Staff Profiles

Modules taught

Undergraduate

• Module leader - Environmental Hazard Management (Level 5)
• Module leader - Conservation and Heritage Management (Level 5)
• Module leader - Independent study in Geography (Level 6)

Contributor to:

• The Geography of the Oxford Region (Level 4)
• Geographical Enquiry and Field Research (Level 5)
• Geography Research and Practice (Level 5)
• Dissertation (Level 6)

Supervision

Postgraduate and research degrees

• I have supervised 3 doctoral students to completion and currently supervise a student investigating the energy curriculum in Arctic countries.

I have a variety of research interests which include-

Learning and Teaching in Higher Education:

• Excellence in mentoring undergraduate research (in collaboration with colleagues at Duke University, Elon University, Bridgewater State University and Roanoke College, USA)
• Students as researchers pedagogy
• Undergraduate research dissemination (in collaboration with colleagues at University of the West of England and Plymouth University)
• Capability theory in the Higher Education curriculum (in collaboration with colleagues at University of East Anglia and Exeter University)

Evidence based environmental management:

• Marley Fen, Wytham Woods (peat core analysis in collaboration with colleagues at Oxford University)

Research grants and awards

• 2012, Principal Fellow of the Higher Education Academy
• 2009, Nominee - Times Higher Education Award (Supporting students category)
• 2009, National Teaching Fellow
• 2007, Fellow of the Royal Geographical Society
• 2007, Reinvention Centre Fellow (University of Warwick and Oxford Brookes CETL)
• 2006, University Teaching Fellowship, Oxford Brookes University

Further information

Toolkit resources:

• Walkington, H. 2016. Students as researchers. York: HEA [online] accessed from:

https://www.heacademy.ac.uk/system/files/resources/walkington-students-as-researchers.pdf

• Walkington, H. 2016. Pedagogic approaches to developing students as researchers within and beyond the curriculum. York: HEA [online] accessed from:

https://www.heacademy.ac.uk/system/files/resources/walkington-pedagogic-approaches.pdf

• Walkington, H. 2016. Engaging students in research. York: HEA [online] accessed from:

https://www.heacademy.ac.uk/system/files/resources/walkington-engaging-students-in-research.pdf

• Walkington, H. 2016. Levels of student participation in research. York: HEA [online] accessed from:

https://www.heacademy.ac.uk/system/files/resources/walkington-levels-of-student-participation-in-research.pdf

• Walkington, H. 2016. Disseminating student research York: HEA [online] accessed from:

https://www.heacademy.ac.uk/system/files/resources/walkington-disseminating-student-research.pdf

Books

• Walkington H, Hill J, Dyer S, Ed., Handbook for Teaching and Learning in Geography, Edward Elgar Publishers (2019)
  ISBN: 9781788116480 eISBN: 9781788116497
  Abstract

  This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
  

  Website 

Journal articles

• Walkington H, Rushton EAC, 'Ten Salient Practices for mentoring student research in schools: new opportunities for teacher professional development'
  Higher Education Studies 9 (4) (2019) pp.133-147
  ISSN: 1925-4741 eISSN: 1925-475X
  Abstract

  This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development with teachers identifying new aspects to their professional roles including ‘teacher researcher’, ‘teacher scientist’ and ‘teacher mentor’. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.
  

  Website 
• Wyse S, Page B, Walkington H, Hill J, 'Degree outcomes and national calibration: debating academic standards in UK Geography'
  Area 52 (2) (2019) pp.376-385
  ISSN: 0004-0894 eISSN: 1475-4762
  Abstract

  In this short intervention we report on work in progress by Advance HE (formerly the Higher Education Academy) in collaboration with professional bodies such as the RGS, which seeks to respond to public concerns about ‘grade inflation’ in relation to degree outcomes. We present an updated analysis of degree outcomes in UK geography for 2010-2016 showing a strong correlation between average A-level points score on entry and the proportion of good degrees awarded by UK geography departments. We then go on to report on the results of pilot training activities within the discipline to increase the use of social calibration techniques as a means of providing transparent assurance about the high quality of assessment practices. We conclude that there is good reason to engage positively and actively with the public debate about academic standards and we make the case for regular social calibration exercises to share marking practices across multiple institutions as a potential means of ensuring consistency, reliability and clarity in academic standards.
  

  Website 
• Walkington H, Stewart K, Hall EE, Ackley E, Shanahan JO, 'Salient Practices of Award-Winning Undergraduate Research Mentors: Balancing Freedom and Control to Achieve Excellence'
  Studies in Higher Education 45 (7) (2019) pp.1519-1532
  ISSN: 0307-5079 eISSN: 1470-174X
  Abstract

  This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom - control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining  meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development. 
  

