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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Oxford Brookes University, UK, Jennifer Hill, University of the West of England (UWE Bristol, UK and Sarah Dyer, University of Exeter, UK
This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
Extent: c 528 pp
Hardback Price: $290.00 Web: $261.00
Publication Date: December 2019
ISBN: 978 1 78811 648 0
Availability: Not yet published
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  • eISBN: 978 1 78811 649 7

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  • Education
  • Teaching and Learning
  • Geography
  • Human Geography
  • Teaching Methods in Geography
  • Urban and Regional Studies
  • Teaching Methods in Urban and Regional Studies
  • Quantitative Teaching Methods
  • Teaching Methods in Geography
  • Teaching Methods in Urban and Regional Studies
  • Qualitative Teaching Methods
This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.

With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place are used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy.

With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students.
‘This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.’
– Jongwon Lee, Ewha Womans University, South Korea

‘Written by an acclaimed team of international scholars, this is invaluable for both early career and established geography faculties in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research based advice on a wide range of disciplinary and wider higher education issues.’
– Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher Education
Contributors: C. Arrowsmith, K.S. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, D. France, E.H. Fouberg, I. Fuller, A.L. Griffin, M. Haigh, R. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z. Robinson, J. Salo, D.M. Schultz, I. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R. Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth
Contents:

1. Introduction
Helen Walkington, Jennifer Hill and Sarah Dyer

PART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHER EDUCATION
2. Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree
Simon Tate and Peter Hopkins

3. Bridging the divide between school and university geography - 'Mind the Gap!'
Graham Butt

4. Embodied teaching and learning through a large lecture: strategies for place-based pedagogies
Matt Finn and Carrie Mott

5. Measuring learning for the masses: Assessment strategies for large classes
Bradley Rink

6. Finding your way in liminal space: Threshold concepts and curriculum design in geography
Erin H. Fouberg

7. Fieldwork as transition pedagogy for non-specialist students in geography: Promoting collaborative learning amidst uncertainty
Kamalini Ramdas

8. Supportive Learning Environments and the Transition to University
David Conradson

9. Teaching in a Multi- or Interdisciplinary Context
Amy L. Griffin

10. Co-pedagogy: Teaching together for successful student learning
Sarah Dyer

11. Pedagogies for developing undergraduate ethical thinking within geography
Ruth Healey and Chris Ribchester

12. Information Literacy: Benefits, Challenges and Practical Strategies
Richard Waller, Gill Miller and David M. Schultz

PART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUS LEARNING
13. Inclusive teaching and learning practices in geography
Annie Hughes and Nona McDuff

14. Developing and integrating a student-researcher pedagogy within the geography curriculum
Helen Walkington

15. Who owns the curriculum? Co-production of an evolving research-informed module
Richard Hodgkins and Joanna Bullard

16. Conveying geographic concepts through issues-based inquiry
Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles

17. Learning and teaching about race and racism in geography
James Esson and Angela Last

18. Teaching challenging material: emotional geographies and geographies of death
Avril Maddrell and Edward Wigley

19. Geography as responsibility: Sustainability through teaching and learning within geography
Zoe Robinson

20. Enhancing internationalisation in the geography undergraduate curriculum
Ash Parton and Martin Haigh

21. Heutagogy, personal learning environments, and multi-path entry into GIS education
Michael DeMers

22. Field-based pedagogies for developing learners’ independence
Ian Fuller and Derek France

PART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINAL YEAR
23. Pedagogical partnerships, identity building and self-authorship in geography higher education
Niamh Moore-Cherry

24. Taking ownership: active learning and student engagement
Eric Pawson and Mark Poskitt

25. Examining the potential of experiential learning as pedagogy for senior undergraduate students
Shauna Brail and Kate Whalen

26. Fieldwork in the undergraduate geography curriculum: developing graduate skills
Lisa Mol, Michael Horswell and Lucy Clarke

27. Authentic assessment and feedback to develop life-long learning
Jennifer Hill and Nancy Worth

28. Capstones in geography
Alice Hovorka and Peter Wolf

29. Learning for work
Ifan D.H. Shepherd

30. Embedding employability skills in the curriculum and extending into postgraduate programs
Colin Arrowsmith and William Cartwright

31. Graduate attributes in geography higher education
Rachel Spronken-Smith

32. Teaching geography students about careers
Michael Solem, Niem Tu Huynh and Joseph Kerski

33. Exploring pedagogic tensions in final year programme design
Pauline E. Kneale

34. Teaching, learning and assessing in geography: a foundation for the future
Jennifer Hill, Helen Walkington and Sarah Dyer

Index