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Reconceptualising Assessment and Feedback to Promote Student Wellbeing (2019)
Presentation / Conference
Hill, J., & West, H. (2019, December). Reconceptualising Assessment and Feedback to Promote Student Wellbeing. Paper presented at Society for Research into Higher Education Annual Conference, Celtic Manor, Wales

We present results from a three-year qualitative enquiry, exploring changing student emotions and learning behaviours linked to a student-teacher dialogic assessment approach implemented in a second year undergraduate course at a large teaching-orien... Read More about Reconceptualising Assessment and Feedback to Promote Student Wellbeing.

Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing (2019)
Presentation / Conference
Hill, J., Healey, R., West, H., & Dery, C. (2019, October). Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing. Paper presented at International Society for the Scholarship of Teaching and Learning Annual Meeting, Atlanta, Georgia, USA

In the context of rising student wellbeing challenges, supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students work with their emotions in their learning in a positive... Read More about Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing.

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing (2019)
Journal Article
Hill, J., Healey, R. L., West, H., & Déry, C. (in press). Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, https://doi.org/10.1080/03098265.2019.1661366

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Despite emotion being recognized as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student we... Read More about Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing.

Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway (2019)
Journal Article
Matthews, J. A., Wilson, P., Winkler, S., Mourne, R. W., Hill, J. L., Owen, G., …Geary, A. P. (2019). Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway. Quaternary Research, 92(3), 641-664. https://doi.org/10.1017/qua.2019.41

Schmidt-hammer exposure-age dating (SHD) of boulders on cryoplanation terrace treads and associated bedrock cliff faces revealed Holocene ages ranging from 0 ± 825 to 8890 ± 1185 yr. The cliffs were significantly younger than the inner treads, which... Read More about Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway.

Student-Faculty Partnership in Assessment: Encountering Emotion and Enhancing Wellbeing in Students (2019)
Presentation / Conference
Hill, J., & West, H. (2019, August). Student-Faculty Partnership in Assessment: Encountering Emotion and Enhancing Wellbeing in Students. Paper presented at Royal Geographical Society Annual International Conference

In the context of increasing wellbeing challenges for students in higher education, we argue that pedagogic partnership has the potential to help students recognise and work positively with their emotions. We present a case study exploring changing s... Read More about Student-Faculty Partnership in Assessment: Encountering Emotion and Enhancing Wellbeing in Students.

Degree outcomes and national calibration: Debating academic standards in UK Geography (2019)
Journal Article
Wyse, S., Page, B., Walkington, H., & Hill, J. (in press). Degree outcomes and national calibration: Debating academic standards in UK Geography. Area, https://doi.org/10.1111/area.12571

The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG). © 2019 Royal Geographical Society (with the Institute of British Geographers). In... Read More about Degree outcomes and national calibration: Debating academic standards in UK Geography.

Writing a successful essay (2019)
Journal Article
West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay. Journal of Geography in Higher Education, 43(4), 609-617. https://doi.org/10.1080/03098265.2019.1655720

Essay writing is a fundamental skill for many students, in geography as well as other disciplines. Being able to write a successful essay is important academically, but the transferable skills and attributes you develop are equally as important for p... Read More about Writing a successful essay.

Reconceptualising assessment to promote student learning, resilience and wellbeing (2019)
Presentation / Conference
Hill, J., Keywood, S., Malcolm, G., & West, H. (2019, July). Reconceptualising assessment to promote student learning, resilience and wellbeing. Paper presented at AdvanceHE Annual Conference

In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affectiv... Read More about Reconceptualising assessment to promote student learning, resilience and wellbeing.

Improving the student learning experience through dialogic feed-forward assessment (2019)
Journal Article
Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment and Evaluation in Higher Education, 45(1), 82-97. https://doi.org/10.1080/02602938.2019.1608908

Assessment feedback from teachers gains consistently low satisfaction scores in national surveys of student satisfaction, with concern surrounding its timeliness, quality and effectiveness. Equally, there has been heightened interest in the responsib... Read More about Improving the student learning experience through dialogic feed-forward assessment.

Handboook for Teaching and Learning in Geography (2019)
Book
Walkington, H., Hill, J., & Dyer, S. (in press). Handboook for Teaching and Learning in Geography. Edward Elgar Publishing

This edited collection is a novel synthesis of international research, evidence-based practice and personal reflections, providing an overview of the current state of knowledge in the field of teaching geography in contemporary higher education. Stud... Read More about Handboook for Teaching and Learning in Geography.

