T221 Supporting Diverse Student Populations: Innovations and Strategies for Geo-Success

Tuesday, 27 September 2016
1:30 PM - 5:30 PM
Mile High Ballroom 4EF

EXPANDING ACCESS TO FIELD-BASED LEARNING THROUGH THE USE OF MOBILE TECHNOLOGIES AND MIXED-ABILITY STUDENT GROUPING

Paper number: T221-12
Program: Technical Sessions
Time: 4:00 PM – 4:15 PM

Authors

Abstract

The importance of field studies in geoscience education has been abundantly demonstrated through decades of research on geoscience field trips, workshops, and courses. However, several factors suggest that traditional approaches to geoscience instruction do not provide equitable opportunity across the broad spectrum of student backgrounds and physical abilities. Underlying assumptions suggest that physical and sensory abilities are prerequisites to traditional geoscience field study. Specifically, prior initiatives that have focused on enhancing field access for all students have highlighted the fact that traditional methods of field education are likely discouraging the participation of students whose physical abilities do not fit the stereotype of a practicing geoscientist.

Our GEOPATH project “Engaging Students in Inclusive Geoscience Field Experiences via Onsite-Remote Partnerships” is working to promote an alternative philosophy to this physical prerequisite to study in the field. We present an inclusively-designed instructional method that focuses on the abilities of students as they perform authentic field investigations and research through mixed-ability pairing. This project engages students in collaborative field exercises by using the latest cloud-based and mobile technologies that enables real-time communication and data collection by students separated by physical barriers in the field environment. Our approach embodies elements of constructionism along with the new connectivist theory of learning in the digital age.

A preliminary outcome from the first year of this project reaffirms that inclusively-designed field instruction creates more deliberate exploration and application of content for all students. By including everyone’s diverse perspectives and abilities, students are free to focus on the science and participate in a community of learning void of the social barriers of bias and stereotype. This presentation will discuss the project’s initial findings, including the value of using internet-based technology use in the field; the multiple perspectives of personal mobility; the impact of mixed-ability grouping; and the importance of daily reflection during field instruction.

Geological Society of America Abstracts with Programs. Vol. 48, No. 7

doi: 10.1130/abs/2016AM-282315

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