This book provides insight into the importance and impacts that experiential learning has in geographic education by examining the experience, the methods of evaluation, and the encounters that students have shared about their experiences. It allows the reader to gain insight into what it really takes to prepare and lead students in such experiences both domestically and internationally. The book can be used as a guide to planning, but also demonstrates the use of experiential learning theory throughout these experiences and especially the importance of reflection by the students on what they are experiencing. The book is beneficial to students and faculty alike that are studying geography education.
Author(s): Jonathan E. Wessell
Publisher: Springer
Year: 2021
Language: English
Pages: 225
City: Cham
Preface
Contents
Part I: International Experiences
Learning Geography in the Andes: Reflections on Teaching an Undergraduate Field Course in Peru
Pre-course Administration Logistics
Field Courses and Academic Expectations
Pre-departure Assignment
Field Notebooks
Response Essays
Discussion and Participation
Final Paper
Field Course Highlights and Curricula
Experiential Learning
Lima
Arequipa
Colca Valley
Cusco and Chinchero
Inca Trail & Machu Picchu
Final Reflections
References
For Peat’s Sake: An Experiential Environmental Study Abroad Trip to Scotland
Introduction
Experiential Learning
Itinerary of Scotland Program
Experiential Learning and Student Reflections
Building Competence
Shared Sense of Belonging
Change Agent
Challenges for Faculty Leaders
Time for Preparation
Various Skill Levels and Knowledge Base of Students
Assessment
Conclusion
References
Experiential Learning in Nairobi, Kenya
Introduction
In the Students’ Own Words
Conclusions
References
Study Abroad in an Embedded Online Geography Class for Adult Working Professionals
Introduction
Experience
Online Learning
Evaluation
Encounters
Reflections
References
Encountering Emotions During International Fieldwork: Using Innovative Pedagogies to Develop Emotional Intelligence and Resilience
Introduction
Issues and Challenges During International Fieldwork
Background to the Module – Barcelona, Spain
Students’ Emotional Experiences of International Fieldwork
Staff Reflections of Delivering Experiential Learning
The Role of Emotion in Fieldwork Pedagogies
Conclusions
References
Experiencing Iceland: Immersive Professional Development to Build Geography Teaching Capacity
The NCGE-GeoCamp Iceland Program
Goals & Objectives
Operational Framework
Experiential Learning Model
Modelling Experiential and Inquiry-Based Instruction
Plan
Do
Reflect
Conceptualize
Evaluation Process
Participant Encounters and Feedback
Increased Geography Learning Through Immersive Experience
Impact on Practice
Future Directions
Conclusions
References
Part II: Domestic Experiences
Experiential Learning in Geography Teacher Education: Encountering Geography in the Immediate Environment
Introduction
Why Experiential Fieldwork at Primary Levels?
How Has Experiential Geography Fieldwork Been Enacted?
Practices and Challenges of Teacher Education
A Model of Geography Education, Embedding Experiential Fieldwork
Student Views of Experiential Fieldwork in Geography Education
Conclusion
References
The Isle of Rum, Scotland: A Physical Geography Fieldtrip for Second Year Undergraduates Studying Outdoor Environment, Education and/or Leadership
Introduction
The Module: SOUT5720 Physical Geography for Outdoor Educators
The Isle of Rum: Locational Opportunities
Planning and Running the Field Trip
Assessment and Reflection
Concluding Remarks
References
Service-Learning and Geospatial Skills: What Do the Students Think?
Introduction
Rationale Behind the Work
The Experience
Geog 1310: Digital Earth
Story Map Final Project
Service-Learning and Experiential Learning
The Evaluation of Students
What Did the Students Actually Think?
A Snapshot: Pre- and Post-Survey Rating Questions
Characterizing the Experience: The Best and Worst Parts
Discussion
What Does It all Mean?
Why This Work Matters
References
Intercultural Experiential Learning: Integrated Geography Field Courses for Undergraduates in Arts and Humanities in Spain
Introduction
Methodology
Context of the Study
Disciplinary and Culturally Diverse Learning Setting
Evaluation of the Intercultural Learning Experience
The Importance of Key Competencies Development
Skills Assessment
Lived Experiences Behind Experiential Learning
Likes
Dislikes
One Step Beyond
Conclusion
References
Encounters in Geography Field-Based Learning: Wales
Introduction
Place Based Context: Wales Heritage and Community
Organizing Geography Fieldwork
Fieldwork Development
Fieldwork Delivery & Student Engagement
Skills and Employability
The Importance of Reflection
Student Reflection
Staff Reflection
Case Studies
Case Study 1: Making Snowdonia – A Place Comparison
Historical Context
Data Collection
Geographical Thought
Summary
Case Study 2: Geography Outdoors – Managing Access
Semester One: Leadership and Key Skills
Semester Two: Countryside Management
Summary
Case Study 3: Food Geographies – From Farm to Fork & Enterprise and Innovation
Semester One: Farm and Fork Connections
Semester Two: Enterprise & Innovation
Summary
Discussion
Connecting Classroom with Fieldwork, Planning for Curricular Enrichment
Supporting Students’ Learning Needs
Evaluating the Encounters
Conclusion
References
Learning at Disney: Myth or Magic?
Introduction
Planning, Design and Methods
Overview of the Experience
Trip 2 to WDW
Trip 3 to WDW
Conclusions on What We Learned
References
Digital Storytelling as Community-Based Intercultural Learning in Cultural/Historical Geography
Introduction
Community Based Learning and Geography Education
Power, Place and Memory
Intergenerational Place-Based Digital Storytelling
Stories & Lessons
Implications and Applications: Future Directions
References
