Edited by Helen Walkington, Oxford Brookes University, UK, Jennifer Hill, formerly University of Gloucestershire, UK and Sarah Dyer, The University of Manchester, UK

'This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.'--Jongwon Lee, Ewha Womans University, South Korea'Written by an acclaimed team of international scholars, this Handbook is invaluable for both early career and established geography faculty in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research-based advice on a wide range of disciplinary and wider higher education issues.'--Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher Education

• Contents:1. Introduction to the Handbook for Teaching and Learning in Geography 1Helen Walkington, Jennifer Hill and Sarah DyerPART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHEREDUCATION2. Student perspectives on the importance of both academic and socialtransitions to and through their undergraduate geography degree 16Simon Tate and Peter Hopkins3. Bridging the divide between school and university geography –‘mind the gap!’ 31Graham Butt4. Embodied teaching and learning through a large lecture: strategies forplace-based pedagogies 46Matt Finn and Carrie Mott5. Measuring learning for the masses: assessment strategies for large classes 59Bradley Rink6. Finding your way in liminal space: threshold concepts and curriculumdesign in geography 71Erin H. Fouberg7. Fieldwork as transition pedagogy for non-specialist students in geography:promoting collaborative learning amidst uncertainty 87Kamalini Ramdas8. Supportive learning environments and the transition to university 99David Conradson9. Teaching in a multi- or interdisciplinary context 110Amy L. Griffin10. Co-pedagogy: teaching together for successful student learning 123Sarah Dyer11. Pedagogies for developing undergraduate ethical thinking within geography 139Ruth L. Healey and Chris Ribchester12. Information literacy: benefits, challenges and practical strategies 151Richard I. Waller, Gill Miller and David M. SchultzPART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUSLEARNING13. Inclusive teaching and learning practices in geography 168Annie Hughes and Nona McDuff14. Developing and integrating a student-researcher pedagogy within thegeography curriculum 183Helen Walkington15. Who owns the curriculum? Co-production of an evolving research-informedmodule 198Richard Hodgkins and Joanna Bullard16. Conveying geographic concepts through issues-based inquiry 211Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles17. Learning and teaching about race and racism in geography 227James Esson and Angela Last18. Teaching challenging material: emotional geographies and geographies ofdeath 241Avril Maddrell and Edward Wigley19. Geography as responsibility: sustainability through teaching and learningwithin geography 256Zoe P. Robinson20. Enhancing internationalisation in the geography undergraduate curriculum 269Ash Parton and Martin Haigh21. Heutagogy, personal learning environments, and multi-path entry into GISeducation 284Michael DeMers22. Field-based pedagogies for developing learners’ independence 299Ian C. Fuller and Derek FrancePART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINALYEAR23. Pedagogical partnerships, identity building and self-authorship in geographyhigher education 314Niamh Moore-Cherry24. Taking ownership: active learning and student engagement 329Eric Pawson and Mark Poskitt25. Examining the potential of experiential learning as pedagogy for seniorundergraduate students 342Shauna Brail and Kate Whalen26. Fieldwork in the undergraduate geography curriculum: developinggraduate skills 357Lisa Mol, Michael Horswell and Lucy Clarke27. Authentic assessment and feedback to develop lifelong learning 371Jennifer Hill and Nancy Worth28. Capstones in geography 386Alice Hovorka and Peter Wolf29. Learning for work 399Ifan D.H. Shepherd30. Embedding employability skills in the curriculum and extending intopostgraduate programs 414Colin Arrowsmith and William Cartwright31. Graduate attributes in geography higher education 430Rachel Spronken-Smith32. Teaching geography students about careers 443Michael Solem, Niem Tu Huynh and Joseph Kerski33. Exploring pedagogic tensions in final year programme design 458Pauline E. Kneale34. Teaching, learning and assessing in geography: a foundation for thefuture 474Jennifer Hill, Helen Walkington and Sarah DyerIndex 487