Teaching and learning geography in higher education – an introduction to this handbook (2019)
Book Chapter
Walkington, H., Hill, J., & Dyer, S. (in press). Teaching and learning geography in higher education – an introduction to this handbook. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography, 1-17. Edward Elgar Publishing

This chapter outlines the values that underpin the handbook and its structure, then provides a flavour of each chapter in turn, so the reader has a sense of the breadth of coverage, before delving further into the specifics. The handbook have bee... Read More about Teaching and learning geography in higher education – an introduction to this handbook.

Teaching, learning and assessing in geography: a foundation for the future (2019)
Book Chapter
Hill, J., Walkington, H., & Dyer, S. (in press). Teaching, learning and assessing in geography: a foundation for the future. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography, 1-18. Edward Elgar Publishing

This chapter synthesises the themes from the book as a whole, identifying four principles that together build a solid foundation for successful teaching, learning and assessment of geography in higher education. These principles are: 1) entering the... Read More about Teaching, learning and assessing in geography: a foundation for the future.

Authentic assessment and feedback to develop life-long learning (2019)
Book Chapter
Hill, J., & Worth, N. (in press). Authentic assessment and feedback to develop life-long learning. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for Teaching and Learning in Geography, 1-21. Edward Elgar Publishing

This chapter will guide readers to develop assessment and feedback practices that will support geography undergraduate students to behave as reflective practitioners, developing skills for life-long learning. The chapter begins by outlining why appro... Read More about Authentic assessment and feedback to develop life-long learning.

Reflecting on ‘Directions’: rowing with the times and future developments (2019)
Journal Article
Healey, R. L., Healey, R., & Hill, J. (2019). Reflecting on ‘Directions’: rowing with the times and future developments. Journal of Geography in Higher Education, 43(2), 125-130. https://doi.org/10.1080/03098265.2019.1599832

This Editorial reflects on the ‘Directions’ section of the Journal of Geography in Higher Education over the last 25 years and highlights the new Co-Editors’ plans for the future of the section. We discuss how the section first emerged in the contex... Read More about Reflecting on ‘Directions’: rowing with the times and future developments.

Geographers and the scholarship of teaching and learning (2018)
Journal Article
Hill, J., Walkington, H., & King, H. (2018). Geographers and the scholarship of teaching and learning. Journal of Geography in Higher Education, 42(4), 557-572. https://doi.org/10.1080/03098265.2018.1515188

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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 characteri... Read More about Geographers and the scholarship of teaching and learning.

Reflections on student-staff research partnership: Opportunities, benefits, & challenges (2018)
Presentation / Conference
West, H., & Hill, J. (2018, August). Reflections on student-staff research partnership: Opportunities, benefits, & challenges. Paper presented at Royal Geographical Society Annual International Conference

This paper explores the opportunities for student-staff partnership in the research process, before progressing to examine the benefits and challenges of such engagement. Using the model of Healey (2005), opportunities for student partnership in rese... Read More about Reflections on student-staff research partnership: Opportunities, benefits, & challenges.

Improving student outcomes through dialogic feed-forward assessment (2018)
Presentation / Conference
Hill, J., & West, H. (2018, August). Improving student outcomes through dialogic feed-forward assessment. Paper presented at International Geographical Union, Regional Conference

Assessment and feedback are fundamental to student learning and achievement and are arguably more influential to learning behaviour and learners’ experience than teaching. However, assessment feedback gains consistently low scores in national surveys... Read More about Improving student outcomes through dialogic feed-forward assessment.

Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway (2018)
Journal Article
Matthews, J. A., Winkler, S., Wilson, P., Tomkins, M. D., Dortch, J. M., Mourne, R. W., …Vater, A. E. (2018). Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway. Boreas, 47(4), 1144-1169. https://doi.org/10.1111/bor.12336

© 2018 Collegium Boreas. Published by John Wiley & Sons Ltd Rock-slope failures (RSFs) constitute significant natural hazards, but the geophysical processes that control their timing are poorly understood. However, robust chronologies can provide v... Read More about Small rock-slope failures conditioned by Holocene permafrost degradation: a new approach and conceptual model based on Schmidt-hammer exposure-age dating, Jotunheimen, southern Norway.

Interdisciplinary enquiry into learning and teaching: lessons from geography (2018)
Book Chapter
Hill, J., King, H., & Walkington, H. (2018). Interdisciplinary enquiry into learning and teaching: lessons from geography. In E. Cleaver, M. Lintern, & M. McLinden (Eds.), Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry(2nd). SAGE Publications

Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway (2018)
Journal Article
Matthews, J. A., Hill, J. L., Winkler, S., Owen, G., & Vater, A. E. (2018). Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway. CATENA, 170, 169-182. https://doi.org/10.1016/j.catena.2018.06.012

© 2018 Elsevier B.V. Specific tests of autosuccession (equivalent to non-replacement change in species composition) are made, in which pioneer communities on roadside verges and areas of patterned ground disturbed by cryoturbation are compared with m... Read More about Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway.