A critical incident analysis of inclusive fieldwork with students as co-researchers

Collins, Trevor; Atchison, Christopher L.; Whitmeyer, Steven J.

doi:10.1080/03098265.2022.2122029

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…6-7). However, the reality is that power dynamics, agency and cultural norms can disrupt this relationship and undermine effective communication and collaboration (Collins et al, 2022;Seale et al, 2015). Despite trying hard to hand over final decision-making, the lecturer found that she had to take responsibility as a mediator and guide, and certain student-researchers found themselves in a more dominant position than others.…”

Section: Approachmentioning

confidence: 99%

Sound Matters: Podcasting as a Learning and Teaching Intervention to Enhance Reading and Writing Skills

McConnachie,

Ntshakaza,

McCarthy

et al. 2024

Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future

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Section: Approachmentioning

confidence: 99%

Sound Matters: Podcasting as a Learning and Teaching Intervention to Enhance Reading and Writing Skills

McConnachie,

Ntshakaza,

McCarthy

et al. 2024

Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future

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“…Many websites directed at individuals entering the field include researcher profiles or example job roles, which could be updated to highlight the key interaction between those working ashore and those in the field. In addition, incorporating synchronous interactions between field-based and non-field-based activities into undergraduate field courses could strengthen understanding of the importance of these two groups working together (Collins et al, 2023). Partnering through the use of technology during developmental career stages could make significant progress in shifting cultural perceptions of the importance of diverse roles.…”

Section: Lessons Learnedmentioning

confidence: 99%

Fair Winds and Following Seas Remotely: Modifying Perceptions of Fieldwork as a Requirement in Marine Science to Aid in Diversifying the Discipline

Nousek-McGregor,

Fisher,

Baker

et al. 2023

Oceanog

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Pursuing an academic career in marine science requires individuals to acquire a range of skills that can be applied across different contexts, including experimental or computational skills, policy engagement, teaching, and seagoing fieldwork. The tendency to advertise careers in marine science with imagery of research expeditions leads fieldwork to be perceived as a requirement for a career in marine science, with this experience supposedly an indicator of competitiveness in this discipline. Historically, those participating in remote fieldwork over extended periods of time were perceived as “adventurous explorers, with a strong bias towards western, able-bodied men” (Nash et al., 2019). Imagery reinforcing such notions for marine scientists fail to recognize that this perception can be discouraging to individuals from other backgrounds who may be excluded from the discipline by a range of real and perceived participatory barriers. Such exclusionary factors include: caring responsibilities, physical mobility, challenging social environments, isolating and physically uncomfortable working environments, mental health challenges and access to opportunity (Giles et al., 2020). Such barriers disproportionately affect diverse, underrepresented, and marginalized groups, who may therefore struggle to identify with marine science as a potential discipline in which to pursue a successful career.

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Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

Chasen,

Chapman Tripp,

Borrego

2024

J Res Sci Teach

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We present a systematic review of 29 empirical studies on disability and fieldwork in natural science, postsecondary educational settings. Undergraduate students with disabilities are underrepresented in STEM, and disciplines requiring major field components are some of the least diverse, at least in part because fieldwork has been traditionally viewed as hard, physical, and masculine. Disability Studies in Education (DSE) frames the research questions, inclusion criteria and results. Studies were coded by disability model used, barriers and strategies to accessibility in field science, and meaningful involvement of persons with disabilities in research on fieldwork education. Although most studies asserted a view of disability as a social, cultural, and political phenomenon, some deficit language and interpretations persisted. Few studies included author positionality, and even fewer disclosed author disability status. The main instructional recommendations emphasize flexibility and adaptability, presuming student competence and making small‐scale changes consistently over time. Multiple studies emphasize the need for proactive planning, including robust contingency plans, and explaining how these plans can negate the need for complex modification. Twenty‐four additional non‐empirical studies are identified as resources for discipline‐specific guides and checklists for inclusive fieldwork. We conclude that important steps are being taken to investigate and critique barriers to fieldwork participation for students with disabilities, but there is still much work to be done in addressing systemic barriers beyond the control of individual instructors.

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A critical incident analysis of inclusive fieldwork with students as co-researchers

Cited by 4 publications

References 31 publications

Sound Matters: Podcasting as a Learning and Teaching Intervention to Enhance Reading and Writing Skills

Sound Matters: Podcasting as a Learning and Teaching Intervention to Enhance Reading and Writing Skills

Fair Winds and Following Seas Remotely: Modifying Perceptions of Fieldwork as a Requirement in Marine Science to Aid in Diversifying the Discipline

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

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