In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students'…

This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and…

The English higher education landscape has recently experienced a significant change with the addition of 74 Centres for Excellence in Teaching & Learning (CETLs), each one devoted to a particular educational issue or theme. This paper highlights a CETL which is of special interest to geographers in that it is focused on the promotion of education…

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage…

The internationally shared belief that higher education has a role to play in delivering graduates with an ability to contribute to the knowledge-based economy is one of the main driving forces behind the 'employability agenda' that has emerged in UK higher education in recent years. For a variety of reasons, including the genuine desire to meet…

Addresses three questions: (1) What is high quality geography teaching in higher education; (2) how can high quality teaching be identified and evaluated; and (3) to what extent are faculty and departments held accountable for teaching quality? Explores how the answers to these questions vary between the United Kingdom and the United States. (CMK)

Explains the reasons for the British Quality Assurance Agency for Higher Education's benchmark statements providing a background on the benchmarks and a discussion on the preparation of the benchmarks. Introduces the articles within the symposium called the "Benchmark Standards for Higher Education." (CMK)

Examines aspects of the marketplace for undergraduate geography programs in England and Wales. Provides a national review, and identifies and discusses the flows of applications and enrollments among regions. Notes a decrease in applications for honors geography degrees and the reliance of geography programs on local supplies of students. (DSK)

Addresses the Science Education Enhancement and Development (SEED) project, providing a brief summary of the resources produced within the four main areas of SEED: (1) fieldwork; (2) laboratory work; (3) computer-aided learning and assessment; and (4) employer links. (CMK)

Presents eight papers delivered at a symposium on the impact of the Dearing Report on geography instruction in the United Kingdom. The Dearing Report reviews higher education and charts the course of curriculum and instruction for the next 20 years. The papers address standards, regional applications, and criticisms. (MJP)

Outlines the benefits and limitations of automated assessment and offers practical advice for individuals and departments considering a move in that direction. Maintains that using optical mark readers (OMRs) in conjunction with objective tests can result in significant time savings. Briefly discusses using OMRs for student evaluations. (MJP)

Describes the process by which objective tests utilizing an optical mark reader (OMR) were introduced into a number of first-year geography courses at the University of Plymouth (England). Presents the results of various statistical tests including a comparison of student performance in the objective and the traditional essay examinations. (MJP)