Geography & Education Research Group

GeogEd session on Advance HE Fellowship
2024-11-29 13:00 - 14:00 (Europe/London)
Guest speakers Dr Annie Hughes and Dr John Canning, Learning and Teaching Enhancement Centre, Kingston University

Advance HE fellowships are increasingly being sought by employers as a condition of appointment or probation. This session supports our fellow geographers to understand the value of gaining a fellowship and provides some practical advice on how you can use the process of completing your fellowship to develop your learning, teaching, assessment and student support practice through pedagogic research, reflection and personal development.

The session will comprise of a presentation followed by time for discussion and a chance to ask questions about the Advance HE Fellowship scheme.

If you are working towards Advance HE Fellowship (or are interested in doing so) then this session is for you.

Tackling maths anxiety (for physical and social scientists)
2024-03-20 13:00 - 14:00 (Europe/London) | Online
Info to come

Climate action and hopefulness in teaching
2024-02-21 13:00 - 14:00 (Europe/London) | Online
During this session we will hear from three speakers about their work around climate education, with a focus on climate action and hopefulness in teaching.

Bee Gan, Sheffield Hallam University – ‘The Climate Emergency: a collaborative online international learning project’

Dr Ankit Kumar, University of Sheffield – ‘Contingencies of hopelessness and hope in a radical politics of climate justice’

Prof Larissa Naylor, University of Glasgow – ‘Creating windows of opportunity to become ‘Sea Level Wise”

There will be three presentations and then time for Q and A / discussion.

Please let us know if you would like to join and we will pass on the Zoom link.

Work-based learning and employability in geography and related programmes
2023-11-15 13:00 - 14:00 (Europe/London)
This session will be co-delivered by Dr Helen King (Northumbria University) and Dr Rebecca Jones (Bangor University) and is focused on helping colleagues develop and deliver work-based learning and employability initiatives for students on geography and related programmes. There will be opportunities for a Q and A following talks from our guest contributors.

For more information and to book, please head to https://www.rgs.org/events/autumn-2023/work-based-learning-and-employability-(1)/

New to teaching geography at university (TeaS)
2023-10-26 10:30 - 16:30 (Europe/London) | Royal Geographical Society (with IBG), 1 Kensington Gore, London, London, SW7 2AR, United Kingdom
Join our one-day workshop for new geography lecturers, teaching-fellows, and other early career academics teaching in geography departments post-PhD.

Organised in conjunction with the Society’s Geography and Education Research Group, this will feature interactive sessions led by experienced educators, covering innovative teaching methods, classroom management, and student engagement. Enjoy a networking lunch to connect with peers and build a supportive community. Refine your instructional skills, gain fresh perspectives, and leave with practical takeaways. Don’t miss this opportunity to become a more confident geography educator.

For more details and to book, please visit https://www.rgs.org/events/autumn-2023/new-to-teaching-geography-at-university/

Mentoring for Teaching and Scholarship Career Development
2023-10-11 15:00 - 16:30 (Europe/London) | Online
The Geography and Education Research Group (GeogEd) will be delivering a session for colleagues who mentor others or who would like to participate in mentoring (as either a mentor or mentee) focussing on teaching and scholarship career development. The session will:

provide advice and guidance from those with mentoring experience (from mentor and mentee perspectives),

include on-the-spot mentoring to help participants reflect on their current needs and develop just one actionable point to kick start their progression, and

review the needs of colleagues to help plan and progress an informal teaching and scholarship mentoring network within the TeaS community.

This event has already taken place!

If you are interested in being part of a GeogEd peer-mentoring network for teaching and scholarship career development (as a mentor / mentee / both) please sign up via this brief form.

PDF slides of the event can be accessed below:

GeogEd AGM
2023-09-04 13:00 - 14:00 (Europe/London)
We have scheduled our Annual General Meeting (AGM) for Monday 4th September 2023 for all GeogEd members.

