Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 2: Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree

Simon Tate and Peter Hopkins

Abstract

In this chapter we explore the social and academic transitions new geography undergraduates are confronted with at the start of their degree. There has been extensive discussion amongst the geography community about the academic transitions students encounter when beginning to study for a degree in geography. However, our research indicates that there is a symbiotic relationship between these academic transitions and the social transitions students also face at this time. It also suggests that, while the transition to university is one of the ‘critical moments’ in a young person’s life course, it can be more usefully conceptualised as a process of transitioning to, and through, university, rather than as an event. As such, the chapter includes practical and pedagogical ideas for university educators to help students negotiate these academic and social transitions successfully throughout their degree.

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