Editorial II

Abstract

This paper begins by outlining some recent initiatives to encourage the incorporation of ‘enterprise skills’ in British higher education and discusses the response of the academic community. Geographers are at the forefront of these developments. The second part of the paper illustrates how a first year practical course in geography was redesigned into a set of largely resource‐based group projects which incorporate many of the personal transferable skills emphasised in the various enterprise initiatives. It is concluded that the inclusion of enterprise skills is relevant to geography courses, but they are best integrated into mainline courses rather than taught as separate courses.     

First year on the faculty: the quality of their teaching

Abstract

This article considers the arguments being advanced in the USA for an expansion of academic programmes incorporating service‐learning, in which students undertake, as part of their studies, community service, and engage in academic activities designed to provide a context for reflection on their experience in doing so. Three arguments are usually advanced for this: the merits of experiential education, the value of service‐learning in education for citizenship, and its significance in promoting a sense of ‘community’. Some examples are given and the issues raised by these programmes are explored briefly. It is suggested that geography could profit from incorporating elements of service‐learning in order to enhance its treatment of moral and political issues.     

Two modes of peer teaching in introductory college geography

Abstract

Two modes of using undergraduate students as peer teachers in introductory courses have been developed at the University of Colorado at Boulder. Peer teachers are small group leaders in a human geography course built around role playing simulations; in two physical geography courses they are tutors in a self‐paced system. A separate course provides peer teacher guidance—a course‐within‐a‐course model. Socio‐psychological, pedagogical, economic, and political implications of peer teaching are interpreted after ten years' experience with the programme.     

Searching for good practice in postgraduate education

Regional geography courses have declined in status and number at many North American universities. Yet it is regional courses which students with limited geographical education at the high school level may identify as typical geography, and thus regional courses may play a significant role in recruitment of geography majors. Regional courses on the students' country or state/province offer an excellent opportunity to showcase how geographic perspectives can enrich our understanding of the familiar, both in terms of place and discipline. This paper discusses the pivotal role a regional geography course has been given in a new university's geography curriculum, and the innovative structuring of the course so as to avoid some of the deficiencies of common instructional patterns which may deter some students from pursuing further geographic education.     

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.     

The Arizona community data set: a long‐term project for education and research in economic geography

Abstract

The teaching of economic geography has received considerable attention in the literature over the last three years. This paper contributes to the debate by illustrating and analyzing a project based at the University of Arizona, the Arizona Community Data Set (ACDS). The ACDS is a long‐term field‐project that has given students the opportunity to go in the field to collect and analyze regional economic data and to apply theory and techniques learned in the classroom. This unique data set has yielded additional benefits in the area of basic research. It is argued that projects such as the ACDS complement some of the theoretical and analytical curriculum developed and recently published by other instructors in economic geography. Furthermore, it is demonstrated that some of the limitations commonly associated with field projects, especially the cost, can partly be overcome through sponsorship by community agencies.     

Examining Gender and Community Through Critical Pedagogy

A growing body of literature in critical geography challenges authoritative approaches to the production (and consumption) of knowledge in higher education. Feminist perspectives have contributed to this literature by emphasising the multiple and often conflicting voices of subjects, including those within the classroom. This paper draws from critical and feminist pedagogy in geography to examine student engagement with gender issues in the community. The case study for this analysis is a project in which students volunteer at community organisations and construct their own knowledges of social and political issues.     

Paradigms lost

Abstract

Mastery learning is usually associated with non‐traditional instruction methods. One such method, the audio‐tutorial system, has been applied to an introductory human geography course at Indiana University, Bloomington. Mastery learning procedures (self‐pacing, explicitly stated objectives, diagnostic progress tests) which are used In the course are described. The mastery learning philosophy and associated procedures can also be used in more ‘traditional’ instructional settings; some possibilities are considered.     

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.     

Editorial

Abstract

The growth of interest in, and use of, field and laboratory techniques in the various branches of physical geography have led to the development of a second‐year course at Southampton University. A self‐paced format has been adopted in preference to traditional lecture and practical instruction, and the development of the course, its objectives and the methods of assessment devised are reviewed in the light of the experience gained during four years of operation. A tape‐slide programme is used as the core of each of 12 units. The instruction and exercises are provided in weekly workbooks, and assessment of the course includes a seen examination paper devoted to subjects not included in detail in the course.     