The event will take place online (via Zoom). A registration link has been sent out to all members on 29th June 2023. Please contact Harry.West@uwe.ac.uk should you have any issues.

Exploring the complexities of student transitions in to and through geography degree programmes
2023-09-01 16:20 - 18:00 (Europe/London) | RGS-IBG Annual International Conference 2023, RGS & Imperial College, South Kensington, London, SW7 2AR, United Kingdom
Convenors: Sonja Rewhorn (The Open University; sonja.rewhorn@open.ac.uk) Vicky Johnson (The Open University; vicky.johnson@open.ac.uk)

We know student transitions into and through university can be complex, both academically and socially. It is widely accepted that transition programmes into university support student retention in geography. It is also documented that summer/between levels bridging programmes supports student retention (Habley et al., 2004). Watson Swail in 2014 highlighted that only having transition into the equivalent of first year undergraduate of higher education was meaningless as students need support moving through university levels. With Othman Aljohani (2016) noting that students may withdraw going into their final year due to ‘students’ academic abilities and their level of motivation and educational commitment were the most frequently reported reasons for withdrawal’ (p. 44). Pauline Kneale (2015) reminds us that if we support the students’ academic well-being this goes towards supporting their mental well-being, which supports retention. We are also aware that family, caring, health and work commitments can impact students moving into final year undergraduate. This session seeks to invite discussion about the transition into and through university for the progression of geography students. Papers are welcome on any aspect of transition.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/d899f71a-8325-4c1f-b030-bebad7246398

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Can we create a flourishing higher education environment? (2)
2023-09-01 11:10 - 12:50 (Europe/London)
Convenors: Jennifer Hill (University of Gloucestershire) and Harry West (UWE Bristol)

It is widely recognised that higher education environments across the globe are becoming increasingly marketised. This has placed great pressure on students and staff within the sector. A survey carried out by the UK National Union of Students in 2020 revealed that just over half of students (52%) had worse mental health than before the Covid-19 pandemic and they appeared to be more anxious than the general population (NUS 2020). In a Chinese study, 25% of surveyed students experienced anxiety linked to worries about academic delays, the economic effects of the pandemic, and the impact on daily life (Cao et al. 2020). Equally, recent surveys of higher education staff have highlighted significant wellbeing and mental health challenges. In the UK, one study found that 53% of academic and academic-related staff reported probable depression (Wray and Kinman 2021) and in another, conducted during the height of the Covid-19 pandemic, 47% of academic and professional services staff described their mental health as poor (Dougall et al. 2021).

In this session we wish to debate if and how we might create higher education spaces, systems, processes, curricula and pedagogies that can support the flourishing of students and staff within and across higher education institutions (Vailes 2022).

Contributions might explore the themes below, or consider additional areas of interest. Papers can present results of empirical research or be more reflective in nature.

How might university strategies, policies and systems better reflect student and staff wellbeing challenges?

How might we recognise and enhance student and staff wellbeing in our curriculum planning, pedagogic practices and assessment processes?

How can we build a sense of belonging for a diversity of students in higher education to support positive wellbeing and flourishing?

Can further studies into pedagogies of courage, care, compassion, slowness and mattering offer us hope for securing more positive mental wellbeing in higher education?

Can hybrid ways of working and learning be used to promote positive wellbeing?

How might students and staff work collaboratively to promote positive wellbeing?

How can educational developers support staff to embed wellbeing in their curriculum delivery and pedagogic practices?

What can we do to generate open discussion and reflection on the wellbeing challenges experienced by staff and students?

How can we implement a systemic approach to change within higher education institutions so students can flourish and staff can reduce feelings of pedagogic frailty?

