Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

Authors: Walkington, Helen1; Griffin, Amy L.2; Keys-Mathews, Lisa3; Metoyer, Sandra K.4; Miller, Wendy E.5; Baker, Richard6; France, Derek7

Source: Journal of Geography in Higher Education, Volume 35, Number 3, 1 August 2011 , pp. 315-330(16)

Publisher: Routledge, part of the Taylor & Francis Group

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This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

Keywords: Research skills; curriculum; enquiry skills; undergraduate research

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03098265.2011.563377

Affiliations: 1: Department of Anthropology and Geography,Oxford Brookes University, UK 2: School of Physical, Environmental and Mathematical Sciences, University of New South Wales, Australia 3: Department of Geography,University of North Alabama, USA 4: Department of Geography,Texas A&M University, USA 5: Department of Geography,State University of New York College at Cortland, USA 6: Fenner School of Environment and Society, The Australian National University, Australia 7: Department of Geography and Development Studies,University of Chester, UK

Publication date: August 1, 2011

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