Teaching Geography to Non-traditional Students: Inducting, nurturing and retaining them

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    Abstract

    The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.
    LanguageEnglish
    Pages233-240
    Number of pages7
    JournalJournal of Geography in Higher Education
    DOIs
    Publication statusPublished - 2001

    Fingerprint

    teaching
    student
    geography
    Teaching
    higher education
    geography education
    education
    small group
    train
    experience
    programme

    Cite this

    @article{85378241ee4748d4b5c572bd0f6c2190,
    title = "Teaching Geography to Non-traditional Students: Inducting, nurturing and retaining them",
    abstract = "The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.",
    author = "Sarah Maguire",
    year = "2001",
    doi = "10.1080/03098260120067709",
    language = "English",
    pages = "233--240",
    journal = "Journal of Geography in Higher Education",
    issn = "0309-8265",

    }

    TY - JOUR

    T1 - Teaching Geography to Non-traditional Students: Inducting, nurturing and retaining them

    AU - Maguire, Sarah

    PY - 2001

    Y1 - 2001

    N2 - The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.

    AB - The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.

    U2 - 10.1080/03098260120067709

    DO - 10.1080/03098260120067709

    M3 - Article

    SP - 233

    EP - 240

    JO - Journal of Geography in Higher Education

    T2 - Journal of Geography in Higher Education

    JF - Journal of Geography in Higher Education

    SN - 0309-8265

    ER -