Anita Marshall (she/her): Great okay so welcome everybody happy Saturday i'm.
Anita Marshall (she/her): happy to see.
Anita Marshall (she/her): You here in our little short course we are excited to talk about this there's a lot we can talk about um.
Anita Marshall (she/her): we're happy to go off on tangents on some of this stuff if there are aspects of this that we just sort of brush over and you'd like to go into more in depth on.
Anita Marshall (she/her): All you know pretty much any one of these slides we have much more information that we could dive into so this short course.
Anita Marshall (she/her): Is for your benefit, so please ask questions in the chat as as we go even if we're not doing interactive sessions feel free to ask us questions, and if we need to slow down back up just let us know.
Anita Marshall (she/her): I know all of us are a little tired of zoom but the more interactive we can make this the more merciful it is on us your presenters so that we don't feel like we're talking to an empty room.
Anita Marshall (she/her): Alright, so I guess we'll get started we'll start with a little bit of introducing who we are and then we wouldn't mind hearing a little bit about who you all are so that we can get an idea of.
Anita Marshall (she/her): how best to tailor this you know we talking to mostly students are we talking to field trip coordinators, a little mix of both that sort of thing.
Anita Marshall (she/her): Okay next slide Jen.
Jennifer Piatek (she/her): So the next slide is is me so good morning everybody i'm i'm Jen paetec and i'm a professor at central Connecticut State University i'm also the Chair of my department for many, many reasons.
Jennifer Piatek (she/her): And I think this this gives me some a little bit different perspective thinking about how I can make not only my work better for me.
Jennifer Piatek (she/her): As a paraplegic in and a person in a wheelchair, but also how I can make things better for my students and my background i'm a i'm a martian i'm a planetary geoscientist I do mostly spectroscopy and remote sensing of March.
Jennifer Piatek (she/her): let's see next on our I think.
Jennifer Piatek (she/her): Is Sean.
Sean Thatcher (he/him): Everyone, my name is shawn stature I am a recent graduate from rutgers university i'm a currently a GIs analyst and a rogue geologists so.
Sean Thatcher (he/him): Looking for positions if anybody has something GIs work they need done.
Sean Thatcher (he/him): I currently focused on remote sensing and analyzing climate resiliency and coastal regions, so a lots of work on coastline erosion do development and things of that nature.
Sean Thatcher (he/him): i'm also the chairman of the International Association for geoscience diversities student Community where we work with students create and promote opportunities for them along with.
Sean Thatcher (he/him): Breaking down systemic barriers that inhibit access and inclusion i'm also a quadriplegic so in 2009 I separate accident and i'm currently in a wheelchair.
Sean Thatcher (he/him): But since then I have never really let it stop me doing my thing, especially at the grand Canyon which is probably one of the most inaccessible sites i've ever been to but all things are possible.
Sean Thatcher (he/him): Next slide.
Anita Marshall (she/her): hi everyone i'm Anita Marshall i'm a lecturer and researcher at the University of Florida my I lecture in pretty much any undergrad course that needs taught right now i'm doing mostly large enrollment classes online.
Anita Marshall (she/her): My research focuses geoscience education, looking at barriers to inclusion ways to dismantle those barriers ways to make.
Anita Marshall (she/her): science, technology and engineering and math fields more accessible and vulcanology when I get time which increasingly is less and less as those other things have really.
Anita Marshall (she/her): been pushed to the forefront i'm the director of operations for the I GD and I have a physical disability and chronic fatigue issues, since an accident in 2003.
Anita Marshall (she/her): With That said, you are under no obligations when you introduce yourselves to disclose any sort of disability, we just we just wanted to be open about the fact that we're coming at this, both from a.
Anita Marshall (she/her): teaching and research, and you know pedagogical standpoint, as well as a lot of personal lived experience as people with disabilities doing field work all right.
Jennifer Piatek (she/her): So this is where we would like to to open the floor and just kind of go around the zoom unmute yourself, and let us know who you are where you're from and if there's any short blurb that you'd like to add about yourself, while you're while you're introducing yourself.
Anita Marshall (she/her): hey Jen can you share.
Jennifer Piatek (she/her): The slide so we can see it yeah you're gonna make me find that button.
There we go.
Jennifer Piatek (she/her): There we are.
Anita Marshall (she/her): you're also free to post in the chat if you're not comfortable speaking on the camera.
Sara Mana: All right, i'm gonna go first my name is Sarah mana i'm an assistant professor at Salem State University i'm also the field coordinator and filter poured into here.
Sara Mana: We tend to offer a filter opportunity in Massachusetts for our intro level students and then we take our students to Montana, for three weeks for the upper level course.
Sara Mana: Of course, since last year with courage and everything that classes being converted into a beautiful experience and.
Curt Lindy: People with disabilities.
Curt Lindy: yeah.
Sara Mana: And so i'm just looking for an opportunity to learn more about different operating you know different perspectives on how to organize feel comes we definitely had.
Sara Mana: Experience in the past with students with different abilities and accommodated them in a variety of ways and i'm looking forward to hearing more from you.
Laura Toran: i'll go next my name is laurie Turan and i'm a faculty Member at temple University in Philadelphia.
Laura Toran: Last summer, when all of a sudden, our students couldn't go to field camp.
Laura Toran: and had to do virtual experiences we had kind of an Aha moment that maybe our field camp requirement was not very inclusive like if if we could do this one summer why can't we do it all the time.
Laura Toran: To make field camp more accessible, so we formed a committee to try to find more options to.
Laura Toran: Give students for that refilled camp requirement and i'm really interested to hear what things people in this meeting, have tried.
Laura Toran: Thank you.
Ann Hadley: I can, I can go next i'm can you hear me.
Anita Marshall (she/her): Yes, we can hear you great.
Ann Hadley: i'm Ann handley I teach at Manchester Community college in Connecticut and i've been teaching intro geology and environmental science there for over 20 years.
Ann Hadley: My field trips are to various locations in central Connecticut as well as to the shoreline.
Ann Hadley: But i've had students with varying abilities and also injuries that have made it difficult for them to participate on the field trips and so i've had to adapt things on the fly so i'm looking for different ways to.
Ann Hadley: make things accessible also how to adapt things for online, I have a version of online dinosaur state park field trip that for central Connecticut that has been working out pretty well but looking to get some great ideas, this morning, so thanks.
Joe Butch: My name is Joe which i'm from buffalo New York i'm retired i've been serving recently as an adjunct to the buffalo state.
Joe Butch: Some courses have involved the field experiences many, many years ago I did some field outdoor education things with the buffalo museum of science and various scouting groups and the like, and each one presents unique individual challenges and opportunities.
Janet Wert Crampton: Well, go i'm fairly crimson from rockville Maryland and I.
Janet Wert Crampton: discovered accessible field trips out the annual to say million and 2018 where a neither Marshall and her group called us off from mammoth cave state park and my disability is that I better oh.
Janet Wert Crampton: i'm slower my vision is poor um I don't get around as much as I used to read my retirement occupational has been going on God to field trips.
Janet Wert Crampton: And the word is how small they are, the better it is, and I have become very happy with zoom have discovered all kinds of places I can go without leaving my office chair so go sign me up for your next field trip i'll go to dinosaur park real soon.
Joanna Hodge, She/her: um my name is, can you hear me.
Joanna Hodge, She/her: Okay, great my name is Joanna hodge and i'm the program coordinator of the earth's resources technician caught program at flaming college in Canada.
Joanna Hodge, She/her: We trained geological field technicians so it's a two year diploma course and my students go on to become hydrogeologist or Hydra geological technicians or mineral exploration technicians.
Joanna Hodge, She/her: We don't currently have any field experiences any field trips my students go on a six month co op, but I would like to introduce a seven to 10 day field trip.
Joanna Hodge, She/her: And, seeing as i'm designing it from scratch, I would like to make it accessible and inclusive, so I was lucky enough to go on the.
Joanna Hodge, She/her: Accessible field trip to petrified first.
Joanna Hodge, She/her: As part of GSA and.
Joanna Hodge, She/her: i'm here to get a whole lot more information on how I can actually build that field trip so thanks.
Anita Marshall (she/her): Thanks Joe and it's so great to have some of our previous field trip attendees here that's really awesome.
Anita Marshall (she/her): let's see um how about john brooks.
John Brooks: Great thanks.
John Brooks: I am pro golfer to Hampshire and i'm a consulting geologists semi retired now.
John Brooks: I don't need a lot of field trips, but I have you know it seems like every two or three years I get involved in leading one and we have.
John Brooks: Friends of the pleistocene trip coming up this is coming here so i'm interested in finding out how we might incorporate some new.
John Brooks: Technology Center the field trip to make it more inclusive for people and also to kind of add more information to a standard field trip that you could possibly give through technology.
Anita Marshall (she/her): Kristen you want to go.
Kristin Schild: Her hi i'm kristin shield i'm a research assistant professor at the University of maine.
Kristin Schild: up an order domain, thank you for letting me join in, I feel, like, I have two very different ends of the field work spectrum.
Kristin Schild: My personal field, workers and police theology so i'm often and very, very remote places um but i'm also collecting ground truth measurements for satellite imagery and remote sensing so one that you can be in the lab and the other it's very remote.
Kristin Schild: And with with everything happening, this year, as many have mentioned, we went into this, how can we still have a field camp or a school with our students and remote sensing came in, as one of these options and so i've really been working hard with.
Kristin Schild: The committee is now to bring in these alternative field, schools and in data management and remote sensing and how can we get you know that that field camp experience in in an accessible way so i'm really i'm really happy to be here today, and be hearing what you all have discovered.
Anita Marshall (she/her): West.
Wes Boberg - MN online/ECSU: You wanna.
Anita Marshall (she/her): Say hi sure.
Wes Boberg - MN online/ECSU: It can hear me.
Wes Boberg - MN online/ECSU: Locally I teach at Eastern Connecticut State University as adjunct in the.
Wes Boberg - MN online/ECSU: Environmental and our science department I just started there this fall I taught at Western State University for five semesters but full time I teach for the state of Minnesota online and Minnesota has got a really big push right now for inclusive and accessibility.
Wes Boberg - MN online/ECSU: issues in the state for colleges and I teach at a Community college Bridgewater college and i've been there for 22 years.
Wes Boberg - MN online/ECSU: Because I teach fully online remotely from Connecticut from Minnesota i'm obviously struggling with how to incorporate field experiences either one hour, one day, whatever kind of thing, so I think this would be a good.
Wes Boberg - MN online/ECSU: start to collecting information and this afternoon experiencing a virtual field trip kind of experience to take back to Minnesota as well as us at Eastern Thank you.
Wes Boberg - MN online/ECSU: So.
Sarah Hall (she/her): hi i'm Sarah hall yeah I am i'm also in maine i'm a teacher at college of the Atlantic and bar harbor.
Sarah Hall (she/her): And this is a school where students can have a major in human ecology there aren't geology majors but i'm the geoscientist and.
Sarah Hall (she/her): So I teach theology classes and a lot of our classes have read very regular field components, like every week, the students are in the field for an hour to three hours as part of a lab.
Sarah Hall (she/her): Every now and then, I offer a longer sort of field camp experience but i'm really curious about these you know these kind of shorter field experiences that are connected to coursework where.
Sarah Hall (she/her): You know it's not the situation where students choose to participate in some kind of like let's go camping trip but it's like we're working in the intertidal zone regularly um so i'm curious about.
Sarah Hall (she/her): How to how to work with those short field trip experiences, but then also i'm part of a group that's trying to get a geo park together for a self guided.
Sarah Hall (she/her): Like public education experience in coastal main.
Sarah Hall (she/her): Were will have GEO sites along throughout the coast and these exist in other countries, but there's not there there aren't GEO parks in the US now so i'm curious about sort of.
Sarah Hall (she/her): Self guided public field experiences and how to because we're just planning this now how to start on in the right direction, before we actually put things in the ground.
Anita Marshall (she/her): Well, that sounds like a really interesting.
project.
Anita Marshall (she/her): Really cool.
Anita Marshall (she/her): Okay, do we have any like non tech support type folks who have not said hi yet would like to.
Anita Marshall (she/her): Okay, oh Kurt lindy.
Curt Lindy: Good morning lindy and.
Anita Marshall (she/her): i'm out of Syracuse.
Curt Lindy: New York, and I am a amateur geologist.
Curt Lindy: citizen, scientists and what I hope to gain is i'm I have not had an appeal experience, so I will learn more about to express what I can do online and I don't like online stuff but.
Curt Lindy: we're being forced into we'll see what we can come up with here interesting enough.
Curt Lindy: Okay.
Anita Marshall (she/her): Great so yeah we're so happy to have all of you here Jen do you want to pull our slides back up and we can kind of get rolling.
Anita Marshall (she/her): All right.
Anita Marshall (she/her): um.
Anita Marshall (she/her): Jen do you want to start the section off.
Jennifer Piatek (she/her): I was.
Jennifer Piatek (she/her): i'm unmuted.
So I go okay.
Anita Marshall (she/her): So we sort of already.
Jennifer Piatek (she/her): hit on this, why do we need to think about accessibility i'm kind of tag I think a lot of you are already thinking about it but um, as I said, as chair of my department, one of the things I have to think about is is enrollment right, why are students choosing to be.
Jennifer Piatek (she/her): A scientist or take your science courses and one of the things that actually I think is turning students away is the perception of what a geologist.
