Experiential Learning Opportunities of a Geographical Expedition to Norway

Fieldwork is a signature pedagogy of geography and is often a traditional route of experiential learning for the undergraduate geography student. It is a place where students learn ‘to do’ and ‘from doing’ geography, and often where geographers learn to connect classroom theory with the real world. Many UK institutions develop undergraduate researcher skills which allows students to design and execute a major independent capstone project. A case-study is presented of an optional Expedition to the Jostedalsbreen National Park, Southcentral Norway, where undergraduates collect primary data with tutor advice and support. This University of Chester Geography expedition has evolved over the last 20 years, from a tutor-led experience involving a minibus full of students and camping equipment. To a more student-centred independent approach which gives students an opportunity to experience a new environment, and culture, while travelling autonomously to the campsite destination. This chapter will examine student’s pre-expedition anxieties surrounding their preparedness for independent international travel, and project planning for their final year dissertation. Also, their reflections upon their experience during and after the expedition in relation to their academic and personal preparedness. Student feedback has been overwhelmingly positive, including the belief that the experience is influential in gaining employment post-graduation. Students, finding themselves in a remote location, also gain an understanding of the importance of focused, well researched, aim, objectives and methods. They appreciate the opportunity to experience remote fieldwork, with guidance from tutors. They learn real world skills, both geographical field methods, and persona skills, such as the importance of being academically prepared, of budgeting, and warm dry socks! Good preparation, by staff and students, leads to transformative learning.