| Fieldwork@40: fieldwork in geography higher education |
12 |
| Who can play this game? The lived experiences of doctoral candidates and early career women in the neoliberal university |
12 |
| The impact of mobile augmented reality in geography education: achievements, cognitive loads and views of university students |
11 |
| Systems thinking within the scope of education for sustainable development (ESD) - a heuristic competence model as a basis for (science) teacher education |
9 |
| A capabilities approach to higher education: geocapabilities and implications for geography curricula |
7 |
| Learning across distances: an international collaborative learning project between Berlin and Turku |
5 |
| Pre-service teachers learn to teach geography: a suggested course model |
5 |
| The concept of disasters in Geography Education |
5 |
| Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies |
5 |
| Geographers and the scholarship of teaching and learning |
5 |
| The use of campus based field teaching to provide an authentic experience to all students |
5 |
| Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment |
4 |
| Student-staff partnerships in learning and teaching: an overview of current practice and discourse |
4 |
| Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process |
4 |
| Gaining a mobile sense of place with collector for ArcGIS |
4 |
| Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork? |
4 |
| Converting a large lecture class to an active blended learning class: why, how, and what we learned |
4 |
| Project-based community participatory action research using geographic information technologies |
3 |
| Evolving curricula and syllabi - challenges for physical geography |
3 |
| Exploring cultural geography field course using story maps |
3 |
| Facilitating the transition: doing more than bridging the gap between school and university geography |
3 |
| Image is everything: educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs |
3 |
| Illuminating spaces in the classroom with qualitative GIS |
3 |
| Student housing as a learning space |
3 |
| It's one of the first times I've felt fully engaged': developing student engagement using blogging as a form of assessment |
3 |
| Integrating participatory action research into graduate geography studies: a tale of two dissertations |
2 |
| Can first-year undergraduate geography students do individual research? |
2 |
| Where are the storytellers? A quest to (re)enchant geography through writing as method |
2 |
| Teaching ethics when working with geocoded data: a novel experiential learning approach |
2 |
| Teaching anthropogenic global climate change (AGCC) using climate models |
2 |
| Learning by doing: enhancing hydrology lectures with individual fieldwork projects |
2 |
| The role of sustainability in HE and the GEES disciplines; recommendations for future practice |
2 |
| Global/local community engagement: advancing integrative learning and situated solidarity |
2 |
| Journeying from I to we: assembling hybrid caring collectives of geography doctoral scholars |
1 |
| Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges |
1 |
| Development of geography in higher education in China: departments, curricula, and faculty, 1904-1949 |
1 |
| Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses |
1 |
| Making the most of multi-disciplinary undergraduate research conferences |
1 |
| Writing your successful literature review |
1 |
| Preparing for multi-disciplinary undergraduate research conferences |
1 |
| Learning experiences from a time-geographic approach-commodity chains, globalization, everyday life, and sustainability in context |
1 |
| Looking with intention: using photographic essays as didactical tool to explore Berlin |
1 |
| Instagram photography and the geography field course: snapshots from Berlin |
1 |
| Flying a kite: playful mapping in a multidisciplinary field-course |
1 |
| The influence of an integrated PBL format on geography students' perceptions of their self-directedness in learning |
1 |
| Birmingham Bog outdoor laboratory: potentials and possibilities for embedding field-based teaching within the undergraduate classroom |
1 |
| Training ESD change agents through geography: designing the curriculum of a master's program with emphasis on Education for Sustainable Development (ESD) |
1 |
| (Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany |
1 |
| Improving the learning processes of Physical Geography through the use of landscape photographs in class |
1 |
| Energy and water resource simulations for US geography undergraduates |
1 |
