This chapter describes a ‘students as researchers’ pedagogy outlining teaching practices, the contexts in which it can be adopted, and levels of student engagement that can be achieved in terms of participation and ownership of the research process. Disseminating results is an integral part of the research process in which students should be involved. The chapter provides empirical data contrasting the student learning gains from writing for a national undergraduate research journal, GEOverse, with presenting and participating at student research conferences. This is the first time that the two research dissemination formats have been compared empirically. The chapter provides suggestions for linking and scaffolding research experiences and dissemination opportunities through a programme level approach. The chapter closes with a discussion of the academic staff (faculty) role in the supervision and mentoring of student research and begins to explore the characteristics of effective research mentors.
Helen Walkington, Jennifer Hill and Sarah Dyer
The first chapter introduces the aims, ethos and threefold structure of the book. We chose transitions as the organising framework for the handbook to acknowledge that student needs at different times in a programme may require different pedagogic approaches. Learners coming into higher education have different needs from those about to graduate. Student identities, learning approaches, capabilities, competencies and preoccupations vary significantly throughout the student journey within higher education, and the handbook focuses on pedagogic approaches that help to support the transitions and stages that students go through. This chapter briefly describes each of the three parts of the book and the chapters within them, highlighting key ideas so that readers can get an overview of the handbook as a whole.
Jennifer Hill, Helen Walkington and Sarah Dyer
The final chapter draws on the contributions to our edited collection to identify four principles that together build a solid foundation for successful teaching, learning and assessment of geography in higher education. These principles are: 1) entering the pedagogic borderlands; 2) embracing partnership working; 3) acknowledging the whole student; and 4) adopting courageous pedagogy. The nature and meaning of each of these principles is outlined, along with their affordances and challenges. The chapter demonstrates that entering the pedagogic borderlands and working in partnership to legitimate emotions as part of holistic and meaningful academic exploration can help reveal to students our disciplinary ways of knowing the world. Being courageous in our pedagogy, taking calculated risks, and working creatively within time constraints and workload pressures, we can ultimately establish more meaningful connections and deeper ways of knowing in our classrooms, over our campuses, in local communities and across the world. Consulting the mass of knowledge presented in this collection, we hope that colleagues will feel more supported in working with students to develop the geocapabilities for responsible global citizenship, both now and into the future.