Jennifer Piatek (she/her): Is, and so this was just a quick, what happens if I drop geologists into a Google image search.
Jennifer Piatek (she/her): and
Jennifer Piatek (she/her): Looking at all of those photos do they have something in common, do you see a common theme to all of these which.
Jennifer Piatek (she/her): All of these images.
Jennifer Piatek (she/her): they're all people in the field they're all.
Jennifer Piatek (she/her): Many of them are by themselves, they all some of them are wearing hard hats it's clearly dangerous it looks remote um.
Jennifer Piatek (she/her): So we really have this sort of stereotype of sort of the geologists in the cargo shorts and the birkenstock, and so do we turn away people from geology because they are not.
Jennifer Piatek (she/her): brad Pitt in the birkenstocks and the cargo shorts in the field pants.
Jennifer Piatek (she/her): Alright i'm not going to go through all the do science, education, literature on barriers that exist, but we can.
Jennifer Piatek (she/her): At least touch on.
Jennifer Piatek (she/her): This particular sort of formulation of the barriers which is this is from a survey of geoscientist at the US geological society of American meeting and.
Jennifer Piatek (she/her): This these are phrased specifically for disabilities but thinking about these also we can think about these along other axes of inclusion as well.
Jennifer Piatek (she/her): So there's a perception that only certain people can do geology and so that's going to exclude people that don't fit that assumption.
Jennifer Piatek (she/her): On there's an exclusion of people from training, so if you are excluded from a field course because you can't take six weeks away from home in the summer or you can't go to field trips there on the weekends, or because you're me and you can't climb a.
Jennifer Piatek (she/her): rocky slope easily.
Jennifer Piatek (she/her): And then the lack of just accommodations for for differentness.
Jennifer Piatek (she/her): and
Jennifer Piatek (she/her): I think i'm my animation got killed on this slide we had a.
Jennifer Piatek (she/her): there's a lot of these little infographics talking about equality and equity and this is my favorite formulation of it because um I think it really addresses that equality this you know, everybody gets the same thing everybody gets the same bike in the top slot and the top infographic.
Jennifer Piatek (she/her): But.
Jennifer Piatek (she/her): How many of the how many of these four people look comfortable with.
Jennifer Piatek (she/her): The opportunity they've been given, I mean obviously here we're going to exclude the the person in the wheelchair, but the person who is tall and the person who short are also going to not be.
Jennifer Piatek (she/her): accommodated so when we think about Designing an experience that leverages the strengths of each person.
Jennifer Piatek (she/her): We can get large you know, put the large person on the large bite the person who wants to hike up the Hill, they can hike up the hill but let's make sure that we can accommodate everybody in a way that makes them comfortable.
Jennifer Piatek (she/her): So, Anita do you want to i'll switch it over to you to talk about getting to know your students.
Anita Marshall (she/her): shirt so before we really dive into you know the the nuts and bolts of you know how to do, accessibility and inclusion in the field.
Anita Marshall (she/her): Every time we we run a program like this one of the big questions that comes up is, are we allowed to ask right like before we go out in the field can't we just ask.
Anita Marshall (she/her): Our students, if they are like if they have a disability.
Anita Marshall (she/her): And the answer is not as straightforward as yes or no um For one thing, you know, there are two perspectives on this one from the Faculty and administration perspective, there are.
Anita Marshall (she/her): legal, ethical and safety considerations of asking that Question one thing you are actually not legally allowed to directly ask your students about their disability status or any sort of.
Anita Marshall (she/her): health information you can't you can't just you can't ask really like you can't compel your students to tell you this information.
Anita Marshall (she/her): There are, however, on the opposite end like, on the other side of the same coin.
Anita Marshall (she/her): University universities are often very concerned about safety risks in the field and many times, people with disabilities are not allowed to go on field trips because of you know, some sort of perceived enhanced safety risk.
Anita Marshall (she/her): This is usually.
Anita Marshall (she/her): yeah don't get me started not not a legit concern, but it is one that can get some pushback from a student perspective, there are privacy and discrimination concerns um.
Anita Marshall (she/her): You know what are you going to do with that information right will that information be held against me when it comes to other things like how you treat me in class.
Anita Marshall (she/her): These are very serious concerns, so it seems like you know, with these two bullet points were on opposite ends of the divide here.
Anita Marshall (she/her): So you know, the question is okay, but how do you actually start working together to make these kinds of TRIPS of success if you're both sort of coming at this at opposite ends of things.
Anita Marshall (she/her): So you cannot compel your students to share this information, but what you can do is create an environment of inclusion and support where they feel safe disclosing to you.
Anita Marshall (she/her): Right, so you can say things like we're working on planning our upcoming field trip, and you know I need to know the best way to make this trip a success for all of you.
Anita Marshall (she/her): I encourage you to let me know what you might need.
Anita Marshall (she/her): You know to be able to fully participate in a field trip now we'll talk later on, about what they need to answer that question because the challenges.
Anita Marshall (she/her): That especially for people who really haven't been allowed in the field, all that much they don't know what they need because they've never been.
Anita Marshall (she/her): Right so we'll talk later on about some of the basic information that they'll need even to answer the question, what do they need, and how can they best participate all right i'll hand it back over to you Jen.
Ann Hadley: Can I this is and can I just make a quick share kind of thing.
Ann Hadley: I found that with my intro level field trips that we're talking about.
Ann Hadley: equity that this holds true for everybody really because i've got a lot of students who are from urban environments that have not been to the beach, because the.
Ann Hadley: The metro bus doesn't go there, you know and they haven't been on field experiences they haven't done things like this, so giving them as much information in advance, so they can feel comfortable.
Ann Hadley: it's for everybody, no that's that's an important thing for everybody, so thanks just wanted to share that.
Anita Marshall (she/her): It is, I cannot emphasize enough how much information is an accessibility and inclusion tool, it is absolutely critical for inclusive programs to.
Anita Marshall (she/her): freely share information.
So.
Jennifer Piatek (she/her): and actually since we can jump ahead a couple of slides run and we don't have to go in that in the order on the slide deck we were going to start out talking about sort of no tech options, which is what can you do immediately with the trips that you have without.
Jennifer Piatek (she/her): Having to incorporate technology or or anything what are some of the just the simple ways that we can change the way we design our field trips and on this as, as you pointed out, this is such.
Jennifer Piatek (she/her): A great segue.
That.
Jennifer Piatek (she/her): Information is important and i'm also seeing a question in chat about i'm asking about disability status and medical information um I would, I would say, I mean, certainly at universities know asking it's not allowed um it's.
Jennifer Piatek (she/her): it's.
Jennifer Piatek (she/her): I don't I don't.
Jennifer Piatek (she/her): I don't think there's a legal reason you can't ask necessarily but there's certainly a an etiquette way that walking up to somebody and saying so what's your problem is not.
Jennifer Piatek (she/her): Not appropriate right, so if we can find a way where people are willing to just sort of share that or a mechanism by way they can do it anonymously, even if you're running.
Jennifer Piatek (she/her): A trip with an online signup even do you have information, you know, do you have a concern that you need to share potentially anonymously.
Anita Marshall (she/her): But yeah it is, it is definitely a tricky question and, like I said there's no like easy yes or no answer on how to get this information out of students.
Anita Marshall (she/her): One of the things that I, you know, encourage instructors to think about is that building that trust that you're not going to miss us that information starts, well before the field trip.
Anita Marshall (she/her): Like that's a relationship building thing, where they have to feel like they can trust you with that information and that you're going to use it with their best interests in mind so.
Jennifer Piatek (she/her): Right.
Sean Thatcher (he/him): and Joe does bring up a very good point, in that many States asking questions really disability of any kind.
Sean Thatcher (he/him): is not permitted, however, in order to monitor compliance, we need to collect data so.
Sean Thatcher (he/him): You know, being able to just up front so in hey do you have a disability is not exactly the right approach, but if you design things in a way that's forward thinking that's as inclusive as possible and giving.
Sean Thatcher (he/him): Those that are participating, the ability to contribute hey this isn't accessible version because of X, Y and Z.
Sean Thatcher (he/him): It does open that conversation up to dialogue to really enhance the experience for everyone involved, which really goes into what Jenny neither were just talking about building that trust in that relationship, well before your trip starts right.
Jennifer Piatek (she/her): And also.
Jennifer Piatek (she/her): I think somebody brought up and introductions and it's already been 10 minutes forgotten that I mean we have students with temporary.
Jennifer Piatek (she/her): disabilities and at least it at our university it unless you have a doctor's note and assigned thing you're not disabled, even if you have a cast or you're on crutches or whatever.
Jennifer Piatek (she/her): So i'm being able to just be open to um I don't care that you don't have a formal letter saying you have an accommodation and a disability, you clearly have an ankle boot on, so we have to change the way you know we have to accommodate you on this field.
Jennifer Piatek (she/her): We have to change, maybe what you would have done to something else.
Jennifer Piatek (she/her): So.
Jennifer Piatek (she/her): Let me get back to where we were with with information that that we've been talking about how do we get the information from our students about what is the information we give to our students.
Jennifer Piatek (she/her): and often times, having this information can be really critical for someone.
Jennifer Piatek (she/her): Who maybe has a disability they don't want to disclose or they just don't want to talk about the fact that you know they need to take a certain medication at a certain time of day and it all, and it has to be taken with a granola bar or whatever.
Jennifer Piatek (she/her): So, by providing them information you give everybody an opportunity ahead of time to sort of make their own plan.
Anita Marshall (she/her): yeah go ahead, Jim Oh, I was gonna say is the three of us can definitely you know definitely share personal anecdotes about how information is critical and the lack of information can be a deal breaker.
Anita Marshall (she/her): You know it's things that a lot of times we take for granted, when we are fully able to just go do whatever.
Anita Marshall (she/her): um you know even things like How far is the bathroom right how often are we going to take a break right, are we going to take a break i've been on like.
Anita Marshall (she/her): field trips that we started calling death marches as students, because, like we never took a break, we never stopped to eat, you had to go find a tree if you need to use the bathroom like.
Anita Marshall (she/her): You know, so those those kinds of.
Anita Marshall (she/her): Those kinds of basic information about basically just how the day will run.
Anita Marshall (she/her): Is is crucial for inclusion like you just you have to do you have to be able to answer these questions, ahead of time, I actually had a professor one time, when I was a student I brought this up about meeting information.
Anita Marshall (she/her): and his response was that he didn't want to ruin the surprises of the day.
Anita Marshall (she/her): And I.
Anita Marshall (she/her): yeah i'm yeah i'm all excited to see the cool geology but the surprise of the day shouldn't be surprised there's no bathroom stops right.
Anita Marshall (she/her): right though yeah.
Jennifer Piatek (she/her): Well, and we feel work.
Jennifer Piatek (she/her): brings its own surprises we don't need additional show you know Oh, the vans going to break down halfway through the day that's a surprise that we want to do is not.
Jennifer Piatek (she/her): All, by the way you needed to fill your water bottle before you left home because there's no water until we get to the stop at the end of the day.
Jennifer Piatek (she/her): So that's that's key here with with logistics.
Jennifer Piatek (she/her): i'm just going to run through that i'm just going to point out some of the highlights of this, I do want to point out, because I didn't find room on the slide that we've proved this.
Jennifer Piatek (she/her): From a fantastic publication called coil it stops in the field that discusses the fact that many of our students.
Jennifer Piatek (she/her): Particularly talking about students from from urban environments may not be aware of how you pee in the field, how do you take care of your personal needs when you don't have.
Jennifer Piatek (she/her): A room dedicated to do that, that you can pop up over into.
Jennifer Piatek (she/her): So we will have a Google drive folder that will set up and share with everybody Thank you and nita.
Jennifer Piatek (she/her): there's a link to it in the chat, but we will share a copy of that with everyone as well, so just hitting the information quickly here, where are we going What should the students were.
Jennifer Piatek (she/her): um I i'm always shocked and it happens all the time that students show up or you know it's 40 degrees outside and they show up in a T shirt to go on a field trip.
Jennifer Piatek (she/her): And so what should they be wearing what are they going to do and how are they going to be created.
Jennifer Piatek (she/her): for students that's often are really stress, you know that's a really stress inducing thing if they know that it's okay that they maybe didn't you know they don't need to go all the way and wait in the stream to get an A.
Jennifer Piatek (she/her): The Logistics are the key.
Jennifer Piatek (she/her): Are kind of the key information, so you know how long are we going to be here how long is it going to take to drive.
Jennifer Piatek (she/her): Our their bathrooms is there, water, should you be taking care of those before you leave on how far away what you'd be from the car if you, you know leave your iPad under the front seat.
Jennifer Piatek (she/her): How difficult, is it going to be do the do the you know just the person and crutches need to walk an extra half mile to go all the way around to the accessible rampant.
Jennifer Piatek (she/her): And then, what are you going to leave when do you need to be done, and when we going to get to the next stop or when are we going to get back to where we started and then always it's good to point out on specific safety warnings that may be relevant to sites that may or may not be obvious.
Jennifer Piatek (she/her): So we can.
Jennifer Piatek (she/her): share some examples of these as well, we have an example from a site will look at later in Arizona, where we need to point out to people to those of us from the east coast that don't live in the desert that you know sun protection is key.
Jennifer Piatek (she/her): it's a little bit more than just a little bit of sunscreen you, you want to dress different.
Jennifer Piatek (she/her): All right, let me I skipped over a couple of slides.
Jennifer Piatek (she/her): We can kind of this is actually a better sort of summary way that we can you do improve our field trips.
