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Typical is the very open atmosphere during discussions, and the good relationshipbetween staff and students. The very active student organisation for geographers,which organises many social and scientific events during the year, has been successfulin bringing staff and students together. Many staff members were active in thisorganisation during their studies.d) Level of the staff as a network: Good practices and regular lunch meetingsEach 4−6 weeks during lunchtime a meeting for the teaching staff is organised,where good examples of innovations are shown and discussed. On average aboutfifteen teachers attend these meetings, and experience of these presentations of ‘goodpractice’ has been stimulating. Subjects that were discussed are: peer-assessment, theuse of e-learning, student-led excursions, student-led seminars, alternative writingassignments, experiences from Canadian geography departments.Evaluation and discussionThe introduction of the bachelor/master system in 2002 is a good example of usingthe opportunities of different levels to change the curriculum. Utrecht Universitychose to introduce a curriculum model based on small scale education (classes with25 students), active learning, and multiple assignments that would make it possiblefor students to compensate bad results during courses; this was necessary becauseresits were abandoned.The yearly staff meetings at the level of the Department were not only importantto inform the staff about all these changes, but made it possible to approve a newcurriculum that was acceptable to most staff members. The university, by meansof IVLOS, provided tailor-made courses that were helpful to modify the design ofcourses. Staff members appreciated the ‘down to earth’ approach: not too muchtheory during these courses, but a focus on training new techniques during ones owncourses. Teachers with special wishes asked for ‘personal consultancy’ by IVLOS.The university-wide conference days were useful to exchange ideas with universityteachers from other disciplines.After the introductory phase of the bachelor/master system several problemsoccurred. An increase in the number of assignments caused an extra burden for theteaching staff. Students complained about the lack of variety in assignments, teachersabout the low quality of work and the extra work-load. In the same period staff reductionsdue to cost-cutting measures were necessary. This led to intensive discussionswithin the staff (during the regular lunch meetings), but also with the student organisation.The result was a mutual effort of staff and students to investigate alternativeassignments, led by one of the teachers who had attended the CEUT-course.The general picture of professional development at the Department of HumanGeography and Planning is positive, but some final side-notes can be made. Thereis a discussion about costs and efficiency of the CEUT-course. It costs about 10,000euro per person, to be paid by university and faculty on an equal basis. For our facultywith two participants each year in the CEUT-course this means about 15 percentof the total budget for training. For the same amount of money more teachers could186
profit if the course was shorter. Some elements of the course should be compulsoryfor everybody involved in university education, and several guest speakers deserveda larger audience.The turnout at the regular lunch meetings on Departmental level could be higher,and there is a trend of declining attendance. It takes a lot of effort for the organisersto keep the spirit alive, in a time of staff reduction. At the moment contacts betweenthe four departments of the faculty on innovation and curriculum improvementhardly exist. There are regular meetings of the Directors of Education, but theirdiscussions are mainly about technical and organisational affairs. But in general weexperience that the multilevel approach is a right way to improve the quality of staffand curriculum. The opportunities given by the university and the faculty meet witha wide response at the level of the department.References1. GIBBS G., COFFEY M. 2004. The impact of training of university teachers on theirteaching skills, their approach to teaching and the approach to learning of their students.Active learning in Higher Education, 5 (1), pp. 87−100.2. KEESEN F., VERMEULEN E. 2005. Acknowledging teaching qualities in academiccareers – a systematic effort at Utrecht University, the Netherlands. Available onthe World Wide Web, http://www.essex.ac.uk/guest/auanetherlands/Documents/Utrecht%20FLOW.doc3. QANU PROTCOL 2004. Guide to external quality assessment of bachelor’s and master’sdegree programmes in research-oriented universities. Utrecht: Quality Assurance NetherlandsUniversities.4. WOLFENSBERGER M. V. C., EIJL P. van, PILOT A. 2004. Honours Programmes asLaboratories of Innovation: A perspective from the Netherlands. Journal of the NationalCollegiate Honors Council, 5 (1), pp. 115−142.187
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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
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of geography. In Singapore Social S
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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
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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
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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 184 and 185: ContextUtrecht University is a larg
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
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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
Page 234 and 235: 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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