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Fieldwork is an essential part of degrees in all three GEES disciplines. There is a need not only to prepare students for activities they may be expected to undertake during planned field classes, but also to help students understand the process of risk assessment and recognise their own responsibilities for the health and safety of themselves and others during fieldwork activities. This article reports on the outcomes of a project funded by the HEA-GEES Subject Centre Learning and Teaching Development Fund to use Xerte to develop an online educational resource (OER) on fieldwork safety that would be suitable for use by UK undergraduate students.

Ability to understand 3-dimensional spatial relationships is essential for students' progression in all three disciplines (Geography, Earth and Environmental Sciences) and many students find difficulty in acquiring this ability. This paper presents results for a research project exploring whether or not use of internet-based activities could enhance students' understanding of 3-dimensional spatial relationships: a project funded by the GEES Subject Centre Small-Scale Learning and Teaching Project Fund.

While semesterisation and modularisation of courses may have had some benefits, there are clear cases where fitting all subject areas into standardised modules has not been beneficial. This paper considers the issue of decreased student ability in solving structural geology problems following modularisation and a decrease in the amount of practical time. Teaching Quality Enhancement Fund (TQEF) support has allowed geology teaching on two modules at the University of Liverpool to be converted from a standard 12 lecture and 6 practical format to a ‘studio’ format comprising 12 studio sessions. This has involved not just revising module materials, but also making modifications to teaching space. The process has been completed for a Level 1 module and the outcome is positive. Students liked the modified teaching space and they have demonstrated improved performance at solving problems while maintaining their performance in knowledge and technique-based assessments.