Welcome to the NAGT webinar seriesImproving Earth education one hour at a time

NAGT sponsors a comprehensive webinar series that is sure to be your one-stop-shop for strengthening work in Earth education. Webinars feature novel and innovative work in Earth education research and pedagogy, new teaching materials, and classroom and professional experiences of people like you. The NAGT webinar series is free and we encourage you to invite your colleagues to attend and join the discussion.

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at the NAGT Webinar Series Homepage

http://nagt.org/190616

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Improving Earth education one hour at a time

Inclusion through STEM Experiences: Approaches to Increase Access and Accommodations

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Inclusion through STEM Experiences: Approaches to Increase Access and AccommodationsDr. Wendi J. W. Williams and Sean Thatcher, Facilitators

This NAGT webinar 28 April 2021 will provide strategies and resources for designing or modifying pedagogical "ways of doing" to reinforce increasing the diversity of students benefiting from various learning space experiences. Considering inclusive strategies in STEM environments, participants will:

learn about common barriers to access and inclusion within STEM education;
introduced to the principles of Universal / Inclusive Design for Learning (UDL/IDL); and
explore embedded or specific accommodations for both physical and non-apparent disabilities.

Further, additional resources outside the geosciences will be shared for

catalyzing our community efforts.

Who am I? Sean Thatcher, M.S.

GIS Analyst and Geoscience Educator
- Focus in remote sensing and climate resiliency.
- Adjunct at the City University of New York and Rutgers University (Fall 2021).
Student Community Chairman for the International Association for Geoscience Diversity.
IAGD Co-Liaison to AGI Inter-society Diversity, Equity and Inclusion Committee.
Quadripelgic (Spinal Cord Injury 2009) and wheelchair user.

A picture of Sean Thatcher with his arms spread enjoying life at the Grand Canyon in his power wheelcair.

Wendi J. W. Williams, Ph.D.

Geosciences Faculty with South Texas College, Lower Rio Grande Valley, TX, U.S.
Practitioner and Facilitator of Universal Design in STEM / Geosciences since 2003
Years Experience in Academia (2YCs and 4YCUs), Nature Center Education Director, Pre- / Inservice Teacher Trainer, Math Science Partnership Center Co-Director, and Geologist for Geotechnical Engineering Firm as well as Government Agency Dealing with Planning, Environmental Issues and Public Safety.
IAGD Co-Liaison to AGI Inter-society Diversity, Equity and Inclusion Committee

Picture of smiling Dr. Wendi J. W. Williams in foreground with small sunflowers in background.

The International Association for Geoscience Diversity

The IAGD is a 501c3 organization promoting equal access in the geosciences for all persons.
Provides resources on a variety of different disabilities in classrooms and in the field.
Opportunities for students to become more engaged.

Who are we? Geoscience professionals and students with disabilities and those who support a more inclusive geoscience community. Here are just a few of the fantastic faces of the IAGD.

We are the IAGD

Approximately 1 minute streaming video

with music / non narrated.

Common Barriers to Access and Inclusion in STEM

Common Barriers to Access and Inclusion in STEM 1

Ways of “doing” are

particularly important when

designing to diminish barriers to

learning and to support successful access to technical career fields.

As you are aware, there are

many kinds of diversity represented

in our formal and informal

educational settings.

Let’s take a few moments so you

can contribute one or two kinds

of diversity that comes to mind…

please enter into your Zoom chat area.

There is more often than not intersectionality:

Learning Preferences

Level of College “Readiness”

First Generation College-Bound

Age

Persons with Varying Abilities / Disabilities (Self-Advocated or Not)

English Language Learners

Military (Active Duty, Reservist or Veteran Status)

Move Frequently (e.g. Migrant Worker)

Gender Identity

Ethnic/Racial Demographics

Common Barriers to Access and Inclusion in STEM 2

Common Barriers to Access and Inclusion in STEM 3

Physical barriers that promote unequal access, such as only stairs / no ramps or lifts, rugged terrain, and lack of accessible vehicle.
Sensory barriers that promote unequal access, such as media lacking captioning / alt tags, need ASL interpreters, quiet spaces, etc.
Technical barriers to include those due to limited technical literacy, challenge of STEM language, limited exposure to technical training and educational opportunities, inaccessible labs, and technology costs
Social barriers to experiential learning and networking that often relate to field courses, conferences, and trips.

Common Barriers to Access and Inclusion in STEM 4

(Image from Robert Wood Johnson Foundation (2017))

Equality

implies that each individual should

receive the same.

Equity focuses on eliminating differences between groups, when those differences can be addressed.

How do we Address These Barriers?