  Website 
• Desai M, Haigh M, Walkington H, 'Phytoremediation: metal decontamination of soils after the sequential forestation of former opencast coal land'
  Science of the Total Environment 656 (2019) pp.670-680
  ISSN: 0048-9697 eISSN: 1879-1026
  Abstract

  Phytoremediation through forestry may be an effective means for reducing the metal loading in lands reclaimed after surface-coal-mining in the UK. Planted with mixed woodland, the soil loading of 5 key metals (Zn, Cd, Mn, Pb and Cu) decreased, significantly and progressively, compared to soils left as grassland through a 14 year forestation chronosequence on land reclaimed from the former Varteg opencast coalmine, South Wales. Fourteen years after initial tree planting, soil metal loadings decreased by 52% for Cd (4.3 mg∙kg−1 per year), 48% for Cu (2.1 mg∙kg−1 per year), 47% for Zn (7.3 mg∙kg−1 per year), 44% for Pb. (7.1 mg∙kg−1 per year) and 35% for Mn (45 mg.kg-1 per year). Analysis of metal loadings in the leaves of Alnus glutinosa (L. Gaertn) (Common Alder) and Betula pendula (Roth) (Silver Birch) found both to be involved in metal uptake with birch taking up more Cd, Cu, Zn and Mn and Alder more Pb. Concentrations of Zn, Mn and Cd (Birch only) increased significantly in leaves from, but not in soils, under older plantings. Since different tree species take up metals at different rates, mixed plantings may be more effective in forest phytoremediation.
  

  Website 
• Hill J, Walkington H, King H, 'Geographers and the scholarship of Teaching and Learning'
  Journal of Geography in Higher Education 42 (4) (2018) pp.557-572
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: ‘What is it about the geographer’s identity or modes and styles of research that helps you to undertake productive enquiry into teaching and learning?’ We purposely select three papers from the journal in order to highlight the distinctive (though not exhaustive) nature and range of higher education scholarship that has been undertaken by geographers. These case studies enquire into fieldwork pedagogies, teaching-research links and inclusive student-faculty partnership. We summarise the key elements of these papers and inter-weave the voices of the authors as accompanying narratives explaining the intent and approach to their research, and examining how it is shaped by their identities as geographers. We consider the issues in higher education that geographers are likely to embrace in the future and conclude by reflecting on what this means for the individual and for the discipline.Website 
• Walkington H, 'Undergraduate research goes global : what are the implications for student publishing?'
  Plymouth Student Scientist 11 (1) (2018) pp.1-4
  ISSN: 1754-2383 eISSN: 1754-2383
  Abstract http://bcur.org/journals/index.php/TPSS/rt/captureCite/652/580
• Larson S, Partridge L, Walkington H, Wuetherick B, Moore J., 'An international conversation about mentored undergraduate research and inquiry and academic development'
  International Journal for Academic Development 23 (1) (2018) pp.6-14
  ISSN: 1360-144X
  Website 
• Hall E, Walkington H, Shanahan J, Ackley E, Stewart K, 'Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award winning mentors'
  International Journal for Academic Development 23 (1) (2018) pp.15-27
  ISSN: 1360-144X
  Abstract The aim of this study was to determine how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and to determine the factors that motivate engagement as UR mentor. Twenty-four award-winning UR mentors based in four countries were interviewed about their mentoring practices. Six themes emerged: 1) Academic Identity and Motivations; 2) Challenges to Academic Identity and Career Development; 3) Enhanced Research Productivity; 4) Recognition and Reward; 5) Institution Values Commitment and 6) Developing Other Mentors. In addition to explaining these themes, the authors discuss how the findings can be utilized for academic development and identity formation for faculty. Website 
• Walkington H, Dyer S, Solem M, Haigh M, Waddington S, 'A capabilities approach to higher education: geocapabilities and implications for geography curricula'
  Journal of Geography in Higher Education 42 (1) (2018) pp.7-24
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract A geographical education offers more than skills, subject knowledge and generic attributes.  It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places.  A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.Website 
• Hall E, Walkington H, Vandermaas-Peeler M, Shanahan JO, Kolbech Gudiksen R, Mackenzie-Zimmer M., 'Enhancing Short-term Undergraduate Research Experiences in Study Abroad: Curriculum Design and Mentor Development'
  Perspectives on Undergraduate Research and Mentoring 7 (1) (2018)
  eISSN: 2157-7307
  Abstract This paper will present a curriculum design project for  a study abroad program in which students are afforded opportunities to participate in undergraduate research, and offer a framework of salient mentoring practices that can be used in the preparation and development of undergraduate research initiatives in study abroad programs.
• Shanahan J, Walkington H, Ackley E, Hall E, Stewart K, 'Award-Winning Mentors See Democratization as the Future of Undergraduate Research'
  Council on Undergraduate Research Quarterly 37 (4) (2017) pp.4-11
  ISSN: 1072-5830
  Abstract No abstract
• Walkington H, Hill J, Kneale P, 'Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences'
  Higher Education Research and Development 36 (2) (2016) pp.416-429
  ISSN: 0729-4360 eISSN: 1469-8366
  Abstract There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. . It presents the results of 90 in depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012 - 2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.
   
