PARTICIPATORY STUDENT FIELD GUIDES AND EXCURSIONS

This paper discusses the motivation implementation and impressions of involving students in written and oral field guide contributions in tw o geography classes. This approach is especially useful in situations where the instructor is knowledgeable about the area but not an author ity, such as in the case of a recent appointment. Various aspects of t he experience, including the superior duality of participatory field g uides and excursions as compared with an exclusively instructor-genera ted product, prove beneficial for those involved and for outside parti es. Students also learn more from participating, obtain written and or al communication opportunities, and acquire self-esteem through contri buting.