Note: this is the second of a 2-part in-person session. Details for the second part can be found here.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/718af918-4896-4a1b-af44-5ea79263377f

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Can we create a flourishing higher education environment? (1)
2023-09-01 09:00 - 10:40 (Europe/London) | RGS-IBG Annual International Conference 2023, RGS & Imperial College, South Kensington, London, SW7 2AR, United Kingdom
Convenors: Jennifer Hill (University of Gloucestershire) and Harry West (UWE Bristol)

It is widely recognised that higher education environments across the globe are becoming increasingly marketised. This has placed great pressure on students and staff within the sector. A survey carried out by the UK National Union of Students in 2020 revealed that just over half of students (52%) had worse mental health than before the Covid-19 pandemic and they appeared to be more anxious than the general population (NUS 2020). In a Chinese study, 25% of surveyed students experienced anxiety linked to worries about academic delays, the economic effects of the pandemic, and the impact on daily life (Cao et al. 2020). Equally, recent surveys of higher education staff have highlighted significant wellbeing and mental health challenges. In the UK, one study found that 53% of academic and academic-related staff reported probable depression (Wray and Kinman 2021) and in another, conducted during the height of the Covid-19 pandemic, 47% of academic and professional services staff described their mental health as poor (Dougall et al. 2021).

In this session we wish to debate if and how we might create higher education spaces, systems, processes, curricula and pedagogies that can support the flourishing of students and staff within and across higher education institutions (Vailes 2022).

Contributions might explore the themes below, or consider additional areas of interest. Papers can present results of empirical research or be more reflective in nature.

How might university strategies, policies and systems better reflect student and staff wellbeing challenges?

How might we recognise and enhance student and staff wellbeing in our curriculum planning, pedagogic practices and assessment processes?

How can we build a sense of belonging for a diversity of students in higher education to support positive wellbeing and flourishing?

Can further studies into pedagogies of courage, care, compassion, slowness and mattering offer us hope for securing more positive mental wellbeing in higher education?

Can hybrid ways of working and learning be used to promote positive wellbeing?

How might students and staff work collaboratively to promote positive wellbeing?

How can educational developers support staff to embed wellbeing in their curriculum delivery and pedagogic practices?

What can we do to generate open discussion and reflection on the wellbeing challenges experienced by staff and students?

How can we implement a systemic approach to change within higher education institutions so students can flourish and staff can reduce feelings of pedagogic frailty?

Note: this is the first of a 2-part in-person session. Details for the second part can be found here.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/fdfaf948-857a-4825-8f05-54af329270d3

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

JGHE lecture: Geomorphology to Pedagogy: in memoriam of Martin J Haigh
2023-08-31 16:20 - 18:00 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/a3dabab1-850a-4089-b37e-f5fcceb74f04 for the full list of speakers, titles and abstracts for the event.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Mapping feminist approaches to climate change education (2)
2023-08-31 16:20 - 18:00 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/99387b5f-711a-460f-803b-1b304532a7b0 for the full list of speakers, titles and abstracts for the event.
Note: This is the second of a 2-part session. Details for the first part can be found here.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Writing successfully for the Journal of Geography in Higher Education
2023-08-31 14:10 - 15:50 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/5b1c12be-0266-40bb-a2ed-2930dc77a7f1 for the full list of speakers, titles and abstracts for the event.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Climate changed geographies and education for a better tomorrow?: Possibilities, politics and perspectives (2)
2023-08-31 11:10 - 12:50 (Europe/London) | RGS-IBG Annual International Conference 2023, RGS & Imperial College, South Kensington, London, SW7 2AR, United Kingdom
Convenors: Dr Lauren Hammond, Lecturer in Teacher education (University of Edinburgh) Nicola Walshe, Professor of Education and Pro-Director (IOE, UCL’s Faculty of Education and Society) Grace Healy, Honorary Research Fellow (University of Oxford) and Education Director (Secondary) (David Ross Education Trust), Dr Victor Salinas-Silva (Pontificia Universidad Católica de Valparaíso, Chile)

