A photograph of four UCSA Exec members hosting a barbecue on Ilam Fields in September 2016.
A scanned copy of a black and white photograph belonging to University of Canterbury alumnus Jeff Field. The photograph was taken in the 1970s and depicts students firewalking on campus.
A scanned copy of a black and white photograph belonging to University of Canterbury alumnus Jeff Field. The photograph was taken in the 1970s and depicts students firewalking on campus.
A scanned copy of a black and white photograph belonging to University of Canterbury alumnus Jeff Field. The photograph was taken in the 1970s and depicts students firewalking on campus.
Summary of oral history interview with Erica Wheeler about her experiences of the Canterbury earthquakes.
Oral history interview with Jane Sutherland-Norton about her experiences of the Canterbury earthquakes.
Summary of oral history interview with Lindsey James about her experiences of the Canterbury earthquakes.
Summary of oral history interview with Michelle Whitaker about her experiences of the Canterbury earthquakes.
Oral history interview with Lindsey James about her experiences of the Canterbury earthquakes.
Summary of oral history interview with Jane Sutherland-Norton about her experiences of the Canterbury earthquakes.
Profile of Billa Field; oral history interviewer for the "Women's Voices" oral history project.
This chapter will draw on recent literature and practice experience to discuss the nature of field education in Aotearoa New Zealand. Social work education in this country is provided by academic institutions that are approved by the Social Workers Registration Board. The field education curriculum is therefore shaped by both the regulatory body and the tertiary institutions. Significant numbers of students undertake field education annually which places pressure on industry and raises concerns as to the quality of student experience. Although the importance of field education is undisputed it remains poised in a liminal space between the tertiary education and social service sectors where it is not sufficiently resourced by either. This affects the provision of practice placements as well as the establishment of long-term cross-sector partnerships. Significant events such as the 2010 and 2011 Christchurch earthquakes and recent terrorist attacks have exposed students to different field education experiences signalling the need for programmes to be responsive. Examples of creative learning opportunities in diverse environments, including in indigenous contexts, will be described. Drawing upon recent research, we comment on student and field educator experiences of supervision in the field. Recommendations to further develop social work field education in Aotearoa New Zealand relate to resourcing, infrastructure and quality, support for field educators, and assessment.
Video of Peter Field's earthquake story,captured by the UC QuakeBox project.
A video of University of Canterbury alumnus Jeff Field describing his memories of the UCSA and his time at the University.
A video of University of Canterbury alumnus Jeff Field describing his memories of the UCSA and his time at the University.
A photograph of an SPCA Field Officer carrying a dog to safety after the 22 February 2011 earthquake.
Transcript of Peter Field's earthquake story, captured by the UC QuakeBox project.
A photograph of a band playing to a crowd of students on Ilam fields during an annual Tea Party event. The photograph is from the 2010s.
A digitally manipulated image of a fuse box. The photographer comments, "This is a fuse box that was in the middle of a field whilst the nearby stadium building was being demolished".
Liquefaction and cracks on a playing field.
A photograph of a pad of brochures for The Stadium Broadcast, a 72-hour non-stop performance by Australian artist collective Field Theory. The launch event for The Stadium Broadcast was part of FESTA 2014.
A photograph of SPCA Field Officer Vanessa Hampton releasing a pigeon at SPCA Canterbury as a symbol of love, hope and renewal. The pigeon was named Barney Rubble due to the fact that it was found amongst the rubble and debris of the ChristChurch Cathedral.
A large crack in the playing field in Porrit Park.
An infographic showing the proposed site for a rugby field.
An aerial photograph of AMI Stadium with liquefaction covering the field.
Photograph captioned by Fairfax, "Liquefaction on playing fields following Canterbury's earthquake".
Photograph captioned by Fairfax, "Liquefaction on playing fields following Canterbury's earthquake".
Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.
A scanned copy of the cover page of a theis written by David Lockwood for an MSc in Physics at the University of Canterbury. The thesis is titled "The Action of a Sound Field on Colloids" and was submitted in 1964.
A woman out walking through the fields of daffodils in Hagley Park.