In recent years, the field of geography in higher education has increasingly embraced the integration of visual and audio-visual methods as it enables enhanced understanding, multimodal learning, and geospatial literacy. Therefore, there is ample opportunity to incorporate new techniques from various disciplines to improve modern education for…

Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some…

The Bologna Declaration focuses on skill acquisition as a means of improving student employability and fieldwork is considered to be a pivotal teaching method for geography students to obtain such skills. This paper presents results from a major substantive survey of European geography academics and students which investigated their perspectives…

Teaching conservation management means more than just learning about solving complex and difficult environmental issues. Such learning must also consider the likely administrative context that students will end up working in. This article outlines the development of a role-play that uses online technology to teach several administrative processes…

This paper revisits the skills agenda and suggests that in light of shifts from supply-side to demand-led provision within the UK higher education sector, there is a need to think more critically about the role and place of skills within university curricula. It suggests that if universities are to respond effectively to sector changes, then the…

Many controversial subjects characterize geography in the 21st century. Issues such as climate change, sustainability and social exclusion generate much discussion and often involve clear differences in opinion of how they might be addressed. Higher education is an important space for critical engagement with challenging issues. Preparing for and…

This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to…

Argues that physical geographers should be able to articulate ideas, sustain a coherent argument, present a case confidently to a critical audience, and be able to operate effectively within groups. Presents two simulations which emphasize integration, synthesis, and presentation of material, thereby teaching academic content and developing…

Enthusiasm for the introduction of computer-based skills needs to be tempered by a realistic assessment of what is possible and desirable within the context of a balanced geography degree. To help teachers identify an appropriate role for computing in the undergraduate geography curriculum, a ladder of computing skills is outlined. (Author/RM)

Discusses recent efforts to incorporate transferable "enterprise skills" into British higher education. Examines the role of geographers in the endeavor. Illustrates how a first-year geography course was adapted to a practical skills approach. Argues that enterprise skills are better incorporated into the existing curriculum and not…

Ungraded writing is a way of increasing the amount of writing by geography students without unduly burdening the teacher. Two examples of ungraded writing assignments are described: in-class writing and periodic writing in a private journal. (RM)

Introduces the symposium, "International Perspectives on Learning and Teaching in Geography in Higher Education," presented in this journal issue. Discusses the background on how this symposium was created and highlights each of the papers included. (CMK)

Argues that one dimension of quality improvement in geography education is closing the gap between perceived social usefulness and the realities of what geography offers as a preparation for the workplace. Provides reflections on the nature of communication strategies in geography organizations within New Zealand and the United States. (CMK)

Describes a series of eight guides, "Key Skills in Geography in Higher Education," published by the Geography Discipline Network. States that the series is produced by the United Kingdom Department for Education and Employment's "Key Skills in Higher Education" development fund. (CMK)

Discusses the essential skills that students need in order to participate in a Web-based learning environment: (1) selecting a starting point for research; (2) using search engines and online databases; (3) taking notes in digital form; and (4) evaluating Internet resources. Addresses the standards of conduct expected of students. (CMK)