Developing Employment Interview and Interviewing Skills in Small-group Project Work

The value of communications skills in geographical education is briefly discussed. In particular the lack of interview and interviewing practice is noted. The use of realistic interviews as part of small-group project work has been developed at Salford over 10 years. The elements include the drafting of job and person specifications, the writing of a cv and covering letter, and the organisation and running of interview panels. Detail is given of how the whole process is assessed. Negotiation skills are also developed. An important element is the realism of the process. The principal down-side is the amount of staff time involved, but this is more than compensated for by the students' perceived value of the skills developed.     

Developing and Embedding Reflective Portfolios in Geography

The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. The reflections of both students and tutors are considered. Overall the materials are viewed positively and considered to have long-term and workplace relevance. Whether they meet the original aim of helping students to become more reflective and evaluative learners is impossible to measure and not thought to be successful as yet. Reflection on action is more evident than action planning.     

An Inter national Perspective on Developing Skills through Geography Programmes for Employability and Life: Narratives from New Zealand and the United States

If there is a universal question that most academic geographers have been asked by students, it is “What can I do with geography?”. We argue in this paper that an important dimension of quality improvement in geography education is closing the gap between the perceived social usefulness of the subject (suggested by evidence to be relatively low) and the realities of what a subject offers as preparation for workplace roles (rated on evidence as relatively high). A potentially central part of the International Network in Learning and Teaching (INLT) Geography in Higher Education, therefore, is communicating information about skills for employment and life that are obtainable from geography-inspired instructional programmes. But behind the seemingly straightforward task of communicating a message is in fact a much more fundamental issue-getting to grips with socio-economic changes that are rewriting the nature and place of geographic learning and teaching. We suggest that positive outcomes from efforts to improve the quality of learning and teaching of geography will depend in part on strengthening and stabilising geography's image, particularly in the eyes of school and university students. We conclude that initiatives, already underway in several countries to popularise the 'skills profile' of a geography education, offer a framework for reimaging the subject.     

Seafaring as social action

This paper builds upon traditional investigations of maritime activities, particularly seafaring itself, to study the social relationships between people and the sea as well as the technology, necessary knowledge and skills that are implicated. The research is based upon evidence of seafaring drawn from the circulation of obsidian from the island of Lipari around the central Mediterranean throughout the Neolithic c.6500–3500 BC. It focuses upon journeys across the Adriatic, identifying the importance of travel in the creation of social alliance and identity, shedding light upon relationships and practices that are generally invisible without proper consideration of maritime activity. The implications of ongoing maritime activity in the region reflect upon Neolithic activities and temporalities which are outside the sphere of settlement specific landscapes, hitherto the sole focus of the majority of Italian Neolithic research.     

Comparison of student perception and performance in individual and group assessments in practical classes

This paper focuses on the perception of undergraduate geography and environmental science students of individual and group assessments, and compares this perception with their performance in these assessment types in practical classes. Results show that students may instinctively prefer individual assessment but they perform best, and achieve greatest perceived development of key skills, in group assessments. This paper suggests that a combination of individual and group assessment (linked to learning outcomes) can most effectively be used in the delivery, practice and testing of key skills. More innovative group tasks and clearer marking criteria will help develop the role of group work in practical classes.     

Cultivating Student Research and Study Skills in Web-based Learning Environments

The use of Web-based learning environments involves cultivating new types of study and research skills among students. Students must be able to find authoritative sources efficiently, evaluate the quality of documents thoroughly, and use and cite materials properly. Students may also need guidance in what constitutes appropriate conduct in respect of the Internet and Web. They need to understand the difference between citing a source and plagiarizing it, how to communicate effectively and courteously by email, and how copyright law applies to resources they wish to use. These issues can be addressed in classroom discussion or in exercises woven into online learning materials and assignments.     

Working with the Community: Improving the learning experience for large classes

The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period of time. It has also been noted that unless these skills are practised and are contextualised they tend neither to be learned, except at the most superficial level, nor transferred to other situations where their use would be appropriate. This paper reports the use of projects extending over a number of sessions, involving working with local community groups, carried out within a discrete module specifically designed to facilitate the learning and practice of both geographical and transferable skills. The problems of providing an integrated approach to the learning of skills for a large group of students, with limited resources and in the context of timetable restrictions imposed by a two-subject degree structure, are addressed. The degree of learning perceived by the students is evaluated and suggestions are made for further development of this approach.     

Gender representation in geography: Singapore

ABSTRACT

This paper explores key skills required by potential employers of geography graduates. Academic ability combined with a variety of transferable skills such as communication, organisation and self-motivation appeal to many of the employers questioned. Graduates can face potential difficulties expressing these key skills in standard application forms and interviews. Extracurricular activities and previous employment can provide impressive ways to display skills relevant to the job. Key skills are dynamic; graduates need to keep pace with ever changing expectations particularly with regard to information technology.     

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.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.