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ContextUtrecht University is a large, classical university with a wide range of courses andapproximately 25,000 students. Its schools and research institutes are embedded inseven Faculties, one of which is the Faculty of Geosciences. “Human Geography andPlanning” is one of the four departments of this faculty. This department is among thelargest of its kind in Europe, with roughly 750 students and a scientific staff of about40 full staff equivalents (fse). The Faculty of Geographical Sciences as a whole hasa scientific staff of 172 fse (apart from 106 fse PhD students) and about 1,950 registeredstudents (2004). The Department of Human Geography and Planning offersa three year bachelor programme and eight Master’s programmes. The main fieldsof specialization are urban geography, economic geography, regional geography,international development studies and GIS/cartography. Research is concentratedin the Urban and Regional Research Centre Utrecht (URU). Most staff time is spenton teaching.About ten years ago Utrecht University started to counterbalance the traditionalpolicy focus on research and to give more weight to teaching and learning. It wasdecided that everybody involved in teaching and learning should have a teachingqualification (either a junior or a senior qualification, see Keesen and Vermeulen2005). The university board also started a policy of more flexible career paths,including more and better career possibilities for staff members who mainly spendtheir time on teaching. The Board also started annual university-wide conferencedays exclusively dedicated to issues of teaching practice, that by now have becomea ‘tradition’ in the university.These decisions revitalised the role of the Faculty Development Department,which is part of the wider University Centre for Teaching and Learning (IVLOS).This Centre plays an important role in qualifying the teaching staff and improvingtheir skills. They offer a wide set of courses that can be attended by staff memberson a voluntary basis. For new teachers some of these courses are compulsory, inorder to get a junior teaching qualification. For all university teachers IVLOS offers‘personal consultancy’, which means that everybody involved in teaching can ask foradvice in the design or daily practice of courses, including observations and advicein a classroom situation.The Department of Human Geography and Planning has a long tradition inimproving its curriculum and course modules. Part of this tradition is the overallattitude towards teaching: it is considered as normal (although not always welcomed)that the staff are stimulated permanently to improve their skills as teachers and theircourses.Multilevel approach to professional developmentWe now want to discuss aspects of professional development at various levels inUtrecht University: at the level of the university as a whole, at the Faculty level, thelevel of the School of Human Geography and Planning and finally the level of deliberationamong peers (staff). This short paper does not allow us to discuss the roleof students, directly and indirectly, nor will it be possible to elaborate all the instru-184
ments used, at the various levels, for professional development. The final discussionwill be about the mutually reinforcing effects of the policies at the various levels,as well as about some of the opportunities and threats for professional developmentin the future.a) University level: the Centre of Excellence in University TeachingIn 2000 the university formed the Centre of Excellence in University Teaching(CEUT). Each year about fifteen promising teachers with a (future) role in managementare selected from nominations by the deans of all faculties. The CEUT-traininglasts one and a half years, with monthly 24 hour meetings, an individual project andtwo study trips abroad.The idea is that the participants will function as boosters of innovation, and applytheir skills in their management functions. Three members of the department ofHuman Geography and Planning have attended this course so far. Their individualprojects have been about the improvement of the course evaluation system, the setupof an academic Masters, and the introduction of timesaving assignments (forteachers). According to their experience they really can play a key role in innovationand management. The multidisciplinary character of the CEUT course group ishighly appreciated, especially the exchange of experiences and the sharing of dailyproblems in so called intervision groups.b) Faculty level: Honours programmeAs one of the leading faculties in the Netherlands an honours programme wasintroduced in 1997 for students with ambition and good results (see Wolfensberger,Van Eijl and Pilot 2004). For this group of students the standard curriculum is notchallenging enough, and leaves enough time for extra courses. Within a frameworkof regular meetings, supervised by a staff member who is coordinating the HonoursProgram, students organise and attend four extra courses or workshops each year. Atthe end of their bachelors program they get a testimonial on this. Before the honoursprogram started we had the impression that some of the best students switched toother studies; now we keep them on board, and some of them go on to do their PhDafter graduation. The honours program provides an opportunity for teachers to launchnew methods or subjects to an interested audience. Vice versa the motivated group ofhonours program students have sometimes indicated that some elements or subjectsare missing from the basic curriculum.c) Level of the School of Human Geography and Planning: Yearly staff meetingEvery year in February the curriculum for the next academic year is discussed on‘Teaching and Learning Day’, organised outside the university buildings. On thisday all kinds of practical information is provided, but most of the day consists ofworkshops, dedicated to several themes. The social element (drinks and dinner)is also important. Almost all the staff is present, accompanied by about fifteenstudents who participate in the management team and several committees dealingwith education.185
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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
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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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
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
Page 168 and 169: preparation and to some extent, tea
Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
Page 200 and 201: It is expected that the more active
Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
Page 206 and 207: Europe in geographical education -
Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
Page 222 and 223: The majority answered that they wou
Page 224 and 225: In the Primary school curriculum, G
Page 226 and 227: the efficacy of the teaching and le
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: 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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