Experiential Learning in Geography: Experience, Evaluation and Encounters

Preface
Contents
Part I: International Experiences
	Learning Geography in the Andes: Reflections on Teaching an Undergraduate Field Course in Peru
		Pre-course Administration Logistics
		Field Courses and Academic Expectations
			Pre-departure Assignment
			Field Notebooks
			Response Essays
			Discussion and Participation
			Final Paper
		Field Course Highlights and Curricula
			Experiential Learning
			Lima
			Arequipa
			Colca Valley
			Cusco and Chinchero
			Inca Trail & Machu Picchu
			Final Reflections
		References
	For Peat’s Sake: An Experiential Environmental Study Abroad Trip to Scotland
		Introduction
		Experiential Learning
		Itinerary of Scotland Program
			Experiential Learning and Student Reflections
				Building Competence
				Shared Sense of Belonging
				Change Agent
		Challenges for Faculty Leaders
			Time for Preparation
			Various Skill Levels and Knowledge Base of Students
			Assessment
		Conclusion
		References
	Experiential Learning in Nairobi, Kenya
		Introduction
		In the Students’ Own Words
		Conclusions
		References
	Study Abroad in an Embedded Online Geography Class for Adult Working Professionals
		Introduction
		Experience
		Online Learning
		Evaluation
		Encounters
		Reflections
		References
	Encountering Emotions During International Fieldwork: Using Innovative Pedagogies to Develop Emotional Intelligence and Resilience
		Introduction
		Issues and Challenges During International Fieldwork
		Background to the Module – Barcelona, Spain
		Students’ Emotional Experiences of International Fieldwork
		Staff Reflections of Delivering Experiential Learning
		The Role of Emotion in Fieldwork Pedagogies
		Conclusions
		References
	Experiencing Iceland: Immersive Professional Development to Build Geography Teaching Capacity
		The NCGE-GeoCamp Iceland Program
			Goals & Objectives
			Operational Framework
			Experiential Learning Model
		Modelling Experiential and Inquiry-Based Instruction
			Plan
				Do
				Reflect
				Conceptualize
		Evaluation Process
		Participant Encounters and Feedback
			Increased Geography Learning Through Immersive Experience
			Impact on Practice
			Future Directions
		Conclusions
		References
Part II: Domestic Experiences
	Experiential Learning in Geography Teacher Education: Encountering Geography in the Immediate Environment
		Introduction
		Why Experiential Fieldwork at Primary Levels?
		How Has Experiential Geography Fieldwork Been Enacted?
		Practices and Challenges of Teacher Education
		A Model of Geography Education, Embedding Experiential Fieldwork
		Student Views of Experiential Fieldwork in Geography Education
		Conclusion
		References
	The Isle of Rum, Scotland: A Physical Geography Fieldtrip for Second Year Undergraduates Studying Outdoor Environment, Education and/or Leadership
		Introduction
		The Module: SOUT5720 Physical Geography for Outdoor Educators
		The Isle of Rum: Locational Opportunities
		Planning and Running the Field Trip
		Assessment and Reflection
		Concluding Remarks
		References
	Service-Learning and Geospatial Skills: What Do the Students Think?
		Introduction
			Rationale Behind the Work
		The Experience
			Geog 1310: Digital Earth
				Story Map Final Project
			Service-Learning and Experiential Learning
		The Evaluation of Students
		What Did the Students Actually Think?
			A Snapshot: Pre- and Post-Survey Rating Questions
			Characterizing the Experience: The Best and Worst Parts
		Discussion
			What Does It all Mean?
			Why This Work Matters
		References
	Intercultural Experiential Learning: Integrated Geography Field Courses for Undergraduates in Arts and Humanities in Spain
		Introduction
		Methodology
			Context of the Study
		Disciplinary and Culturally Diverse Learning Setting
			Evaluation of the Intercultural Learning Experience
		The Importance of Key Competencies Development
			Skills Assessment
		Lived Experiences Behind Experiential Learning
			Likes
			Dislikes
			One Step Beyond
		Conclusion
		References
	Encounters in Geography Field-Based Learning: Wales
		Introduction
			Place Based Context: Wales Heritage and Community
			Organizing Geography Fieldwork
		Fieldwork Development
			Fieldwork Delivery & Student Engagement
			Skills and Employability
		The Importance of Reflection
			Student Reflection
			Staff Reflection
		Case Studies
			Case Study 1: Making Snowdonia – A Place Comparison
				Historical Context
				Data Collection
				Geographical Thought
				Summary
			Case Study 2: Geography Outdoors – Managing Access
				Semester One: Leadership and Key Skills
				Semester Two: Countryside Management
				Summary
			Case Study 3: Food Geographies – From Farm to Fork & Enterprise and Innovation
				Semester One: Farm and Fork Connections
				Semester Two: Enterprise & Innovation
				Summary
				Discussion
			Connecting Classroom with Fieldwork, Planning for Curricular Enrichment
			Supporting Students’ Learning Needs
			Evaluating the Encounters
		Conclusion
		References
	Learning at Disney: Myth or Magic?
		Introduction
		Planning, Design and Methods
		Overview of the Experience
			Trip 2 to WDW
			Trip 3 to WDW
		Conclusions on What We Learned
		References
	Digital Storytelling as Community-Based Intercultural Learning in Cultural/Historical Geography
		Introduction
		Community Based Learning and Geography Education
		Power, Place and Memory
		Intergenerational Place-Based Digital Storytelling
		Stories & Lessons
		Implications and Applications: Future Directions
		References