Does the High School Geography Experience Influence Enrollment in University Geography Courses?

Abstract

The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at university and if their high school experience informs their decision. Through a survey of students enrolled in an introductory geography course at an Ontario university, this research questions the relationship between students' high school experience and their enrollment in the course and ponders the implications for the health of the discipline.

Key Words:

• geography high school curricula
• student experience
• university course selection
• survey

Additional information

Notes on contributors

Joseph Leydon

Joseph Leydon is an associate professor in the Department of Geography at the University of Toronto Mississauga, Canada, where he teaches a number of large classes in human geography. His primary research interests are in pedagogy, specifically in experiential teaching and learning.

Christina McLaughlin

Christina McLaughlin completed an undergraduate degree in geography at the University of Toronto Mississauga, Canada, and is currently enrolled in a graduate law degree program.

Heather Wilson

Heather Wilson is a M.A. student in the Department of Geography at the University of Toronto Mississauga, Canada. Her research interests include student perceptions of neighborhood design and the implications for neighborhood livability in suburban spaces and student engagement through experiential learning.