This chapter discusses the impact that the collaborations between educators have on student learning. In first year units the number and the diversity of such collaborations is often great. They include team-taught units, units delivered across geography’s sub-disciplines and with other disciplines, and units taught with Graduate Teaching Assistants (GTAs) and faculty who have recently been appointed. These collaborations are not generally discussed in geography or education literature. This chapter forefronts these education collaborations. It proposes the idea of co-pedagogy as a sensitising concept which calls attention to the impact they have on student learning. The chapter examines different models of teaching together, to highlight their challenges and opportunities.
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.