Journal of Geography in Higher Education

Volume 24 Number 3 2000


The Relationship between Teaching and Research: where does geography stand and deliver?

ALAN JENKINS, Oxford Brookes University, UK

ABSTRACT
Many academics, including distinguished geographers, believe in the close interdependence of teaching- and discipline-based research. However, much of the considerable international research evidence questions this close positive relationship. This research is analysed and then more recent research reviewed which suggests that there can be productive relationships between staff research and teaching, if teaching and research are conceptualised in ways that enable them to be effectively linked, and if staff research is 'managed' to benefit student learning. Hence, geographers should design courses and organise teaching and research to ensure that students benefit from (staff) research. Also, as a disciplinary community we should research the nature of teaching-research relationships in the discipline and the impact of our practices and policies.

KEYWORDS
Teaching, research, geography, discipline, research assessment, teaching policies.

* 2000 Index

*Journal of Geography in Higher Education Cumulative Index


The Virtual Geography Department: assessing an agent of change in geography education

MICHAEL N. SOLEM , Southwest Texas State University, San Marcos, USA

ABSTRACT
Recent curriculum development projects have introduced geographers to the theory and practice of online instruction. One of these projects, the Virtual Geography Department (VGD) at the University of Texas at Austin, seeks to promote the development of high-quality instructional materials on the Web. Twenty-nine participants in the VGD project were interviewed for the purpose of learning what effects the VGD had on their educational practice. The results show that the VGD is diffusing innovative practice in geography by training faculty members in Web pedagogy and online curriculum development.

KEYWORDS
Worldwide Web, geography instruction, curriculum development, innovation diffusion, agent of change.

* 2000 Index

*Journal of Geography in Higher Education Cumulative Index


Interactive GIS Instruction Using a Multimedia Classroom

PETER DEADMAN, G. BRENT HALL, TREVOR BAIN, LYNNE ELLIOT & DOUGLAS DUDYCHA, University of Waterloo, Canada

ABSTRACT
This paper discusses the design, development and use of a multimedia classroom for the instruction of undergraduate courses in Geographic Information Systems (GIS) at the University of Waterloo. The classroom, which seats 50 students, was custom-designed and co-developed by the School of Accounting, Faculty of Arts and the Mapping, Analysis and Design Unit of the Faculty of Environmental Studies (FES), with input from other groups on campus. The FES uses the room to teach 'hands-on' undergraduate GIS courses, ranging from introductory coverage of GIS technology use to advanced courses dealing with GIS application design and development. Instruction is facilitated by use of a high-resolution, large-screen video display connected to a networked computer running one of three operating systems (Windows NT, Mac OS and Unix). The paper discusses the pedagogical issues involved in the use of multimedia technologies for GIS instruction and outlines the design of the room, its costs and configuration, and how the room is used for live computer-based presentations. The paper concludes with a discussion of desirable, but not currently operational features.

KEYWORDS
GIS, video conferencing, classroom design, multimedia.

* 2000 Index

*Journal of Geography in Higher Education Cumulative Index


Computer-mediated Communication in Undergraduate Teaching: Web-based conferencing with Lotus Notes/Domino

PETER VINCENT, Lancaster University, UK

ABSTRACT
Web-based, asynchronous conferencing was introduced on a trial basis, as part of the coursework for a final-year undergraduate glacial and periglacial geomorphology course. Conferencing was based on Lotus Notes/Domino software, which provided user-friendly Web access to the conference databases. The conference theme was the origin of drumlins. Student delegates were invited to engage in a critical discussion of four research papers supporting particular theories of drumlin genesis. To add weight to the debate, students were free to introduce other relevant material from the Web and also to refer to conventional journal material. The trial, which ran over two reaching years (1997-99), was evaluated by a short electronic questionnaire, which was part of the conference Web site. For assessment purposes, a complete log of the conference was available both on screen and on paper, and individual student contributions judged for content, originality and interaction with other conferees.

KEYWORDS
Computer-mediated conferencing, Lotus Notes, geomorphology.

* 2000 Index

*Journal of Geography in Higher Education Cumulative Index


JGHE Symposium: Benchmark Standards for Higher Education
Introducing the First Benchmark Standards for Higher Education Geography

BRIAN CHALKLEY, University of Plymouth, UK
LORRAINE CRAIG , Royal Geographical Society with the Institute of British Geographers, London, UK

ABSTRACT
The UK's Quality Assurance Agency for Higher Education has recently required British geography to produce a national benchmark statement which sets out the key characteristics of degree-level programmes in geography and outlines the standards which students are expected to achieve. This document will be of direct relevance to all UK geographers and no doubt of considerable interest also to those working in other countries. In addition to presenting in full the benchmark document, this collection of JGHE papers includes an introduction to the purpose of the benchmark and how it was prepared. Three personal critiques are also included from academic geographers working in Scotland, the USA and Australia.

KEYWORDS
Standards, benchmark, geography, quality assurance.

* 2000 Index

*Journal of Geography in Higher Education Cumulative Index


The Geography Discipline Network would also like to thank Taylor & Francis Ltd for permission to reproduce abstracts from the Journal of Geography in Higher Education

For a copy of the full text article, please connect to
http://www.catchword.co.uk/titles/03098265.htm

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