Designing Field-Learning Experiences with Accessibility and Inclusion Scenarios in Mind: A Reflection and Planning Tool

Monday 4:30pm-6:00pm SERC Building - Atrium | Poster #21
Poster Session Part of Monday Poster Session


Silvia Mazabel, University of British Columbia
Laura Lukes, University of British Columbia
Brett Gilley, University of British Columbia
Shandin Pete, University of British Columbia
Sarah Sherman, University of British Columbia

Field-based learning experiences (e.g., field trips, field-based courses, research stations) are shaped by disciplinary traditions, contextual factors, and students' and educators' identities, background, and prior experiences (Carabajal et al., 2017; O'Connell et al., 2021). Proactively designing inclusive field learning experiences can reduce educators' workload while in the field and enhance student wellbeing and academic performance (Lawrie et al., 2017). Our interactive poster showcases a faculty and curriculum development tool to increase accessibility and inclusion practices in field-based learning experiences. This tool was collaboratively produced in the context of the Earth Science Experiential and Indigenous Learning (EaSEIL) initiative seeking to (re)imagine and (re)design field-learning experiences in science courses (Lukes et al., 2022). The tool is designed to help educators teaching field-based experiences recognize and devise strategies to address potential accessibility and inclusion scenarios that may come up in field-based experiences. It lists sixteen scenarios that consider individual needs, cultural, medical, mental health, gender, and neurodiversity-related situations and invites educators to identify and record teaching practices they could use to address these scenarios prior to and during field-based teaching. This tool may be used in individual reflection, one-on-one pedagogical coaching, or in small group discussions about inclusive teaching in field-based experiences. Intentionally designed using an iterative design process, as different educators engage with the tool, the list of scenarios and teaching practices to address them expand, are refined and/or contextualized to inform teaching practice and curriculum design. As we continue to develop this tool, attendees are invited to offer their feedback on the value of the tool to design inclusive field-based learning experiences and encouraged to contribute their thoughts to expand the array of scenarios and teaching practices already included in it. Our goal is to produce an OER to share more widely with the earth educators' community.

Mazabel et al.,_EER_2024.pdf (Acrobat (PDF) 3.7MB Jul15 24)