Jennifer Piatek (she/her): Without involving a lot of technology and that involves selecting your field sites, make sure that the why you're going here is more important than the how you're going to get there, so.
Jennifer Piatek (she/her): We shouldn't mean you know if if it's a half mile slog up a horrible incline that you're going to have to you know help people up, is it really worth that hike to get to the top, or are you doing it just because.
Jennifer Piatek (she/her): This is going to involve you know identity, think about how you get to the site where are you going to park how far away, is it how difficult, is it to to get to the site.
Jennifer Piatek (she/her): There are so many options on nowadays, where you can find access that doesn't involve steps or rough terrain, make sure there are places where.
Jennifer Piatek (she/her): People can stop and rest if they need to and then make sure that you have that schedule that you've set up and you, given the students this information don't.
Jennifer Piatek (she/her): deviate from that schedule as best you can so if you left off 20 minutes for a restroom break at the dunkin donuts don't skip it because you got a little long winded at the last site find some other way to to accommodate that.
Jennifer Piatek (she/her): And then be realistic.
Jennifer Piatek (she/her): We need, I think your your advice was always you know plan your field trip plan your stops make a list and then cross something off because you've already got some stuff on them.
Jennifer Piatek (she/her): Okay.
Jennifer Piatek (she/her): And I.
Jennifer Piatek (she/her): will point out there's a lot of great access that's available nowadays.
Jennifer Piatek (she/her): A lot of the national parks in the state parks have really started to focus on accessibility, so you can find accessible on rail trails or or.
Jennifer Piatek (she/her): Green ways that will get you to locations, without having to do crazy hikes and but be aware that accessibility may vary for different people so.
Jennifer Piatek (she/her): Some of the examples on here, and you guys can chime in, if you like.
Jennifer Piatek (she/her): The example of the top, here we are in in Arizona the top right image and we're it will pop key national monument and the trail is paved, but it is steep as heck so without somebody to help me up and down it, I would not have gotten to the bottom, which is where we took this picture.
Jennifer Piatek (she/her): And we also did the the trail of time at the grand Canyon which is paved it's a mile and a half it's fantastic but there's not really a lot of places to stop and rest So if you have difficulty getting up and down from the ground.
Jennifer Piatek (she/her): That trail could be a heck of a lot more difficult than for someone who has.
Jennifer Piatek (she/her): No difficulty getting up from them down from the ground or who brings their chair with them.
Anita Marshall (she/her): You know, though.
Anita Marshall (she/her): That was actually kind of a funny thing that happened when we did the trailer time.
Anita Marshall (she/her): Is that.
Anita Marshall (she/her): Those of us who had mobility limitations, but we're still up right we're struggling like struggling, by the time we got like halfway through that trail and those in the group that brought their own seats with them we're doing much better.
Anita Marshall (she/her): Like they weren't pounding the pavement for that whole link, so the lack of benches.
Anita Marshall (she/her): wasn't an obstacle and what was interesting is one of the planners of that of that field trip said later yeah I saw the signs that said the trail was accessible wheelchair accessible, so I thought yeah that checks the box right I don't have to think about.
Anita Marshall (she/her): Any other sorts of logistics, that the thinking has been done, for me, but again, you have to think about who's in your group and really take a hard I because.
Anita Marshall (she/her): Accessible is a word that is thrown around a lot, and it means quite a lot of different things in terms of like accessible for who and exactly how.
Jennifer Piatek (she/her): Right, this goes back to having that conversation and having that trust that your your field trip participants are going to share with you.
Jennifer Piatek (she/her): um but also mean what's the backup plan you know i'm in the case is a trail of time that's a it's a mile and a half paper trail it's it's kind of undulating up and down hill.
Jennifer Piatek (she/her): And it goes along the south rim of the grand Canyon but that's a one way trail, so one of the keys is making sure that you know how you're going to get.
Jennifer Piatek (she/her): from one end to the other if people get to the end and they can't they just can't walk back or what happens if somewhere in the middle somebody says, I can't go any further.
Anita Marshall (she/her): yeah The challenge was the the trail of time again, was that there was no exit point.
Anita Marshall (she/her): yeah like it was one of those once you were on it, you are on it, it was no like okay I don't want to be on it anymore, it was yeah an entry point and an excellent point, and there was there were no off there were no off ramps.
Jennifer Piatek (she/her): Right, but there was always an option, I think that if we can.
Jennifer Piatek (she/her): Again back to your culture of sharing if people are willing to say hey i'm a half mile into this I don't think I can make a mile and a half, can I turn around.
Jennifer Piatek (she/her): Being able to say that is critical.
Jennifer Piatek (she/her): Alright we're going to get start getting off.
into.
Jennifer Piatek (she/her): Stories for not too careful there's some other sort of quick and dirty ways that we can.
Jennifer Piatek (she/her): make our field experiences a little more accessible.
Jennifer Piatek (she/her): tactile maps so taking a map and adding a tactile of.
Jennifer Piatek (she/her): some kind of texture to the map, so that the different units are different portions of the image feel different.
Jennifer Piatek (she/her): captions on videos live transcripts on zoom it's literally a checkbox in the zoom preferences that you can go in and say turn on live transcription.
Jennifer Piatek (she/her): From for many people so anything that we can do is is fantastic and then we're going to spend a lot of kind of the rest of our time talking about how we can enable.
Jennifer Piatek (she/her): On collaboration and so we want to get away from this idea that geology is a you know that field geologists have to work by themselves.
Jennifer Piatek (she/her): We were told it feel can't when I did feel camp, we were told work by yourself don't trust your field partner your math is your map.
Jennifer Piatek (she/her): And that's not the way it works that's not what I hear from my our students that are out, you know our graduates who have jobs they work in groups, so how can we foster a collaboration, where everybody contributes equally and.
Jennifer Piatek (she/her): Their own contribution their own portion of the project.
Anita Marshall (she/her): And that's good for a safety perspective to the you know this, this whole encouraging people to be loners in the field is dangerous, like it's not a good idea collaboration is great from an academic perspective and it's also great from a basic fields safety perspective.
Jennifer Piatek (she/her): and
Jennifer Piatek (she/her): Right, where where are we going with this part of the um we're at the examples that we're going to give you are from many of them are from a two year nsf funded study.
Jennifer Piatek (she/her): On that we were all three of us were part of using a mixed ability cohort so we have 11 students, some of whom identify as being disabled, some of whom, who didn't.
Jennifer Piatek (she/her): And then, this was asked, this was an application criteria, and then we have a gazillion faculty because there's a lot more than 11 people in these images.
Jennifer Piatek (she/her): And these are our group photos here I use these whenever I do these presentations to point out.
Jennifer Piatek (she/her): we're telling you that we have six students who identify as having mobility, disabilities.
Jennifer Piatek (she/her): And I would challenge you to pick out all six of them.
Jennifer Piatek (she/her): Because well, some of them are.
Jennifer Piatek (she/her): Some of them are not obvious and so.
Jennifer Piatek (she/her): Remembering that our students may have issues that they're dealing with that they're not telling us is is as important as dealing with the ones that we can see.
Jennifer Piatek (she/her): This is what I was trying to get to i'm looking at the schedule, so I think what we'd like to do at this point is this throw this kind of back to everybody.
Jennifer Piatek (she/her): You can do this, you don't have to say anything if you don't want to, but we'd like to open the floor to discussion to think about.
Jennifer Piatek (she/her): Your favorite field trip or a field trip that you really want to make more accessible and see if you can identify.
Jennifer Piatek (she/her): One thing that you could change sort of right now with these no tech solutions to make that field trip a little bit better and so i'll open the floor i'm going to stop sharing and mute.
Jennifer Piatek (she/her): To open the floor here.
Laura Toran: One thing that I saw and I haven't tried it yet was a video where.
Laura Toran: When the field trip got to a point that it wasn't accessible.
Laura Toran: People had on the trip had webcams on and they talked to the people that had to be left behind because of an accessibility issue.
Laura Toran: I faced it with a class field trip recently, because not everybody wanted to go on the trip because of covert concerns they didn't want to.
Laura Toran: Get in a vehicle with people or whatever, and I tried to video it and it made me lose track of what I was trying to teach so what I did instead is I took a lot of pictures.
Laura Toran: And I created a PowerPoint of the whole field trip for the students that didn't feel comfortable calling, and that was within my technology capabilities, so a real simple example.
Sean Thatcher (he/him): And that works out really well, so a lot of the things that I end up studying and Anna will appreciate, and it will appreciate this very much is.
Sean Thatcher (he/him): coastal regions, so I study sand dunes and sandy beaches and intertidal zones.
Sean Thatcher (he/him): and Lord knows that is not wheelchair accessible for power chairs, you know I will show it out my batteries and we will all go fishing I guess.
Sean Thatcher (he/him): But you know, there are ways that you can have that become a lot more accessible.
Sean Thatcher (he/him): With simple technologies that people have or even just exactly what you did by you know, creating taking a bunch of pictures and creating a PowerPoint after.
Sean Thatcher (he/him): That you can really emphasize the really important parts of what's important.
Sean Thatcher (he/him): So one experience was when we were in Ireland, there was one day that I was having an issue and I couldn't make it to one of the clip faces and that's exactly what we did took lots of photos.
Sean Thatcher (he/him): annotated the pictures and then pointed out through a debrief of all the information that way it felt like I was actually there, even though.
I couldn't physically be there.
Jennifer Piatek (she/her): and actually Sean if I can follow up with that that.
Jennifer Piatek (she/her): In the case of of the situation shawn's talking about it was actually the students that did the deeper if it was not the Faculty so we were able to sort of flip that whole situation and turn the students into the experts.
Jennifer Piatek (she/her): And that sort of teaching increases the amount that you're going to get out if you have to teach something to somebody you learn it a little bit better so are there other ideas or thoughts on how you can incorporate some of these no tech solution.
Ann Hadley: I had a situation where at dinosaurs state park the the track way is not accessible to people with mobility issues, so we did make teams, where some people who were.
Ann Hadley: At the observation area we're helping to collect data in ways that the people who are on the track way couldn't do so, they were we made sure that they were integral part of the team in the data collection.
Ann Hadley: Even though they couldn't get down onto the track way, so we tried to make sure that everybody had an important job and that the data sharing was taking place where everybody could be, together with the team.
Anita Marshall (she/her): Janet.
Anita Marshall (she/her): I think you're muted Janet we can't hear you.
Janet Wert Crampton: yeah i'm.
Janet Wert Crampton: I have no no.
Janet Wert Crampton: geological travels.
Janet Wert Crampton: Then, many of the wonderful state parks, a national parks that were built originally by the CCC have steroids and steps on them without handrails.
Janet Wert Crampton: And this may be a smallest flights of steps here or.
Janet Wert Crampton: there.
Janet Wert Crampton: And the activity would be to alert your if it's in your district alert turn local state elected representatives, your Senator your delegates.
Janet Wert Crampton: To the problem you, you are using.
Janet Wert Crampton: instructor at the College, we have students with disabilities, we can't take them to such and such a park here or there, because there are no and rails, even for those who are okay.
Janet Wert Crampton: And then you have to lobby your State Department of natural resources, because the money for the handrails house to get into the state budget, and so you can do all kinds of integrated learning.
Janet Wert Crampton: If your students are willing to do it, you can get them to write used to be write a postcard right is send an email.
Janet Wert Crampton: i'm because they will live in.
Janet Wert Crampton: Different districts in your state.
Janet Wert Crampton: And they all are their district.
Janet Wert Crampton: Representative representatives I can't do such and such because there are no handrails on your stairs i'm.
Janet Wert Crampton: Maybe i'll get some handrails out of us.
Janet Wert Crampton: I need them now, because my vision is sufficiently port, then I can't tell how high the steps really are.
Janet Wert Crampton: On I would you know would fall over them or awesome or down the rivers on steps on low so go for it.
Anita Marshall (she/her): I love the idea of bringing you know Community activism in, and you know, having your students take a keen eye to accessibility and what they can actually do to fix it, not just for themselves, but for everybody.
Janet Wert Crampton: Mother tall and small children up to steps would welcome.
Sean Thatcher (he/him): kristin go ahead.
Kristin Schild: hi i'm sorry Sean your your story was really interesting to me because this year we were supposed to do a series of field trips in my class to go sample coastal erosion, but.
Kristin Schild: ended up being an externally funded projects, so we still needed to measure this coastal erosion, but we're supposed to have a strong student component.
Kristin Schild: But with co video was when we finally got permissions everyone had to drive their own vehicle and.
Kristin Schild: It had to be on beacon, I mean there were so many things that it just it ruled it out for so many students and it was it was so disheartening because the students.
Kristin Schild: were so excited about it, because it could get them out of their houses, it could get them doing fieldwork or hands on or anything, and so it was really interesting for me to hear you say Sean about how taking pictures and then doing another activity.
Kristin Schild: felt inclusive, so I guess i'm i'm very curious to know like what are what are some ways that if if a student can't get to the field for any number of reasons, we can still make it in an inclusive in a group and a learning experience.
Sean Thatcher (he/him): yeah so you're going to love this idea, so one of the first research projects, I conducted with my undergraduate advisor was a shoreline erosion project on my home community of Staten island, so it was right after hurricane sandy and.
Sean Thatcher (he/him): You know, it was a disaster, nobody was able to get around, but one of the things was, I was able to use Google earth historic imagery so Google earth pro.
