USE OF IPAD® AND FACETIME® TECHNOLOGY TO FACILITATE DIRECT FIELD GEOLOGY PARTICIPATION BY STUDENTS WITH MOBILITY DIFFERENCES OR IMPAIRMENTS

Experiential learning through examination of field outcrops is a crucial component of undergraduate geoscience education, yet this programmatic strength may be a barrier to students with mobility differences or impairments wishing to pursue a career in the geosciences. When students examine and interpret stratigraphy, structures, and other outcrop-scale information, they employ a range of learning skills: utilizing disciplinary concepts, analyzing outcrops relative to class examples, synthesizing concepts across disciplines, interpreting the geologic history, and perhaps predicting how the geology may change just around the bend. Although field mapping is not a career path for all geoscientists, nearly all undergraduate geology students practice interpretive geologic skills either during field exercises associated with courses and/or during summer geology field camp experiences. According to the American Geosciences Institute, in 2011 approximately 2,500 students participated in a summer field camp program in the United States. Further as of 2009, approximately 6.5% of students receiving a bachelor degree in geoscience had a physical disability. Many geoscience careers do not require field work and are viable options for undergraduate students with limited mobility. Yet these career paths start through pursuit of a geology undergraduate degree, and accessibility during field components of required coursework may be a major issue. We report on our experience using iPads to enable students with mobility differences or impairments to participate in a wide-variety of field trips. Using two Apple iPad 2’s connected via two wi-fi or mi-fi mobile hotspots allows for use quick deployment of the built-in, front- and rear-facing cameras, video-stream, and note-taking applications. The student listens to instructor comments via the audio that accompanies the video feed and may participate in the outcrop discussion by asking questions remotely in real-time. Also the student may access additional outcrop images, refer to previously uploaded topographic maps, and take notes that include the ability to capture and annotate images of the outcrop all while in the field. The costs are relatively minimal compared to the learning gains by students using this set-up to increase accessibility.