Book Chapter


Developing and integrating a student-researcher pedagogy within the geography curriculum

Abstract

This chapter describes a ‘students as researchers’ pedagogy outlining teaching practices, the contexts in which it can be adopted, and levels of student engagement that can be achieved in terms of participation and ownership of the research process. Disseminating results is an integral part of the research process in which students should be involved. The chapter provides empirical data contrasting the student learning gains from writing for a national undergraduate research journal, GEOverse, with presenting and participating at student research conferences. This is the first time that the two research dissemination formats have been compared empirically. The chapter provides suggestions for linking and scaffolding research experiences and dissemination opportunities through a programme level approach. The chapter closes with a discussion of the academic staff (faculty) role in the supervision and mentoring of student research and begins to explore the characteristics of effective research mentors.

Attached files

Authors

Walkington, Helen

Oxford Brookes departments

Faculty of Humanities and Social Sciences\Department of Social Sciences

Dates

Year of publication: 2019
Date of RADAR deposit: 2019-05-24



All rights reserved. This is a draft chapter. The final version is available in Handbook for Teaching and Learning in Geography / edited by Helen Walkington, Jennifer Hill and Sarah Dyer, published in 2019, Edward Elgar Publishing Ltd, https://doi.org/10.4337/9781788116497. The material cannot be used for any other purpose without further permission of the publisher, and is for private use only.


Related resources

This RADAR resource is the Accepted Manuscript of Developing and integrating a student-researcher pedagogy within the geography curriculum
This RADAR resource is Part of Handbook for teaching and learning in geography [ISBN: 9781788116480] / edited by Helen Walkington, Jennifer Hill, and Sarah Dyer.

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