This session seeks to invite discussion about the role, responsibilities and realities of education in a climate-changed world. The session aims to facilitate research sharing and knowledge exchange between colleagues interested in actively considering the possibilities and practicalities of education for a better tomorrow in, and through, schools, universities or other education spaces. From the decisions educators make in the classroom or out in the field, to what policy makers choose to include (or not) in national curricula and guidelines, education is inherently political and often contested. The multi-scalar and intersecting decisions made shape the spaces that children and (young) people and those who work with, and for, them occupy, and their experiences of education. Decisions can lead to the (re)production of systems of ‘unjust hierarchy and dominator culture’ (hooks, 2003: p. 86), or the active challenging of them through relationships, curriculum and pedagogy. Young people are currently navigating complex narratives about, and experiences of, environmental in/justices and futures in their everyday lives (Rousell and Cutter-Mackenzie-Knowles, 2022; Walshe and Sund, 2022). The ‘gap’ between school and university geography and the politics that surrounds education, influences educators’ agency and the construction and representation of geography in curricula and educational resources. Here, the context of a climate-changed world makes conversations about the possibilities, politics and perceptions of education and education spaces more urgent. This session offers the opportunity to consider geography both as lens through which to examine educational spaces, processes and institutions in a climate-changed world, and a subject and academic discipline (young) people engage with through education to explore the world in all of its complexity.

Note: this is the second of a 2-part in-person session. Details for the first part can be found here.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/153d2b5d-100e-48c1-9c15-955b9d53b69c

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Climate changed geographies and education for a better tomorrow?: Possibilities, politics and perspectives (1)
2023-08-31 09:00 - 10:40 (Europe/London)
Convenors: Dr Lauren Hammond, Lecturer in Teacher education (University of Edinburgh) Nicola Walshe, Professor of Education and Pro-Director (IOE, UCL’s Faculty of Education and Society) Grace Healy, Honorary Research Fellow (University of Oxford) and Education Director (Secondary) (David Ross Education Trust), Dr Victor Salinas-Silva (Pontificia Universidad Católica de Valparaíso, Chile)

This session seeks to invite discussion about the role, responsibilities and realities of education in a climate-changed world. The session aims to facilitate research sharing and knowledge exchange between colleagues interested in actively considering the possibilities and practicalities of education for a better tomorrow in, and through, schools, universities or other education spaces. From the decisions educators make in the classroom or out in the field, to what policy makers choose to include (or not) in national curricula and guidelines, education is inherently political and often contested. The multi-scalar and intersecting decisions made shape the spaces that children and (young) people and those who work with, and for, them occupy, and their experiences of education. Decisions can lead to the (re)production of systems of ‘unjust hierarchy and dominator culture’ (hooks, 2003: p. 86), or the active challenging of them through relationships, curriculum and pedagogy. Young people are currently navigating complex narratives about, and experiences of, environmental in/justices and futures in their everyday lives (Rousell and Cutter-Mackenzie-Knowles, 2022; Walshe and Sund, 2022). The ‘gap’ between school and university geography and the politics that surrounds education, influences educators’ agency and the construction and representation of geography in curricula and educational resources. Here, the context of a climate-changed world makes conversations about the possibilities, politics and perceptions of education and education spaces more urgent. This session offers the opportunity to consider geography both as lens through which to examine educational spaces, processes and institutions in a climate-changed world, and a subject and academic discipline (young) people engage with through education to explore the world in all of its complexity.

