Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

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.
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Chapter 8: Supportive learning environments and the transition to university

David Conradson


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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