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Geography and Environmental Science, over the last 15 years, has been one of themost forward thinking subject groups at Wolverhampton to develop an internationaldimension through institutional collaboration and the development of a network ofinternational partners in curriculum development. The development has been manifestedin a number of ways, e.g. staff and student mobility through the ERASMUS/SOCRATES and NEPTUNE programmes, curriculum development projects fundedthrough the EU TEMPUS and SOCRATES programmes, international fieldworkand the integration of global and European case studies into the undergraduate andpostgraduate programmes.It has been argued that the application of information and communication technologies(ICTs) has enhanced successful collaboration between international partners(Rich et al., 2000) and this has certainly been the case at Wolverhampton. Theincreased use and application of ICT has facilitated interaction between staff andstudents and also the collaborative development of teaching resources. As noted byRich et al. (2000) ICT has been beneficial in providing a low cost resource to enableregular contact, and access to Virtual Learning Environment (VLE) resources, forstudents studying abroad or for collaborative working between students, and staff,over long distances. The ability for staff and students to share information andperspectives on concepts or topical issues enriches the curriculum opportunities atall of the partner institutions.International Curriculum DevelopmentInternational curriculum development has been undertaken at two levels: the developmentof an international module in European environmental issues (Smith et al.,2001) and the modernisation and internationalisation of the geography and environmentalcurriculum at Tyumen State University (TSU) in the Russian Federation.The European module was a collaborative development with institutions fromFinland, Czech Republic, Hungary and Ireland and was funded through the EUSOCRATES curriculum development programme over three years. The modulewas designed to explore wider perspectives and attitudes towards the environmenton a pan-European scale. It also aimed to promote an interdisciplinary approach tolearning. The project resulted in a flexible, student-orientated module that benefitsstaff and students alike (Smith, 2001). The facility to incorporate new case studies,and partners, will ensure that the module is dynamic and focuses on contemporaryissues.The curriculum development project at Tyumen was funded for three years throughthe EU TEMPUS programme and involved the University of Freiburg, Germany andMikkeli Polytechnic, Finland, alongside the Universities of Tyumen and Wolverhampton.The Russian geography and environmental curriculum is controlledthrough the Scientific Methodological Council on Environmental Education, part ofthe Educational Methodological Association of Russian Universities (Kasimov et al.,2002). As a result the opportunity to radically restructure the geography curriculumwas not possible, except within certain specialist areas such as environmental protectionand resource management. However, the project was extremely successful and288
facilitated the introduction of international case studies, problem-based and appliedlearning into the curriculum, as well as providing the opportunity for an internationalwork experience project for students from five countries on the Russian Black Seacoast. The project was also able to establish an Environmental Training Unit in theFaculty of Ecology and Geography at TSU which provides short courses for teachers,regional government staff and employees in the oil and gas industries. In additionthe centre has been accredited for the training of environmental auditors.International fieldworkAs mentioned previously, two international student teams undertook a work experiencefield project on the Black Sea Coast, for one month in consecutive years, toproduce a fieldwork training manual for the staff at TSU. Students, and staff, wereable to share field experiences and methodologies and worked alongside staff toidentify the essential information to be included in the manual. Although the editingof the manual is currently being undertaken by a member of Wolverhampton staff,the content of the training manual is essentially that of the international studentcohort.There are two field courses to the USA from Wolverhampton, one each at undergraduateand postgraduate level, within which ICT plays an integral part. Theundergraduate fieldtrip is organised by Professor Rydant from Keene State College,with staff and facilities also provided by Plymouth State University in New Hampshire.The UK students have the opportunity to broaden their awareness of globalissues in geography and environmental management, implementing ICT to producemanagement plans during the trip. The postgraduate trip is a joint trip to Arizonawith UK postgraduates and US students from Keene and Plymouth. Prior to the tripthe students work together in international pairs, via the Internet, to prepare materialsand information packs on various sites they visit. The student pairs were requiredto present a seminar paper, with handout, during the trip on a selected topic/site asa prequel for the following field day.International exchange programmesSince the introduction of student mobility through the EU ERASMUS programmein 1987 Wolverhampton has been active in promoting opportunities for students toinclude a period of study abroad as part of their studies. Walters (2003) suggeststhat European exchange programmes are a relatively easy and effective way toenhance the student experience in geography and this is perceived to be the case atWolverhampton. In geography and environmental science these opportunities havebroadened to include links with Keene State College and the University of Arizonaand with other EU institutions, through the Neptune programme co-ordinated bythe University of Leeuwarden in the Netherlands.Issues and BenefitsThere are a number of issues that arise from international curriculum developmentand these have been addressed by a number of authors. For example Reeve et al.289
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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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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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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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Page 240 and 241: of geographical education in our un
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Page 244 and 245: This table shows the importance of
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Page 252 and 253: Do you speak European? or: Why even
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Page 256 and 257: Why geographers should be able to s
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Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
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Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
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Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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