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Issue One January 2001 Taylor & Francis Journals Journal of Geography in Higher Education Editors: Hugh Matthews and Ian Livingstone, both at University College, Northampton, UK Volume 25, 2001, 3 issues ISSN 0309-8265 The Journal of Geography in Higher Education provides a dedicated forum for research and discussion of geography teaching in all institutions of higher education throughout the world, it provides an arena for geographers and others, regardless of their specialisms, to discuss common educational interests, to present and review the results of educational research, and to advocate new ideas. Environmental Education Research Editors: Chris Oulton, University College Worcester, UK and Dr William A. H. Scott, University of Bath, UK Volume 7, 2001, 4 issues ISSN 1350-4622 Environmental Education Research is an international refereed journal that publishes papers and reports on all aspects of environmental education. The purpose of the journal is to help advance understanding of environmental education through research and development activities. The journal carries a diverse range of papers including: conference reviews, retrospective analyses of activities in a particular field, commentaries on policy issues, comparative aspects of an environmental education issue and critical reviews of environmental education provision in a range of countries and regions. Related journals of interest Australian Geographer Editor: Graeme Aplin, Macquarie University, Australia Volume 32, 2001, 3 issues ISSN 0004-9182 Higher Education in Europe Senior Editor: Leland C. Barrows, CEPES c/o UNESCO, Romania Volume 26, 2001, 4 issues ISSN 0379-7724 Ethics, Place and Environment Editors: Tim Unwin, Royal Holloway, University of London, UK Volume 4, 2001, 3 issues ISSN 1366-879X Journal of Further and Higher Education Editor: Jennifer Rowley, Edge Hill University College, UK Volume 25, 2001, 3 issues ISSN 0309-877X Gender, Place and Culture: A Journal of Feminist Geography Editors: Lynn Staeheli, University of Colorado, USA and Gill Valentine, University of Sheffield, UK Volume 8, 2001, 4 issues ISSN 0966-369X Studies in Higher Education Editor: Professor Malcolm Tight, Department of Continuing Education, University of Warwick, UK Volume 26, 2001, 3 issues ISSN 0307-5079 All of these journals are available online, for further information please connect to: http://www.tandf.co.uk/journals For further details on these and other journals, or to order FREE SAMPLE COPIES, please contact: Brant Emery, Taylor & Francis Ltd, PO Box 25, Abingdon, Oxfordshire, OX14 3UE Tel: 01235 401065 Fax: 01235 401550 Email: brant.emery@tandf.co.uk Visit our website at www.tandf.co.uk/journals
Issue One January 2001 P L A N E T For your information A Curriculum Contribution to Work Experience Do you want to work with student-centred case materials that get students working in teams and applying a range of personal and interpersonal skills, such as, team working, information handling, problem identification, creative problem-solving, negotiation and actionplanning? Then check out these case studies which have been used with undergraduates and masters students in all the Geography, Earth and Environmental Sciences disciplines. The cases are: • ‘Seatons’ – about a chemical factory dealing with pollution issues, compiled with the Environment Agency. (No chemistry needed: this works well with the general public and as a staff training exercise.) • ‘SusDale’ – about issues occurring in the Yorkshire Dales National Park, written with the Yorkshire Dales National Park Authority. • ‘Flood Defence’ – two cases based on the River Lavant, Chichester, compiled with the Environment Agency. • ‘Flood Warning’ – two cases about planning a flood warning regime, again with the Environment Agency. Each case can be run in a 2-3 hour slot with appropriate briefing, or be given to students for one week and presented a week or two later. A detailed version of SusDale also exists as the main focus of a 10 credit module. I use the four flood defence and flood warning cases as the assessments for a 10 credit hydrology module. You can download the tutor’s notes and student’s notes for all these cases from: http://www.geog.leeds.ac.uk/courses/other/casestudies/ The Environment Agency sponsored cases can also be found at: http://www.environment-agency.gov.uk/education/studies/case.htm The flood warning and flood defence cases are splendidly topical at present. The website http://context.tlsu.leeds.ac.uk/index.asp also has more cases worth checking out. Pauline Kneale School of Geography University of Leeds. http://www.geog.leeds.ac.uk/staff/p.kneale/staffinfo.html pauline@geog.leeds.ac.uk Reflective Portfolios / Personal Development Portfolios A Department for Education and Employment (DfEE) pilot project ‘Strategic Model for Developing Materials for Recording Achievement in Traditional Universities’ led by the University of Leeds had as its aim the creation of a Faculty-wide portfolio for all undergraduates in Geography, Earth Science, Environmental Sciences and Transport Studies. Undergraduate progress files were piloted in 1998/ 1999 and introduced across faculty in September 1999. They are used in the Schools in different ways. These are either through study skills sessions and tutorial modules (Geography and Transport Studies) or within the University personal tutorial scheme (Environmental Sciences, Earth Sciences). They aim to encourage students to reflect on and review their activities at least once a semester. They are cross-referenced from study skills and careers modules in the Schools to highlight transferable skill development within mainstream teaching. Students taking workplace projects and year abroad activities are given further encouragement to log activities and highlight them in their portfolios. A Taught Masters Students’ Progress file has also been developed. If you want to use the Leeds Portfolio in any way, from idle reference to direct adoption, feel free. You can download copies at any time from: http://www.geog.leeds.ac.uk/publications/portfolio/ I would welcome an email to let me know if you do use some or all of the material, and comments on the style and content would also be appreciated. We will review our use of the portfolio later in the year and I would welcome ideas and comments from the GEES community. Pauline Kneale School of Geography University of Leeds. http://www.geog.leeds.ac.uk/staff/p.kneale/staffinfo.html pauline@geog.leeds.ac.uk Notice to publishers Learning and Teaching books and/or software for review should be sent to the editor at the address given at the end of this edition of PLANET. 25
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