bridging the gap: transition between school and university geography dr jennifer ferreira
TRANSCRIPT
Bridging the Gap: Transition between School and University Geography
Dr Jennifer Ferreira
Outline
Geography: Perspectives on the transition from school to university geography
• Perceptions of geography at university
• Experiences of geography at university
• Investigating the transition
• Differences
• Strategies
• Barriers
Activity
Write down:
• 3 words you associate with geography at schooland
• 3 words you associate with geography at university
Motivation
School Teaching
University Teaching
Villiers Park Teaching
Perceptions of geography at university
“Like school geography but more choice”
“Different ways of being taught – lectures.”
“Huge lectures”
“A chance to do lots of fieldwork”
“More in-depth knowledge”
“Geography with more science – they have labs and lots of equipment.”
Experiences of of geography at university
“It was so different from school, not what I expected, so much
better.”
“It was amazing I got to do my own geographical research.”
“I got to really focus on what I wanted to learn about.”
“I had to learn loads more about methods - I didn’t do any traffic counts, tally charts or land use maps!”
“Different ways of being taught –
lectures.”
“I had to learn about a lot of theoretical stuff
for some modules which was new to me.”
“It was like my A level was a springboard to the subject.”
“There was a lot of reading. I mean A LOT of reading.”
“Study skills’ training for first-year students is a common feature of tutorials and dedicated practical modules in most geography departments. But do university lecturers know how A-level geography is taught and assessed, or how it has changed since they completed their own A-levels? From personal experience we would suggest that, while this knowledge is a prerequisite for developing effective first-year undergraduate modules, the majority do not.” (Tate and Swords, 2013: 237).
“…geography teachers can and should reciprocally contribute to debates about the first year of university teaching and learning. If we are genuinely seeking to improve teacher–lecturer relations, it seems a missed opportunity for teachers not to be afforded the opportunity to engage in pedagogical debates with their university counterparts on at least equal terms” (Tate and Swords, 2013: 238).
Tate, S. and Swords, J. (2013) “Please mind the gap: students’ perspectives of the transition in academic skills between A Level and degree level geography” Journal of Geography in
Higher Education 37(2) : 230-240.
A world of geography
Geography Degrees compared: Year 1
Coventry University University Manchester University LiverpoolGeosystems Understanding Human Geography Study Skills and GIS
Understanding the Landscape Environmental Pollution Living with environmental Change
A Globalising World Researching Manchester Ecology and Conservation
Numerical and Spatial Skills for Geographers
Environmental Processes and Change Research Frontiers in Human Geography
A Sustainable Britain Environmental Pollution Human Geography through Merseyside
Introduction to Disasters Geographies of Globalisation New Horizons in Human Geography
Higher Education Skills for Geography Students
Physical Geography and Contemporary Environmental Issues
Experiments in Physical Geography I
Geographies of Sustainability Changes in Earth Surface Processes
Water, Resources and Development Experiments in Physical Geography II
Urban Ecology
Geography degrees compared: Year 2
Coventry University University of Manchester University of LiverpoolClimate Change Economic Geography: Understanding the
economyResearch Skills
Natural Hazards Transport Infrastructure Geography Principles and Theory in Geography
Geographical Information Applications Geography Employability Programme An Introduction to Environmental History
Society, Culture and Space Development and Inequality Statistics for Social ScientistsDevelopment and Inequality Environmental Change and Human Impacts Applied GIS and Geographical Modelling
Making of Modern Britain Remote Sensing in Action: Mapping and Monitoring Land Cover
Population and Societies
Methods and Fieldwork River Catchments: Hydrology, pollution and management
Rural Geographies
Scientific Techniques for Environmental Research and Fieldwork
Field class Social and Cultural Geographies
Oceans and Atmosphere Research Design and Overseas Field courses
Field class
Sustainable World Green Planet – Plant ecology and global change
Quaternary Environmental Change
Rivers and Coasts Glaciers Soils, Slopes and EnvironmentWarning and Informing for Environmental Hazards
Spatial thinking with GIS: Constructing and exploring virtual worlds
Geomorphology: Ice, Sea and Air
Career Skills for GED students Infrastructure & Urban Change Catchment HydrologyGeotechnical & Construction for Natural Hazards
Climatology
Assessing and Managing Risk North American Cities
Geography degrees compared: Year 3Coventry University University of Manchester University of Liverpool
Quaternary Environments and Climate Change Managing the Uplands: The Scientific Basis for conservation and policy
Geographies of Energy and Natural Resources
Hazards, Disasters and GIS Islands: Paradise or prison, human geographies of insularity
Human-environment interactions
Deserts & Drylands Management Energy, space and society Natural Hazards and Society
Geography of Food and Farming Critical perspectives on development Dissertation
Local and Regional Economic Development Ice Age Earth: Global and Mediterranean Perspectives
European Population Trends
Living on the edge Geographies of Life Geographies of ResistanceLivelihood Challenges: Food ,Conflict and Health
European Cities Geographical Information Systems
International Fieldwork Asian Workers and the Labour of Globalisation Post-colonial geographies
Natural Hazards Management Hydrochemical modelling Poland: Political, social and cultural geographies since 1939
Biodiversity and Conservation Geography in the 21st century Climate Change: A Critical Review
Environmental Pollution and Management Borders and Security in a Mobile World Coastal Environments: Spatial and Temporal change
Issues in Sustainability Climate change and carbon cycling Natural Hazards and Society
Post disaster reconstruction Social Constructions of Health and Disease
Community Resilience to Environmental Disasters
Dissertation
Employment and Employability for GED students
Cities and consumption
GED Dissertation Frozen planet, satellites and climate change
Dryland Environments: Past, Present and Future
Understanding the Himalayan Landscape
Coastal Processes: Sea Level Change and Marine Hazards
Investigating the transition
Survey
• 35 teachers
• 92 students
• 21 academics
Objectives:
• To explore perceptions of the transition between school and university geography.
• To examine strategies used to facilitate the transition between school and university geography.
How is geography different between school and university?
• Skills
• Subject Content
• Teaching Methods
• Experiences
• Independence
• Route to employment
Who is responsible for aiding the transition?
Schools
Subject Associations
Universities
Exam Boards
Government
Students
Strategies
• School and university collaboration.
• Universities engaging more with cohorts before course begins.
• Opportunities for teacher-lecturer communication.
• CPD for lecturers on the state of geography in schools.
• Seminar style teaching at school,
• More opportunities to carry out research in school.
• Reading groups – journal articles.
• Knowledge guides.
• Guest lectures and outreach.
Barriers
• Time• Resources• Funding
• Where to start?
Summary
• Student knowledge of geography at university is variable.
• There is an opportunity to promote the breadth of the discipline but a need to ensure smooth transition.
• Communication and collaboration between education stakeholders is important.
• More research needed to explore ways to facilitate the transition.
