Training undergraduates for self‐directed field research projects in physical geography: problems and possible solutions

Publisher Website
Google Scholar
Abstract
Self‐directed research projects involving fieldwork are highly valued as part of physical geography Honours degrees as they are intellectually challenging, highly motivating, promote increased self‐confidence and provide a vehicle for the demonstration of a wide range of skills. Such projects present increasing problems of implementation. The recent rise in student numbers has resulted in less time being available for supervision, less space in laboratories and more pressure on laboratory consumables. The declining value of student grants and family commitments of mature students may make field seasons away from home unrealistic. Since the adoption of semesterisation there may be particular problems in introducing the research potential of subjects taught in the second semester in time for project selection deadlines. Health and Safety regulations now demand that risk assessments be made for all self‐directed research projects and this has generated a need for training in hazard identification procedures. Solutions to these problems are suggested and an example of a second‐year module in Soil and Vegetation Systems, designed to address some of these issues, is presented. Its success in training students for self‐directed research projects is evaluated.

This publication has 6 references indexed in Scilit: