'Geographical Expeditions': Assessing the benefits of a student-driven fieldwork method

Abstract

A student-driven eldwork method, focused in a local metropolitan area, is described and assessed. Developed for a second-level course in cultural geography, it was inspired by the 'Geographical Expeditions' originally devised by William Bunge in the 1960s. It is one solution to maintaining eldwork in the syllabus for a large class, at the same time as providing bene ts for participants in terms of challenge and autonomy. Student responses are compared with the merits of eldwork as claimed in the literature. In view of concerns expressed about increasing student 'disengagement' from commitment to university study, active participation in a 'Geographical Expedition' is a strong motivating factor.

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

“…Field trips can also facilitate personal growth and development through the need to respond to challenges and different environments, collaborative activities, peer-learning and discovery, and interpersonal dynamics (Livingstone et al, 1998;Tueth & Wikle, 2000;Hefferan et al, 2002;Pawson & Teather, 2002). Self-confidence is further developed through mentoring that in many cases involves one-on-one instruction in the field.…”

Securing field learning using a twenty-first century Cook's Tour

“…This development of Geography's "signature pedagogy" (Hovorka & Wolf, 2009, 99) is essential if fieldwork is to remain a central, fundamental component of modern undergraduate degrees as so many recognise (e.g. Haigh & Gold, 1993;Kent et al, 1997;Pawson & Teather, 2002;Bracken & Mawdsley, 2004;Stodart & Adams, 2004;Dummer, et al 2008;Maskall & Stokes, 2008;Herrick, 2010). Fieldwork provides demonstrably valuable learning experiences (Kern & Carpenter, 1984;1986;Fuller et al, 2003;2006;Scott et al 2006;Boyle et al, 2007;Fuller et al 2010), including opportunities to acquire 'hands--on' subject--knowledge in the real world, and the glue which bonds together a student cohort (e.g.…”

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

“…Several researchers have argued for the benefits of heightened engagement created by fieldtrips for both students and academics in community and field-based learning activities (Bednarz et al, 2008;Pawson & Teather, 2002) . Hovorka and Wolf (2009) summarised a large amount of the recent literature on fieldwork, with three core characteristics and benefits generally identified: intellectual development, skills development, and personal development.…”