Note: this is the first of a 2-part in-person session. Details of the second part can be found here.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/5457e1e7-ac01-4fcc-96a6-2bb19733cb66

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Mapping feminist approaches to climate change education (1)
2023-08-31 00:10 - 15:50 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/4c5f8922-9da1-4881-9a0f-327da7db9bae for the full list of speakers, titles and abstracts for the event.
Note: This is the first of a 2-part session. Details for the second part can be found here.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Climate challenged Latin America: Reflections on pedagogies of freedom (2)
2023-08-30 16:20 - 18:00 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/2a07510c-c3cf-4bf5-977e-489f99c87c4a for the full list of speakers, titles and abstracts for the event.
Note: This is the second of a 2-part session. Details for the first part can be found here.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Reflective practice: a pedagogic tool for enhancing students' research design
2023-08-30 16:20 - 18:00 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/4c5f8922-9da1-4881-9a0f-327da7db9bae for the full list of speakers, titles and abstracts for the event.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Climate challenged Latin America: Reflections on pedagogies of freedom (1)
2023-08-30 14:10 - 15:50 (Europe/London)
Please see https://event.fourwaves.com/rgs-ibgac2023/schedule/14d6f366-3c56-4c54-8c33-1e4b5d61420f for the full list of speakers, titles and abstracts for the event.
Note: This is the first of a 2-part session. Details for the second part can be found here.

For the full list of GeogEd RGS Annual International conference listings,please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Contemporary student geographies: inequalities, injustices, and agency (2)
2023-08-30 11:10 - 12:50 (Europe/London)
Convenors: Matej Blazek (Newcastle University; matej.blazek@ncl.ac.uk) John McKendrick (Glasgow Caledonian University; j.mckendrick@gcu.ac.uk)

Without having fully recovered from Covid-19 disruptions, university education is being enveloped in a confluence of emergent crises, among others: (i) cost-of-living struggles, unaffordability of studies, and increasing debts that plunge students into poverty, (ii) colonial legacy and everyday manifestations of structural racism, (iii) gender-based violence, transphobia and abuse of power within institutions, and (iv) the rise of poor student mental health along with eroding support structures. At the same time, we witness a rise of student activism facing and challenging these issues, from campaigns to decolonise the curriculum, through student rent strikes, to efforts to root out misogyny and racism from campuses. In this session we invite papers that take stock of contemporary university student geographies, with a particular focus on three interrelated issues: – Structural inequalities and injustices, as experienced by students or manifested otherwise – Students’ own agency in facing, addressing, and challenging these issues – Critical reflections on the roles and responsibilities of academics in supporting students to challenge injustices within the Academy We are interested in research and insight from practice that explores the structural factors that underlie the uneven student experience of university education, and students’ capacities to act as agents of change. We welcome 15-minute contributions from a range of geographical, cultural and institutional contexts; papers that focus on undergraduate and/or postgraduate education; and also those that provide historical insight on contemporary student geographies.

Note: this is the second of a 2-part in-person session. Event details for the first part can be found here

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/7bf1ca87-1727-45fb-8169-9bdd7bec0db9

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

Contemporary student geographies: inequalities, injustices, and agency (1)
2023-08-30 09:00 - 10:40 (Europe/London) | RGS-IBG Annual International Conference 2023, RGS & Imperial College, South Kensington, London, SW7 2AR, United Kingdom
Convenors: Matej Blazek (Newcastle University; matej.blazek@ncl.ac.uk) John McKendrick (Glasgow Caledonian University; j.mckendrick@gcu.ac.uk)

Without having fully recovered from Covid-19 disruptions, university education is being enveloped in a confluence of emergent crises, among others: (i) cost-of-living struggles, unaffordability of studies, and increasing debts that plunge students into poverty, (ii) colonial legacy and everyday manifestations of structural racism, (iii) gender-based violence, transphobia and abuse of power within institutions, and (iv) the rise of poor student mental health along with eroding support structures. At the same time, we witness a rise of student activism facing and challenging these issues, from campaigns to decolonise the curriculum, through student rent strikes, to efforts to root out misogyny and racism from campuses. In this session we invite papers that take stock of contemporary university student geographies, with a particular focus on three interrelated issues: – Structural inequalities and injustices, as experienced by students or manifested otherwise – Students’ own agency in facing, addressing, and challenging these issues – Critical reflections on the roles and responsibilities of academics in supporting students to challenge injustices within the Academy We are interested in research and insight from practice that explores the structural factors that underlie the uneven student experience of university education, and students’ capacities to act as agents of change. We welcome 15-minute contributions from a range of geographical, cultural and institutional contexts; papers that focus on undergraduate and/or postgraduate education; and also those that provide historical insight on contemporary student geographies.

