Collaboration, Consultation and Conflict: the process of change in a teaching department
WYN BRAMLEY & PETER WOOD, University College London
Agreed change in the undergraduate teaching programme of any large department should take account of the wider constraints which affect staff attitudes to teaching. These can be explored through various types of group discussion. The example of recent changes in the geography department at University College London is used to illustrate the application of Group Analytic principles in an attempt to improve discussion about teaching aims.
The Use of Self-Produced Video Material in First Year Undergraduate Practical Classes
J. WHITELEGG, University of Lancaster
During a three week experimental period in 1980/81 the presentations for geography first year undergraduate practicals were pre-recorded on video cassettes with associated illustrative material. The article describes the experiment and its results in terms of the problems and advantages of video cassette recordings and student reaction to video as opposed to 'live' presentation.
An Introduction to the Interpretation of Pleistocene Sedimentary Sequences: a short programme of laboratory practical work
RICHARD A. SHAKESBY & NICHOLAS STEPHENS, University College of Swansea
Students at the early stages of a degree course lack sufficient fieldwork time for the effective investigation of Pleistocene phenomena. In response to this problem, a short programme of laboratory practical work has been developed which introduces some of the techniques that might be applied, and geomorphological inferences that might be drawn, from analyses of exposures in Pleistocene sediments. Two 'desk' exercises are presented in detail, following a description of how these and other tasks fit into the overall programme.
Geography in a Developing Country: the case of the University of Dar es Salaam, Tanzania
JOHN BRIGGS, University of Glasgow
ALEX GRAY, formerly University of Dar es Salaam
University education in Tanzania is designed to meet the needs of a poor, developing country and is based on the principle that educational systems exist to serve society. The geography course at the University of Dar es Salaam is designed with these ends in mind, and produces two types of career-orientated graduates, Resource Assessors and Secondary School geography teachers. Problems are inevitable in administering a structure such as this, but its strength lies in the fact that geography can contribute to the development process in a country like Tanzania.
Geography in Higher Education in China
CHUN-FEN LEE & JIANZHONG TANG, Shanghai Normal University
Chinese geography expanded rapidly after liberation in 1949. Specialised scientific workers are trained in comprehensive universities; teaching colleges and universities produce school teachers.
Since 1976 there has been a vigorous effort to improve geographical teaching and research. The major problems being tackled include the separation of Physical and Human Geography, the neglect of Human Geography, a lack of breadth in geographical training and the low status of Geography in schools.
Page created 26 November 1997