  Website 
• Parker A, Preston G, Parton A, Walkington H, Jardine P, Leng M, Hodson M, 'Low-latitude Holocene hydroclimate derived from lake sediment flux and geochemistry'
  Journal of Quaternary Science 31 (4) (2016) pp.286-299
  ISSN: 0267-8179
  Abstract This study investigates hydrological responses to climatic shifts using sediment flux data derived from two dated palaeolake records in southeast (SE) Arabia. Flux values are generally low during the early Holocene humid period (EHHP) (~9.0 to 6.4 k cal a BP) although several short-lived pulses of increased detrital input are recorded, the most prominent of which is dated between ~8.3 and 7.9 k cal a BP. The EHHP is separated from the mid-Holocene humid period (MHHP) (~5.0 to 4.3 k cal a BP) by a phase of increased sediment flux and aridity, which began between ~6.4 and 5.9 k cal a BP and peaked between ~5.2 and 5.0 k cal a BP. The termination of the MHHP is marked by a phase of high detrital sediment flux between ~4.3 and 3.9 k cal a BP. Whilst long-term shifts in climate are most likely linked to changes in the summer position of the Intertropical Convergence Zone (ITCZ) and associated Indian and African monsoon systems, it is noted that the abrupt, short-term phases of aridity observed in both records are coeval with intervals of rapid climate change globally, which triggered non-linear, widespread landscape reconfigurations throughout SE Arabia. 
  Website 
• Dyer S, Walkington H, Williams R, Morton K, Wyse S, 'Shifting landscapes: from coalface to quicksand? Teaching Geography, Earth and Environmental Sciences in Higher Education'
  Area 48 (3) (2016) pp.308-316
  ISSN: 0004-0894 eISSN: 1475-4762
  Abstract In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.Website 
• Kneale P, Edwards-Jones A, Walkington H, Hill J, 'Evaluating undergraduate research conferences as vehicles for novice researcher development'
  International Journal for Researcher Development 7 (2) (2016) pp.159-177
  ISSN: 1759-751X
  Abstract Purpose - This paper focuses on the undergraduate research conference as its sphere of study and investigates the significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made to the concept of graduate attributes.
   
  Design/methodology/approach - The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes as well as to long-term career plans. The insights from 90 undergraduate students participating at three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria.
   
  Findings - Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations, and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes were able to be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas.
   
  Research limitations/implications - This research helps undergraduate research conference organisers construct programme content and form in such a way that student skills development can be maximised prior to, and during, the course of an event. Learning Developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena.
   
  Originality/value - The outcomes of this study show the diversity of skills students developed, and the value of the conference format to offer networking practice and to enhance the communication skills which employers value.
   
  Keywords: undergraduate research conference; communication; Researcher Development Framework; employability skills; student development.
  
  Website 
• Hill J, Walkington H, France D, 'Graduate attributes: implications for higher education practice and policy'
  Journal of Geography in Higher Education 40 (2) (2016) pp.155-163
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract JGHE Symposium: Graduate attributes: Implications for higher education practice and policy.Website 
• Hill J, Walkington H, 'Developing Graduate Attributes through Participation in Undergraduate Research Conferences'
  Journal of Geography in Higher Education 40 (2) (2016) pp.222-237
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their work for presentation to a multidisciplinary audience through conversation with and benchmarking against peers. They gained confidence in expressing their identity as researchers and moved towards self-authorship, consciously balancing the contextual nature of their disciplinary knowledge with intra-personally grounded goals and values.Website 
• Shanahan J, Ackley-Holbrook E, Hall E, Stewart K, Walkington H, 'Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature'
  Mentoring and Tutoring 23 (5) (2015) pp.359-376
  ISSN: 1361-1267 eISSN: 1469-9745
  Abstract

  This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.
  

  Website 
• Preston GW, Thomas DSG, Goudie AS, Atkinson OAC, Leng MJ, Hodson MJ, Walkington H, Charpentier V, Mery S, Borgi F, Parker AG, 'A multi-proxy analysis of the Holocene humid phase from the United Arab Emirates and its implications for southeast Arabia's Neolithic populations'
  Quaternary International 382 (2015) pp.277-292
  ISSN: 1040-6182
  Abstract
  An early- to mid-Holocene humid phase has been identified in various Arabian geo-archives,
  although significant regional heterogeneity has been reported in the onset, duration and stability of this period. A multi-proxy lake and dune record from Wahalah in the United Arab Emirates (UAE) documents significant variations in hydrology, biological productivity and landscape stability during the first half of the Holocene. These data reveal that post-Last Glacial Maximum dune emplacement continued into the earliest part of the Holocene, with the onset of permanent lacustrine sedimentation at the site commencing ~8.5 ka cal. BP. A long-term shift towards more arid conditions is inferred between ~7.8 - 5.9 ka cal. BP, with intermittent flooding of the basin and distinct phases of instability throughout the catchment area. This transition is linked to the southwards migration of the Intertropical Convergence Zone (ITCZ) and associated weakening of monsoon rains. A peak in landscape instability is recorded between ~5.9 - 5.3 ka cal. BP and is marked by a pronounced increase in regional dune emplacement. These variations are considered alongside the record of human settlement raising important questions about the interactions between population demographics, climate and environment in southeast Arabia during the Neolithic.
  Website 
• Bretzke K, Armitage SJ, Parker AG, Walkington H, Uerpmann HP, 'The Environmental Context of Paleolithic Settlement at Jebel Faya, Emirate Sharjah, UAE'
  Quaternary International 300 (2013) pp.83-93
  ISSN: 1040-6182
  Abstract

