This chapter explores the nature, significance and creation of supportive learning environments for students who are beginning university. It begins by outlining several aspects of the transition to university, before exploring the nature of supportive learning environments in both conceptual and practical terms. Particular attention is given to the significance of welcome, interpersonal recognition, and attunement, which are viewed as elements of a more general relational hospitality. The discussion then moves to consider how supportive learning environments might be fostered within undergraduate geography programmes through the pedagogical practices of residential fieldtrips, group work, and alternative modes of assessment.
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Front Matter
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Part I: Pedagogies to Support Transition into Higher Education
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Part II: Pedagogies to Facilitate More Autonomous Learning
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Part III: Capstone and Bridging Pedagogies for the Final Year