Sean Thatcher (he/him): And I was able, and you're not going to have great images going back the entire record of landsat although back accurately to about 1985.
Sean Thatcher (he/him): And what you could do is in that program very specifically is you can trace those coastlines really well.
Sean Thatcher (he/him): And you can save them as kfc files and then you can either a measure the manually so the distance from one line next line, which is a bit of a pain.
Sean Thatcher (he/him): Or you can use a platform, called the digital shoreline and analysis system it's usually abbreviated as D SAS.
Sean Thatcher (he/him): And you can bring them into our GIs environment, and you can measure them pretty accurately and you can get rates and statistics for it.
Sean Thatcher (he/him): And all these really great ways, so it was a way that I can conduct a lot of the field work that I was interested in.
Sean Thatcher (he/him): Without actually leaving the boardwalk so I can actually see the beach and the morphology of it and then do all the measurements that I would need to do, going back you know a little bit farther than I was expecting.
Kristin Schild: that's fantastic Thank you.
Anita Marshall (she/her): Sarah.
Sarah Hall (she/her): um yeah I guess it's kind of related to kristen's question um i'd have a field trip that I do with my geology students in the fall to.
Sarah Hall (she/her): A location, that I really love in maine called bora stone mountain and it's a it's a short hike but it's a really steep Pike that has like.
Sarah Hall (she/her): you'd like ladders in some places, but there's also like lots of other stuff around there that we look out like some rivers and glacial deposits and stuff and.
Sarah Hall (she/her): This that we have a alum who owns land and lets us like camp on it so it's like just there's so many parts about that are great for geological questions but it's super.
Sarah Hall (she/her): inaccessible and it's it's scary for some students who you know may not they're just scared to climb up the mountain so.
Sarah Hall (she/her): What I I, it was an optional field trip the students loved it, they said, you should always do this but I felt really worried about.
Sarah Hall (she/her): asking them all to do this, so I started partnering with a biology professor, we run the field trip together and make all the four or five different stops that we do.
Sarah Hall (she/her): optional, so that the other person can have them do something else if they don't want to do that and.
Sarah Hall (she/her): You he teaches a class it's like biology through the lens so it's very camera based, and he has them take pictures of things at different scale and then I teach them about.
Sarah Hall (she/her): landscapes at different scales and differential erosion like things you can see, at the scale of like the mountain in the basins, or just like the layers on the rock that he wrote at different rates so we kind of.
Sarah Hall (she/her): Have create it just kind of came about organically because students had just different.
Sarah Hall (she/her): desires and needs in the field, sometimes someone would like not feel well or hurt their ankle or whatever, and so it just worked out to have two people.
Sarah Hall (she/her): And so now, if I do field trips that are like long like that not like, not the one hour ones where I couldn't possibly have a another faculty Member with me but.
Sarah Hall (she/her): If we're going to go away for a weekend and we're going to Camp there's going to be to faculty always and we're going to have another option for students it's just so much it's a peace of mind for me actually I love that so it could be an option.
Sean Thatcher (he/him): Joe I believe you raise your hand before.
Joe Butch: Oh i'm not right now.
Anita Marshall (she/her): Well, actually I yeah go ahead Jen.
Jennifer Piatek (she/her): I was, I think I was about to follow up on the same thing.
Jennifer Piatek (she/her): You were suggesting, which is maybe now would be a good time as folks.
Jennifer Piatek (she/her): want to take like two or three minutes to grab a cup of tea or take a break for a minute just to kind of let your brain show for a SEC.
Jennifer Piatek (she/her): We are going to move on to our low tech.
Jennifer Piatek (she/her): Solutions in.
Jennifer Piatek (she/her): let's say kind of five.
Anita Marshall (she/her): yeah This is all this conversation is all really leading into exactly what we're going to talk about in the next section, which is you know pulling in these sort of do low tech approaches so yeah join us in a few minutes and we'll get back started.
Jennifer Piatek (she/her): My clock says 1006 plus track of time, so hopefully if folks are listening come on back, and we will work on getting started with our our low tech options for accessibility and our definition of low tech.
Jennifer Piatek (she/her): If I can share my screen is Pack that maybe widely available so maybe it's not it's certainly not low tech.
Jennifer Piatek (she/her): I don't know how my iPhone works.
Jennifer Piatek (she/her): Really, but it's something that's that's common to too many of us.
Jennifer Piatek (she/her): are many of our students may already have.
Jennifer Piatek (she/her): So.
Jennifer Piatek (she/her): This is where we turn it over to shawn to talk about a ski crater.
Sean Thatcher (he/him): Great so Google Earth is a platform that many of us are very familiar with it's not new, it came out in June of 2001.
Sean Thatcher (he/him): This was actually my first experience with a geospatial technology, I remember being really young trying to figure out where where's my house, how can I make away to my cousin's House all using Google earth imagery.
Sean Thatcher (he/him): But it's evolved significantly since then into Google earth that you could download and use as an application on your computer.
Sean Thatcher (he/him): Eventually, was released as Google earth pro and then became a free option in about 2015 2016.
Sean Thatcher (he/him): In 2013 Google earth created this tours option that allowed you to create tours of cities using some of their three their 3D imagery for buildings and things of that nature but they're all really professionally made and.
Sean Thatcher (he/him): To actually revamped the software so anyone can make a tour, and they made it a lot easier to do for those of us that are familiar with rj so there's similar to story maps in many ways.
Sean Thatcher (he/him): The advantages of this update was no professional expertise was needed to create these tours so there's a really there so there's a once you get familiar with how to operate the system.
Sean Thatcher (he/him): You don't need to worry about any coding or anything of that nature, you don't need to download anything either, which is phenomenal so all of this can be done in a browser.
Sean Thatcher (he/him): So if you have a desktop or a laptop all you have to do is go to the URL and you can automatically start creating tours.
Sean Thatcher (he/him): of your own nature they're fairly intuitive So although there's a bit of a learning curve once you get into the rhythm of really creating them.
Sean Thatcher (he/him): You really get a general idea of what you're doing and how to do it, how to go about it and even better they're highly customizable so you have access to.
Sean Thatcher (he/him): pretty much any location worldwide and that allows you to create interesting field sites for many of your classes that.
Sean Thatcher (he/him): You wouldn't even be able to get to even if you had all the funding in the world, so if you want to bring them to the Mekong river Delta, to show them really awesome flu meal plans you can do that.
Sean Thatcher (he/him): If you want to bring them to the grand Canyon that but you can't fly all the way from New York, you can do that do you want to show them examples of volcanoes in Arizona, but there's no flies right now, because of Kobe you can do that also.
Sean Thatcher (he/him): These are excellent excellent exploratory tools that can be used for pre trip planning, you can even use the sections where you can write about the tours themselves as ways to you know really come up with questions that you really want to answer in the field.
Sean Thatcher (he/him): they're great for creating virtual field sites that you can use in a repository that you could reuse every once in a while, or even if you want to just revisit and show friends and family.
Sean Thatcher (he/him): they're easily open on mobile devices so i've tested that the tour that we're just going to show briefly.
Sean Thatcher (he/him): On a iPad and iPhone and an android device as well, an arrow and they are working, all three of them with minimal issues and they can also be made available offline So if you have students look at them.
Sean Thatcher (he/him): beforehand, they can download them and they can be able to have them with them.
Sean Thatcher (he/him): You can also import them into Google earth pro really quickly that way students would have the capabilities of taking these virtual field sites that you've created and annotating them as they see fit to best fit.
Sean Thatcher (he/him): Their needs from a learning experience and ways Gray really interesting graphics were a little reports, and you have them right.
Sean Thatcher (he/him): When we share the slides the blue hyperlink on the bottom of how to create tour will bring you to a page that shows you how to generally walk through the step by step process.
Sean Thatcher (he/him): And that we click on the image of the Arizona Vol volcanic field, we can briefly just fly through a couple of really interesting locations.
Sean Thatcher (he/him): pretty quickly we're going to do a more in depth DEMO of this later this afternoon for the virtual field trips, but if you have any questions on this feel free to ask and Jen just hit the present button next to new feature.
Sean Thatcher (he/him): So it's great that they're really interactive so even though we're on zoom right now and.
Sean Thatcher (he/him): You know, it might be lagging on each other's ends, you can get these really nice perspectives.
Sean Thatcher (he/him): of locations on your tour that you wouldn't be able to have, in general, if you were going to do something that was a little more static.
Sean Thatcher (he/him): So now, you can kind of see that there is SP crater with a little bit of a description, this is a picture picture that we took in 2016 in the top right when we were in the field there and May.
Sean Thatcher (he/him): there's a short description of it, so all this is an attainable so you can include as much or as little Texas you like.
Sean Thatcher (he/him): You can include hyperlinks other images that you images even shuffle through and then, when you hit the arrow and the bottom left next a table of contents.
Sean Thatcher (he/him): It will bring you to other locations as well, so if you're working in a remote location like Arizona volcanic field you're asking crater you know you, you know you're going to want to really focus on the aerial aspects.
Sean Thatcher (he/him): And the 3D image capabilities of it, but if there are roads, you do have the capabilities to bring you to all the way down to a street view to really get an idea of what the landscape would look like.
Sean Thatcher (he/him): And you can cycle through and this really depends on the location, that you have in general.
Sean Thatcher (he/him): And just shuffle through some of the pictures, so one of the reasons why these volcanic field is so preserve is because of all the cattle ranching right here, so you know you have to include a picture of the calyx because they're cute.
Sean Thatcher (he/him): But then when you just shuffle through by table contents again.
Sean Thatcher (he/him): it'll bring you right up to the next, information, so it will bring you an aerial imagery on the road that you would take to get to the volcanic field.
Sean Thatcher (he/him): It will give you measurements of them, and you can include short descriptions that even prompting questions.
Sean Thatcher (he/him): So these are some questions that Anita and I were able to go through the other day, when she was re educating me at some volcanology stuff that I should have remembered and.
Sean Thatcher (he/him): You know, there are really, really helpful in creating this because you know these prompting questions can really help not only students on virtual field trip theory digitizing just fear courses.
Sean Thatcher (he/him): In the age of coded but can we can really provide an experience for students, that are there to be able to act, a certain locations be know where they are there is a question in the chat of is there, it just launched last the pop up.
Sean Thatcher (he/him): Is there a repository of some tours that we can use so we don't have to invent our own, I am sure they exist, I saw I didn't see links to some of them right don't know of a specific website, but I can absolutely look for you this tour specifically took me about two hours to make.
Sean Thatcher (he/him): Oh great thanks Anita yeah there are a bunch.
Sean Thatcher (he/him): I just went took me about two hours to make so.
Sean Thatcher (he/him): Which is not an exorbitant amount of time, but can absolutely be overwhelming time wise after a field trip, especially when you're getting home and stuff like that.
Sean Thatcher (he/him): But I can answer a bunch of questions about this later on, if there are questions or if there are specific questions about this now.
Sean Thatcher (he/him): yeah and what's great is you can shuffle through to all these different perspectives in these locations, so you can look at and interpret a lot of information and a lot of really great ways.
Sean Thatcher (he/him): These are experiences that can be shared widely they can be used for introductory and intermediate laboratory courses and if you wanted to you could incorporate some more higher tech versions as well with Google resources such as Google earth engine specifically.
Anita Marshall (she/her): Also, this is a great way for your students to become familiar with a field site before you go.
Anita Marshall (she/her): Even if it's not completely replacing your field trip giving your students, a little, even if it's not super detailed, but a brief.
Anita Marshall (she/her): annotated virtual tour of the site really does a lot to help lower anxieties about going out into a place that they've never been.
Anita Marshall (she/her): So it's a really great tool for that I use it that way, by even as a student I would do that the very first thing I would do when a field trip was offered to me was Google it and pull it up on Google or.
Anita Marshall (she/her): Look at this site look at the feasibility of me being able to get a good, you know amount of participation, out of going there, and you know do that sort of front loading.
Anita Marshall (she/her): You know, mental work ahead of time, so yeah it's a really great tool for sort of pre trip prep and to for lowering anxieties as Sean mentioned it's also really great for getting students involved in either pre trip trip prep having them help you build these tours ahead of time.
Anita Marshall (she/her): or even annotate or edit them afterwards the nice thing about this being a Google product is it integrates with Google drive so when you share these trips.
Anita Marshall (she/her): they'll show up in your Google drive folder you can share them with others, you can give people editing privileges, just like you do with a Google Doc so there really is a lot of very easy.
Anita Marshall (she/her): features that are really, really nice to.
Anita Marshall (she/her): The make it really.
Anita Marshall (she/her): yeah.
Sean Thatcher (he/him): yeah and one of the other benefits of it, as well as even if you're not going to use this for one of your field trips.
Sean Thatcher (he/him): you're providing excellent way for you to scout your field site from accessibility locations, so the number of times i've gone to Google earth to see if there are ramps and locations or facilities that are open or refurbish.
Sean Thatcher (he/him): Just from an accessibility perspective it really does open some doors for you to get a feel of what the accessibility of this location is without actually going there beforehand, and if it's been updated You can check it out beforehand, as well, which is phenomenal.
Sarah Hall (she/her): And I sent a quick question about these.
Sarah Hall (she/her): yeah.
Sarah Hall (she/her): I was wondering if if I was to have students each make their own tour like during the over the course of the German, is there a way to have them edit or comment on each other's or like do some peer review like can they share in this oh.
Sean Thatcher (he/him): yeah so basically what you would do is, you would have to give editing privileges to whoever you're sharing it with to make comments.