  Key to the understanding of Pleistocene human dispersals and settlement dynamics is knowledge about the distribution of human habitats in space and time. To add information about the characteristics of inhabited environments along the South Arabian dispersal route, this paper presents paleo-environmental data from deposits excavated at Jebel Faya (FAY-NE1) in the Emirate of Sharjah, UAE. The sedimentary sequence at FAY-NE1 spans a period of about 125,000 years, including the last interglacial and the Holocene. Particle size and phytolith content of samples from two sediment columns were analyzed, including both archaeology bearing layers and archaeologically sterile layers. The results demonstrate that human occupation of the site is related to pluvial periods. Assemblage C, dated to about 127–123 ka, was deposited during a wet phase with an environment characterized by an increased proportion of C₃ grasses. Grassland with sedges but lacking tree cover characterize ecological conditions during the youngest of the Paleolithic occupation periods, Assemblage A, dated to about 45–40 ka. Environmental conditions during periods lacking archaeological remains are characterized by the absence of vegetation cover during phases of desiccation. There is no evidence for human presence at the site between 38 and 11 ka.

  Website 
• Preston GW, Parker AG, Walkington H, Leng MJ, Hodson MJ, 'From nomadic herder-hunters to sedentary farmers: the relationship between climate change and ancient subsistence strategies in south-eastern Arabia'
  Journal of Arid Environments 86 (November) (2012) pp.122-130
  ISSN: 0140-1963
  Abstract

  Despite the present hyper-aridity, archaeological investigations in South-east Arabia have demonstrated that the region supported extensive human communities throughout the Neolithic and Bronze Age. These early populations utilised the region’s natural environment in a variety of ways, ranging from the exploitation of coastal resources to practicing pastoral and agrarian lifestyles in the interior. Palaeoclimate data suggests the corresponding period was characterised by considerable climatic variability yet, to date, few studies have attempted to investigate the relationship between climate, the environment and early human populations in the region. This paper combines new high-resolution palaeoclimate data from Awafi palaeolake, United Arab Emirates (UAE), with the region’s archaeological record from the Neolithic through to the onset of the Bronze Age. The evidence presented in this paper suggests that the environment of South-east Arabia offered different constraints and opportunities for early human occupation and subsistence. In particular, abrupt phases of aridity are demonstrated to have had a profound impact. Most notable is the change which occurred following the onset of climatic aridity at 5900calyr BP, when the region’s semi-nomadic, herder-gatherer populations abandoned much of the landscape and concentrated in selected environmental refugia, such as along the northern Omani coast. Human repopulation during the Bronze Age coincided with a return to more pluvial conditions under which a network of oasis agricultural settlements appeared along the piedmont zone of the northern Hajar Mountains.

  Website 
• Walkington H, 'Developing Dialogic Learning Space: the Case of Online Undergraduate Research Journals'
  Journal of Geography in Higher Education 36 (2012) pp.547-562
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract This paper explores the learning spaces associated with two geography undergraduate research journals. Wikis provide dedicated spaces for postgraduate reviewers to collaboratively develop constructive feedback to authors creating a supportive online learning environment. In becoming published authors, undergraduates reported that they gained not only academic recognition and curriculum vitae (CV) material but an ability to apply constructive criticism, a desire for more dialogue about their research and the motivation to publish further work in the future. This paper concludes that scaffolding the research writing process can be greatly enhanced by the strategic design of dialogic online learning space.Website 
• Walkington H, Griffin A, Keys-Mathews L, Metoyer S, Miller W, Baker R, France D, 'Embedding research-based learning early in the undergraduate geography curriculum'
  Journal of Geography in Higher Education May (3) (2011) pp.1-16
  ISSN: 0309-8265 eISSN: 1466-1845
  Abstract

