SEARCH UCD

Advanced Search
 
 

International Network for Learning and Teaching in Geography

Events

This section contains information on previous symposia and meetings of the INLT network. Please click below for further information and check back on our news page for regular updates of upcoming events.   

2018 IGU Regional Congress, Quebec City
2014 RGS-IBG, Dorking, Surrey 2014        Want to know more? Learn more about the INLT experience
2012 Bangalore, India
2009 AAG conference in Las Vegas
2008 AAG conference in Boston / IGU Tunis, 2008
2007 AAG conference in San Francisco
2005 AAG conference in Denver
2004 IGU Congress in Glasgow
2002 AAG conference in Los Angeles
2001 RGS-IBG conference in Plymouth
1999 AAG conference in Honolulu

 

From participants in past INLT workshops:

“I believe that INLT has important roles to play in improving what we do in geography education.”

“The power [of INLT] is the conversation between geographers from different traditions and parts of the world.”

“I find great value in these international collaborative projects, as I see many of the activities that we engage in as encompassing what we are attempting to develop in our students.”

 

 

An international collaborative writing retreat for Geographers in Higher Education Friday 10th August – Sunday 12th August 2018

Mission:

The International Network for Learning and Teaching Geography in Higher Education (INLT) writing retreat is a structured workshop to facilitate international collaboration on topics of significance in geography higher education. The outputs from the workshop will be a series of papers for submission to a symposium volume in the Journal of Geography in Higher Education. The journal and its publisher, Taylor and Francis, have sponsored the workshop.

Topics and outline:

The topics for focus in this INLT workshop have been chosen by the JGHE Editorial Board as some of the most critical issues facing geography higher education, but also as topics that will help build citations for the journal given their broader relevance. Depending on the number and nature of expressions of interest, all or some of these topics will be supported. The key topics are:

  • Embedding student as partners in geography higher education (Topic lead: Dr Ruth Healey)

Student as partners explores the process of staff and students “learning and working together to foster engaged student learning and engaging learning and teaching enhancement” (Healey, M. et al. 2014:7).  This topic will focus on how students as partners might be embedded within mainstream geography higher education.        

  • Exploring mobile learning opportunities in geography higher education (Topic lead: Prof Derek France)

Mobile learning is the “exploitation of ubiquitous handheld hardware, wireless networking and mobile telephony to facilitate, support, enhance and extend the reach of teaching and learning" (JISC. 2015:2).  This topic will critically assess the skills, opportunities and challenges offered by mobile learning, as well as the range of learning and teaching practices employed by faculty and students to incorporate mobile learning within the diverse learning landscape of geography higher education. 

  • Preparing students for transition (Topic lead: Prof David Higgitt)

Student pathways through higher education feature a number of transitions (e.g. school to university; undergraduate to postgraduate; university to workplace; transnational programmes). As the characteristics of the student body entering HE become more diverse, strategic approaches to supporting students through transition are increasingly important. Difficult transitions can impact adversely on student outcomes, retention rates and student satisfaction, potentially impacting reputation. While most attention has been focused on school-university transition, this topic will focus on commonalities and distinctiveness of transitions through student pathways in the context of geography and related programmes.

  • Teaching for social justice: Towards an anti-racism pedagogy (Topic lead: Prof Derek Alderman)
Social justice, particularly anti-racism, is making important inroads into social science pedagogical discussions and debates, especially with the ongoing resurgence of white nationalism inside and outside the United States.  Despite the mainstream status of social justice studies within geographic research and the growing intellectual and advocacy importance of black geographies within the discipline, education journals in geography—compared to other social sciences—contain a relatively limited number of articles focused on these issues. This INLT group will produce a publication with the hope of providing educators the conceptual and practical guidance to assist them in developing and implementing an anti-racism geography pedagogy and negotiating the inherent institutional and broader political obstacles of teaching for social justice and inclusion rather than simply about justice and mere diversity.        
  • Indigenous Educations (Topic lead: Dr Lynn Moorman) 

An increased appreciation of the value and importance of Indigenous knowledge has led to initiatives to indigenize curricula, including bringing awareness of content, practices and indigenous perspectives to Western-style education. Given the expanding audience and interest in notions of indigenous epistemology including place-based and active learning, environmental sustainability, and holistic thinking, geography education is more relevant than ever before. This topic will explore the agency and role of Indigenous educations in democratizing geography beyond its traditional western scope and audience.                      

  • Graduate Futures (Topic lead: Dr Michael Solem)        
Many university geography departments are renaming courses and rebranding themselves to modernize the discipline's image and potentially capture new audiences, in some cases dropping the word "geography" altogether (Frazier & Wikle, 2016). This INLT group will critically debate the long-term implications of these developments for the geography discipline and graduate futures. 

 

How can I participate?

Prospective participants are required to complete the expression of interest form and email to Niamh.moore@ucd.ie on or before 9th February 2018. Please complete the form in full. If you are not on the INLT circulation list, please email niamh.moore@ucd.ie for a copy of the form.

Should the workshop be over-subscribed, we will select participants based on the information provided having regard to our desire to ensure a mix of participants from: different countries/geographical settings; study/career stages; sub-disciplines of geography; gender and institution. For info on previous INLT workshops, see https://www.ucd.ie/inlt/

 

Payment for the workshop

Successful participants will be notified in early February and you will be required to complete a non-refundable online payment by the end of February to secure your place. There is an expectation that all participants will attend in person the Quebec meeting.

           

Workshop registration fee:

The workshop has kindly been sponsored by the Journal of Geography in Higher Education and its publisher, Taylor and Francis. This has allowed is to keep costs low.

The registration fee for participation is €110 per person, based on a shared room. Should you wish to have a single room, the cost will be €140 per person. This fee includes: 2 nights B&B accommodation in university residences, 2 lunches, morning and afternoon coffee/tea breaks, and dinner on one evening. Delegates must bring their own laptop computers.

A small number of postgraduate bursaries may be available to defray the registration fee for the workshop and make a small contribution towards transport costs

 

Timelines:

Pre-workshop

24th January 2018

Call for Expressions of Interest circulated

9th February 2018

Expressions of interest deadline

16th February 2018

Notification of acceptance to participants and introduction to group

28th February 2018

Payment of non-refundable fee to secure place – details will be provided with your notification of acceptance.

30th April 2018          

300-word abstract to be submitted to INLT coordinator

7th May 2018

Feedback on Abstract to group

1st July 2018

First draft of paper submitted to INLT coordinator

INLT workshop

Friday 10th August 5pm

Introduction/presentation by groups of their draft paper

Saturday 11th ALL DAY

Structured workshop

Sunday 12th August

Presentation of 2nd draft of paper. Workshop concludes at 3pm

Post-workshop

31st October 2018

Deadline for submission of paper to JGHE

 

Organising committee:

Niamh Moore-Cherry (University College, Dublin, Ireland) is lead organiser with support from James Boxall (Dalhousie, Canada), Derek France (University of Chester, UK), and Michael Solem (National Centre for Geographic Education).