Sean Thatcher (he/him): And then from there, what you will be able.
Sean Thatcher (he/him): To do is, you can have students upload their own images or not, and then in these text boxes here, they can add in comments so unlike Google docs or another.
Sean Thatcher (he/him): Google platform like or another technology like that there's no specific comment feature, but you can absolutely leave comments.
Sean Thatcher (he/him): In these locations and if they're in the field, what you can do is you can even have them put in GPS coordinates.
Sean Thatcher (he/him): So if there's a very specific location that they're in they're collecting samples whether it's a rock sample or a really specific interesting feature, they can write down those GPS coordinates and be able to drop a pin right there, which is phenomenal to.
Jennifer Piatek (she/her): We have additional questions for.
Anita Marshall (she/her): When we won't go into we can go into a bit more detail on these you know.
Anita Marshall (she/her): If people want those if we if people want to come back to these later.
Anita Marshall (she/her): Okay yeah.
Jennifer Piatek (she/her): So i'm going to.
Jennifer Piatek (she/her): Sorry it's hiding under my shoes, but no there we go.
Jennifer Piatek (she/her): No problem so again we're going to share copies of our slides so you'll have this hyperlink will work for you this hyperlink to sean's tour will work for you.
Jennifer Piatek (she/her): We will share that at the end just to make sure everybody gets it.
Jennifer Piatek (she/her): we're talking, can you.
Jennifer Piatek (she/her): Please have a chat on this yeah.
Sean Thatcher (he/him): A word of caution to this, though.
Sean Thatcher (he/him): Separate but.
Sean Thatcher (he/him): Equal so right now in the age of coven you know virtual trips are the go to aspect that we're all kind of gunning for so we can be able to engage with our students challenge them and intellectual ways.
Sean Thatcher (he/him): and also be able to have a sense of normality that all of us are missing, however, this should not become the go to option in the future, for your students with disabilities as a way to include them.
Sean Thatcher (he/him): In courses without adapting your current course material and this goes into the whole question of you know why my museum courses have worked like this for years and they've been phenomenal.
Sean Thatcher (he/him): Unfortunately, they have not worked for years, so I have, I went through my entire undergraduate and graduate school education.
Sean Thatcher (he/him): In a wheelchair and many times, I was relegated to the independent go to the museum field trip as the accessible option.
Sean Thatcher (he/him): The number of times i've gone through the museum natural history and looking at the same exhibits because they're all taught by different faculty members.
Sean Thatcher (he/him): All with slightly different tours does not create an intellectual environment that is stimulating or challenging.
Sean Thatcher (he/him): It reinforces disability stereotypes of oh they're getting the easy field trip, and these are some concerns that many of you have probably heard in the past.
Sean Thatcher (he/him): It inhibits that social networking opportunities in the fields, you know.
Sean Thatcher (he/him): We have so many great opportunities of being able to connect and meet people in the field, especially when things don't work out the way that they're intended they create the best stories and the best learning experiences.
Sean Thatcher (he/him): That those networking opportunities are really the way that you start to build those relationships, especially professionally when you're an undergraduate or graduate students.
Sean Thatcher (he/him): It also promotes feelings of isolation and otherness you know I can't go on this trip, because I have a disability or you know i'm too much work to adapt this trip it really undermines confidence and makes you feel like.
Sean Thatcher (he/him): Hello i'm here because soon, a symptom that many that many students call and as an actual point as imposter syndrome and strongly encourage the students to leave the geosciences.
Sean Thatcher (he/him): And just as a way to think about this, you know, over the past year just think about and consider how things have that I would have could have been better.
Sean Thatcher (he/him): If we were all together, and that is exactly what that museum truth is, you know.
Sean Thatcher (he/him): We all like that social connection we like that interaction we like that challenge and.
Sean Thatcher (he/him): Even if it doesn't go great you know, knowing that you did your best to make it accessible and now we know what's what didn't work this time we can really work to improve what could work in the future.
Sean Thatcher (he/him): And that's, not to say there isn't a value in the museum trip, but when your options are only that museum trip or that loan isolated trip.
Sean Thatcher (he/him): You know you really do feel siloed in a program that doesn't exactly want to include you and promote students to actually leave the geosciences with disabilities.
Anita Marshall (she/her): So yeah if I can add on to that, I think the main point here is that you know these virtual options should not be something that we're regularly giving to our students with disabilities, while we go do regular field trips with everybody else.
Anita Marshall (she/her): Right that's that's where we run the danger of of you know.
Anita Marshall (she/her): segregating by ability and you know kind of clearly telling students that while our program is not made for you, but I guess you can do this thing and it's okay.
Anita Marshall (she/her): um so we really need to be mindful that when we use these virtual experiences that you know we still maintain those networks those social connections and you know the all those sort of intangible benefits of going into the field together.
Jennifer Piatek (she/her): And i'm I would add on to that that I think this workshop is.
Jennifer Piatek (she/her): A direct result of the social networking that the three of us did on the on our collective field trip experiences it's, not because we went to SP crater and saw cool lava flow it's because we hung out in the vans and had that social interaction so.
Jennifer Piatek (she/her): The key here is is.
Jennifer Piatek (she/her): That virtual is fantastic as an addition to our field trips it's not a replacement.
Anita Marshall (she/her): or even even if somebody if it's something that everybody's doing together right.
Anita Marshall (she/her): But you know you should be you should always stop and really carefully consider if it's an option that you're having students do by themselves as like the only person.
Anita Marshall (she/her): While everybody else goes and does a different thing that's that's that's the real danger zone that you've got it you've got to consider right.
Jennifer Piatek (she/her): and
Jennifer Piatek (she/her): I want to segue into this kind of idea, this is a slide from Anita but the idea of.
Jennifer Piatek (she/her): When we work in collaboration.
Jennifer Piatek (she/her): The the whole idea, the whole sort of point of the collaboration is to give students ownership of their learning so that they have something that they.
Jennifer Piatek (she/her): Even if you know as it's limited they have something that is their part of the project that they are contributing to the whole and i'm trying to make that a segue into the into kind of flipping this behind and putting the students in charge of doing the field trip design.
Jennifer Piatek (she/her): So I think this is your slide and nita from your.
Anita Marshall (she/her): yeah so one of the other alternatives that can work very well, especially for smaller courses are student led or independent trips So these are where with a little bit of scaffolding you let the students um.
Anita Marshall (she/her): Somewhat you know select their their sites or use like the site and they like would they go.
Anita Marshall (she/her): Student led her independent trips can give a real sense of ownership, if you task them with creating.
Anita Marshall (she/her): Some sort of virtual field trip to share with the class, this is something i've been doing with my classes for years now, I let them pick a side of local geologic interest and they.
Anita Marshall (she/her): build a field trip, this also allows students to set their own pace and so they're not trying to keep up with a group, and they can kind of work through a site.
Anita Marshall (she/her): As as they see fit, which has been incredibly good for my students, especially students would like ADHD or processing disorders.
Anita Marshall (she/her): Who really struggle to keep up with all the flood of information that's being thrown at them in a group setting this kind of gives them a chance to kind of take it at their own pace, I have an example here.
Anita Marshall (she/her): This is one from one of the local beaches, I don't know if we have do we have sound sharing enabled Jen on our screen share.
Anita Marshall (she/her): So.
Jennifer Piatek (she/her): Let me share.
Jennifer Piatek (she/her): And okay i'll get the show.
Anita Marshall (she/her): So of course most of my examples are from beaches, because i'm in Florida and that's like they either go to a beach or a single usually.
Anita Marshall (she/her): TRIPS like.
Anita Marshall (she/her): We don't exactly have our crops here.
Anita Marshall (she/her): But um so i'll show you some really great examples are two very different approaches, one is like a video log format and the other is a website.
Hello everyone, my name is Sam, and this is Taylor.
And we're going on a trip to two different beaches and engineered beach and natural beach the engineered beach is clearwater beach and the natural beaches Fort Soto, and we're just basically going to show you the differences in the different features and.
Anita Marshall (she/her): So you know the difference Okay, so your water beach skip to about the three minute like three minutes well mark I think that's where they do forgiveness yeah right there that's good, so this is a really good example of where these kinds of approaches shine to compare to clear water.
So first.
let's come over.
A lot of debris in it and it's, not just because.
of trees and things falling into it, because it's not engineered sand.
it's not filtered.
sorted.
Stand up.
This one's a lot one dreamy it's got shows in its natural and this one is ground up until find Paris that can be spread.
into a fine powder.
Anita Marshall (she/her): yeah, so I think that we can stop there Jen so what I love about these field trips is you can tell like they're talking through their own observations right they're using their geology brains.
Anita Marshall (she/her): they're there they're making their own observations are going at their own pace and they're and they're sharing out in a way that you know.
Anita Marshall (she/her): That that other people in the class can get can get an idea of.
Anita Marshall (she/her): You know what the place is like and why we would go there on a field trip, and so I really love these student led field trips.
Anita Marshall (she/her): I also love the fact that many of them will bring family members boyfriends roommates all kinds of people who are in the class a lot on these geology trips and so it's just like broader impacts about right.
Anita Marshall (she/her): One of the other examples, I wanted to show real quick Jen if you can click on the student build interactive field trip website let's see if this will right all right.
Anita Marshall (she/her): This is a very ambitious project that has taken almost two semesters of work, so this is a much bigger project, but if you go to field trip stops yeah and click on topic to.
Anita Marshall (she/her): let's see scroll down there's a real good example a black rock beach click on that down at the bottom and i'll show you some of, so this is a great example of one site where they built a website to give you sort of an interactive look at this website so they've embedded a Google.
Anita Marshall (she/her): map satellite view so you can get an idea of the the setting and if you scroll down they've got all the text in there, but then they've also included loads of photos and videos of the site so still photos videos.
Anita Marshall (she/her): they've got things for scale um there's there's a lot here for people who even you know didn't go on this trip to explore.
Anita Marshall (she/her): let's see down towards the bottom there's okay this this video with the girl in the Green, I think, gives you a really good idea of this this group's approach here, we have you can see that those different.
Anita Marshall (she/her): prospects there, so those hummock structures are actually those are going to be our crossfit our ripple marks.
Anita Marshall (she/her): But Dudes from a perfect angle that's perpendicular to what we're used to seeing so you're used to seeing the sloping cross bets and the sigmoid oval shape.
Anita Marshall (she/her): But if you were to cut that in a in a perfect angle that's perpendicular to that looking into the plane that you're used to seeing.
Anita Marshall (she/her): You get these hummock structures that you see this you're going to be like, if you were to see you can kind of see that, like the ripple marks their their their big form the ripples themselves yeah so this.
Anita Marshall (she/her): Shifting as So if you were to this group takes a much more this, these are all juniors and seniors so you know they've they're throwing terminology around left left and right but um.
Anita Marshall (she/her): So this group has taken a very ambitious approach with the the website building and the photos and the videos, but you can use a.
Anita Marshall (she/her): toned down version of this, you know just basically a web page where they put photos and videos and text as a semester project and it works very well and it gives them a chance to.
Anita Marshall (she/her): Experience the field in a way that resonates with them so they're they're basically in charge of their own experience, one of the.
Anita Marshall (she/her): pitfalls that I will mention is that you should do everything you can to discourage going alone into the field that is not something we want to encourage for a variety of reasons, so um yeah just keep that in mind pairs or groups are always better for these kinds of things.
Anita Marshall (she/her): So yeah.
Sean Thatcher (he/him): And that website was actually built using Google sites like Google earth and worth pro they're fairly intuitive to learn very similar to wordpress you do not need to have coding experience to.
Sean Thatcher (he/him): build it.
Sean Thatcher (he/him): However, if you wanted to include some really advanced features, there are some ways to include those kinds of tools, if you did want to.
Anita Marshall (she/her): yeah this this particular website was built in google's website builder, but there are loads of free sites that already have templates set up like Wicks and media site and all these things that you can get free.
Anita Marshall (she/her): Free websites, so the students actually really like building websites it's become quite a popular option for some of my classes so.
Anita Marshall (she/her): Anybody have any questions on that that that particular approach.
Okay.
Jennifer Piatek (she/her): All right, well, I think we had another.
Jennifer Piatek (she/her): um yeah we're about a half an hour into this is another good point to kind of turn it over to you did we want to.
Jennifer Piatek (she/her): We wanted to do breakout groups at this point, correct.
Jennifer Piatek (she/her): So I think what we're going to do is use the random breakout group option and kind of throw everybody into small groups and just think about with your group, how you can use just readily available stuff phones your students might have.
Jennifer Piatek (she/her): Some of the Google earth that we Google sites discuss options that we've discussed and then we'll come back in.
Jennifer Piatek (she/her): What did we say 1520.
Anita Marshall (she/her): minutes I think 10 spine.
Jennifer Piatek (she/her): 10 okay well we'll put everybody mo will return it about 1045.
Jennifer Piatek (she/her): Small memorize.
Anita Marshall (she/her): yeah for the breakout groups, what do you want to do like three or four.
Jennifer Piatek (she/her): I think three yes, probably I don't remember how many we were.
Jennifer Piatek (she/her): Okay.
Anita Marshall (she/her): There we go i'll do that.
Anita Marshall (she/her): Okay, and i'm going to open the rules.
Anita Marshall (she/her): Okay, so you're getting the invite if you click on the invite you'll jump out to your breakout room.
Oh.