Ways to Diminish Barriers: Apply Principles of Universal Design for Learning (UDL)

Ways to Diminish Barriers: Apply Principles of Universal Design for Learning (UDL) 1

UDL Can Change the World

One minute captioned streaming video from CAST.org

First frame image for streaming video called "UDL to Change the World" from CAST.org . Approx 1 minute with captioning and audio.

Ways to Diminish Barriers: Apply Principles of Universal Design for Learning (UDL) 2

Universal Design guidelines naturally include many of the suggested “best practices” for learner-centered instructions, such as use of appropriate* :

Visual and Auditory Media
Tactile Representations
Interpersonal Strategies and/or Learning Space Management
Routines and Predictable Structure or Patterns to “Doing”
Blended Instructional Techniques

*Remembering that what is one person’s “appropriate” may be another person’s barrier...

Ways to Diminish Barriers: Apply Principles of Universal Design for Learning (UDL) 3

“While physical spaces, courses, technology, and student services are often designed for the average student, the practice of universal design in education (UDE) considers people diverse characteristics in the design of all formal and informal educational products and environments. UDE goes beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students, staff, instructors, administrators, and visitors with a great variety of characteristics, including those related to gender, race and ethnicity, age, stature, disability, and learning preference.”

Sheryl E. Burgstahler, Ph.D.

DO-IT Universal Design in Education

Ways to Diminish Barriers: Apply Principles of Universal Design for Learning (UDL) 4

Stylized partial circle followed by the text CAST

Universal Design for Learning Guidelines

signal to webinar host to drop the following long version of web address into chat box for participants to directly access real-time

DO-IT Disabilities, Opportunities, Internetworking, and Technology

AccessSTEM Community of Practice

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 1

Support 2YC Students screen captured homepage that has 3 main categories: By Facilitating Professional Pathways, By Supporting Academic Success, and By Broadening Participation. Within Broadening Participation is Supporting Students with Disabilities.

This is a screen captured image of the SAGE 2YC Support 2YC Students.

SERC

PLAN, PLAN, PLAN!

Be PROACTIVE not REACTIVE when designing ways of “doing”.

Use appropriate headers, numbering, and bullets
Create/utilize multimedia content
Remember closed / open captioning audio content and possibly scene narration
Alt text tagging on visual content
Keep accessibility in mind when creating field trips
- Access to Accessible Bathrooms
- Curb Cuts
- Ramps
- Distance between Locations
- Weather
- Activity Descriptions and Evaluation
- Trial Desired Technology

Proactivity will save you valuable time and will become habitual!

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 2

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 3

Some Examples of Making Learning Spaces and Professional Conferences More Accessible

From the organization respect ability: Ensuring Virtual Events are Accessible to All

And from Hospitality & Disability: Accessible Meetings - Events -Conference Guide

Also consider a

physical learning space configuration:

Arranging student desks in a U shape allows deaf students to have continuous visual contact with teacher (in face to face mode), and to see how other (hearing) students are responding. Screen center front of open end of "U" shape arrangement. Teacher desk in front of that facing students. Projection at or through screen such that not interferes with lines of sight.

Image mined Optimal Inclusive Classroom

Creative Commons BY-NC-SA

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 4

Deaf and hard-of-hearing education tools for STEM and other disciplines are available from

Rochester Institute of Technology.

Such as Science Signs Lexicon using American Sign Language (ASL) (hyperlinked screen captured image at upper right) and RIT Library Interpreter Resources ASLCORE Project celebrating Deaf Culture and ASL

(hyperlinked screen capture at lower right).

Also read about Advances in Deaf Education from Inside Higher Ed 15 April 2021 .

Science Signs Lexicon - Science Signs Lexicon - RIT Wiki

Screen capture of homepage that indicates ASL vocabulary links. Sign vocabulary options available include: Architecture, Art, Biology, Computer Science, Engineering, Literature, Philosophy, Physics, Sustainability, and Organic Chemistry.

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 5

Color Vision Deficiency (CVD)

Colblindor

Basic background on color vision deficiency and

Coblis color blindness simulator

Coblis color blind simulator with image uploaded on the electromagnetic radiation spectrum and highlighting the visible spectrum

Anomalous Trichromacy

Color shift when used simulator for Green-Weak
Deuteranomaly

Visible Spectrum Anomalous Trichromacy Example
Color shift when used simulator for Blue-Weak
Tritanomaly

Dichromatic

Color shift when used simulator for Red-Blind Protanopia

Color shift when used simulator for Green-Blind Protanopia

Color shift when used simulator for Blue-Blind Tritanopia

Monochromatic

Color shift when used simulator for Monochromacy Achromatopsia

Color shift when used simulator for Blue Cone Monochromacy

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 6

Familiar?

