Handbook for Teaching and Learning in Geography
Show Less

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.
Show Summary Details
You do not have access to this content

Chapter 25: Examining the potential of experiential learning as pedagogy for senior undergraduate students

Shauna Brail and Kate Whalen

Abstract

This chapter highlights the value of experiential learning in undergraduate education and focuses on the potential for multi-faceted learning for senior undergraduate students. The chapter begins by introducing experiential learning opportunities connected to curricular learning as an important means through which to provide students with a set of skills and a knowledge base to become knowledgeable geographers, engaged learners and active citizens. A literature review highlights both pedagogical theory and best practice case studies, helping to inform and advise on the meaning and value of the synergistic relationship developed by connecting classroom learning to experiential learning. We then explore three types of academic courses that connect learning inside and outside the classroom as follows: 1) placement courses, 2) studio courses and 3) field study courses. Through an examination of these different yet complementary approaches to experiential learning, we highlight ways in which course and assignment design – combined with various approaches to experiential learning – enrich and extend student learning beyond the classroom. The chapter concludes with suggestions and recommendations for embedding discipline-based content into experiential, outside the classroom initiatives targeted to undergraduate learners in the final years of their programs of study.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.