'Geographical Expeditions': Assessing the benefits of a student-driven fieldwork method

Abstract

A student-driven fieldwork method, focused in a local metropolitan area, is described and assessed. Developed for a second-level course in cultural geography, it was inspired by the 'Geographical Expeditions' originally devised by William Bunge in the 1960s. It is one solution to maintaining fieldwork in the syllabus for a large class, at the same time as providing benefits for participants in terms of challenge and autonomy. Student responses are compared with the merits of fieldwork as claimed in the literature. In view of concerns expressed about increasing student 'disengagement' from commitment to university study, active participation in a 'Geographical Expedition' is a strong motivating factor.