CONDUCTING AN AUTISM-FRIENDLY FIELD-BASED COURSE – SOME INFORMAL THOUGHTS

Field experience is critical to any undergraduate curriculum in earth science. Working in the field, however, can be a unique and challenging experience for students due to difficulty knowing where to focus their attention. This is particularly relevant to students on the Autism spectrum and specifically those with Asperger Syndrome. The unpredictable nature of working in the field, together with moving base camp, natural outdoor distractions (e.g., bugs and weather), equipment use, and hiking can make field-based courses daunting and anxiety-filled for students with Asperger’s. To better aid in the field education of students with Asperger’s, we advocate that field-based courses, when possible, integrate the following components:

1) Connect with a student’s support system (e.g., learning differences office) prior to the course. This will allow the support personnel to be aware of course expectations and experiences so they can also work with the student to be in a position to succeed.

2) Meet at least once before field work to practice approaches, techniques, and possible coping skills. This, together with pre-trip practice camping and hiking excursions, can reduce student anxiety.

3) If the course includes multiple overnight stays, minimize movement of base camp locations. This can help provide a sense of stability for students and allow them to more quickly focus on course content.

4) Provide highly detailed daily itineraries and assignment descriptions that clearly articulate tasks to be accomplished, how students will be assessed, and when and where assignments are due. This will help reduce student confusion as would regular feedback; quick turnaround of graded assignments with comments will allow students to make adjustments as necessary.

We have also found through experience that perhaps the biggest factor that can aid in the success of a student with Asperger’s in a field course is understanding and patience, especially with coping mechanisms. Not only does this help students on the spectrum feel comfortable, but it is also a model of inclusion for neurotypical students to follow. Implementing these components into a field-based course not only strengthens the experience for students with Asperger’s, but is also in line with previously demonstrated best pedagogical practices for field courses in general.