Argues that teaching about gender relations as a means of structuring social institutions and the division of space and behavior remains marginal in geographical teaching. Describes the role of gender in (1) urban geography; (2) locality studies; (3) development studies; (4) theory and method; (5) culture and environment; and (6) political…

Cites results of studies showing that students' language skills are not deteriorating. Suggests using class time for writing workshops to give students feedback on work-in-progress. Considers that difficulty with concepts and subject content may come across as poor writing. Notes that additional writing can be helpful without being graded. (DK)

Emphasizes writing a dissertation in undergraduate geography study as a means of giving the student some control over subject matter. Offers criteria for selecting a topic including originality, topicality, feasibility, and likelihood of sustaining student interest. Warns that choices by academic supervisors may be made with regard to grant money…

Describes the structure and organization of a research and training program focusing on urban poverty and social welfare policy. Explains that the program trains undergraduates in the theory and empirical analysis of issues in poverty research. Notes that students must develop and present a plan of service to a local social service agency in an…

Presents a case study using a novel to teach of racial, gender, and class bias. Urges use of fiction in teaching geography as a way of introducing students to the ambiance of time and place. Stresses ability of fiction to hold students' interest. Explains that small groups of students research the geography of the novels. (DK)

Describes development of an enterprise education program at the University of Lancaster. Includes the development of business/enterprise awareness, acquisition of transferable personal skills useful in subsequent employment, and completion of a project in a working environment. Concludes that success of the program will depend on how it is…

Discusses use of student-led seminars as tool for developing leadership skills when assessed as part of grade for urban geography course. Emphasizes instruction and student dissatisfaction with seminars that are not assessed. Concludes that such seminars increase students' confidence in oral communication and enhance credentials on job…

Reviews the recent growth of interest in qualitative geography. Discusses whether or not qualitative research can be accepted on the same scholarly level as quantitative research. Contends that qualitative methodology has much to offer geography and geography instruction. (CFR)

Contends that qualitative research in geography can be conducted within the constraints of a research methods course. Provides suggestions for using qualitative research fieldwork in a college course. Includes student reactions to the course and constraints on broader use of this methodology. (CFR)

Describes the use of oral history as a means of having students experience qualitative research. Argues that instructors have to teach reading, listening, and writing skills to help students do oral history. Includes some problems associated with this method and suggests ways to overcome them. (CFR)

Discusses the teaching of a qualitative historical geography course focusing on Victorian Britain. Describes how qualitative research methods can be used in both contemporary human geography and historical geography. Includes course modifications that were suggested by students. (CFR)

Describes the Streetwork project, a qualitative research project in contemporary cultural geography. Outlines the project's goals, implementation, and necessary skill training. Concludes with a discussion of problems that have occurred with the project. (CFR)

Contends that using qualitative methods in a research methods course presents several problems. Examines reasons why qualitative research is not accepted by some instructors and students. Provides suggestions for overcoming these objections. (CFR)

Contends that the division between the science and humanities inhibit the use of qualitative research in Australian college-level geography instruction. Argues that qualitative methods might be more acceptable in cultural and historical geography. Suggests that philosophy courses or foundations courses in the humanities and social sciences might…

Describes a workshop for college-level geography instructors to examine gender related issues in human geography. Discusses the goals and implementation of the program. Questions whether or not women's studies in geography should be autonomous or integrated into traditional human geography courses. (CFR)