Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Lloyd, Kate; Howitt, Richard; Bilous, Rebecca; Clark, Lindie; Dowling, Robyn; Fagan, Robert; Fuller, Sara; Hammersley, Laura Ann; Houston, Donna; McGregor, Andrew; McLean, Jessica; Miller, Fiona; Ruming, Kristian; Semple, Anne-Louise; Suchet‐Pearson, Sandie

doi:10.1080/03098265.2015.1103710

Cited by 9 publications

(3 citation statements)

References 27 publications

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“…Graves (1978) ignores fieldwork entirely in his early JGHE essay on Geography curriculum design. However, subsequently, recognising that 'Geographers learn through the soles of their feet', fieldwork became stablished as the heartwood of the Geography curriculum (McEwen, 1996;Lloyd et al, 2015, Gold et al, 1991. Martin Higgitt (1996b) Recently, such thinking has blossomed into writings that link fieldwork closely to the development of the general and discipline-specific 'graduate attributes' including emotional intelligence, critical thinking, problem solving and global citizenship (Couper & Porter, 2016;France et al, 2016;Fuller & France, 2016;Haigh, 2016;Hill, Walkington, & France, 2016;Spronken-Smith et al, 2016).…”

Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education.This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960's) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990's) are modes that involve active learning and focus on the development of students as investigators, and at the near end (2010's) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn 'from doing' Geography to 'do' Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

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Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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“…The most disruption was experienced in those units that included fieldwork and work-based placements. Fieldwork is a distinctive pedagogy that sets the discipline apart (Lloyd et al, 2015;Phillips & Johns, 2012). As such, fieldtrips are common in geography and planning to introduce students to the human scale, the felt experiences of place, and the value of accounting for a multiplicity of visual, olfactory, and auditory perspectives.…”

Section: Key Insightsmentioning

confidence: 99%

Delivering the discipline: Teaching geography and planning during COVID‐19

Fuller

Ruming

Burridge

et al. 2021

Geographical Research

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COVID-19 has radically changed the higher education sector in Australia and beyond. Restrictions on student movement (especially for international students) and on gatherings (which limited on-campus sessions) saw universities transition to fully online teaching modes almost overnight. In this commentary, we reflect on this transition and consider the implications for teaching the disciplines of geography and planning. Reflecting on experiences at the Department of Geography and Planning at Macquarie University, we explore a series of challenges, responses and opportunities for teaching core disciplinary skills and knowledge across three COVID-19 moments: transition, advocacy, and hybridity. Our focus is on the teaching of core disciplinary skills and knowledge and specifically on geographical theory, methods, and fieldwork and professional practice skills. In drawing on this case from Macquarie University, we offer insights for the future of teaching geography and planning in universities more broadly.

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“…The recent proliferation of international workintegrated learning (WIL) opportunities and community-based service learning (CBSL) placements for students in the tertiary education sector has diversified the ways in which university students in Australia gain intercultural experiences. Alongside providing students with the opportunity to study at overseas university campuses, Australian students are also being given the opportunity to undertake short-term internships or work placements with community development organisations, as part of a broader institutional push towards the internationalisation of university education (Lloyd et al, 2015). Financial support for those embarking on international experiences through government initiatives such as the New Colombo Plan (DFAT, 2017) is specifically focusing initiatives in the Indo-Pacific region.…”

Section: Introductionmentioning

confidence: 99%

Rethinking the expert: Co‐creating curriculum to support international work‐integrated learning with community development organisations

Hammersley

Lloyd

Bilous

2018

Asia Pacific Viewpoint

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Increasing numbers of Australian students are travelling overseas to undertake short‐term work‐integrated learning placements with community development organisations. In light of recent criticisms emerging in academic and public commentary on short‐term international volunteering, this paper highlights the need for a support curriculum that caters for students from diverse discipline backgrounds, often with little or no previous understanding of community development principles or intercultural engagement. In doing so, we question who is best placed to develop an appropriate curriculum and what might it look like. We draw on Macquarie University's Professional and Community Engagement community development programme to critically reflect on the importance of engaging with diverse knowledge frameworks, approaches to learning and subject expertise of our international community partners. In particular, this paper showcases a community‐based development module co‐created with community partners that aims to encourage students to rethink western‐dominated understandings of development, poverty and inequality. To conclude, we explore how co‐creating curriculum with community partners unsettles assumptions of the university as the only site of expert knowledge and knowledge‐making practices, and reflect on the challenges encountered as we try to contribute to the development of socially and environmentally conscious students.

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Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Cited by 9 publications

References 27 publications

Fieldwork@40: fieldwork in geography higher education

Fieldwork@40: fieldwork in geography higher education

Delivering the discipline: Teaching geography and planning during COVID‐19

Rethinking the expert: Co‐creating curriculum to support international work‐integrated learning with community development organisations

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