Graduate Attribute Attainment in a Multi-Level Undergraduate Geography Course

Autor/inn/en	Mager, Sarah; Spronken-Smith, Rachel
Titel	Graduate Attribute Attainment in a Multi-Level Undergraduate Geography Course
Quelle	In: Journal of Geography in Higher Education, 38 (2014) 2, S.238-250 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2014.910757
Schlagwörter	Foreign Countries; Student Characteristics; Case Studies; Mixed Methods Research; Focus Groups; Student Surveys; Undergraduate Students; Outcomes of Education; Student Attitudes; Geography; Geography Instruction; Curriculum Design; Skill Development; Peer Relationship; Cooperative Learning; Undergraduate Study; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Schülerbefragung; Lernleistung; Schulerfolg; Schülerverhalten; Geografie; Geography education; Geography lessons; Geografieunterricht; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Kooperatives Lernen; Grundstudium; Neuseeland
Abstract	We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through a multi-level course programme, and that these broadly align with the stated graduate attributes of the discipline. Moreover, there was evidence of progressive development of graduate attributes between second and third year students. The results suggest that peer-to-peer learning can play an important role within this multi-level learning environment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10