Handbook for Teaching and Learning in Geography

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 is 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. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. 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.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. Worth

Table of Contents:
Contents: 1. Introduction to the Handbook for Teaching and Learning in Geography 1 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 16 Simon Tate and Peter Hopkins 3. Bridging the divide between school and university geography – ‘mind the gap!’ 31 Graham Butt 4. Embodied teaching and learning through a large lecture: strategies for place-based pedagogies 46 Matt Finn and Carrie Mott 5. Measuring learning for the masses: assessment strategies for large classes 59 Bradley Rink 6. Finding your way in liminal space: threshold concepts and curriculum design in geography 71 Erin H. Fouberg 7. Fieldwork as transition pedagogy for non-specialist students in geography: promoting collaborative learning amidst uncertainty 87 Kamalini Ramdas 8. Supportive learning environments and the transition to university 99 David Conradson 9. Teaching in a multi- or interdisciplinary context 110 Amy L. Griffin 10. Co-pedagogy: teaching together for successful student learning 123 Sarah Dyer 11. Pedagogies for developing undergraduate ethical thinking within geography 139 Ruth L. Healey and Chris Ribchester 12. Information literacy: benefits, challenges and practical strategies 151 Richard I. Waller, Gill Miller and David M. Schultz PART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUS LEARNING 13. Inclusive teaching and learning practices in geography 168 Annie Hughes and Nona McDuff 14. Developing and integrating a student-researcher pedagogy within the geography curriculum 183 Helen Walkington 15. Who owns the curriculum? Co-production of an evolving research-informed module 198 Richard Hodgkins and Joanna Bullard 16. Conveying geographic concepts through issues-based inquiry 211 Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles 17. Learning and teaching about race and racism in geography 227 James Esson and Angela Last 18. Teaching challenging material: emotional geographies and geographies of death 241 Avril Maddrell and Edward Wigley 19. Geography as responsibility: sustainability through teaching and learning within geography 256 Zoe P. Robinson 20. Enhancing internationalisation in the geography undergraduate curriculum 269 Ash Parton and Martin Haigh 21. Heutagogy, personal learning environments, and multi-path entry into GIS education 284 Michael DeMers 22. Field-based pedagogies for developing learners’ independence 299 Ian C. 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 314 Niamh Moore-Cherry 24. Taking ownership: active learning and student engagement 329 Eric Pawson and Mark Poskitt 25. Examining the potential of experiential learning as pedagogy for senior undergraduate students 342 Shauna Brail and Kate Whalen 26. Fieldwork in the undergraduate geography curriculum: developing graduate skills 357 Lisa Mol, Michael Horswell and Lucy Clarke 27. Authentic assessment and feedback to develop lifelong learning 371 Jennifer Hill and Nancy Worth 28. Capstones in geography 386 Alice Hovorka and Peter Wolf 29. Learning for work 399 Ifan D.H. Shepherd 30. Embedding employability skills in the curriculum and extending into postgraduate programs 414 Colin Arrowsmith and William Cartwright 31. Graduate attributes in geography higher education 430 Rachel Spronken-Smith 32. Teaching geography students about careers 443 Michael Solem, Niem Tu Huynh and Joseph Kerski 33. Exploring pedagogic tensions in final year programme design 458 Pauline E. Kneale 34. Teaching, learning and assessing in geography: a foundation for the future 474 Jennifer Hill, Helen Walkington and Sarah Dyer Index 487