The True Cost of Field Education is a Barrier to Diversifying Geosciences

Abeyta, Antoinette; Fernandes, Anjali M.; Mahon, Robert; Swanson, Travis

doi:10.31223/x5bg70

Cited by 13 publications

(12 citation statements)

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“…This is a particular challenge for GEES disciplines in certain parts of the Global North 1 , which are, for example, disproportionately white (Bromery, 1972;Bernard and Cooperdock, 2018;Dowey et al, 2021), and where fieldwork environments can be especially hostile to "individuals who do not conform to the stereotype of the able-bodied, white, cis-gender male rugged field scientist" 2 (Marín-Spiotta et al, 2020, p.121). Further, the financial costs associated with fieldwork present income/class barriers to participation (Giles et al, 2020;Abeyta et al, 2021;Ali et al, 2021). For residential fieldwork, a typical component of GEES education, individual autonomy is reduced compared with normal day-to-day routines.…”

Section: Belongingmentioning

confidence: 99%

Safety and Belonging in the Field: A Checklist for Educators

Greene¹,

Antell²,

Atterby³

et al. 2023

Preprint

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Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.

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Section: Belongingmentioning

confidence: 99%

Safety and Belonging in the Field: A Checklist for Educators

Greene¹,

Antell²,

Atterby³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Thus, we designed the activities and materials such that all necessary software is either free or commonly accessible through university or college resources. Part I mapping uses Google Earth and Stra-boSpot software (Walker et al, 2019) (Cardozo and Allmendinger, 2013;Allmendinger et al, 2013) or Orient (Vollmer, 2015), and microstructural analysis requires either the freeware MTEX toolbox (Bachmann et al, 2010;Hielscher and Schaeben, 2008) for MATLAB or the commercial Channel 5 software from Oxford Instruments.…”

Section: Technology Requirements and Recommendationsmentioning

confidence: 99%

“…The first dataset includes all observations and data from the 110 stations, including measurements for bedding, foliations, mineral and stretching lineations, fold axial surfaces, fold hinges, enveloping surfaces, and shear sense observations. Students can analyze these data using free stereonet software such as Stereonet 11 (Allmendinger et al, 2013;Cardozo and Allmendinger, 2013), Stereonet Mobile, which pairs well with StraboSpot on tablets or smartphones (Allmendinger et al, 2017), or Orient (Vollmer, 2015). The suggested journal article is Shaw et al (2002), a GSA field guide that includes a map, cross section, and structural data presented in stereonets from an overlapping field area that includes the Idaho Springs-Ralston shear zone.…”

Section: Advanced Field Structural Analysismentioning

confidence: 99%

Virtual mapping and analytical data integration: A teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)

Mahan¹,

Frothingham²,

Alexander³

2021

Preprint

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Abstract. The COVID-19 pandemic hindered the ability to conduct field geology courses in a hands-on and boots-on traditional manner. In response, we designed a multi-part virtual field module that encompasses many of the basic requirements of an advanced field exercise, including designing a mapping strategy, collecting and processing field observations, synthesizing data from field-based and laboratory analyses, and communicating the results to a broad audience. For the mapping exercise, which is set in deformed Proterozoic crystalline basement exposed in the Front Range of Colorado (USA), student groups make daily navigational decisions and choose stations based on topographic maps, Google Earth satellite imagery, and iterative geological reasoning. For each station, students receive outcrop descriptions, measurements, and photographs from which they input field data and create geologic maps using StraboSpot. Building on the mapping exercise, student groups then choose from six supplements, including advanced field structure, microstructure, metamorphic petrology, and several geochronological datasets. Because scientific projects rarely end when the mapping is complete, the students are challenged to see how samples and analytical data may commonly be collected and integrated with field observations to produce a more holistic understanding of the geological history of the field area. While a virtual course cannot replace the actual field experience, modules like the one shared here can successfully address, or even improve on, some of the key learning objectives that are common to field-based capstone experiences, while also fostering a more accessible and inclusive learning environment for all students.

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“…Part II analyses require a variety of web or desktop software, depending on the dataset and analytical technique. Most datasets require spreadsheet software (e.g., Microsoft Excel or Google Sheets), advanced structural analysis also requires free stereonet software such as Stereonet 11 (Cardozo and Allmendinger, 2013;Allmendinger et al, 2013) or Orient (Vollmer, 2015), and microstructural analysis requires either the freeware MTEX toolbox (Bachmann et al, 2010;Hielscher and Schaeben, 2008) for MATLAB or the commercial Channel 5 software from Oxford Instruments.…”

Section: Technology Requirements and Recommendationsmentioning

confidence: 99%

Section: Advanced Field Structural Analysismentioning

confidence: 99%

Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)

2021

View full text Add to dashboard Cite

Abstract. The COVID-19 pandemic hindered the ability to conduct field geology courses in a hands-on and boots-on traditional manner. In response, we designed a multi-part virtual field module that encompasses many of the basic requirements of an advanced field exercise, including designing a mapping strategy, collecting and processing field observations, synthesizing data from field-based and laboratory analyses, and communicating the results to a broad audience. For the mapping exercise, which is set in deformed Proterozoic crystalline basement exposed in the Front Range of Colorado (USA), student groups make daily navigational decisions and choose stations based on topographic maps, Google Earth satellite imagery, and iterative geological reasoning. For each station, students receive outcrop descriptions, measurements, and photographs from which they input field data and create geologic maps using StraboSpot. Building on the mapping exercise, student groups then choose from six supplements, including advanced field structure, microstructure, metamorphic petrology, and several geochronological datasets. Because scientific projects rarely end when the mapping is complete, the students are challenged to see how samples and analytical data may commonly be collected and integrated with field observations to produce a more holistic understanding of the geological history of the field area. While a virtual course cannot replace the actual field experience, modules like the one shared here can successfully address, or even improve on, some of the key learning objectives that are common to field-based capstone experiences while also fostering a more accessible and inclusive learning environment for all students.

show abstract

The True Cost of Field Education is a Barrier to Diversifying Geosciences

Cited by 13 publications

References 0 publications

Safety and Belonging in the Field: A Checklist for Educators

Safety and Belonging in the Field: A Checklist for Educators

Virtual mapping and analytical data integration: A teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)

Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)

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