Wes Boberg - MN online/ECSU: hey Jennifer.
Jennifer Piatek (she/her): Yes, I did have a couple comments I can sure whole group about what we talked about relevance.
Jennifer Piatek (she/her): Oh i'd love brad definitely like to hear them.
Back looks like everybody's back I think experiences personal experiences, is a good way to bring in relevance, whether it's the students personal experience or multi generational experiences.
Wes Boberg - MN online/ECSU: I think the older generations and I don't in any way want to offend anybody, but I think there's a historical aspect to grandparents.
Wes Boberg - MN online/ECSU: Even for me, I have, I have a.
Wes Boberg - MN online/ECSU: 12 year old daughter, so I started late with raising kids, but I have a 12 year old daughter, and she is just completely baffled and astounded by my stories of technology from the 70s and 80s.
Wes Boberg - MN online/ECSU: And how it's loaded and and telling her how I, as a graduate student in the late 80s were doing my papers on a brother typewriter where I had one line that I could edit at a time and she's just.
Wes Boberg - MN online/ECSU: baffled by that so as far as making having relevance in geology using our technologies and allowing students to express their own personal experiences with something like going to a beach.
Wes Boberg - MN online/ECSU: and recognizing oh what's that rock layer sticking out the growing what is that all about and say oh hey guess what we're going to talk about that, when we get into shoreline processes let's let's.
Wes Boberg - MN online/ECSU: table that but I want to hear your you know I think that's a really good way of bringing in students and maybe having them hit, can you take a picture that so we can show it to the class.
Wes Boberg - MN online/ECSU: And we can do a little quick, you know 15 minute field trip to that beach and talk about that, so I think that's a really good way of doing that or bringing in.
Wes Boberg - MN online/ECSU: Another generations experiences from maybe what they did what they experienced and seeing how things can change over over 2030 years, so you bring in that, and then the climate change, obviously, is a huge thing so topical.
Wes Boberg - MN online/ECSU: Addressing topical things as Kurt was saying and incorporating that into the curriculum is real important you can do that there's so much fluidity right now and curriculum, even for introductory level courses.
Wes Boberg - MN online/ECSU: like an Eastern we have two physical geology classes, one is called dynamic earth and one is called physical geology they do exactly the same thing.
Wes Boberg - MN online/ECSU: But it gives the instructor flexibility on what exactly they can cover based on topical things based on experiences, etc, so I think experiences and bringing in topical conversations and topical content is real good way of having relevance for students.
they're done.
Jennifer Piatek (she/her): Thank you know those are some great thoughts, can we yeah does anybody want to follow up or add some discussion from your own breakout room.
or.
Curt Lindy: lead to problems with patients for the university so so you have to be careful with that kind of thing.
Anita Marshall: yeah it's true wherever that is that discussion right now in our department.
Anita Marshall: Would anybody like to share some thoughts from their breakout groups.
Anita Marshall: um so I.
Anita Marshall: yeah go ahead john.
John Brooks: yeah I met with Kristen and Joe.
John Brooks: We we spoke a lot about what what geology jobs really like nowadays that the fact that a lot of them are.
John Brooks: In the office using modern technologies lidar and and you are all familiar with the methods so there's not a lot of fieldwork going on in in some sense, and so they use, perhaps the use of technology, during our field trips.
John Brooks: will inform, especially the younger people what what the modern world is really like as a geologists or hydrogeologist like I am.
John Brooks: So there's that advantage also I found in our field trips that some people aren't capable of getting all the way to the actual final site because of limitations physical limitations, and so we had.
John Brooks: Two meters, fortunately, and I stayed behind and would talk to them about what they're seeing up there, but if we actually did like a video preview what they're seeing and had you know it would be more much more informative for them.
John Brooks: It was there anything else Kristen or Joe that you wanted to add or.
Joe Butch: With the changing of times here what used to be an option in the past, is now a vital component of what we do now.
Anita Marshall: yeah there really is a remarkable thing that's that's happened over the past year, where these ideas that were really seen as sort of controversial or you know sort of.
Anita Marshall: lesser ideas for fieldwork have have gained a credibility and normalcy over the past year, that would have taken us a decade to make happen.
Anita Marshall: So, you know that that's been that's been really amazing and and.
Anita Marshall: Actually, the ag you actually wrote an article about field work in the time of coven and the gist of the story was that the work that's been done by accessibility advocates.
Anita Marshall: In field work is what enabled a lot of this rapid shift to you know creative ways of getting access to the field, because it's something that some of us have been working on for years.
Anita Marshall: And so there was a foundation that was already laid and there you know it's it's really amazing that we've been able to use that foundation to make a huge impact on all across the geosciences.
Anita Marshall: And I think some of this impact is going to be permanent, I think you know, I hope that some of these advances in accessibility stick around.
Janet Wert Crampton: Well, I just want to I.
Janet Wert Crampton: want to thank you all for your your virtual field trips that were available, because otherwise I would have been confined to quarters for a whole year.
Janet Wert Crampton: And that gets boring, for those of us who are used to going on geology field trips so i'm looking forward to this afternoon's virtual field trip.
Janet Wert Crampton: And i'm signed up to go to GSA se and via zoom i'm realized, I can go to all the GSA section meetings this spread all across the United States and I encourage your students to do that as well, so happy field trip and from your office chair.
Jennifer Piatek (she/her): Well that's actually a really good point that.
Jennifer Piatek (she/her): i'm seeing, at least in my.
Jennifer Piatek (she/her): planetary science circles, there seems to be a pushback that everybody's missing the in person parts of conferences and so everybody's.
Jennifer Piatek (she/her): Looking forward to going back to the way it was when we could walk up and and hug our colleagues and and go out for coffee and talk about cool science.
Jennifer Piatek (she/her): But we're we can't let go of the virtual component, because it does enable on enables people to travel when they don't.
Jennifer Piatek (she/her): When they don't want to, or they can't and it, I think it really gives opportunities to our students that you know.
Jennifer Piatek (she/her): Our students normally we take about 20 students, a year to the Northeast GSA regional meeting, but that means I gotta take time off of classes.
Jennifer Piatek (she/her): And some of Okay, and some of them have jobs they can't take time away from this is virtual.
Jennifer Piatek (she/her): So for the for the cheap cheap low rate of free, because our student club subsidized it every one of our students can now attend this meeting so.
Jennifer Piatek (she/her): I think we need to make sure that we advocate for continued virtual access, and that means not just not just those of us with accessibility issues but everybody to say hey i'm going to the meeting in person, but I know somebody who can't.
Jennifer Piatek (she/her): So please have a virtual option but let's not digress too much on that were there any other discussions of of.
Jennifer Piatek (she/her): From your breakout groups you that how you can improve your own field trips go ahead and.
Ann Hadley: We were talking about student accessibility to technology that when kuvan all happened some of our students didn't actually have laptops or wi fi hotspots and so, even though.
Ann Hadley: We thought that technology would be a way for folks to access lots of experiences and information.
Ann Hadley: They couldn't because of the technology piece, so we have to be sensitive to when we're asking them to do the work when can they get on the maybe shared laptop.
Ann Hadley: If they can't get to the the campus computer labs do they have a wi fi hotspot so you know, even with the GSA meetings that are happening now.
Ann Hadley: This program that we're doing right now is live, which is wonderful for our discussion, but we've been having problems with our wi fi the past couple of days, so if my.
Ann Hadley: If my Internet is out because my service is not working, then I would miss the whole thing, so we have to think about those types of barriers.
Ann Hadley: I know there are problems with recording some students don't want to be recorded and some professionals don't want to be so we, we have to think about those types of things as well.
Anita Marshall: yeah it's true, we had a I had a interesting this summer I we couldn't send out our rock boxes for our online courses um.
Anita Marshall: They were always online, but we usually send them a physical rockin mineral kit for the intro geology class.
Anita Marshall: And with the coven restrictions university was not okay with us sending physical anything out to the students, so I put all this time and effort into building.
Anita Marshall: 3D virtual Brock and mineral kits with 3D scans of the rocks that you can you know spin and manipulate so cool I was so happy with it well.
Anita Marshall: Most of them had garbage Internet at home, I mean just horrible Internet, and so they couldn't get the models to load so.
Anita Marshall: We had to fall back on you know just still photos and a few videos of me like you know, showing the rocks off because the you know the high tech option wasn't an option.
Anita Marshall: When it comes to conference accessibility some conferences have taken this into consideration in fact I don't know how many of you are familiar with SAC nast the Society for.
Anita Marshall: A American natives and chicanos in stem, but it is it's a great conference and they actually had a program where they sent laptops and.
Anita Marshall: wi fi like prepaid wi fi to people could apply if they didn't have access to a computer for the conference or wi fi for this grant program that would send them a laptop so they could participate in.
Anita Marshall: The conference, really, really cool initiative on their part, but yeah you can't just assume.
Anita Marshall: You know, and you know yeah you can't just assume they've got access to this kind of stuff so you do have to think, but especially at schools that Community colleges, or you know schools that traditionally serve.
Anita Marshall: You know, a broader swath of the public than, say, a private university it's it's you really have to consider that.
Jennifer Piatek (she/her): yeah I know we had difficulty with we had students driving to campus during the shutdown last spring, that we're trying to get on the wi fi.
Jennifer Piatek (she/her): And in fact our campus security was shooting them out of the parking lots because they had been told, nobody was allowed on campus so we had a few issues.
Jennifer Piatek (she/her): On there, but I think this might make a segue into our discussion of high tech, because if that's a if high tech is an option for you and you have some extra department or university funds, providing your students with my fi hotspots or or laptops is an option.
Anita Marshall: will also talk about what to do if you don't have funds, but you would like the equipment anyway.
Anita Marshall: And to know that.
Jennifer Piatek (she/her): I will go ahead and share my my screen again um I don't mean to cut off discussion, we can discuss at the end, I just want to make sure that we're going to.
Jennifer Piatek (she/her): get through the things that we that we want to talk about today.
Jennifer Piatek (she/her): So I need to do you want to run with this section for at least the first part.
Anita Marshall: Sure, so i'm all set this up and kind of set the the little example video up so let's talk a little bit about high tech options what we mean by high tech are either.
Anita Marshall: This is not something that everybody has laying around or This requires some sort of special training or you know, for some reason, this is not readily available of technology to you know.
Anita Marshall: The standard person going out in into the field, this can be things like portable networks, so you know, most of us do field work in really remote areas where there is not wi fi.
Anita Marshall: Right so um There are options, where you can set up your own wi fi hotspots to connect devices in the field, but you know it's not like that we have that kind of tech laying around most of us.
Anita Marshall: You can use ipads to share photos and videos and data back and forth between student groups working in the field, you can live stream from gopro cameras.
Anita Marshall: Data Collection of course there's no end to the high tech options available in modern geoscience a lot of these will often come in, if you're working with other researchers in your department that have you know geophysical equipment or survey equipment.
Anita Marshall: You can often work with them to bring these kinds of high tech options into your field courses they're amazing for access.
Anita Marshall: A lot of these you know don't reply don't require the heavy you know tromping through the field to get set up and get excellent results.
Anita Marshall: And you know you can reach out and touch a location and other ways, besides your boots like using drones satellite imagery and all kinds of remote sensing options so.
Anita Marshall: I thought we'd show a quick little two minute video about how we use some one of these techniques in a field course in Ireland it's hard to describe exactly how we use this.
Anita Marshall: Remote link what mobile wi fi hotspot so it's easier, just to show you all, and then we'll we'll roll through some tips and tricks.
Remote collaboration uses teamwork and technology to enable students in different locations to collaborate on learning activities in the field.
Today we're using a local wireless network to connect up students that are spread across this site.
So on the local network we've got video streaming in between the ipads we've got photographs that can be shared.
Using walkie talkies to keep people in audio two approaches to remote collaboration were used during the course of the project.
At the first field site student teams worked at different locations and collected data to build a collaborative structural map of the area.
The area that we chose along the old Redwood track was an ideal location here, we were able to use the rain road the old rock canyon's that will cut out for all of the students.
Mobile and less bobo to come along and put our hands on the outcrop able to use technology that i've just seen, for the first time in the food really at such a.
General level dealing with the ipads measuring different strike taking photographs communicating between each other's groups by the lakeshore groups on the road all working in unison very, very good indeed.
While the road provided access to some outcrops the combination of rock and bog made the rest of the field site far less accessible, this is where mixed ability groupings really shine.
If the sheep can do it, so can I.
Do the use of wearable cameras and tablets these students share their experiences with a first person vantage point of field work in this challenging terrain, the reins like a staggered.
Another location push the idea of access to technology even further with no accessible route to the field site and windy conditions, the base team would have to stay inside the vans for communication to work effectively.
And they're only means to conduct field work would be through the remote link with their teammates.
and
Then make sense to retreated there was all the activity from like the how long.
Do they use of streaming video and photo sharing teams were able to work together in real time to study the geology of the location, that would have traditionally excluded participation for students with mobility limitations.
Anita Marshall: Okay, so yeah That gives you a great little overview of how we plug in technology into feel field forces and.
Anita Marshall: enable participation, so this was the site of a lot of the video, we had a local area network, so our own portable wi fi hotspot set up in the field.
Anita Marshall: This did not give us access to the worldwide web, but it did allow devices inside that umbrella coverage to talk to each other so able to share photo and video and data back and forth through mobile connections on ipads.
Anita Marshall: I think we can go to the next slide Jen.
