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External drivers for changing fieldwork practices and provision in the UK and Ireland

By
Alan P. Boyle
Alan P. Boyle
Department of Earth & Ocean Sciences, University of Liverpool, Liverpool, L69 3GP, UK
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Paul Ryan
Paul Ryan
Department of Earth and Ocean Sciences, National University of Ireland, Galway, Ireland
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Alison Stokes
Alison Stokes
Centre for Excellence in Teaching and Learning (CETL) Experiential Learning in Environmental and Natural Sciences, University of Plymouth, Plymouth, PL4 8AA, UK
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Published:
December 01, 2009

This paper looks at general and specific external drivers from a variety of national and supranational organizations (professional associations and accreditation authorities, government agencies, government legislation, European Union) that have produced a range of codes, regulations, and educational requirements that affect the way field training is run, provided, and assessed in Ireland and the United Kingdom. The effects of these driving factors on fieldwork provision in the UK and Ireland are illustrated through the experience of three earth science departments that have (re)designed their field class planning to ensure: (1) compliance with new and continuing government legislation; (2) compliance with the requirements of accrediting bodies and government auditing agencies; and (3) the needs of students and employers for appropriate field class learning outcomes and associated assessment strategies.

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Contents

GSA Special Papers

Field Geology Education: Historical Perspectives and Modern Approaches

Steven J. Whitmeyer
Steven J. Whitmeyer
Department of Geology and Environmental Science, James Madison University, USA
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David W. Mogk
David W. Mogk
Department of Earth Sciences, Montana State University, USA
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Eric J. Pyle
Eric J. Pyle
Department of Geology and Environmental Science, James Madison University, USA
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Geological Society of America
Volume
461
ISBN print:
9780813724614
Publication date:
December 01, 2009

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