Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning
Re-framing the geography dissertation: A consideration of alternative, innovative and creative approaches
Hill, Jennifer; Kneale, Pauline; Nicholson, Dawn; Waddington, Shelagh; Ray, Waverly
Authors
Pauline Kneale
Dawn Nicholson
Shelagh Waddington
Waverly Ray
Abstract
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 institutions, but greater diversity could enhance its relevance to students and employers, better aligning the student experience with the academic interests and future career demands of the 21st century graduate. © 2011 Taylor & Francis.
Journal Article Type | Review |
---|---|
Publication Date | Aug 1, 2011 |
Deposit Date | Nov 1, 2011 |
Publicly Available Date | Jun 3, 2016 |
Journal | Journal of Geography in Higher Education |
Print ISSN | 0309-8265 |
Electronic ISSN | 1466-1845 |
Publisher | Taylor & Francis (Routledge) |
Peer Reviewed | Peer Reviewed |
Volume | 35 |
Issue | 3 |
Pages | 331-349 |
DOI | https://doi.org/10.1080/03098265.2011.563381 |
Keywords | dissertation, capstone project, creativity, innovation, assessment |
Public URL | https://uwe-repository.worktribe.com/output/960402 |
Publisher URL | http://dx.doi.org/10.1080/03098265.2011.563381 |
Contract Date | Jun 3, 2016 |
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