GSA Annual Meeting in Seattle, Washington, USA - 2017

Paper No. 363-5
Presentation Time: 9:00 AM-6:30 PM


THATCHER, Sean, Department of Engineering Sciences and Physics, The City University of New York, College of Staten Island, 2800 Victory Blvd, Staten Island, NY 10314, VINSON, Grant, Earth & Environmental Sciences, Michigan State University, 288 Farm Lane, East Lansing, MI 48824, HADDOCK, Amanda, Geology, Dickinson College, 5 North Orange Street, Carlisle, PA 17013, TODD, Anna C., Geological Sciences, University of Colorado Boulder, Boulder, CO 80310, O'BRIEN, Mathew, Geoscience, University of Calgary, 2500 University Drive NW, Calgary, AB AB T2N 1N4, Canada, PRITCHARD, Caroline E., Earth and Environmental Sciences, Lehigh University, 1 W. Packer Ave, Bethlehem, PA 18015, SULLIVAN, Betty, Geology, Lake Superior State University, 650 West Easterday Avenue, Sault Sainte Marie, MI 49783, MILLER, Leah Z., Department of Physical Sciences, Tarrant County College, 828 W Harwood Rd, Hurst, TX 76054, THOMAS, Christian, Department of Geological Sciences, Ohio University, Athens, OH 45710, KILPACK, Will, Earth & Space Exploration, Arizona State University, 550 East Tyler Mall, Tempe, AZ 85287, MORRIS, Malea, Earth and Environmental Sciences, University of Kentucky, Lexington, KY 40506, WHITMEYER, Steven, Geology & Environmental Science, James Madison University, 395 S. HIgh St, MSC 6903, Harrisonburg, VA 22807 and ATCHISON, Christopher L., School of Education and Department of Geology, University of Cincinnati, 511E TDC, Cincinnati, OH 45221,

Field research for students with physical disabilities can be difficult because of the inaccessibility of most natural field locations. Although a student may have difficulties physically reaching a field location, he or she can still be involved in research initiatives by accessing the field site remotely by utilizing new technologies to participate and record observations. Remotely accessing physically inaccessible field locations can greatly influence future field research initiatives. A two year GEOPATH project in 2016 and 2017 led by a team of researchers associated with the International Association for Geoscience Diversity and funded by the National Science Foundation, brought together a cohort of undergraduates with and without physical disabilities to better understand how new field-based communication technologies can improve inclusion of all students in the natural environment. Although there was limited success with typical communication devices such as walkie-talkies, the most success was found with the implementation of several Local Area Network towers which provided students with the ability to live-stream from one field location to another. In addition, the use of video cameras to record inaccessible field locations, and mobile devices to instantly share and annotate images made remote access an appealing and practical option. These technologies increased inclusion for students with physical disabilities, promoted increased social interaction between students, and emphasized the importance of collaboration, both within and between groups.
  • Student Perspectives on Wireless Communication Technologies to Facilitate Inclusion in Field Activities_FinalVersion.pdf (4.8 MB)