Teaching about volcanoes: Practices, perceptions and implications for professional development

Alison Jolley*, Jacqueline Dohaney, Ben Kennedy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Volcanology education is important for the development of geoscientists and scientifically literate citizens. We surveyed 55 volcanology instructors to determine their learning and teaching practices, perceptions of academic development, and educational support needs. Respondents reported using a wide range of practices and tools, but lectures, field experiences, maps, rock samples, academic literature, and inherited teaching materials are the most common. Respondents valued educational support from others (e.g. talking with colleagues and students, consulting with learning and teaching specialists) over conducting their own investigations. However, they did not report engaging in as many of these activities as they valued. Respondents requested more support in resource sharing and collation, conference workshops, and co-creation of resources and educational research. We suggest that instructors and academic development staff work together to share and build knowledge in the learning and teaching of volcanology in higher education and to improve student learning outcomes.

Original languageEnglish
Pages (from-to)11-32
Number of pages22
Issue number1
Publication statusPublished - 10 Jan 2022


  • early career researcher
  • educational development
  • higher education
  • postgraduate
  • undergraduate


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