy versus lecture instruction. Evaluation was extended in several ways beyond comparison of overall student scores. Results show significant improvements in student achievement produced by the computer-aided strategy with reference to gender, ethnicity and levels of cognitive learning. The study concludes that experimental evaluations of CAI serve best as formative tools to match instructional strategies to specific types of content material and different types of students, and that instructional media are best evaluated along with the instructional method in which they are embedded.     

Sagset 77

Abstract

Student reading is frequently seen as a major component of study in higher education, yet the amount actually undertaken frequently falls short of teacher expectations. The use of course readers to encourage and support student reading in geography courses is described and details of one institution's practice are provided as a guide to others of the benefits and pitfalls involved. The authors’ expectations of the value and limitations of readers are tested by means of a student evaluation exercise and some reflections are made on their likely future.     

Including babies and toddlers: a new model of participation

ABSTRACT

Models relating to the participation of children are often explicitly aimed at facilitating or evaluating participation in decision-making processes on local levels. However, these models often build on hierarchically ordered ‘ladders’ of children’s involvement starting with passive involvement and increasing gradually to highly active engagement. Such models become problematic when designing or evaluating participative activities for young children. On the basis of two ethnographic studies conducted in children’s libraries, we propose an alternative model based on a view of participation as processual rather than definitive. Theoretically, the paper draws mainly on human rights theory as well as on theories and concepts derived from childhood studies such as participation and citizenship. The new model of participation demonstrates how the idea of participation can be operationalized at practical levels to include the very youngest children.     

Geography staff placements: nice work?

Abstract

Although more geography degrees are beginning to include some form of student work placement, less attention has been given to the idea of work placements for staff. This paper considers the possible benefits of this idea and reviews a small pilot scheme and the lessons learned from it.     

Local Roots of Constitutionalism

Abstract

A former student reflects on the pedagogy and teaching career of Fr. James V. Schall, S.J. at Georgetown University.     

Experiential learning through integrated project work: an example from soil science

Abstract

The planning, implementation and evaluation of an integrated soil science project are examined. The project aimed to develop a wide range of student‐centred approaches to learning, whilst promoting the development of a variety of transferable skills and personal qualities. The four project components (fieldwork, laboratory analysis, data interpretation and preparation of a written report) ran in sequence. Only the written report was formally assessed although potential developments of this system were considered. The project was implemented in the light of Kolb's cyclical model of experiential learning, and student evaluation was achieved through questionnaire analysis and group discussion.     

Female Representation in the Discipline of Geography

This report updates earlier findings of women's progress in the discipline of geography from a feminist perspective. A variety of data sources are used in the analysis, including survey data from doctorate-granting US geography departments. Results reveal that there has been progress; however, significant inequity remains in student and faculty representation, particularly in the upper levels of the discipline.     

La resignificación de los márgenes del teatro independiente: Oratorio,del Teatro Estudio Lebrijano

Abstract

Oratorio, by Alfonso Jiménez Romero and Teatro Estudio Lebrijano, is arguably among the most representative plays of 1970s Spain’s independent theater. This play experienced many changes and adjustments before it was staged in the Festival Mondial de Théâtre de Nancy in 1971. These changes were tested in performances in Andalusia before audiences with little exposure to theater but sympathizing with the play. By studying a production that developed for three years, this article challenges the claims that support a history of theater as a catalogue of finished products. This article aims at considering the creative process that emerges from the direct contact with audiences in performing spaces. Independent theater archives have limitations, but they are made up with oral histories from troupe members. This article studies both the incorporation of theatrical devices associated with ritual participation of the audience and the use of flamenco reassessed as protest music. The latter included in the play as an artistic device since the tour in Andalusia. This play made explicit references to the Spanish Civil War, which prompted physical reactions from the audience in towns where the repression was fierce.     

Political Involvement and Religious Compromises

Abstract

The risks of modern politics are significant enough that religious believers ought to be making greater efforts than many of them are currently doing to think soberly about the effects of their political participation. In this article I argue that Stanley Hauerwas’s most recent approach to political participation is a promising one but that there are further measures that are equally profitable as ways of facilitating the public witness of the faithful. I develop out of my discussion of Hauerwas some participatory guidelines for religious believers. First I suggest that they ought to be abiding by a worldview integrity condition, and then I argue that they ought also to be subjecting themselves to the assessments of a critical community.     

Teaching geographical data analysis: problems and possible solutions

Abstract

Conventional courses in geographical data analysis have major problems of student background, statistical validity, geographical relevance and intellectual inertia. An alternative approach, based upon the methods of data analysis advocated by Tukey, is proposed.     

‘My voice counts because I’m handsome.’ Democratising the museum: the power of museum participation

Abstract

Participation – where visitors are invited to leave a comment, co-create, or contribute to exhibitions – has been hailed as an opportunity to democratise the museum experience. New qualitative data from on-site and follow up interviews with museum visitors and practitioners at the experimental exhibition Power of 1 at the Museum of Australian Democracy has been used as a case study to determine if the rhetoric of the highly interactive, audience-centred approach of the participatory museum is meeting its aims. This paper argues that participation has the potential to democratise the museum experience for visitors, particularly when a more expansive definition is applied which acknowledges the benefits of participation beyond simply leaving a comment. Participation can provoke conversations and forge connections with real and imagined communities within the museum and beyond; however this potential is hampered by the often unacknowledged undemocratic practices within institutions by professionals who devalue visitor participation and power-sharing in order to uphold traditional museum practices.     

Student housing as a learning space

ABSTRACT

This paper is an initial exploration of the significance of students’ accommodation as spaces for learning. In interviews, students of Geography and Planning discuss the spatiality of studying, and how their student housing features in this. The diversity of student living and studying emerges clearly. Yet there are some commonalities, notably the significance of the materiality of accommodation as a factor that shapes and is in turn shaped by students’ agency. Their accounts underline the ways they seek to shape key aspects of their lives, and the reflective, learning, approach many take to this task. The paper concludes by drawing out implications for university tutors and lecturers. It also suggests avenues for further research.     

Facilitating the transition from being a geography student to becoming a geographer in Spain: the role of professional identity

ABSTRACT

The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students’ identification with professional images.     

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.     

Participation in cultural legislation

ABSTRACT

This article examines the recent legislative process concerning the funding of cultural institutions in Finland. The drafting of the bill was opened up to participation by artists and other professionals and facilitated by an outside partner. The text draws on research conducted to evaluate the participatory element in the law-drafting, and further analyses it in the wider framework of participatory decision-making and governance. The research shows that within the confined scope of the participatory phase of the law-drafting, the deliberative process succeeded in creating positive experiences of participation. However, set in the wider framework of the legislation, the effect of participation remains limited. A notion of ‘placebo participation’ is suggested to explain this perceived empowerment despite a lack of strong evidence for effective participation. The process is further interpreted in terms of incompatibility of interests between political participation and institutionally led participatory governance.