  This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

  Website 
• Walkington H, 'Soil science applications in archaeological contexts: a review of key challenges '
  Earth-Science Reviews 103 (3-4) (2010) pp.122-134
  ISSN: 0012-8252
  Abstract The recent emergence and application of Earth Science techniques, such as elemental analysis, to detect isotopes, biomarkers, trace and ultra trace metals, in combination with long established techniques like magnetic susceptibility and micromorphology, can allow fascinating insights into the analysis of soils at archaeological sites. Soil studies can reveal how humans in prehistory used the landscape and defined space through their activities. However, these new approaches do not wholly address persistent problems associated with making inferences about past human activity from soils. These challenges include: equifinality; distinguishing property-process relationships; identifying anthropogenic soil processes; the interdependency of the soil forming factors; and difficulties with soil dating. This paper reviews more than a decade of pedoarchaeological studies, structured around new approaches to addressing these challenges. The paper outlines a staged framework which helps to create a systematic interpretation of soil processes and properties, and considers the impact of anthropic soil processes and properties in this context. This approach can be used as a guide to ensure that a rigorous and reproducible approach is taken to the study of soils at archaeological sites. In making this framework explicit, the paper finds that establishing property-process relationships in the soil is an essential precursor to reliable pedoarchaeological interpretation. It is argued that in the future, new applications developed in the Earth Sciences that aid our understanding of archaeological soil processes in three dimensions, will be able to contribute the most to addressing persistent challenges in pedoarchaeological interpretation.Website 
• Telfer M W, Thomas D S G, Parker A G, Walkington H, Finch A A, 'Optically Stimulated Luminescence (OSL) dating and palaeoenvironmental studies of pan (playa) sediment from Witpan, South Africa'
  Palaeogeography, Palaeoclimatology, Palaeoecology 273 (1-2) (2009) pp.50-60
  ISSN: 0031-0182
  Abstract Robust, dateable sources of palaeoenvironmental proxy data are scarce in the southwestern Kalahari Desert, and this study investigates the potential of pan (playa) floor sediments as an archive of late Quaternary environmental change. Augering has revealed the presence of up to 3m of clay- and silt-rich deposits in the base of Witpan, a small pan basin set amongst linear and lunette dunes. The weakly-stratified deposits include aeolian quartz sands and evaporites amongst a clay-rich groundmass, and are believed to have accumulated on a wetter-than-present pan surface. The aeolian quartz fraction has been dated with Optically Stimulated Luminescence (OSL), and reveals accumulation of at least 50cm of sediment at around 20ka, and previous accumulation at around 32ka. The northern and southern sections of the pan are shown to maintain some hydrological independence, attributed to bedrock outcropping, and also show distinct differences in their physical sedimentology. Biogenic proxies are poorly preserved, with neither diatoms nor pollen found in adequate quantities, although phytoliths, found in both the pan-floor sediments and the fringing lunette dune, may offer a more resilient palaeoenvironmental indicator. The possible value of pan floor sediments as dryland archives of physical and chemical, and possibly selected biogenic, palaeoenvironmental proxies, combined with OSL-constrained chronologies, should not be discounted.Website 
• Walkington H, Jenkins A, 'Embedding undergraduate research publication in the student learning experience: ten suggested strategies'
  Brookes eJournal of Learning and Teaching 2 (3) (2008)
  ISSN: 1744-7747
  Abstract This article outlines a gap in the research cycle as experienced by undergraduates and discusses how engaging with the process of publication, in its broadest sense, can allow students to complete the research process. The paper argues that learners at all levels can be supported to publish their work through embedding a variety of forms of dissemination in the curriculum. It also discusses the way in which new technology can contribute to undergraduate research publication. Arguing that all undergraduates should be given the opportunity to disseminate their research work, the paper outlines ten strategies to facilitate the publication of undergraduate research.
• Parker AG, Preston G, Walkington H, Hodson MJ, 'Developing a Framework of Holocene Climatic Change and Landscape Archaeology for the Lower Gulf Region, Southeastern Arabia'
  Arabian Archaeology and Epigraphy 17 (2007) pp.125-130
  ISSN: 0905-7196 eISSN: 1600-0471
  
• Walkington H, 'Geoverse: piloting a national e-journal of undergraduate research in geography'
  Planet 20 (June) pp.41-46
  ISSN: 1473-1835 eISSN: 1758-3608
  Abstract This article argues that there is a gap in the research cycle / research process as experienced by undergraduate geography students. In response to this, a national undergraduate research e-Journal of geography called Geoverse has been established and has been piloted initially across four universities. This article outlines the justification for the journal and briefly describes how it functions across diverse institutions. Early research findings are reported from two student groups. The motivations of postgraduate student reviewers (the Editorial Advisory Board) for involvement in the project include the desire to gain experience of the publication process and to feel part of the wider geography academic community. For the students who have written journal articles, the benefits which they reported included a sense of achievement, enhanced writing skills, the"coming together" of knowledge and development of critical skills. Key decisions in the process of creating the journal are discussed and the way in which it has the potential to stimulate curriculum innovation is reported.Website 

Book chapters

• Walkington H, 'Developing and integrating a student-researcher pedagogy within the geography curriculum' in Walkington H, Hill JL, Dyer S (Eds.) (ed.), Handbook for Teaching and Learning in Geography, Edward Elgar Publishers (2019)
  ISBN: 9781788116480 eISBN: 9781788116497
  Abstract

  This chapter describes a ‘students as researchers’ pedagogy outlining teaching practices, the contexts in which it can be adopted, and levels of student engagement that can be achieved in terms of participation and ownership of the research process. Disseminating results is an integral part of the research process in which students should be involved. The chapter provides empirical data contrasting the student learning gains from writing for a national undergraduate research journal, GEOverse, with presenting and participating at student research conferences. This is the first time that the two research dissemination formats have been compared empirically. The chapter provides suggestions for linking and scaffolding research experiences and dissemination opportunities through a programme level approach. The chapter closes with a discussion of the academic staff (faculty) role in the supervision and mentoring of student research and begins to explore the characteristics of effective research mentors.
  