Regional Journals in Geography: A Vision for the 21st Century*

Abstract

This paper (originally published in The North West Geographer, 1997, 1(1), 2–17)) contributes to the debate on journals in geography and the production of geographical knowledge by considering a hitherto neglected issue – the role of regional journals of geography. Initially, an overview is provided which considers issues such as the status of the regional journal within the discipline and its fortune relative to the changing concerns of geography in the late 20th Century. A case study of The Manchester Geographer then critically appraises this particular journal's contribution to geographical knowledge. Finally, and in conclusion, some suggestions are offered which it is believed would ensure that regional journals perform a useful and unique role in the production of geographical knowledge in the 21st Century.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.     

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.     

Beginning geography: a human and technical perspective

Abstract

A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.     

The limits of library user education: arguments for a lecturer‐led,student‐centred approach

Abstract

The author discusses some of the thinking behind programmes of library instruction in higher education. The shortcomings of such courses are examined, with particular reference to a course for first‐year students at Portsmouth Polytechnic. The author argues that library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge.     

Terra infirma: Geomorphology in higher education

Abstract

Simulation is becoming increasingly popular in teaching in higher education. Dissatisfaction with traditional teaching techniques such as the lecture, the need to understand processes and to teach problem‐solving skills are some of the reasons for this. The roots of simulation are in war‐gaming, in management and business studies, and in psychologists’ approaches to ‘experiential learning’. Simulation in geography developed in the late 1960s. The example of the Caribbean Fishing Game is used to demonstrate flexibility of gaming. Three styles of simulation are outlined: role‐play, operational games and individual exercises. To be most effective, simulations need to be carefully prepared and properly integrated into the course. Simulation's open‐endedness makes evaluation difficult.     

'An Unbelievable Academic and Personal Experience': Issues around teaching undergraduate field courses in Africa

This paper explores the teaching of geography field courses in Africa for UK university undergraduates. Using largely qualitative feedback, the experiences of students, staff and local communities involved in field courses to Kenya, Zimbabwe and The Gambia are evaluated. Benefits and disbenefits of these field courses to the participating students, the local community and teaching staff are scrutinised. The paper concludes that such field courses to 'exotic' destinations are an effective means to student recruitment and certainly achieve their aims while providing meaningful teaching and learning experiences. Furthermore, the analysis shows that field courses to 'poor' destinations in sub-Saharan Africa can avoid dangers of 'development tourism' if conducted with ethical sensitivity.     

Evolutionary economic geography: reflections from a sustainable tourism perspective

ABSTRACT

Evolutionary economic geography (EEG) is receiving increasing attention from tourism geographers with over 30 publications explicitly incorporating EEG into tourism between 2011 and 2016. Many of these contributions are conceptual, which is not surprising given the novelty of EEG within economic geography, in general, and tourism, in particular. However, a sizeable number of these are built on detailed case studies, using EEG as an analytical lens rather than as a conceptual point of departure. Thus, many tourism researchers have found that EEG has great potential for understanding change in tourism destinations. In this Research Frontiers paper I critically reflect on this early research of EEG in tourism geographies from a sustainable development perspective. In the cases presented, EEG offers a fresh understanding of two related challenges in each of two separate aspects of sustainable tourism development. First, pro-growth governance models can be disrupted by engaged local stakeholders in order to make tangible sustainability gains but these gains remain precarious over time as pro-growth governance models prove tenacious in the very long-term. Second, regional institutional legacies hamper new path emergence in two ways – through institutional inertia which keeps the region's focus on past success in other sectors and through the (possibly competing) institutional imperatives of the dominant and emerging tourism sub-sectors or sub-regions. These challenges are illustrated through two complementary Canadian cases drawn from the extant literature – the mass tourism destination of Niagara and the resort community of Whistler. I highlight how a sustainable tourism perspective can also help to critique EEG theory and empirics in line with other recent political economy critiques in economic geography. I conclude that sustainable tourism, at its best, is an established reflexive lens which will help to develop, validate, and challenge aspects of EEG theory within tourism studies, in particular, and economic geography, in general.     

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.     

Writing and the PhD student

Abstract

A geography degree course at the University of Huddersfield, which has always had an applied, problem‐solving emphasis, has evolved to include a substantial student work‐experience element. Designed to achieve the benefits of applying skills within the management structures and context of a firm or organisation, it was offered as a deliberate alternative to the dissertation. A changing educational environment has led to both the work experience and the dissertation being compulsory. An evaluation of their merits helps to identify the issues involved in requiring students to complete both elements.