Dawn T Nicholson
Biographic Data
| ID | 6467443 |
|---|---|
| NAME | Dawn T Nicholson |
| GIVEN NAMES | Dawn T |
| FAMILY NAME | Nicholson |
| SIGNATURE | NICHOLSON D T |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0001-8402-9481 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Enabling change agents for sustainable development
Purpose Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings. Design/methodol…
Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change
Purpose Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explor…
Inclusive partnership
Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed ca…
Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for p…
Re-framing the Geography Dissertation
This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and in…
Re-framing the Geography Dissertation
This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and in…
Inclusive partnership
Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed ca…
Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for p…
Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for p…
Re-framing the Geography Dissertation
This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and in…
Inclusive partnership
Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed ca…
Enquiry-based skills education for sustainable development in a UK geography module as a catalyst for organisational change
Purpose Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explor…
Enabling change agents for sustainable development
Purpose Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings. Design/methodol…
Pedagogy (5 works) · Political science (5 works) · Computer Science (4 works) · Sociology (4 works) · Higher education (3 works) · Curriculum (2 works) · Curriculum development (2 works) · Education for sustainable development (2 works) · Embedding (2 works) · Engineering (2 works)