Helen Walkington
Dados Biográficos
| ID | 1502164 |
|---|---|
| NOME | Helen Walkington |
| PRENOMES | Helen |
| SOBRENOME | Walkington |
| ASSINATURA | WALKINGTON H |
| AFILIAÇÕES | Oxford Brookes University |
| ORCID | 0000-0003-2101-472X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 61 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 5 |
Courageous and compassionate teaching
This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic m…
How does engaging in authentic research at undergraduate level contribute to student well-being
In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown …
Degree outcomes and national calibration
In this short intervention we report on work in progress by Advance HE (formerly the Higher Education Academy) in collaboration with professional bodies such as the RGS‐IBG, which seeks to respond to public concerns about “grade inflation” in relation to degree outcomes. We present an updated analysis of degree outcomes in UK geography for 2010–2016 showing a strong correlation between average A‐level points score on entry and the proportion of g…
Salient practices of award-winning undergraduate research mentors - balancing freedom and control to achieve excellence
This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom - control dialectic, illuminating the ways i…
Geographers and the scholarship of teaching and learning
In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: “What is it about the geographer’s identity or modes a…
Geography in Higher Education
The position of geography in higher education is related to the development of the discipline and role of the state in the nineteenth and early twentieth centuries. This entry reviews the diversity of undergraduate and postgraduate programs and courses of study that have developed from these early efforts and addresses some of the issues that are shaping geography's contemporary role in higher education. Teaching, learning, and assessment are rev…
A capabilities approach to higher education
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contri…
Graduate attributes
No abstract. JGHE Symposium: Graduate attributes: Implications for higher education practice and policy: Introduction
Developing graduate attributes through participation in undergraduate research conferences
Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their w…
Shifting landscapes
In this paper we examine contemporary academic working lives, with particular reference to teaching‐only and teaching‐focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re‐examine our collective stories about standard academic career paths. Challenging the stories and making …
A multi-proxy analysis of the Holocene humid phase from the United Arab Emirates and its implications for southeast Arabia's Neolithic populations
The Power of Collective Tactics
The environmental context of Paleolithic settlement at Jebel Faya, Emirate Sharjah, UAE
Developing Dialogic Learning Space
This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive crit…
Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum
This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples …
Developing a framework of Holocene climatic change and landscape archaeology for the lower Gulf region, southeastern Arabia
Geomorphological and geoarchaeological studies from the lower Gulf region of southeastern Arabia are increasing our knowledge of hydrological, ecological, and aeolian changes during the Holocene. Preliminary analyses of sediment records from two palaeolakes in the United Arab Emirates are presented, highlighting the potential of these sediment sources for providing high‐resolution decadal studies of climate change and landscape evolution over the…
Methodological issues raised by laser particle size analysis of deposits mapped as Clay-with-flints from the Palaeolithic site of Dickett's Field, Yarnhams Farm, Hampshire, UK
A capabilities approach to higher education
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contri…
Graduate attributes
No abstract. JGHE Symposium: Graduate attributes: Implications for higher education practice and policy: Introduction
Developing graduate attributes through participation in undergraduate research conferences
Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their w…
Geographers and the scholarship of teaching and learning
In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: “What is it about the geographer’s identity or modes a…
Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum
This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples …
Methodological issues raised by laser particle size analysis of deposits mapped as Clay-with-flints from the Palaeolithic site of Dickett's Field, Yarnhams Farm, Hampshire, UK
Developing a framework of Holocene climatic change and landscape archaeology for the lower Gulf region, southeastern Arabia
Geomorphological and geoarchaeological studies from the lower Gulf region of southeastern Arabia are increasing our knowledge of hydrological, ecological, and aeolian changes during the Holocene. Preliminary analyses of sediment records from two palaeolakes in the United Arab Emirates are presented, highlighting the potential of these sediment sources for providing high‐resolution decadal studies of climate change and landscape evolution over the…
Courageous and compassionate teaching
This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic m…
How does engaging in authentic research at undergraduate level contribute to student well-being
In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown …
Developing Dialogic Learning Space
This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive crit…
Salient practices of award-winning undergraduate research mentors - balancing freedom and control to achieve excellence
This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom - control dialectic, illuminating the ways i…
Shifting landscapes
In this paper we examine contemporary academic working lives, with particular reference to teaching‐only and teaching‐focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re‐examine our collective stories about standard academic career paths. Challenging the stories and making …
The Power of Collective Tactics
Methodological issues raised by laser particle size analysis of deposits mapped as Clay-with-flints from the Palaeolithic site of Dickett's Field, Yarnhams Farm, Hampshire, UK
Developing a framework of Holocene climatic change and landscape archaeology for the lower Gulf region, southeastern Arabia
Geomorphological and geoarchaeological studies from the lower Gulf region of southeastern Arabia are increasing our knowledge of hydrological, ecological, and aeolian changes during the Holocene. Preliminary analyses of sediment records from two palaeolakes in the United Arab Emirates are presented, highlighting the potential of these sediment sources for providing high‐resolution decadal studies of climate change and landscape evolution over the…
Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum
This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples …
Developing Dialogic Learning Space
This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive crit…
The environmental context of Paleolithic settlement at Jebel Faya, Emirate Sharjah, UAE
A multi-proxy analysis of the Holocene humid phase from the United Arab Emirates and its implications for southeast Arabia's Neolithic populations
The Power of Collective Tactics
Graduate attributes
No abstract. JGHE Symposium: Graduate attributes: Implications for higher education practice and policy: Introduction
Developing graduate attributes through participation in undergraduate research conferences
Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their w…
Shifting landscapes
In this paper we examine contemporary academic working lives, with particular reference to teaching‐only and teaching‐focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re‐examine our collective stories about standard academic career paths. Challenging the stories and making …
Geography in Higher Education
The position of geography in higher education is related to the development of the discipline and role of the state in the nineteenth and early twentieth centuries. This entry reviews the diversity of undergraduate and postgraduate programs and courses of study that have developed from these early efforts and addresses some of the issues that are shaping geography's contemporary role in higher education. Teaching, learning, and assessment are rev…
A capabilities approach to higher education
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contri…
Geographers and the scholarship of teaching and learning
In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: “What is it about the geographer’s identity or modes a…
Degree outcomes and national calibration
In this short intervention we report on work in progress by Advance HE (formerly the Higher Education Academy) in collaboration with professional bodies such as the RGS‐IBG, which seeks to respond to public concerns about “grade inflation” in relation to degree outcomes. We present an updated analysis of degree outcomes in UK geography for 2010–2016 showing a strong correlation between average A‐level points score on entry and the proportion of g…
Salient practices of award-winning undergraduate research mentors - balancing freedom and control to achieve excellence
This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom - control dialectic, illuminating the ways i…
How does engaging in authentic research at undergraduate level contribute to student well-being
In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown …
Courageous and compassionate teaching
This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic m…
Pedagogy (10 obras) · Political science (10 obras) · Sociology (10 obras) · Geography (9 obras) · Psychology (9 obras) · Higher education (8 obras) · Geography Education and Pedagogy (7 obras) · Mathematics education (7 obras) · Engineering (6 obras) · Computer Science (5 obras)