Note: this is the first of a 2-part in-person session. Event details for the second part can be found here.

You can find the full list of speakers, titles and abstracts for this event at https://event.fourwaves.com/rgs-ibgac2023/schedule/e8539db3-8965-4ac3-9860-4220d0c20d3e

For the full list of GeogEd RGS Annual International conference listings, please visit https://event.fourwaves.com/rgs-ibgac2023/schedule?trackIds=bb7c70fb-f09d-42d8-b13e-4de4ccc7ea3c&date=2023-08-30

GeogEd: Building Research Capacity - Parvati Raghuram (Spring 2023)
2023-02-08 14:00 - 15:00 (Europe/London)
Our next speaker is Parvati Raghuram, Professor of Geography and Migration at the Open University. She won the prestigious Murchison Award from the RGS-IBG in 2016, making her the first non-white woman to win this in its’ 120 year history.

Parvati’s research interests focus on the ways in which the mobility, of individuals, goods and of ideas is reshaping the world. She has written for policy audiences having co-authored research papers for several think-tanks and UN organisations, and published widely on gender, migration, and development and on postcolonial theory.

Currently she is working on an AHRC funded project – Decolonising Peace Education in Africa (DPEA). The project addresses the question: What are the different knowledges and values underpinning peace and how can these practices be connected and compared across countries to create curriculum content and mode of delivery in informal and formal, secondary and Higher Education, in order to decolonise peace education?

Parvati will reflect on her focus on teaching through her broad experience.

Please sign up to our mailing list to receive the Zoom link when publicised.

About GeogEd: Building Research Capacity sessions

GeogEd: Building Research Capacity is a series of informal online gatherings, once a term, to hear from a Geography and Education researcher. We think about building research capacity in these areas and might explore:

Equity in research partnerships and collaborations;

Benefits of working across academic communities, and/or;

Opportunities and challenges in securing research funding

A distinctive discipline? Exploring the Geography benchmarks
2023-01-18 14:00 - 15:00 (Europe/London)
Our first TeaS session of the New Year is going to be a participatory discussion, focused on exploring and engaging with the Subject Benchmark Statements for Geography. Whether you already use them in your teaching or they are completely new to you, and not forgetting they have been recently revised, come along to share good practice, perhaps get some new ideas, or just join the conversation.

Please signup to our mailing list or contact us to receive the Zoom meeting link.

GeogEd TeaS: End of Year Catch-up
2022-12-14 14:00 - 15:00 UTC
In the final TeaS forum of 2022 we invite you to take a well-earned short break from marking, grab a hot drink and mince pie (or similar) and come along to share your teaching and scholarship interests with the group. You may want to reflect on your T&S activity from 2022 or look forward to what you hope to do in 2023; wherever you are at in your geography teaching and scholarship journey it would be great to hear from you. Contributions would be informal and we’d aim for around 2-3 mins per person.

Free workshop: Geography education and student mental health
2022-12-13 10:00 - 16:00 UTC | Newcastle University
Geography and Education Research Group of the RGS-IBG (GeogEd https://geogedrg.org/) is hosting a workshop for academic Geography educators facing challenges in supporting student mental health.

The in-person workshop will take place in parallel in three locations (University of Exeter, University of Chester, Newcastle University), linked at the beginning and end of the day through online plenary talks and online summative discussion. The aim of the workshop is to initiate a network of colleagues interested in student mental health in the context of Geography education, as well as to produce an initial set of practical resources. Workshop themes include the structural factors surrounding Geography student mental health, academics’ role in supporting student mental health through curriculum and pastoral care, and the impact of such work on academics’ own wellbeing and careers.