  Website 
• Walkington H, Hill JL, Dyer S, 'Teaching and learning geography in higher education: an Introduction to this Handbook' in in: Walkington, H., Hill, J. L., and Dyer, S. (Eds.) Handbook for Teaching and Learning in Geography. (ed.), Handbook for Teaching and Learning in Geography, Edward Elgar Publishers (2019)
  ISBN: 9781788116480 eISBN: 9781788116497
  Website 
• Hill JL, Walkington H, Dyer S, 'Teaching, learning and assessing in geography: a foundation for the future' in Walkington H, Hill JL, Dyer S (ed.), Handbook for Teaching and Learning in Geography, Edward Elgar Publishers (2019)
  ISBN: 9781788116480 eISBN: 9781788116497
  Website 
• Hill J, Walkington H, Kneale P, 'Borderland spaces: moving towards self-authorship' in Bilham T, Hamshire C, Hartog M, Doolan M (ed.), Reframing Space for Learning: Excellence and Innovation in University Teaching, Trentham Books, UCL IOE Press (2019)
  Abstract

  The borderland spaces concept offers a powerful means for representing and reframing educational discourses (Hill et al, 2016). It encourages a relational examination of pedagogic spaces, identities and practices, inter-weaving the three socio-spatial perspectives of Barnett (2011): physical and material, educational, and interior. Through exploration and exemplification of borderland spaces we demonstrate that learning is both situated and embodied (Boddington and Boys, 2011). Physical locations are used in different ways by a diversity of staff and students, and this can establish productive relationships between space and learning. In this chapter we present a case study of undergraduate students disseminating their research in a novel professional setting, exposing their experiences of learning in a borderland space.
  

  Website 
• Hill J, Walkington H, King H, 'Interdisciplinary enquiry into learning and teaching: Lessons from Geography' in Cleaver L, Lintern M, McLinden M (ed.), Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry (2nd Edition), Sage Pub (2018)
  ISBN: 9781526409591
  
• Walkington H, Hall E, Shanahan JO, Ackley E, Stewart K., 'Striving for Excellence in Mentoring Undergraduate Research: The Challenges and Approaches to 10 Salient Practices' in Vandermaas-Peeler M, Miller P, and Moore J. (ed.), Excellence in mentoring undergraduate research, Council on Undergraduate Research (2018)
  
• Ketcham C, Hall E, Fitzgibbon H, Walkington H, 'Co-mentoring in undergraduate research: a faculty development perspective' in Vandermaas-Peeler M, Miller P, Moore JL (ed.), Excellence in mentoring undergraduate research, Council on Undergraduate Research (2018)
  
• Munro R N, Walkington H, Franks S, Wilkinson T J, Sanderson D C, 'Aspects of late Cainozoic aeolian landscapes in Arabia: implications for early man' in Man and environments in the Arab world in light of archaeological discoveries, Sakaka: Abdul Rahman Al-Sudairy Foundation (2012)
  ISBN: ISBN 9786039032656
  

Monographs

• Walkington H, Students as researchers: supporting undergraduate research in the disciplines in higher education , Higher Education Academy (2015)
  ISBN: 9781907207860
  Website 

Reviews

• Walkington H, review of Riverscapes: Designing Urban Embankments, in Planning Perspectives 25 (2010) pp.106-108ISSN: 0266-5433
  

Other publications

• Pavlakou M, Walkington H, 'Multidisciplinary undergraduate conferences: A new pedagogy for student learning? [guest blog post]'
  Blog post for the blog Conference Inference (1562 words) (2018) Abstract In this post Metaxia Pavlakou and Helen Walkington introduce the ‘Get Published!’ project and discuss the possible learning gains of participation in multidisciplinary undergraduate research conferences by capturing the students’ voice.Website 
• Walkington H, 'Pedagogic approaches to developing students as researchers, within the curriculum and beyond'
  (2016) Website 
• Walkington H, 'Students as researchers'
  (2016)
• Walkington H, 'Levels of Student Participation in Research'
  (2016) Abstract This resource is for academic staff who wish to develop a ‘students as researchers’ pedagogic approach, as well as for those who are already working with or supporting this approach but who wish to increase the level of active engagement of their students with the research process. The resource introduces the idea of different levels of participation in research that students can achieve, describes each level, and promotes reflection on the tutor’s role in facilitating greater engagement with all aspects of the research process, including the dissemination of student research findings.Website 
• Walkington H, 'Engaging students in research'
  (2016)
• Walkington H, 'Disseminating student research'
  (2016)

Areas of expertise

International Keynotes

• Opening Keynote (2017) ‘Students as researchers, Students as authors: strategies for engaging students in research and dissemination’ EVA (Danish evaluation Institute and consortium of Danish University colleges. University College Copenhagen, Denmark. https://www.eva.dk/e-magasinet-evaluering/2017/evaluering-maj-2017/ekspert-involver-de-studerende-i-forskning/?searchterm=walkington

In Danish - https://www.eva.dk/videregaaende-uddannelse/faa-ekspertens-5-raad-engagere-studerende-forskning

• Opening Keynote (2016) ‘Knowledge creation - a dialogic approach: the power of networks and networking, mentors and mentoring.’ Society for Research in Higher Education Newer Researchers Conference 2017, Celtic Manor, Wales. https://www.srhe.ac.uk/conference2016/newer-researchers-conference.asp

• Keynote (2016) 'Strategies for engaging students in research and dissemination ’ The Innovation Room, (Delft, Rotterdam and Leiden Universities, The Netherlands) (http://www.educationandlearning.nl/news/cel-innovation-room-7-investigative-learning ).

• Opening Keynote - International Perspectives on Research based teaching and learning Carl von Ossietzky University, Oldenburg, Germany.

