Participatory student field guides and excursions

Abstract

This paper discusses the motivation, implementation and impressions of involving students in written and oral field guide contributions in two geography classes. This approach is especially useful in situations where the instructor is knowledgeable about the area but not an authority, such as in the case of a recent appointment. Various aspects of the experience, including the superior quality of participatory field guides and excursions as compared with an exclusively instructor‐generated product, prove beneficial for those involved and for outside parties. Students also learn more from participating, obtain written and oral communication opportunities, and acquire self‐esteem through contributing.

Keywords:

• Participatory learning
• field guides
• geography