The plenary speakers include:

Nicola Frampton (Student Minds)

Faith Tucker and John Horton (University of Northampton)

The workshop is intended for academics of all career-stages involved in Geography education (rather than University mental health professionals). It is free to attend, and we have a small number of bursaries to support travel costs. Please note that catering is not provided aside from hot drinks, but there will be ample opportunities to access food and other refreshments in all three sites.

We ask that all participants adhere to the RGS-IBG Code of Conduct (https://www.rgs.org/about/the-society/governance/code-of-conduct), particularly with regards to matters of harassment, discrimination and bullying.

To register, please complete application form by Friday 2nd December and indicate which site you will attend: https://forms.office.com/r/jSZZ8D2CDw

Details of the venue and travel instructions will be sent to the participants after the registration.

We encourage all participants to use public transport access the workshop locations as there is exceedingly limited parking at each site. If you need to drive, please contact workshop organisers about parking opportunities.

If possible, we ask participants to bring a laptop or a similar device.

Please contact the organisers if you wish to discuss access needs or have any other questions. All venues are fully accessible, but we are keen to provide support as needed.

Contacts:

For University of Chester venue:

Ruth Healey (r.healey@chester.ac.uk)

For University of Exeter venue:

Matt Finn (m.d.finn@exeter.ac.uk)

Harry West (harry.west@uwe.ac.uk)

For Newcastle University venue:

Matej Blazek (matej.blazek@ncl.ac.uk)

Lauren Hammond (lauren.e.hammond@ed.ac.uk)

GeogEd: Building Research Capacity - Dr Sarah Mills (Autumn 2022)
2022-11-02 14:00 - 15:00 (Europe/London)
Our next speaker is Dr Sarah Mills, a Reader in Human Geography at Loughborough University. A previous chair of the Geographies of Children, Youth and Families Research Group, and winner of the RGS Gill Memorial Award for outstanding early career research in human geography, Sarah has been a leading figure working across the geographies of youth citizenship, informal education and volunteering across contemporary and historical contexts. Sarah collaborations and partnerships span diverse groups – from voluntary organisations and charities, formal and informal education settings, and expert panel work with a national government.

Sarah will reflect on working across academic communities and questions of equity and ethics in partnerships and collaborations.

Following a presentation there will be an opportunity for Q&A and discussion.

Please sign up to our mailing list to receive the Zoom link when publicised.

About GeogEd: Building Research Capacity sessions

GeogEd: Building Research Capacity is a series of informal online gatherings, once a term, to hear from a Geography and Education researcher. We think about building research capacity in these areas and might explore:

Equity in research partnerships and collaborations;

Benefits of working across academic communities, and/or;

Opportunities and challenges in securing research funding

GeogEd TeaS: New Year, New Outlooks
2022-10-19 14:00 - 15:00 UTC
An informal welcome at the start of the new academic year. A chance to chat with colleagues and discuss plans and ideas you have for the coming year.

TeaS and Coffee drop-in @ RGS-IBG Annual Conference (2/2)
2022-09-01 08:00 - 17:00 UTC | Newcastle University
Drop-in and chat with us at the RGS Annual International Conference 2022! Details to follow nearer to the conference.

RGS-IBG International Conference 2022
2022-08-30 09:00 - 2022-09-02 17:00 UTC | Newcastle University, Old Library Building, Claremont Rd, Newcastle, NE1 7RG, United Kingdom
We will be attending the Royal Geographical Society’s Annual International Conference 2022, where we were hosting a number of sessions.

Details to follow nearer to the conference.

TeaS and Coffee drop-in @ RGS-IBG Annual Conference (1/2)
2022-08-30 09:00 - 11:00 UTC | Newcastle University, Old Library Building, Claremont Rd, Newcastle, NE1 7RG, United Kingdom
