Environmentalism and Education
TIMOTHY O'RIORDAN, School of Environmental Sciences, University of East Anglia
Environmentalism is as much an attitude of mind and a certain code of behaviour as an ideology. Therefore the educational challenge is to make environmentalism real, not merely a classroom abstraction. The problems of converting environmentalism into modern western living are described, as are various remedies, ranging from new approaches to analysis to various forms of activity and association with the surrounding community.
Teaching Geographical Thought Through Student Interviews
DENIS COSGROVE, Loughborough University of Technology
A ten-week experimental course in the history of post-war geographical thought involved final-year undergraduates at Oxford Polytechnic. It consisted of student-led interviews of the geography staff: The advantages and disadvantages of this method are outlined.
The Analysis of Stream Suspended Loads as a Geomorphological Teaching Exercise
BRIAN FINLAYSON, University of Melbourne
The sampling and analysis of suspended solids in streams can be used as a teaching exercise, which can be carried out using simple techniques and relatively cheap equipment. Examples of practical exercises involving both field and laboratory work are described.
Large-scale Geomorphological Field Mapping: teaching the first stage
MURRAY GRAY, Queen Mary College, University of London
There is an absence of training in large-scale geomorphological feld mapping in many geography departments, despite the renewal of interest in mapping which has been created by applied geomorphology. This paper describes ways of teaching the initial steps of mapping on to 1:10,000 scale base maps, together with some common student pitfalls, some solutions and some examples of exercises.
Beginning Geography: a human and technical perspective
PETER GOULD, Pennsylvania State University
A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry-over skills and humane awareness.
The Relationship Between Self and Knowledge: dilemmas for the novice educator
MARC EICHEN, Total Environmental Action Foundation, New Hampshire, USA
According to one extreme view, scientific knowledge exists independently of the knower; at the other extreme, reality is seen as a social construction, impossible to divorce from the individual who knows. Teachers in higher education move between these polar positions, both as their own views develop and in response to different teaching contexts. Some of the common teaching dilemmas of recently graduated staff are derived from this issue. Partial solutions to these dilemmas are suggested.
How Shall They Be Judged? Notes and Sources on Assessment
RUSSELL KING, University of Leicester
Various obstacles to changing assessment procedures are built in to the structure of many higher education institutions. Three views of examinations are: radical (wanting to see the current system abolished), conservative (wanting to see it preserved), and liberal (wanting to see it reformed). In considering how examinations can be changed, five dimensions of assessment are presented: complexity, weighting, time allowed, task distribution over time and predictability. It is important to specify objectives, for only then can assessment have logical meaning, but they should not be too rigid, trivial or over-constraining Students should be more involved in the assessment procedure. Profile assessment seems a good idea.
Page created 26 November 1997