Jenny Hill's Outputs (127)

Writing a successful essay (2019)
Journal Article

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 Contribution

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

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.

Teaching, learning and assessing in geography: a foundation for the future (2019)
Book Chapter

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

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.

Teaching and learning geography in higher education – an introduction to this handbook (2019)
Book Chapter

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.

Handboook for Teaching and Learning in Geography (2019)
Book

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.

Reflecting on ‘Directions’: rowing with the times and future developments (2019)
Journal Article

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

© 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 Contribution

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 Contribution

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

© 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

Autosuccession in alpine vegetation: Testing the concept on an altitudinal bioclimatic gradient, Jotunheimen, southern Norway (2018)
Journal Article

© 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.

Improving the student learning experience through dialogic feed-forward assessment (2018)
Presentation / Conference Contribution

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically... Read More about Improving the student learning experience through dialogic feed-forward assessment.

Building learning communities to enhance assessment (2018)
Presentation / Conference Contribution

In this paper we will encourage you to reimagine assessment and feedback, supported by the latest research and evidence-informed practice, enabling you to deliver assessment that helps your students to learn, improves their performance, enhances thei... Read More about Building learning communities to enhance assessment.

Chronosequences of ant nest mounds from glacier forelands of Jostedalsbreen, southern Norway: Insights into the distribution, succession and geo-ecology of red wood ants (Formica lugubris and F. aquilonia) (2018)
Journal Article

© 2018, The Author(s) 2018. Red wood ant nest mounds were investigated on terrain deglaciated since the mid-18th century at three outlet glaciers of the Jostedalsbreen ice cap in southern Norway. Chronosequence methodology was combined with a geo-eco... Read More about Chronosequences of ant nest mounds from glacier forelands of Jostedalsbreen, southern Norway: Insights into the distribution, succession and geo-ecology of red wood ants (Formica lugubris and F. aquilonia).

Borderland spaces: Moving towards self-authorship (2018)
Book Chapter

The borderland spaces concept offers a powerful means for representing and reframing educational discourses (Hill et al, 2016). It encourages a relational examination of pedagogic spaces, identities and practices, inter-weaving the three socio-spatia... Read More about Borderland spaces: Moving towards self-authorship.

Interdisciplinary enquiry into learning and teaching: Lessons from geography (2018)
Book Chapter

In this chapter we explore how research in the discipline of geography can help you to undertake productive enquiry into learning and teaching in higher education. We outline the characteristics that geographers in higher education possess and highli... Read More about Interdisciplinary enquiry into learning and teaching: Lessons from geography.

Improving the student learning experience through dialogic feed-forward assessment (2017)
Presentation / Conference Contribution

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically... Read More about Improving the student learning experience through dialogic feed-forward assessment.