Past (but not Current)
In recent years
Many moons ago
Andy Turner's Teaching History
- In 1998, about a year after completing a masters degree Andy delivered Lecture 8: Introduction to Spatial Analysis of the GEOG1010: Geographical Modelling and Spatial Analysis module aimed at Level 1 undergraduates.
- GEOG1010 gave a broad introduction to GIS and was convened by Andy's colleagues and mentors
Stan Openshaw and
- In 1993, Stan delivered an earlier version of this lecture to Andy when he was a student. That lecture and indeed the whole module was inspirational, so it was quite a thing to be delivering the lecture 5 years later.
- Sadly, Stan retired early due to ill health (caused by a major stroke) around about the year 2000. Andy's scholarly work at that time retained a research focus and was somewhat removed from undergarduate and postgraduate teaching in the school.
- In Semester 2, 2005, Andy returned to the lecturing stage for further training and to help Steve deliver the second part of
GEOG2750: Earth Observation & GIS of the Physical Environment
- Andy acted in a supporting role, and as part of a double act - raised questions, made observations and elaborated on some of the ideas and concepts presented.
- GEOG2750 was aimed at Level 2 undergraduates and spanned both semesters of the academic year.
- The second part of the module taken in Semester 2 was based on a Level 4 masters module GEOG5060: GIS and Environment.
- In Semester 2, 2005, GEOG5060 was to drop Lecture 7: Interpolation since the subject was adequately covered in other pre-requisite or co-requisite modules across the various programs of study.
- In it's place, there was to be a new lecture, practical and assignment which Andy designed and delivered under the mentorship of Steve.
- This further informal lecturer training presented an opportunity for Andy to involve students in some on-going research (greater research engagement had been requested in previous student feedback).
- Andy geared the module component towards the analysis of raster digital elevation model data using geomorphometrics. Andy encouraged the students to work collaboratively and to experiment and investigate the potential use of geomorphometrics.
- Encouraged by feedback from both Steve and the GEOG5060 students, Andy repeatedly delivered a lecture and practical in a similar way twice more (once a year). Andy stopped delivering this as he was tasked with other duties.
- In 2009 Andy was assigned a tutoring role on
- This involved working with a group of seven Level 1 students in Semester 1
- Some of the students were new to university and others were transfering from other courses.
- Some details of our collaborative working can be found on the web page I developed for this activity
- In 2010 Andy was assigned an undergraduate dissertation mentor role working with a group of four Level 2 geography students as part of GEOG2300 and GEOG3600.
- The student undergraduate dissertation work began in Level 2 as part of GEOG2300 which involved developing a research proposal. The dissertation work was then expected to continue over the summer and into Level 3 where it continued as GEOG3600.
- Each student project culminated in a dissertation thesis.
- Some details of our collaborative working can be found on the web page developed for this activity:
- In 2010 Andy was assigned a masters dissertation mentor role working with two masters students as part of GEOG5160.
- Andy has continued to be a tutor and since 2010 has supervised many undergraduate and master projects for students as part of their degree programmes.
- In 2013 Andy began convening GEOG5881M: GIS in the Workplace an Online Distnace Learning (ODL) module which he has continued delivering to date. Details of this work are available via the web page developed for this activity:
- In 2017 Andy trained as a postgraduate researcher supervisor and is co-supervising Yuanxuan Yang's PhD studies.
Professional Acredited Training
- The initial draft of this section is thanks to Andy Evans and the University of Leeds, School of Geography Student Academic Experience Review in 2009.
- Access good practice in teaching in the following ways:
- Staff have access to the latest Learning and Teaching (L&T) theory and practice through Planet, the journal of the Higher Education Academy Geography, Earth and Environment Subject Centre (GEES):
- The Journal of Geography in Higher Education:
- More general educational practice is engaged with through the University of Leeds Learning and Teaching Bulletin:
- The Casebook system of Learning and Teaching good practice:
- Along with the annual Learning and Teaching Conference:
- The School of Geography shares good practice via Learning and Teaching Committees, and at Programme Planning meetings, along with through the Peer Review Process - but we could always do more.
- Various strategic documents come together to inform and control the teaching undertaken by the University of Leeds School of Geography
- One outlines a plan and response to a National Student Survey (NSS), the University Programme and School Module Surveys, and External reviewer/consultant comments.
- A collective University of Leeds offering can be found via the following URL as a "Living Document":
- Research led teaching tends to condense the lessons of research so that others can gain knowledge and understanding faster. It is also about researching the teaching process and writing up pedagogical case studies.
- There is a balance to be reached between learning from first principles and taking things to the next logical step, and leaping forward being taught things, learning from direct experience, and learning from the lessons of others.
- Imagination, creativity, experiment and observation are as key to learning new things as critical thinking and learning from others.
- All thinkers can gain though studying the processes involved in teaching and learning.