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‘Picking your path’ towards accessible and inclusive geoscience field education
Fieldwork is a critical aspect of geoscience education and there is now a substantive body of research-informed evidence to support its continued inclusion in the undergraduate geoscience curriculum. However, while the value of fieldwork for understanding the Earth and Earth processes is well established, fieldwork as an activity is not inclusive or accessible for all students. This is particularly true for students with disabilities who can encounter multiple barriers to participating in fieldwork, and may even deter them from engaging with geoscience as an academic discipline, thus preventing them from entering the ‘geoscience pipeline.’ This is important – geoscience professions need a steady supply of talented and committed graduates, and students with disabilities are a talented population with diverse perspectives of the natural environment, and with the same potential to become expert geoscientists. Understanding the barriers encountered by students with disabilities and how these can be mitigated will enable us, as field practitioners, to develop our practice to become more inclusive and accessible for all learners.
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