Membership of professional bodies

• 2021 councillor, Royal Geographical Society (Expeditions and Fieldwork division)
• 2013, Committee member of the Higher Education Research Group (HERG) of the Royal Geographical Society with Institute of British Geographers
• 2013, Trustee - The Frederick Soddy Trust http://www.soddy.org/ The Trust provides fieldwork grants for students carrying out human geography research.
• 2012, Committee member of the Higher Education Network (HEN) of the Geological Society
• 2012, Committee member of Institution of Environmental Sciences
• 2010, Steering Group member - British Conference on Undergraduate Research (BCUR)
• 2010, Co-Chair of INLT (International Network of Learning and Teaching in Geography in Higher Education)
• 2009, Committee member – HERG Higher Education Research Group RGS- IBG

Consultancy

• 2016, External Examiner for Exeter University (BSc Geography)
• 2015, External reviewer for University of Hull revalidation of Geography programmes
• 2014, OCR Reviewer for Oxford and Cambridge and Republic of South Africa Exam board for A and AS Level Geography
• 2013, External Reviewer, University of Wales Trinity St David, Swansea, Wales (Validation of the Environmental portfolio)
• 2013, QAA Subject Benchmark Statement Geography Review Group http://www.qaa.ac.uk/en/Publications/Documents/SBS-geography-14.pdf
• 2012-16, External Examiner, Southampton Solent University. Geography with Environmental Studies and Geography with Marine Studies degrees
• 2012, Member of OCR consultative forum (Oxford, Cambridge and RSA examinations, A Level consultations)
• 2011, HEA reviewer for Teaching development grants, Doctoral and International scholarship schemes
• 2011, Reviewer for the National Teaching Fellowship Scheme
• 2011, External Reviewer, Coventry University (Geography programmes)
• 2010, External Reviewer, Coventry University for periodic review of Geography portfolio
• 2004-12, Consultant at Oxford University Department for Continuing Education

Conferences

Keynotes

• Opening Keynote ‘Developing Students as Researchers’ National Forum for the enhancement of Teaching and Learning, Ireland. Ulster University Belfast Campus, Northern Ireland 08/05/2015
• Opening Keynote ‘Students as partners in the Scholarship of Teaching and Learning’ Teaching and Scholarship Forum University of Newcastle 04/03/2015
• Opening Keynote Galway University Learning and Teaching Annual Conference, Galway, Eire 06/06/2014
• Opening Keynote ‘The STEM Student Journey: Students as researchers’ The HEA STEM Annual Conference Edinburgh, Scotland 30/04/2014
• Plenary Keynote ‘Get Published!’ British Conference on Undergraduate Research 2014, University of Nottingham 15/04/2014
• Opening Keynote ‘Learning spaces within and beyond the curriculum’ Oxford Brookes University Learning and Teaching Annual Conference 2014. Oxford 01/04/2014
• Opening Keynote ‘Students as partners in learning: undergraduate student engagement through linking teaching and research’ University of Roehampton 10th Annual Learning and Teaching Conference, Roehampton.23/04/2013
• Opening keynote ‘Embedding research skills early in the undergraduate curriculum: Strategies for enhancing learning.’ Innovative Energy Teaching Conference, Royal Geographical Society with Institute of British Geographers, London. 13/03/2013
• Plenary Keynote ‘Mapping the student journey – disseminating undergraduate research within and beyond the curriculum.’ Staff and Educational Development Association (SEDA) annual Conference, Queen Hotel, Chester.18/05/2012
• Opening Keynote ‘Research-Teaching Links.’ National Conference of the Wales Alliance on the research teaching nexus, Gregynog Hall, Wales.13/09/2012

