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Understanding Field-Based Accessibility from the Perspective of Geoscience Departments

Carabajal, Ivan G
http://orcid.org/0000-0003-4378-7985
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504802786772905

Abstract Details

2017, MS, University of Cincinnati, Arts and Sciences: Geology.
Many traditionally-designed geoscience courses and field-experiences are unintentionally presenting barriers to active participation for students with disabilities (SWDs). As such, these barriers are potentially contributing to the under-representation of persons with disabilities in the geoscience discipline. Although geoscience organizations are calling for more inclusive approaches to geoscience education, departments have been left to independently develop inclusive curricula with little insight or pedagogical training. In order to encourage geoscience departments to implement inclusive instruction, we must first understand current practices on promoting accessible field experiences. This document reports the findings from a study on the conceptions that geoscience instructors and U.S. geology departments have regarding field-based accessibility. This study collected survey data from 160 two-year and four-year geology departments and follow-up interview data from three geoscience instructors from different institutions. Data collected included information on departmental practices when attempting to provide adequate field experiences for SWDs, department confidence in assessing field site accessibility, and the culture of access and inclusion in their own geoscience department. Reported practices were thematically analyzed according to: (1) modifications, (2) accommodations, (3) adaptations, and (4) accessible options. Interview data revealed instructor insight on accessible instructor practice, strategies for student success, the challenges associated with accessible instruction, and department-wide inclusivity for SWDs. This study promotes inclusive field-based instruction through critical insights on current departmental practices.
Christopher Atchison, Ph.D. (Committee Chair)
Craig Dietsch, Ph.D. (Committee Member)
Warren Huff, Ph.D. (Committee Member)
93 p.
Geology
geoscience education research; diversity; access; inclusion; field-studies

Recommended Citations

Citations

  • Carabajal, I. G. (2017). Understanding Field-Based Accessibility from the Perspective of Geoscience Departments [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504802786772905

    APA Style (7th edition)

  • Carabajal, Ivan. Understanding Field-Based Accessibility from the Perspective of Geoscience Departments. 2017. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504802786772905.

    MLA Style (8th edition)

  • Carabajal, Ivan. "Understanding Field-Based Accessibility from the Perspective of Geoscience Departments." Master's thesis, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504802786772905

    Chicago Manual of Style (17th edition)

ucin1504802786772905
592
© 2017, some rights reserved.Creative Commons License Understanding Field-Based Accessibility from the Perspective of Geoscience Departments by Ivan G Carabajal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Cincinnati and OhioLINK.