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Background of international students in the geography course in UtrechtSince the start of the Erasmus programme in the second half of the 1980s, the departmentof Human Geography and Planning has participated in the exchange of students.Each year about 50 to 60 students visit our department for one or two semesters. Duringthe academic year 2004−2005, the Faculty of Geosciences hosted 74 internationalstudents, the majority of whom taking modules in Human Geography and/or Planning.Erasmus students come from all over Europe (numbers for 2004−2005): from SouthernEurope (15 from Spain, 4 from Greece, 4 from Italy, 2 from Portugal), from North-Western Europe (5 from the UK, 6 from Denmark, 4 from Sweden, 3 from Finland,1 from Norway), from neighbouring states (2 from Belgium, 4 from Germany) andalso increasingly from Central Europe (5 from Poland, 2 from the Czech Republic).The number of students coming from outside Europe, through various exchangeprogrammes, has been increasing and in 2004−2005 4 students from the USA andCanada and 7 from Australia studied at our Faculty. Students from non-Western countriesuntil now only form a very small minority and rather an exception.The start of our Erasmus program in the 1980s led to the organisation of aseparate one-semester course in English. The programme was tailor-made forforeign students, with its own starting moment in January and with modules suchas ‘Geography of the Netherlands’. A lot of students came to Utrecht to study GIS.The separate ‘international programme’ was designed because there were too manyobstacles for integrating courses in English in the regular programme. Also not allthe teachers were prepared for teaching in English. This international programme hassuccessfully existed for about 15 years. The good reputation of the department andthe programme caused the relatively large number of guest students. Our Europeanstudents association (EGEA) played (and still does play) an important role in theintroduction period for foreign students. The students active in this association visitseveral international meetings and are real ambassadors of our department.Some years ago the situation changed, more and more people were convinced thatwe could benefit from the integration of the international students in our regular humangeography and planning course. It was felt that it would reduce the workload of theteachers and, moreover, Dutch and international students would get a better opportunityto meet each other and study together. The transition to a new bachelor-master structurestarting in 2002 facilitated the full integration of the regular and the internationalprogrammes. In the study year 2004−2005 international students had a choice of 19modules in English (14 bachelor modules and 5 master modules). Students take partin four modules per semester and foreign bachelor students are allowed to choose onemaster module per semester as long as they meet the relevant entry requirements.The teachers’ perspectivesWhile preparing this paper, we organised an evaluation panel with six colleagues whohave been teaching in courses with multinational and multicultural student groups.They were involved in four bachelor modules (Regions in Development; CulturalGeography of the Netherlands; European integration; Introduction to GeographicalInformation Systems) and two master modules (Geography and Citizenship;108
Methods & Techniques for International Development Studies). The teachers havedifferent approaches to how they take into account the international character of thestudent group in the design of their modules. In three modules the multi-perspectivenature of the international student group is explicitly used. These courses build onthe input of students from their own national and cultural perspectives, in relationto themes or problems addressed in the course. If these courses had only be opento Dutch students, the teaching and learning strategies – in terms of using students’representations and perspectives – would have been different.The module on European Integration uses the background of the students in twoways Van der Vaart, Béneker and Paul 2005). The course starts with some lectures androle-plays; these role-plays are used to get an idea of the different political cultures inthe home countries of the students. It is crucial to be aware of these political cultureswhen studying decision-making processes in the European Union. The second half ofthe course takes the form of project work where multinational student groups have torepresent a region in the EU. If someone in a group comes from the region of study(and for example can read Swedish, Spanish or Hungarian), this may have considerableadded value. The module on Cultural geography of the Netherlands benefits fromthe presence of both Dutch students knowing a lot about the Netherlands and foreignstudents with a completely different way of looking at our country, its image and identities.The participation of students from other disciplines (not every foreign student isa human geography student) gives an extra dimension to the multiperspectivity. In themodule on Geography and Citizenship students have to use their personal ideas abouttheir own citizenship and their experience with citizenship education in classroomdiscussions. Later on in the course they have to organise a seminar in multinationalgroups. The groups are relatively free in the choice of a seminar topic and are able touse the backgrounds of the students for making all kind of comparisons. For example,in 2004 one group chose to compare the citizenship debate in Hungary with the debatein the Netherlands. In the other modules, teachers stimulate students to work together incombined groups but leave the decision to the students. They suggest the Dutch shouldspeak English all the time, including during coffee breaks. Often these modules startwith the students introducing themselves.The teachers from these six course modules made the following remarksconcerning the advantages and disadvantages of working with multinational studentgroups. Most of the time they had the same opinion. One important benefit of thesecourses, in the eyes of the teachers, is the international atmosphere in the classroom.They refer to an increased interest of students in each other and the often openatmosphere in which information is being exchanged. The foreign students oftenare an example for Dutch students because they are usually very motivated. Thestudents coming from other academic cultures like the openness and accessibilityof the Dutch teachers, according to the teachers in the evaluation panel.Most teachers see language as a point of concern. One teacher even feels that it isnot possible to go into depth during discussion sessions because of the limited Englishlanguage skills of most of the students and the teacher. Another teacher refers toproblems with regard to writing papers in English and to the big differences between109
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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