Traditional image gallery comparing extrusive versus intrusive felsic to ultramafic rocks. Images are in Red-Green-Blue true color.

Please consider how color is used

in our interactions.

What strategies can you use to teach materials in

a more Universal Design way?

How appears to someone with Anomylous Trichromacy Red-Weak

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 7

If you work with web and application coding projects or consider adopting products to use in your learning and work environment, please follow these protocols or preferentially acquire only ADA compliant moving forward...

World Wide Web Consortium

Making the Web Accessible

Web Accessibility Tutorials

Web Content Accessibility Guidelines 2.1 (WCAG2.1 / Technical )

Also seek out mobile app accessibility.

A primer to consider is a free eBook found at UsableNet

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 8

CMS and LMS starting to automate alternative formats:

Screen captured image of a part of a minerals module in a college core course. Title of presentation shown, as is the Ally alternative format sub-menu link. To the right is an icon indicating a file that is passing the accessibility checker with a green gage icon.

And probe for best practices in

accessibility when upload items into system.

Albeit color indicator only, I met the

excellent goal (green for “go”, I suggest

different symbols to replace red - yellow - green).

Pop out menu showing various accessible file formats for an item provided in a course management system module. Some alternative formats include: Tagged PDF, HTML, ePub, Electronic Braille, Audio MP# for listening, BeeLine Reader enhanced version for easier and faster on-screen reading, and Translated version of the original document.

Introduction to Blackboard Ally

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 9

Synchronous and Asynchronous Learning Opportunities

With the onset of the pandemic new strategies have been implemented using UDL to promote inclusivity in remote learning and virtual experiences.

Synchronous
- Provides the social interaction to encourage peer learning
- Encourages networking between peers and faculty
Asynchronous
- Allows students to learn in ways that promote independence
- Information easily shared using a variety of media options

Remote learning has leveled the playing field, forcing students and faculty with and without disabilities to rethink traditional barriers to access:

Field trips
Field camps
Lab work

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 10

A video showing how students worked together in field sites with a variety of physical abilities to participate equitably.

Let’s take a moment

with this streaming content.

Then in the chat, please

enter one strategy that you

thought most intriguing/possible for your setting and briefly why.

Note: Approximately 3 minute captioned streaming video with narration.

Remote Collaboration Strategies

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 11

Slippery Slope: The Virtual Experience and the New Museum Option

the world reopens the virtual options made this past year should not be the default “accessible” option for students.
- Promotes feelings of otherness
- Encourages the perpetuation of ableist/racist stereotypes
- Limits networking opportunities
- Encourages students to leave STEM programs
Think of your past year and consider how things could have been better if we were all together, that’s exactly what the virtual only or the “museum option” is.
- need to plan all activities for all student not just for students we’re used to.
- Some accommodations are another person's barrier.

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 12

If time permits, watch a little to

experience scene narration.

Example Streaming Video with CC and Scene Narration / Audio Description:

Equal Access: Universal Design of Instruction

from TheDOITCenter

Invisible Disabilities and Postsecondary Education

from TheDOITCenter

Scene Narration (also referred to as Audio Description)...consider the Library of Congress National Library Service for the Blind and Print Disabled Audio Description Resource Guide

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 13

GIS Opportunities for Access

GIS is a tool that allows users to study locations they may not be able to physically access.
Allows users with limitations to:
- Pursue research interests near and far
- Provides a sense of ownership
- Plays to intellectual strengths
- Builds desirable technical expertise
- Encourages inter/transdisciplinary work
Limitations:
- Visual in nature
- Cost/expertise
- Lack of access

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 14

Low Tech vs High Tech GIS Options

Low Tech:
- pen source platform that allows users to interpret land surface imagery worldwide such as Google Earth.
  - advanced technical skills required
  - Allows for image interpretation, basic digitization/mapping, and anotiations.
  - Easily created story maps and exploratory field trip creation via Google Tours.
High Tech:
- Advanced geospatial platforms that allows for advanced analyses at a variety of scales including non-commercial Google Earth Engine/QGIS and commercial ArcGIS options.
  - Moderate understanding of mathematics or programming
  - Advanced image analysis, editing, and interpretation.
  - Practical laboratory analysis similar to professional geoscientists.

