“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

Abstract

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine's (2014) lens of tropophiliathe aesthetic connection between people and placeto explore the influence of 'being' in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognise how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.

Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

“…Program leaders are encouraged to visualize student movement through the curriculum (Potter, 2019) and identify current research experiences already embedded within courses to assist in making a decision for the type of most appropriate CURE at different stages of the program. The Attitudes and Behaviors subscale scores are congruent with other studies in which students' attitudes and beliefs were affected by participation in CUREs (Holton, 2017;Kerr & Yan, 2016;Olimpo et al, 2016;Russell et al, 2015). To affect attitudes and behaviors of preservice music teachers, faculty could develop CUREs connected to faculty research lines of interest and include aspects of community engagement or service learning (Elwood, 2009;Riley et al, 2006).…”

“…The more experienced students are with research, the less "gain" they may perceive from a project at a lower difficulty or autonomy level (Willison et al, 2018). Students with more research experience may prefer student-led projects (Holton, 2017), choosing their own research topic and collecting data independently (Kortz & van der Hoeven Kraft, 2016); students with less experience may prefer supervisor-led experiences (Holton, 2017) and collecting and analyzing data as a class (Fuoco et al, 2012). In music teacher and music therapy education, faculty are encouraged to carefully select faculty-or student-led projects, contextualized within their program and curriculum, and based on the needs and experiences of students.…”

Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment

“…Students appear to be using emotion in different ways, at different times for different purposes. How best to capture these different emotional 'states' and assess the influence of 'being' in the field upon affective learning (Simm & Marvell, 2015;Holton, 2017)?…”

Learning by feeling: excursions into the affective landscape

“…Learning by doing has therefore been increasingly emphasized as a way to help students move from what research is to how to conduct research as well as a more reflective engagement with why they are doing it (Askins, 2009;Vandiver & Walsh, 2010). This aligns with research on affective learning that encourages concrete, lived experiences to help students move from surface to deep learning (Harrison et al, 2003;Thorpe, 2000) by activating students' imaginations and fostering reflective and critical thinking skills (Buissink-Smith et al, 2011;Holton, 2017;Krathwohl et al, 1964).…”