Resources to support the Society's principles for undergraduate fieldwork courses
Recognising that fieldwork is integral to geographical education and that this will commonly involve travel, this travel and the choice of destination(s) visited should be clearly justified by the relevant module and programme learning outcomes. This justification should balance the environmental costs involved with the geographical learning, transferable skills, development of social and cultural capital and other educational benefits developed through learning within specific environments.
The following list of online resources is dynamic. If you know of other relevant resources you think we should be sharing, we’d be happy to hear from you at email@example.com. The Society does not accept responsibility for the content of the external sites. Inclusion on this list does not equate to an endorsement of any content or organisation. Please contact the external site for questions regarding individual resources.
Office for Students (UK)
A paper proposing an approach to reducing the higher education sector's Carbon emissions.
Quality Assurance Agency (UK)
Guidance for UK higher education providers (2014).
Alina Congreve and Iain Cross/WONKHE (UK)
The authors examine how education for sustainable development can become a part of teaching in every subject.
A voluntary, international network of HEIs, comitting to teaching and encouraging sustainable development.
Richard Phillips and Jennifer Johns (UK)
A student-targeted chapter from 'Fieldwork for Human Geography' (Sage, 2012).
University of Oxford (UK)
An outline of the role of offsetting in achieving net zero.
Caplor Energy (UK)
An evaluation report on online carbon calculators in the UK.
Online tool for calculating carbon emissions from rail travel.
Advice for staff on sustainable travel
Comprehensive guide to international rail travel, including routes from the UK to every European country.
Imperial College London (UK)
A discussion of various travel incentive schemes
World Wide Fund for Nature UK (UK)
Report on greener alternatives for business travellers
A paper on the role, modes and impacts of business travel.
Tyndall Centre for Climate Change Research (UK)
The Tyndall Travel Strategy aims to help support the reduction of emissions through time. It includes a code of conduct, and a system to monitor and justify travel emissions and to support individual commitments to reducing emissions.
Rethinking field trips
London School of Economics (UK)
An exploration of the role of fieldwork in unequal opportunity, unsustainable environment costs and colonial legacies.
Concordia University (USA)
A 'Flying Less Policy' and other resources from the Department of Geography, Planning and Environment (GPE).
Affolderbach, J. (2020) Translating green economy concepts into practice: ideas pitches as learning tools for sustainability education, Journal of Geography in Higher Education, DOI: 10.1080/03098265.2020.1849063
Feliu, J., Inkeroinen, P., Markuszewska, I., Tanskanen, M., Nuss, S. and Vila-Subirós, J. (2019) Defining competences for future geography students in relation to low carbon societies, Journal of Geography in Higher Education, 43:4, pp. 415-430, DOI: 10.1080/03098265.2019.1660863
Gormally, A. (2019) The role of sustainability in HE and the GEES disciplines; recommendations for future practice, Journal of Geography in Higher Education, 43:4, pp. 599-608, DOI: 10.1080/03098265.2019.1660627
Higham, J. and Font, X. (2020) Decarbonising academia: confronting our climate hypocrisy, Journal of Sustainable Tourism, 28:1, pp. 1-9, DOI: 10.1080/09669582.2019.1695132
McGuinness, M. and Simm, D. (2005) Going Global? Long-Haul Fieldwork in Undergraduate Geography, Journal of Geography in Higher Education, 29:2, pp. 241-253, DOI: 10.1080/03098260500130478
van der Horst, D., Harrison, C., Staddon, S. and Wood, G. (2016) Improving energy literacy through student-led fieldwork – at home, Journal of Geography in Higher Education, 40:1, pp. 67-76, DOI: 10.1080/03098265.2015.1089477
Featured image: Vidar Nordli Mathisen/Unsplash
A number of resources are available to help university staff understand and address mental health and wellbeing issues in higher education.
The Council of Heads of Geography in UK Higher Education Institutions' (CHGHEI) principles for planning and delivering undergraduate fieldwork, guided by evidence and good practice.
Online tools for experiential learning
Dr Lynda Yorke (Bangor University) and Dr Simon Tate (Newcastle University)
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