CULTIVATE : GROWING AN INCLUSIVE LEARNING ENVIRONMENT
We’re keen to collect positive staff and student experiences to help us story the different ways digital technologies have been incorporated into teaching, how those technologies have or are improving teaching and learning, how EDI in field trips is being addressed so that everyone is included. You can share your story here.
In my role as module organiser for the flagship Year 1 field course for environmental students to Snowdonia National Park I pre-screen all the students to identify accessibility issues and/or learning disabilities (hidden) to enable me to develop a bespoke learning and/or supportive environment.
“Restrictions on timetabling and availability of field centres means that occasionally field trip coincide with Ramadan or part of Ramadan.
I've never been concerned about where the toilet stop was in the field, even if I had my period, I just accepted it was tough.
We always ask students to highlight things that might impact them during fieldwork. This student wears two hearing aids which in the class room can pick up the Induction Loop. However, in the field there is no additional 'technical' help.
Before our fieldtrip we identified that one of our students had autism. With the student, and in this case the parents, we created a risk assessment to identify particular triggering points and also how to deal with the student if issues occurred.
In the recent past I have had to work through the details of an overseas, residential fieldtrip field trip with individual students, carers and support services to assess its accessibility given the characteristics and needs of the students.
As part of my role at the OU I have to deliver a field day. I chose a site in the Lake District as I thought it would be a nice place for students to spend time and there are a diverse range of Environmental Science topics I can cover in one day.
No, the title is not a request for a lie-in! I have found over the years that attendance on fieldtrips can be impacted by the start and end times of a trip.
As part of my research into the effectiveness of teaching methods into disaster risk mitigation in Dominica I organised a field session around the (small) city of Roseau. This fieldtrip took place in April 2018 after the entire island had been badly affected by Hurricane Maria (in September 2017).
CULTIVATE is a NERC project addressing issues of equality, diversity and inclusion (EDI) within Environmental Sciences through the application of digital technologies in undergraduate (field work) teaching.
The project is a concerted move away from working in silos to the co-production of knowledge and practices by the community for the community.
FIND OUT MOREOUR MISSION IS TO BREAK DOWN BARRIERS
CULTIVATE is supported by a number of project partners. You too can join us here.
In my role as module organiser for the flagship Year 1 field course for environmental students to Snowdonia National Park I pre-screen all the students to identify accessibility issues and/or learning disabilities (hidden) to enable me to develop a bespoke learning and/or supportive environment.
“Restrictions on timetabling and availability of field centres means that occasionally field trip coincide with Ramadan or part of Ramadan.
I've never been concerned about where the toilet stop was in the field, even if I had my period, I just accepted it was tough.
We always ask students to highlight things that might impact them during fieldwork. This student wears two hearing aids which in the class room can pick up the Induction Loop. However, in the field there is no additional 'technical' help.
Before our fieldtrip we identified that one of our students had autism. With the student, and in this case the parents, we created a risk assessment to identify particular triggering points and also how to deal with the student if issues occurred.
In the recent past I have had to work through the details of an overseas, residential fieldtrip field trip with individual students, carers and support services to assess its accessibility given the characteristics and needs of the students.
As part of my role at the OU I have to deliver a field day. I chose a site in the Lake District as I thought it would be a nice place for students to spend time and there are a diverse range of Environmental Science topics I can cover in one day.
No, the title is not a request for a lie-in! I have found over the years that attendance on fieldtrips can be impacted by the start and end times of a trip.
As part of my research into the effectiveness of teaching methods into disaster risk mitigation in Dominica I organised a field session around the (small) city of Roseau. This fieldtrip took place in April 2018 after the entire island had been badly affected by Hurricane Maria (in September 2017).