Jennifer Piatek (she/her): Actually, before we switch, we should point out that the map there actually use the geoscience specific um was that field kind of move.
Jennifer Piatek (she/her): yeah it's it's an APP that will collect strike a dip and GPS is plotted on a map so that's where that collaboration comes in, everybody could visit a different outcrop and contribute their own to make a collaborative map.
Anita Marshall: yeah So there are a number of Apps now that have been specifically designed for geology field work Klein Oh, is one of them, there are a number of others rock.
Anita Marshall: is another great one for collecting data in the field annotated photos that sort of thing there's strat Lager if you want to build your own strata graphic columns.
Anita Marshall: From information that you collect in the field, so there are all kinds of Apps that you can put on tablets to make sharing digital data in the field, much more effective.
Anita Marshall: So the last location you saw in that video was this one out at ranville point clearly, you can see from the panoramic image that this was a incredibly inaccessible site.
Anita Marshall: This was hard for even the people on two feet, this is a wet tide pool kind of area lots of large loose rocks and cobbles looking at a glacial out wash deposit right on the beach in on the west coast of Ireland.
Anita Marshall: So yeah So this is the, the only way that our students with any sort of mobility limitations could participate at this particular fields I was through remote participation so.
Anita Marshall: In this case, our students that were participating remotely couldn't even see the outcrop from a distance, so they were they might as well have been you know sitting someplace you know, in a coffee shop for the all the access, they were getting to this website.
Anita Marshall: But they were still able to really participate in the field work that was being done through this live streaming approach being able to share photos and videos back and forth in real time in the field.
Anita Marshall: And yeah we can certainly add some of those Apps into.
Anita Marshall: Answering one of the chat questions, we can certainly add some of those Apps in for our resources if people are interested in the the digital field Apps there are there are a lot of really good ones out there, and a lot of them are free or cheap so yeah they're really great.
Anita Marshall: In fact, if you notice on the video we were even taking strike and dip with the iPad so you know, on some of these trips we don't even take old school, you know brunton.
Anita Marshall: You know pocket transits into the field there are Apps that you can lay the iPad on the rock and get the striking dip data from the orientation of the iPad so really cool stuff all right.
Anita Marshall: Okay, so here is a shameless plug for one of my big passion projects so um when we started talking about this trip and this approach.
Anita Marshall: After GEO path wrap the rg or path funding wrapped up a lot of people ask us about they're like well yeah i'd love to do something like that, but we don't have the money to buy a stack of ipads and wireless networking equipment and drones and.
Anita Marshall: All this other stuff I mean we'd use it if we had it so we had this idea and we went to nsf and we asked for money to buy a bunch of this equipment.
Anita Marshall: and create a lending library, so that other field courses that wanted to incorporate these methods, but didn't have the tech to do so, could reach out to us, and we would provide not only the technology, but also the.
Anita Marshall: Best practices and some tips for basically for using this in an inclusive way is one of the most important things that I always caution people about on using technology to bridge access gaps.
Anita Marshall: Is that handing somebody an iPad does not solve the inclusion problem right.
Anita Marshall: If it was just about you know watching somebody else do field work, you might as well, have them stay home and watch the discovery channel.
Anita Marshall: Right, like the the resolutions better the narrations probably better right so.
Anita Marshall: it's very important that when you use this technology you think about how it's being used and how best to incorporate this into the learning process basically bringing these people in as active learners but.
Anita Marshall: yeah so the lift kit is in sort of the early stages, we have a lot of the gear we're test running it doing some small field trials and.
Anita Marshall: we'll be rolling it out, luckily this year was both a blessing, and not a blessing in terms of getting the lift kit up and going, we were going to test run it with several field courses last summer, of course, that didn't happen, but it gave us a year to kind of.
Anita Marshall: really assess what people need and make sure that we have the right equipment when they reach out to us so yeah so shameless plug for the lift kit if you would if you're interested in this kind of approach, but not interested in the financial layout.
Jennifer Piatek (she/her): Give us like a sense of what is in the kid if somebody borrowed it.
Anita Marshall: yeah so the plan is so we have way more tech than anybody's going to one on one field trip, the idea is that this is a library so.
Anita Marshall: If you're interested you contact me and we'll work together to figure out what your needs are and which of our tech tools would best work for your project and send you that stuff so you know you're not going to need you know.
Anita Marshall: Everything in the toolkit chances are you'll need a selection of these tools, so we have regularized ipads that you that are that we can preload with a lot of these Apps where you can put the Apps that you need for your particular needs on.
Anita Marshall: We have a lot of go home gopro hero black So these are the already waterproof gopros so they're really great they're have built in Apps for live streaming so they work really well for sharing videos in real time in the field.
Anita Marshall: We are just now finishing up the ordering and test running of the portable wi fi hotspots if you want to do the wi fi enabled sharing um we have two drones.
Anita Marshall: That can be left out, we also have all the computers and laptops and.
Anita Marshall: Charging bricks and all that fun stuff that you need to actually run all this stuff and, of course.
Anita Marshall: friendly professionals, that will help you figure out exactly how to run this stuff in the field, and if you have it in your budget to have somebody come out of you know we're happy to to lend on the ground, you know expertise as well, so.
Anita Marshall: All right, I.
Anita Marshall: Think that's plenty on the lift kit.
Anita Marshall: Alright, so yeah so I guess.
Anita Marshall: it'd be nice to hear about how some of these approaches could be used.
Anita Marshall: In your own field trips or your own programs or, if you have other ideas for how to incorporate tech, you know, maybe this has gotten the creative juices flowing and there's some other avenue for bringing in you know some sort of creative way of opening up access to your site we'd.
Anita Marshall: love to do a little bit of brainstorming and i'm.
Anita Marshall: hearing your thoughts on that as well.
Jennifer Piatek (she/her): or even questions if.
Anita Marshall: Questions definitely question.
here.
Jennifer Piatek (she/her): But let's open the floor to any discussion jump in.
yeah.
Kristin Schild: I just had a really quick comment that could make it um.
Kristin Schild: When the pandemic hit in the fall I teach a geometrics and GIs class and so all of my students were now kicked off campus and needed laptops so all of the problems that every other student had.
Kristin Schild: Only they needed up to date laptops in order to remotely access the computer lab which caused a lot of additional problems because that's just not our demographic.
Kristin Schild: And so I was able to actually work with the department and find those laptops from expired government funded projects in different labs and sort of create like a laptop lending Program.
Kristin Schild: It was like an emergency relief thing just to get enough laptops for the students um but it started to kind of spur some other.
Kristin Schild: thoughts within the department so maybe clearly it's it's not at the scale of lift that's an incredible resource.
Kristin Schild: But it was something that we were able to do really quickly was let's just define laptops that we're we're no longer being used by specific projects and just lend those out to students as needed so.
Kristin Schild: yeah that's throwing it out yeah.
Anita Marshall: You know at us, we actually have a surplus program that you have set up.
Anita Marshall: and basically what it's so cool it's only been running for about two years, but what they do is they take all that stuff from expired grants.
Anita Marshall: From you know closing out offices, from whatever and they they warehouse it and you can basically go like shop.
Anita Marshall: These like yeah all this like cast off tech and furniture and all this stuff and the furniture if there's no charge for that.
Anita Marshall: Like you just say I want that, in my office and you sign a piece of paper, and it goes to your office and the tech it's like 10 bucks for a laptop or something like crazy something.
Anita Marshall: And it's it's a really great resource for looking for you know tablets and ipads and cameras and video gear and all kinds of stuff like that so yeah check with your schools, you may have sort of a hidden goldmine somewhere for for tech.
Joanna Hodge, She/her: One of the things that I noticed with with the Apps is that often they're only built for ipads.
Joanna Hodge, She/her: We purchased some tablets a couple of years ago, but we purchased.
Joanna Hodge, She/her: What are they called the ones that are not ipads.
Joanna Hodge, She/her: can't remember the name of them a.
Joanna Hodge, She/her: androids androids best the one I have an iPad myself.
Joanna Hodge, She/her: But the androids are significantly cheaper and so you know when I was pitching a class set of tablets $900 for an iPad or $300 for an android it was pretty much a no brainer.
Joanna Hodge, She/her: And I am not a coder of any description.
Joanna Hodge, She/her: And so i'm wondering if there are any that are that are perhaps available for androids.
Joanna Hodge, She/her: We actually do have a couple of portable local area networks at the College, which is amazing through the GIs program and so.
Joanna Hodge, She/her: If there's some way of getting some Apps that would work, for that would work for androids this is kind of a a conceivable thing that I could incorporate into my future future that i'm that i'm planning.
Sean Thatcher (he/him): So an avenue to think about, because this will actually work better on android than it does on ipads are to look into Google earth engine so is a Open Source platform for you to be able to do a lot of work with remote sensing technology and GIs there is a code intensive aspect of it.
Sean Thatcher (he/him): Where you need to either know javascript or Python there's a lot of Google resources for it, though, so.
Sean Thatcher (he/him): there's a lot of Google resources for it, though, to really make that learning curve not too bad and they do a really great job of documenting some of the workflows on their website and three YouTube videos as well.
Sean Thatcher (he/him): The so it's not necessarily an APP but you need to do it through the browser but it works better on android through their browser than it does on the iPad.
Sean Thatcher (he/him): So i've also been able to use earth engine on my own personal iPad you, but you have to run it through safari you can't run it through chrome.
Sean Thatcher (he/him): And it's a little bit slow and clunky unlike a lot of other coding environments it doesn't not include a robust ipl so an interactive development environment.
Sean Thatcher (he/him): So it so it will finish your parentheses, for you and things of that nature, but it will not finish function names and things of that nature as well, so.
Sean Thatcher (he/him): Like off coding it's about 80% frustration 10% confusion and 10% satisfaction on a good day but it's really functional if you want to get a lot of open source data that's really readily available to do a lot of really interesting things.
Jennifer Piatek (she/her): I like Google earth engine, but I gotta be honest i'm a coder I it's something that I, that I can do, I tried teaching my computer methods class Google earth engine, a few years ago and it was a disaster, so I would I would recommend it realized that has a learning curve.
Jennifer Piatek (she/her): is really fantastic, it has a lot of access to.
Jennifer Piatek (she/her): um, for example, like lidar data sets pulling down the lidar elevation for North America is insane if you want to do it on your laptop you can do it right in Google earth engine.
Jennifer Piatek (she/her): Even if you want to pull it up through our pro or key is you've got to have the license you have to have the access and it's it's intensive.
Jennifer Piatek (she/her): But again, it has it has a bit of a learning curve.
Jennifer Piatek (she/her): I think, though, we.
Jennifer Piatek (she/her): were trying to sort of put together some of the Apps that we found and.
Jennifer Piatek (she/her): So what we can do is, at the end of the workshop, which is coming reasonably quickly at this point.
Jennifer Piatek (she/her): We will share a Google drive folder.
Jennifer Piatek (she/her): That will have in it, our presentation and the filter pet the schedule templates and some references and then we'll put in a resources document that hopefully everybody can just leave comments on, and then we can make that a living resource document that we can update and change.
Jennifer Piatek (she/her): In the future, so it's not just a you leave today with a piece of paper it's you leave today with a link to everybody that's here to to keep sharing information, so let me get out of the discussion so I can go make sure those permissions are set up and.
Jennifer Piatek (she/her): Get that shared with everybody.
Anita Marshall: yeah and then Jen will you.
Anita Marshall: move the slide one forward for a second.
Anita Marshall: And we'll do our.
Jennifer Piatek (she/her): sort of our Oh, I think I was earlier.
Anita Marshall: I know I think we got a little bit shuffled I just realized, I was like oh wait a minute we have one more shameless plug okay.
Anita Marshall: So Sean and Jen and I are on a new project called geoscientists promoting accessible collaborative experiences or geospace.
Anita Marshall: It is a accessible and inclusive planetary geology field course and mentoring program we're very excited to have gotten the green light on this here's our very slick new logo, that is postal code sort of a NASA mission patch, which is very cool.
Anita Marshall: We are going to incorporate pretty much everything that we have talked about today i'm in making this course accessible, it will have a on the ground in the field component it'll have.
Anita Marshall: Some of this bridge through technology, where people are working from different locations in the field and then we'll also have fully virtual participants, so we are.
Anita Marshall: yeah this one is a kitchen sink approach swing for the fences like pulling as many people into field work as as want to do it, regardless of you know their situation so.
Anita Marshall: Recruitment will start soon, for that will put the link to interest forum for people who are interested in following up on that project or.
Anita Marshall: Knowing when applications open for their students will put that in the resources as well.
Anita Marshall: But yeah so we'll be incorporating pretty much everything we talked about today in that in that project and that'll run for you know, the next few years out of the University of Florida so very, very excited to get that going.
Sean Thatcher (he/him): On either just briefly, can you just run a run through like how long each of the courses would run for.
Anita Marshall: Yes, so the idea would be that we would have a pre field trip sort of mini course that would run in the spring.
Anita Marshall: And then it'd be followed by the two week field course or like at the tail end of the spring semester slash first thing in the summer.
Anita Marshall: And then we'll do that, we have funding to do that for two years and then what were the long term plan is that you will take over.
Anita Marshall: A running it after that and we'll offer it as one of our regular field course options that people can sign up for so.
Anita Marshall: That is the plan, and it is yeah very excited and get that thing going there are other accessible field courses available as well, so just because your program doesn't have you know something that checks the box for like field camp, if you have a student that needs it, there are programs.