Edited by Helen Walkington, Oxford Brookes University, UK, Jennifer Hill, formerly University of Gloucestershire, UK and Sarah Dyer, The University of Manchester, UK

'This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.'--Jongwon Lee, Ewha Womans University, South Korea'Written by an acclaimed team of international scholars, this Handbook is invaluable for both early career and established geography faculty in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research-based advice on a wide range of disciplinary and wider higher education issues.'--Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher Education

• Contents:1. Introduction to the Handbook for Teaching and Learning in Geography 1Helen Walkington, Jennifer Hill and Sarah DyerPART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHEREDUCATION2. Student perspectives on the importance of both academic and socialtransitions to and through their undergraduate geography degree 16Simon Tate and Peter Hopkins3. Bridging the divide between school and university geography –‘mind the gap!’ 31Graham Butt4. Embodied teaching and learning through a large lecture: strategies forplace-based pedagogies 46Matt Finn and Carrie Mott5. Measuring learning for the masses: assessment strategies for large classes 59Bradley Rink6. Finding your way in liminal space: threshold concepts and curriculumdesign in geography 71Erin H. Fouberg7. Fieldwork as transition pedagogy for non-specialist students in geography:promoting collaborative learning amidst uncertainty 87Kamalini Ramdas8. Supportive learning environments and the transition to university 99David Conradson9. Teaching in a multi- or interdisciplinary context 110Amy L. Griffin10. Co-pedagogy: teaching together for successful student learning 123Sarah Dyer11. Pedagogies for developing undergraduate ethical thinking within geography 139Ruth L. Healey and Chris Ribchester12. Information literacy: benefits, challenges and practical strategies 151Richard I. Waller, Gill Miller and David M. SchultzPART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUSLEARNING13. Inclusive teaching and learning practices in geography 168Annie Hughes and Nona McDuff14. Developing and integrating a student-researcher pedagogy within thegeography curriculum 183Helen Walkington15. Who owns the curriculum? Co-production of an evolving research-informedmodule 198Richard Hodgkins and Joanna Bullard16. Conveying geographic concepts through issues-based inquiry 211Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles17. Learning and teaching about race and racism in geography 227James Esson and Angela Last18. Teaching challenging material: emotional geographies and geographies ofdeath 241Avril Maddrell and Edward Wigley19. Geography as responsibility: sustainability through teaching and learningwithin geography 256Zoe P. Robinson20. Enhancing internationalisation in the geography undergraduate curriculum 269Ash Parton and Martin Haigh21. Heutagogy, personal learning environments, and multi-path entry into GISeducation 284Michael DeMers22. Field-based pedagogies for developing learners’ independence 299Ian C. Fuller and Derek FrancePART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINALYEAR23. Pedagogical partnerships, identity building and self-authorship in geographyhigher education 314Niamh Moore-Cherry24. Taking ownership: active learning and student engagement 329Eric Pawson and Mark Poskitt25. Examining the potential of experiential learning as pedagogy for seniorundergraduate students 342Shauna Brail and Kate Whalen26. Fieldwork in the undergraduate geography curriculum: developinggraduate skills 357Lisa Mol, Michael Horswell and Lucy Clarke27. Authentic assessment and feedback to develop lifelong learning 371Jennifer Hill and Nancy Worth28. Capstones in geography 386Alice Hovorka and Peter Wolf29. Learning for work 399Ifan D.H. Shepherd30. Embedding employability skills in the curriculum and extending intopostgraduate programs 414Colin Arrowsmith and William Cartwright31. Graduate attributes in geography higher education 430Rachel Spronken-Smith32. Teaching geography students about careers 443Michael Solem, Niem Tu Huynh and Joseph Kerski33. Exploring pedagogic tensions in final year programme design 458Pauline E. Kneale34. Teaching, learning and assessing in geography: a foundation for thefuture 474Jennifer Hill, Helen Walkington and Sarah DyerIndex 487