Geographers and the scholarship of teaching and learning

Abstract

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Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

“…Along with wider literature, they also demonstrate that partnership working and dealing with the affective domain might be well supported in geography through the nature of our disciplinary identities and ways of working. There are many characteristics of geographers (Hill et al, 2018) that might equip them to engage in partnership working.…”

Writing about Learning and Teaching in Higher Education

“…Similarly, the analysis contained in some research articles pertaining to practice in a specific department or institution could be elaborated on in a case study through detailing the context in which it occurred, discussing how it was implemented, and considering what might need to be changed to suit different contexts. Sometimes, the whole of a research article may be based on one case study (e.g., Marquis et al 2016), or more than one case study may be compared within a research article (e.g., Hill, Walkington, and King 2018).…”

Approaching “sensitive” topics: criticality and permissibility in research-led teaching about children, sexualities, and schooling

“…Without losing sight of the significance of evaluations, 3 I have been prompted to reflect on my approach to research-led teaching as a fixed-term, early career academic wanting to make a good impression and not rock the boat (Kogan, Schoenfeld-Tacher, & Hellyer, 2010;Nast, 1999;Nixon et al, 2018). That reflection has been informed by Hill, Walkington & King's (2018) recommendation to examine research-led pedagogy to see ifand howit benefits student learning, given that supposedly "effective" research-teaching synergies can be assumed (see Healey, 2005) and Simon's (2009) consideration of the appropriateness of "uncomfortable discussions" when broaching gender/sexualities. Thus, in taking up my first temporary lectureship, I became module convenor 4 for a third-year undergraduate geography module on gender and sexualities.…”

“…The fact that students did not overtly contest the framing of research-led teaching could well attest to how students may not be in the best position to judge content and delivery (cf. Haigh et al, 2015;Healey, 2005;Hill et al, 2018). Yet, students' perceived ability to judge these aspects of pedagogy are reflected in the design of student evaluations which ask specific questions about content and delivery.…”