Anita Marshall: Where they there, there are accessible programs University of Arizona runs accessible earth it's a field trip to Italy.
Anita Marshall: The University of Washington as a Western Washington state, oh no i'm getting confused, one of the Washington schools, has a really good upcoming program called lab camp that.
Anita Marshall: counts as a field camp, but it's a computer based and and more lab computer lab based and that one is launching soon as well, so there, there are definitely options out there.
Anita Marshall: Okay, so.
Anita Marshall: um Jen and Sean do you have anything to add or does anybody have anything that we haven't touched on that we, we might like to explore a little more.
Jennifer Piatek (she/her): I think i'm This might be a good point to just throw out a shout out to the ag AG, which is the International Association for us is diversity and we are a nonprofit organization or they are i'm not sure.
Jennifer Piatek (she/her): I should say we.
Jennifer Piatek (she/her): were a nonprofit organization that's sort of dedicated to providing access to the geosciences for disabled students and professionals.
Jennifer Piatek (she/her): So the big website is in need is in need of updating, but it is a place where we would like to to be able to share resources and have a community.
Jennifer Piatek (she/her): where you can come and ask questions and and even if it's just to say you know hey do you know, have an APP that would work well with an iPad or.
Jennifer Piatek (she/her): My accessible field trip.
Jennifer Piatek (she/her): And I think yeah I need a through the link in the chat um you need to look us up at de de de de.org because i'm just iag D will get you somewhere else.
Jennifer Piatek (she/her): apologies to the folks in in the Islamic association of greater Detroit and i've also put a link in the chat to a Google drive folder that contains a resources document it's got the links for the add.
Jennifer Piatek (she/her): links to some of the abstracts from our students on the Arizona trip that we've shown so many pictures of the virtual resources link from the naacp and.
Jennifer Piatek (she/her): This is a document that i've just started adding some of the iPad and android Apps to, and this is something i'm hoping, as I said, that we can make into a living resource that we can add to as.
Jennifer Piatek (she/her): Apps become available as people if you develop your own tour and want to virtual trip and not share it, we can share it in there as well.
Jennifer Piatek (she/her): I think that's I think that's all I have on that anything else john.
Sean Thatcher (he/him): Not for me i'm really excited to hear back from you guys with anything that you guys think we should add or include or any questions you guys may have.
Ann Hadley: I have one more item, this is an.
Ann Hadley: I have one more item that I was thinking about, and that is one of my best friends on campus that i've been.
Ann Hadley: Teaching with for 20 years she is the director of the occupational system, the occupational therapy assistant Program.
Ann Hadley: she's in an office right next door to me and I hear about her Program.
Ann Hadley: And one of the things that her students have to do is find things to audit during this semester so i'm thinking that i'm going to get some of her students.
Ann Hadley: To come along on some of my field trips or come to some of the labs or work with me on some of these activities and get their perspective from a completely non geologist point of view.
Ann Hadley: and give me as much information is they think is possible from their perspective so that I just throw that out there.
Sean Thatcher (he/him): that's phenomenal i've worked fairly extensively with occupational therapists.
Sean Thatcher (he/him): Just because of my own personal life circumstances and they have phenomenal ideas about how to increase accessibility in ways that we don't even think about and.
Sean Thatcher (he/him): they're going to have a lot of ideas that we aren't going to think of as a community and sharing those ideas with us might actually be really helpful for everyone involved, and if she wants to get involved and come on all of our trips that'd be fun.
Anita Marshall: there's also you know thinking about you know reaching out to broader networks, one of the things I kind of stumbled on was that there is a significant amount of field accessibility work that's being done in.
Anita Marshall: Sports like recreational.
Anita Marshall: Type programs in terms of like you know accessible rappelling accessible hiking accessible like there's whole there's a whole sub discipline of research in.
Anita Marshall: You know, like recreation and sports that look at you know field accessibility, so you know if you if you kind of broaden your thinking out, you know, beyond the geosciences you might be able to find some really amazing you know resources there in your community.
Jennifer Piatek (she/her): yeah so I know, for example in Connecticut in southern Connecticut we have the gaylord sports Sports Association adaptive sports program and they're working on an adaptive hiking program and that's the exact kind of resource that.
Jennifer Piatek (she/her): might be useful and or might not i'm just because some of the adaptive hiking equipment they're talking about is is expensive, I wouldn't expect the student to go out and borrow a $10,000 hiking wheelchair but.
Jennifer Piatek (she/her): Certainly, those folks have options and often they're really just happy to get involved if you ask.
Jennifer Piatek (she/her): And we probably have them at our universities in many cases therapy programs social work programs folks that may be doing stuff on in accessibility so other discussion or questions or even just I want to brainstorm about a site that I want to access and I don't have any good ideas.
Anita Marshall: I will also say you know quick reminder that you know a lot of times these discussions focus very heavily on physical access.
Anita Marshall: But disabilities have a very wide range and you know it's also nice to think about access in terms of neuro diversity in terms of sensory disabilities.
Anita Marshall: You know if you have students that are blind or low vision that have hearing limitations things like that, so you know it's more than just you know, can a wheelchair get to the site, or how do we provide this access so there's a you know, a whole spectrum to keep in mind.
Jennifer Piatek (she/her): Go ahead Kristen.
Kristin Schild: hi i'm just talking on on that front, when we talked earlier about really building that connection of trust, so that your students feel that they can trust you with with their information.
Kristin Schild: i'm on the first day of class I always have them, you know, introduce themselves, but I also have them right.
Kristin Schild: You know, like fill out a note card for me about like their name their major when they plan to graduate and I like a hobby that they enjoy and I always ask like.
Kristin Schild: You know, is there, something that you'd like me to know about you and I, I initially just put that on there is like Oh, maybe they want to tell me they're thinking about geosciences or.
Kristin Schild: You know they they are just taking this as a required class and they hope they can make it through um.
Kristin Schild: But i've actually found love the students are so much better at sharing than I ever would have been as a student and.
Kristin Schild: they'll tell me, I have an anxiety problem and i'm working on it, but you know I can't get my accommodation letter for months.
Kristin Schild: And so I just I found a Stephen saying Is there something you want me to know that opens up.
Kristin Schild: i'm kind of that the space for communication for them to say Actually, I have a hearing problem and i'm going to bring this to class Can I make sure I can sit in the front, so I can record it.
Kristin Schild: um I it was completely unexpected but it it's it's working very well and and just providing that space for them to tell me it.
Kristin Schild: I don't know I wasn't expecting it to work that way, but it did and and so i've continued to ask that and they've been very open continue to share so.
Sean Thatcher (he/him): that's a really great.
that's approach.
Sean Thatcher (he/him): yeah that's phenomenal so there's a lot of ways that a lot of people do like me where I don't exactly have that liberty of not being able to self disclose my sheer presence discloses.
Sean Thatcher (he/him): But for those that have disabilities are not ones that you can see right up front, it provides that really great space of an opportunity to.
Sean Thatcher (he/him): Okay, great i've been share money in major like you to everybody in the class and then to you very personally.
Sean Thatcher (he/him): hey i'm going to share something very vulnerable about myself just so it's on your radar in general, especially with finding seats in the front of the classroom.
Sean Thatcher (he/him): You never really realize how much of a hot commodity territory, that is, until suddenly someone really needs it.
Sean Thatcher (he/him): And then, trying to fight that really a type personality that really wants to get back to the grain like hey I used to use one row back your grades not going to change just you know.
Sean Thatcher (he/him): Somebody needs that space, just because it really is important for them to have the same opportunities as you do.
Jennifer Piatek (she/her): I don't know what causes your inchon but my students do not want to sit in a breath.
Sean Thatcher (he/him): Ever i've been lucky.
Sean Thatcher (he/him): i've been lucky.
Anita Marshall: You know, but that actually brings up something interesting about both classroom and field accessibility.
Anita Marshall: is one of the strongest things you can do to promote inclusion is bringing in the experiences and the unique perspectives.
Anita Marshall: of your students, especially those who are coming from very different backgrounds, or you know have disabilities, one of the things that I noticed when I have.
Anita Marshall: blind and low vision students in my intro classes, is that you know if you put them in a group and they're supposed to say describe thoroughly describe a rock or mineral sample.
Anita Marshall: The amount of detail that you get out of the mixed ability groups, the groups that have you know fully sighted people that have.
Anita Marshall: People with no site because they're coming at it from different perspectives you get when they put their observations together, you get the most detailed well rounded.
Anita Marshall: minute rock and metal descriptions, because not only are they telling you what color it is or how it catches the light.
Anita Marshall: Like they're telling you find textural details they're telling you what the sample smells like like they're telling you all kinds of information.
Anita Marshall: And so you know it's always great to think about not only how can I include that student in what we're doing, but how can I really.
Anita Marshall: You know, encourage them to bring their own unique perspectives into what's going on in the classroom or the field and that's where real inclusion is really built so.
Jennifer Piatek (she/her): And I think you've also kind of wandered around another.
Jennifer Piatek (she/her): resource, and that is looking at universal design for learning, which is if we design our courses with accessibility in mind ahead of time.
Jennifer Piatek (she/her): We don't need to make accommodations because we've already thought about the student with auditory processing issues, the student who has anxiety and needs to sit at the back of the room by the door.
Jennifer Piatek (she/her): And may have to run out of class suddenly so if we can just kind of think about our our our courses our trips are information with that kind of lens that we we build in the accessibility, then we don't have to fix it later.
Jennifer Piatek (she/her): And that any other questions comments that everyone would would like to share we have sort of we don't have any other remaining formal presentations we wanted to leave at the end of the workshop for discussion and brainstorming.
Joe Butch: I was wondering, is there any for colored mind students, like myself, I had the.
Joe Butch: most difficult time and morale and pathology and geologic maps, but not mineralogy because of colorblindness.
Joe Butch: who were there any technologies that you can take an image and it will translate a color photo into a Gray scale or something like that, with sufficient contrast and be here or anything like that.
Anita Marshall: One of my students use the APP.
Anita Marshall: um was it called colorblind Pal.
Anita Marshall: um basically you you do take a picture of the object and it runs it through a filter and it kind of alters the color scale to something that makes a little more sense for certain types of color blindness, you know there's.
Anita Marshall: There are multiple types of color blindness so exactly how helpful these Apps are really depends on.
Anita Marshall: What kind of colorblindness they're dealing with but yeah they're definitely Apps that can sort of translate colors into something that makes a little more sense to somebody with color blindness.
Joe Butch: They actually in some cases, a disability, could be an ability or advantage like.
Joe Butch: Being colorblind and mineralogy was an asset, because it I don't know about you guys, but have you ever had a lab practical where the instructor will give you all white men are all black, you have to identify them, or sometimes.
Joe Butch: In being called bind is also an asset for field too, because you're not deceived by camouflage schemes, you can pick things up, but it's a definite liability in the travel je and N G logic mapping.
Anita Marshall: yeah that really goes back to what we're talking about on you know, like there, there are some times when that's a strength, whatever you know your particular disability is it turns out to be.
Anita Marshall: Something that makes your science better or you know that improves the experience I know you know I did not start out my geology.
Anita Marshall: You know path with somebody with a disability, so I have the unique experience of having done field work both ways and being disabled makes me a more.
Anita Marshall: Careful and more thoughtful field geologists because I have chronic fatigue issues, I have to be very intentional about how I spend my energy in the field.
Anita Marshall: Which means that I have to be very intentional and very careful about what I plan to do when I get out in the field, so this style where we just sort of go out there and wander.
Anita Marshall: You know, and like kind of poke around like i'll retrain my energy before we actually get to the good stuff right, so I have to be a very.
Anita Marshall: You know, careful planner very thoughtful geologists and I honestly think that it makes my my research better because of it, because you know my my disability makes me more intentional with you know how I do field work so.
Sean Thatcher (he/him): You know I agree with that, too, and even for me it's been one of those things where planning ahead, have been really important.
Sean Thatcher (he/him): And also, since you know i'm typically the one that staying on the accessible trail or.
Sean Thatcher (he/him): You know, in the parking lot It also serves as an opportunity for the group as well there's someone designated there to record collected data.
Sean Thatcher (he/him): where it came from what it looks like provide descriptions that yeah you know I can't hike up and get that rock from that outcrop.
Sean Thatcher (he/him): But you know there's someone there that's a designated data recorder, which is typically the job that most people don't want to be doing, they want to be the person that's doing all these active funding so i'm just like I don't mind spreadsheets are fun gives me.
Janet Wert Crampton: A lunchtime.
Anita Marshall: yep lunchtime Jenny ready to wrap it up.
Jennifer Piatek (she/her): Oh i'm.
Jennifer Piatek (she/her): Well kind of wrap it up or take a pause before at least some of us come back for the afternoon, so if there aren't any other topics you'd like to discuss them we're happy to say thank you for spending your morning with us.
Jennifer Piatek (she/her): You have our I hope you have our contact information.
Jennifer Piatek (she/her): You at least have mine, I think I emailed everybody last night, so please get in touch if you if you have more questions if you.
Jennifer Piatek (she/her): would like us to add something to the Google docs folder or the Google drive folder that we sent around or if you just need a link I have at least one request to email, the link directly.
Jennifer Piatek (she/her): Go ahead, please, and you can throw your your emails in the chat otherwise, thank you for your ideas and your participation and have a good rest of your day.
Ann Hadley: Thanks, thank you.
Kristin Schild: Thank you.
Joanna Hodge, She/her: Thanks.