International conferences

• Hall, E. and Walkington, H. 2017. Achieving balance in academic identity and career - insights from award-winning undergraduate research mentors . SRHE annual international conference, Wales [paper].
• Kneale, P., Hill, J., and Walkington, H. 2017. Promoting disruptive opportunities to enhance learning. ISSOTL conference Calgary, Canada.
• Walkington, H. 2017. Salient practices of undergraduate research mentors - implications for the future of research-based learning in higher education. Connecting Higher Education - International perspectives on research - based education. UCL, London.
• Hill, J., Walkington, H. 2017. Undergraduate research: unlocking high impact pedagogy through authentic multi-disciplinary dissemination. World Summit of International Federation of National Teaching Fellows, Birmingham, UK.
• Walkington, H., Stewart, K., Shanahan, J.O., Hall, E., Ackley, E. 2016. Salient Practices of Undergraduate Research Mentors: Excellence, freedom and control. ​ SRHE annual international conference Celtic Manor, Newport, Wales.​ [paper]
• Walkington, H. Hill, J., Kneale, P. 2015. Reciprocal Elucidation. A student led pedagogy. Society for Research in Higher Education Annual International Conference, Wales. [paper]
• Hill, J., Walkington, H. 2015. ‘Developing self-authorship through participation in student research conferences’ RGS-IBG Annual International Conference Exeter
• Kneale, P., Edwards-Jones, A., Walkington, H and Hill, J. 2015. ‘Using the researcher development framework to map student skills gained from transformative undergraduate research conference experiences’. 4th International Seminar on Researching and evaluating PDP and ePortfolio. University of Plymouth 16/04/2015 [paper]
• Solem, M. and Walkington, H. Society for Research in Higher Education Annual International Conference, Cardiff, Wales 2014 [paper]
• Walkington, H. ‘Theoretical frameworks to conceptualise student-teacher relationships in the co-production of geographical knowledge: Royal Geographical Society Annual International Conference August 2014 [paper]
• Walkington, H., Hill, J., Diaz, A. Practical and ethical approaches to working with student researchers Royal Geographical Society Annual International Conference August 2013 [paper]
• Walkington, H. and Luck, M. 2014. Enhancing the student learning experience through undergraduate research dissemination – a framework for staff and students [Paper] HEA STEM annual conference Edinburgh, Scotland 29 April 2014
• Hill, J., Walkington, H. Graduate attributes in Higher Education geography, context, nature, supporting pedagogies. Royal Geographical Society Annual International Conference August 2013 [paper]
• Walkington, H., Hill, J. ‘Students as experts’: developing graduate attributes through research dissemination outside the curriculum. Royal Geographical Society Annual International Conference August 2013 [paper]
• Invited panelist: Walkington, H. ‘Educating RITA: Research informed teaching and assessment in geography’ Panel session 60 – Developing Graduate attributes (3) sub disciplinary pedagogies. Royal Geographical Society Annual International Conference August 2013 [panel]
• Workshop leader: panel session 2255 – Writing successfully for learning and teaching journals. Royal Geographical Society Annual International Conference August 2013 [workshop]
• Hill, J., Walkington, H. Graduate attributes in HE geography, context, nature, supporting pedagogies. Association of American Geographers Annual Conference LA, USA April 2013 [paper]
• Walkington, H., Hill, J. Graduate attributes in the co-curriculum. Mapping the impact of undergraduate research dissemination. Association of American Geographers Annual Conference LA, USA April 2013 [paper]
• Invited panelist: panel session 2255 – Writing successfully for the Journal of Geography in Higher Education Association of American Geographers Annual Conference LA, USA April 2013 [panel]
• Hill, J., Walkington, H. 2012. ‘One step closer to the real world’: engaging students in authentic research dissemination beyond the curriculum ISSOTL conference Hamilton, Ontario, Canada [paper] 27/10/12
• Walkington, H. 2012. ‘Gaining recognition as a researcher: A ladder of student participation in disseminating undergraduate research’ CUR pre ISSOTL workshop on undergraduate research [poster] 24/10/12
• Walkington, H., Hill, J. Beyond the curriculum: Engaging students in authentic research settings.RGS Annual International Conference Edinburgh July 2012 [paper]
• Invited panel speaker: ‘Fieldwork - renewing a tradition’ RGS Annual International Conference Edinburgh July 2012
• Walkington, H., Hill, J. 2012. ‘Snakes and a ladder: student participation in the research process’ AAG annual conference [paper]
• Walkington, H. ‘Embedding Research Skills in the Pre-Honours Undergraduate Geography Curriculum’ (with Derek France) at the United States Council on Undergraduate Research Pre-ISSOTL Seminar, Liverpool, UK, 19 October 2010. International perspectives on undergraduate research and inquiry: a scholarly discussion [Poster]
• Walkington, H. 2010 ‘Collaborative learning space: the case of online undergraduate research journals’ Association of American Geographers (AAG) Conference 17/4/10 [Paper]
• Boulter, C. J., Buckley, B., Walkington, H. (2001) Model Based Teaching and Learning during Ecologial Inquiry 12 pages Annual Meeting of the American Education Research Association (Seattle, WA April 10-14 2001) [paper]
• Walkington, H., Boulter, C. J. 2000 ‘Students’ evolving understanding of soils and ecology.’ British Education Research Association (BERA) Conference, Cardiff. [paper]
• Walkington, H., Wilkins, C. 1999 ‘Education for Critical Citizenship: The impact of teachers’ world view on classroom practice.’ European Conference for Educational Research (ECER) 1999 Lahti, Finland. [paper]

Press, publicity and reviews

Editorial and journal review work

Reviewer for Quaternary International, Journal of Archaeological Science, Journal of Quaternary Science,  Higher Education Research and Development, Teaching and Learning Inquiry, Council on Undergraduate Research Quarterly, Journal of Geography in Higher Education, Studies in Higher Education, Higher Education Pedagogies.

• 2010, International Editorial Board member: Reinvention a journal of undergraduate research
• 2008, Editorial Board: Journal of Geography in Higher Education
• 2007, Editorial Board: BeJLT Brookes e-journal of Learning and Teaching
• 2007-10, Subject Editor: Reinvention a journal of undergraduate research
• 2006, Founder and editor: Geoverse The national undergraduate research journal for Geography
• 2006, Founder and editor: Geoversity Brookes undergraduate geography research journal
• 1998–01, Editorial Advisory Board: The Development Education Journal

 Media

• 2015, Oak Tree, Nature's greatest survivor BBC 4
• 2014,‘The Fen’ episode 5 of The Laboratory with Leaves - shown in the Oxford University Natural History Museum. Available from https://www.youtube.com/watch?v=rDLYdEdaeGU
• 2011, ‘Assessment and feedback,’ ‘supervising undergraduate research’ and ‘Research ethics’ - Video vignettes for Epigeum (an educational consultancy) for staff new to teaching in the US and UK.
• 1999, BBC TV programme Rocks and Soils in the series Pod's mission.