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 15

GIS with UDL Principles: Drought Analysis and Color Vision Deficiency

Drought analysis is a common introductory exercise using GIS with applications in agriculture, forestry, water security, fire management, etc.
NOAA PERSIANN moderate resolution dataset measures global precipitation.
Sentinel-2 provides high resolution hyperspectral land surface data.
- Can be used in creating a Normalized Difference Vegetation Index (NDVI).
Commonly uses a red to green color scale - terrible for CVD.
Using the open source Google Earth Engine platform these datasets can be analyzed in effective, complementary, and inclusively.
- Conducted on external servers
- Easily shareable
- Numerous resources in a variety of formats
  - Documentation
  - Tutorials
  - Videos

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 16

Drought Analysis CA Summer 2020 Red-Green

Days since precipitation in California from April 2020 to October 2020 on a green to red color scale. Green pixels represent more frequent precipitation events, while redder pixels have less frequent precipitation. The Sierra Nevada Mountains have drier conditions, potentially increasing the chance of fires in the summer of 2020.

Redder areas experience less frequent precipitation. 10 km resolution.

NDVI results using Sentinel-2 data in California from April 2020 to October 2020 on a green to red color scale. Green pixels represent more productive vegetation, while redder pixels have less productive vegetation. The Sierra Nevada Mountains have less productive vegetation, suggesting drier vegetation increasing the chance of fires in the summer of 2020.

Redder areas have less healthy vegetation. 10 m resolution.

Explore Embedded or Specific Accommodations for Physical and Non-apparent Disabilities 17

Drought Analysis CA Summer 2020 Greyscale

Days since precipitation in California from April 2020 to October 2020 on a black to red white scale. Whiter pixels represent more frequent precipitation events, while blacker pixels have less frequent precipitation. The Sierra Nevada Mountains have drier conditions, potentially increasing the chance of fires in the summer of 2020.

Darker areas experience less frequent precipitation. 10 km resolution.

NDVI results using Sentinel-2 data in California from April 2020 to October 2020 on a white to black color scale. White pixels represent more productive vegetation, while black pixels have less productive vegetation. The Sierra Nevada Mountains have less productive vegetation, suggesting drier vegetation increasing the chance of fires in the summer of 2020.

Darker areas have less healthy vegetation. 10 m resolution.

Additional Resources Outside Geosciences to Consider

Resources Outside Geosciences to Consider

Following are just a few items to get us thinking about our interdisciplinary geosciences more broadly across STEM:

ADA at 30: Scientists Urge Efforts Beyond Compliance

Astronomy Accessibility Guidelines

Teaching Chemistry to Students with Disabilities

The Sonification Handbook (especially Ch 17)

Thoughts about Data Visualization and Accessibility (via Sonification)

Quick Recap on UDL Principles

Creates an accessible and inclusive learning environment for all students.
PROACTIVE not REACTIVE when creating course content.
UDL is multimodal and provides options in learning environment.
- Some accommodations can create barriers, encourage an open dialog.
Technologies can help dismantle many barriers:
- Physical
- Sensory
- Technical
- Social
unsure of best practices, please reach out for help.

Literature Resources

Burgstahler, S. E. (2020). Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press.
Carabajal, I. G., Marshall, A. M., & Atchison, C. L. (2017). A synthesis of instructional strategies in geoscience education literature that address barriers to inclusion for students with disabilities. Journal of Geoscience Education, 65(4), 531-541.
Paor, D., Karabinos, P., Dickens, G., & Atchison, C. (2017). Color vision deficiency and the geosciences. GSA Today, 27(6), 42-43.
Gorelick, N., Hancher, M., Dixon, M., Ilyushchenko, S., Thau, D., & Moore, R. (2017). Google Earth Engine: Planetary-scale geospatial analysis for everyone. Remote Sensing of Environment.
Higgins, A.K. & Maxwell, A.E. (n.d.). Universal Design for Learning in the Geosciences for Access and Equity in Our Classrooms. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.51869/101aham
Kingsbury, C. G., Sibert, E. C., Killingback, Z., & Atchison, C. L. (2020). “Nothing about us without us:” The perspectives of autistic geoscientists on inclusive instructional practices in geoscience education. Journal of Geoscience Education, 68(4), 302-310.
Marshall, A. M., and S. Thatcher (2019), Creating spaces for geoscientists with disabilities to thrive, Eos, 100, https://doi.org/10.1029/2019EO136434. Published on 02 December 2019.
Piatek, J., Marshall, A., Thatcher, S., High Tech, Low Tech, No Tech? Developing Inclusive Field Experiences. Geological Society of America Northeastern Section Meeting, Virtual Hartford, CT.
Zimmermann-Janschitz, S. (2018). Geographic Information Systems in the context of disabilities. Journal of Accessibility and Design for All, 8(2), 161-192.