Using a Poster Exercise in an Introductory Geography Course
E. HOWENSTINE, I. HAY, E. DELANEY, J. BELL, F. NORRIS, A. WHELAN, M. PIRANI, T. CHOW & A. ROSS, University of Washington
A poster assignment has been developed by teaching assistants at the University of Washington, and this has been particularly useful in Introductory Geography courses. This paper discusses the purpose, design, implementation, and value of the exercise in the instruction and promotion of geography at the University of Washington and elsewhere.
A Practical Exercise to Demonstrate the Variable Source Area Model
TIM BURT, University of Oxford
A practical exercise is described which allows students to measure the spatial variation of runoff production within a low-order drainage basin. Dilution gauging techniques are used to measure stream discharge. These discharge data may then be used to provide evidence of the spatial pattern of sediment and solute delivery within the basin. A full description and evaluation of the practical is provided. Details of the gauging measurements are given in the appendix.
Research and Teaching Functions in Undergraduate Projectwork: some integrating themes
LAURENCE MOORE & PAUL A. LONGLEY, Department of Town Planning, University of Wales College of Cardiff (UWCC)
This paper describes and evaluates an undergraduate project in which the interaction between teaching and research functions proved beneficial to both. The project initially involved undergraduate students in a major detailed questionnaire survey of shopping preferences in Cardiff: We found that we were able to extend the scope of the undergraduate project whilst simultaneously helping to fulfil a research function more effectively. We attempt to evaluate the pedagogic merits of this exercise, and seek to identify some broader prescriptions for integrating teaching and research.
The Teaching of Geomorphology and the Geography/Geology Debate
JIM PETCH, University of Salford
IAN REID, Birkbeck College, University of London
An appraisal of the place of geomorphology in undergraduate teaching is timely because of the current upheaval in higher education in Britain, Australia, New Zealand and elsewhere. Factual appraisal is needed. A questionnaire survey of institutions in the United Kingdom reveals that geomorphology is widely taught in all geo- and environmental sciences, but that teaching methods and the size of the curriculum vary significantly between disciplines. Not surprisingly, geomorphology is identified predominantly in the geography syllabus. However, it is given equal exposure in environmental science, whilst in geology similar material is taught under different names. Notwithstanding its academic vitality, geomorphology in Britain is threatened by the dispersion of geomorphologists in university, polytechnic and college departments, and by the consequences of the current piecemeal assessment of geoscience provision in higher education.
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