UNDERSTANDING FIELD-BASED ACCESSIBILITY FROM THE PERSPECTIVE OF GEOSCIENCE DEPARTMENTS

Geoscience organizations have called for more inclusive approaches to geoscience education to reduce barriers to participation for students with disabilities (SWDs). Unless instructors are informed with inclusive pedagogical strategies to provide SWDs with more accessible instruction, departments are left to independently determine how to best accommodate these students. Although literature dedicated to providing more accessible in-field learning opportunities for SWDs have been published in recent years, researchers have not determined how these strategies are currently being implemented in geoscience classrooms throughout the United States. This study addresses this gap in the literature and promotes the need for more inclusive instruction practices through critical insights on current departmental practices. Before being able to promote the geoscience as an inclusive discipline, the geoscience community must understand how departments are providing SWDs with field-access.

This presentation will report the findings from a study on identifying how U.S. geoscience departments are providing students with visual, hearing, and mobility disabilities, in-field learning experiences. Survey data from 161 two-year and four-year geoscience departments and follow-up interview data from two geoscience instructors were analyzed to understand current accessible field-based instruction. Data include descriptions of departmental practices when attempting to provide field experiences for SWDs, departmental confidence in assessing field site accessibility, and the culture of access and inclusion in U.S. geoscience departments. Reported practices were thematically analyzed according to: (1) modifications, (2) accommodations, (3) adaptations, and (4) accessible options. Interview data revealed instructor insight on accessible instructor practice, strategies for student success, the challenges associated with accessible instruction, and department-wide inclusivity.