Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip

Navigating a field based learning environment presents many challenges for students with physical disabilities, this article explores the outcomes of a field trip experience that was designed for students with disabilities. 

This page last updated 15 Sep 2019 - 1:54pm

A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities

This article explores learning communities within geoscience field courses that have been purposely establshed to creative inclusion for students with physical disabilities. 

This page last updated 15 Sep 2019 - 1:07pm

Moving Forward: Overcoming Our Ideas About Disability in the Geosciences

The author describes their personal experience as a person with a disability in the geosciences. Given the physical demands of the discipline, this presents challenges for participants, but a better understanding and more inclusive practices in the geosciences can create a more welcoming environment for people with disabilities.  

This page last updated 12 Aug 2019 - 8:51pm

Impact of inclusive field trips

The geosciences benefit from diverse student perspectives and backgrounds, but the field-based learning requirements pose barriers to students with disabilities. If carefully designed, fieldwork can be made accessible while still meeting expectations of academic rigour.

This page last updated 20 May 2019 - 3:17pm

Professionally held perceptions about the accessibility of the geosciences

The geosciences are considered by many to be inaccessible to individuals with disabilities. Challenging traditional perceptions of identity in the geosci- ence community is an important step to removing barriers for students and geoscientists with diverse physical, sensory, and cognitive abilities, and to broadening entry into the myriad fields that make up the discipline. Geoscien- tists’ views of the extent to which a disability would inhibit access to a geo- science career were probed through three separate studies.

This page last updated 20 May 2019 - 3:12pm

Theoretical perspectives on constructing experience through alternative field-based learning environments for students with mobility impairments

Students with physical disabilities encounter challenges in any scientific discipline, yet the geosciences have extremely low participation levels for persons with dis- abilities. Because of the emphasis placed on field research at the undergraduate level, persons with mobility impairments face limited opportunities for progressing in the geosciences. One strategy to address this is the application of adaptive technologies, such as virtual field trips (VFTs), as a supplement to traditional field instruction.

This page last updated 19 May 2019 - 4:19pm

Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body. Doing this successfully requires renewed attention to the needs and characteristics of underrepresented students, which include ethnic and cultural minorities, women, and students with disabilities. We synthesize the current literature on successful science, technology, engineering, and mathematics (STEM) diversity programs and programs in the geosciences specifically through the lens of educational macrosystems.

This page last updated 18 May 2019 - 11:45pm

Conceptual Understanding of Geological Concepts by Students With Visual Impairements

Eighteen middle and high school students with visual impairments participated in a weeklong field-based geology summer camp. This paper reports the curriculum, strategies, and what the students learned about Earth science by climbing in and out of caves, collecting fossils, exploring a bog, and interacting with experts in the field. Students were encouraged to be active learners outside of their normal comfort zone to develop understandings about geology through reading the landscape.

This page last updated 18 May 2019 - 11:41pm

Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip

In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabilities during a field experience. During the trip, an aide was deployed to assist two student participants with sensory disabilities, one with low vision and the other with deafness. The experiences and interactions between the assistant and the students were compiled into a thick description, which was subsequently analyzed through self-reflective case study.

This page last updated 18 May 2019 - 2:44pm

A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students With Disabilities

People with disabilities make up the largest minority population in the U.S. yet remain sorely underrepresented in scientific disciplines that require components of field-based training such as the geosciences. This paper provides a critical analysis of broadening participation within geoscience education literature through the use of accessible and inclusive instructional practices that support students with physical and sensory disabilities.

This page last updated 17 May 2019 - 2:37pm
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