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

1

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.

See the full schedule and archives

at the NAGT Webinar Series Homepage

http://nagt.org/190616

NAGT Webinars On the Cutting Edge Program
Image with word Schedule.  Click to go to NAGT Professional Webinar schedule page.
http://nagt.org/37340
Image with word Archives.  Click to go to NAGT Professional Webinar archived webinars and any related files.
http://nagt.org/95944
Sponsoring Projects and Programs image as title.
Thumbnail images with names of Sponsoring Projects and Programs (from left to right): Project Eddie, InTeGrate, GETSI, On the Cutting Edge, Implementing the NGSS, Advocacy, and GER Division .

2

Improving Earth education one hour at a time

Inclusion through STEM Experiences: Approaches to Increase Access and Accommodations

Inclusion through STEM Experiences: Approaches to Increase Access and Accommodations

As you enter, please review the Zoom controls below. Leave your audio and video off, unless prompted by a host. You can post any questions in the chat box. Thank you!
On the Cutting Edge Program
Decorative with icons from left to right: microphone, video, participants, chat, share screen (if applicable), record, CC live transcript, breakout rooms, and reactions.

Please leave your mic muted and video off (indicated by a red slash).

Click to open the Participants box. This will allow you to give nonverbal feedback.

icons

Click to open the Chat box. This will allow you to chat with Hosts and Participants.

chat box view image

Click to open the Transcript box. This will allow you to turn on live captions.

example menu image

3

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:

Further, additional resources outside the geosciences will be shared for

catalyzing our community efforts.

4

Who am I? Sean Thatcher, M.S.

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

5

Wendi J. W. Williams, Ph.D.

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

6

The International Association for Geoscience Diversity

The logo of the International Association for Geoscience Diversity. Stylized wheelchair with person wearing lantern-lit hardhat moving forward within a geologist's open hand ens silhouette .
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.

7

Common Barriers to Access and Inclusion in STEM

8

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.

9

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

10

Common Barriers to Access and Inclusion in STEM 3

11

Common Barriers to Access and Inclusion in STEM 4

Top half of image Equality here shows everyone being provided the same bike, but not everyone is the same size or physical ability. Bottom half of image Equity here shows everyone being provided a bike that matches their size and physical ability so they can all participate equally.

2017 Robert Wood Johnson Foundation
RWJF_bikes_equality_equity_PURPLE.jpg

(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?

12

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

13

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.

14

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* :

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

15

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

16

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 logo is a stylized globe with acronym.

DO-IT Disabilities, Opportunities, Internetworking, and Technology

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 logo is a stylized globe with acronym. But this hyperlinked icon takes one ot the AccessSTEM overview.

AccessSTEM Community of Practice

17

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

18

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

SERC

PLAN, PLAN, PLAN!

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

Proactivity will save you valuable time and will become habitual!

19

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

20

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

21

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

22

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

Visible Spectrum Anomalous Trichromacy Example

Color shift when used simulator for Red-Weak
Protanomaly
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

23

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
How appears to someone with Red-Blind
Monochromacy view.

24

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...

Acronym for World Wide Web Consortium

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

25

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

26

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.

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

27

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

28

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

Slippery Slope: The Virtual Experience and the New Museum Option

29

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

Shows title Equal Access: Universal Design of Instruction with a smaller image of people using American Sign Language in a classroom lab setting.

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

30

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

GIS Opportunities for Access

31

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

Low Tech vs High Tech GIS Options

32

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

GIS with UDL Principles: Drought Analysis and Color Vision Deficiency

33

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.

34

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.

35

Additional Resources Outside Geosciences to Consider

36

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)

37

Quick Recap on UDL Principles

38

Literature Resources

39

Additional Resources

Course Design

Color Vision Deficiency

GIS Open Source Resources

Organizations

40

Thank you for joining us!Thank you to NAGT for asking us to join the webinar series!Our Contact Information:Wendi J. W. WilliamsSean Thatcherwwilliam@southtexascollege.edu St810@scarletmail.rutgers.edu

41

Upcoming Webinar

On the Cutting Edge Programs

Improving Earth education one hour at a time

Upcoming webinar:

Recent and Ongoing Efforts of the NAGT Diversity, Equity, and Inclusion Committee

Laura Rademacher, NAGT DEI Committee Chair, University of the Pacific

Leah Courtland, University of Indianapolis

Amy Weislogel, NAGT DEI Committee Secretary, West Virginia University

Steve Mattox, Grand Valley State University

Mimi Fuhrman, Consulting Geologist

Danielle Sumy, The IRIS Consortium

Yadira Ibarra, San Francisco State University

Samuel Nyarko, Western Michigan University

Wednesday, May 19, 2021

Time: 1:00 PM PT | 2:00 PM MT | 3:00 PM CT | 4:00 PM ET

Webinar Page - http://nagt.org/243022

Resources and Opportunities:

Please take a moment to fill out our webinar survey

http://nagt.org/243130

Join or Renew

http://nagt.org/37340

See the full schedule and archives

at the NAGT Webinar Series Homepage

http://nagt.org/190616

Get Involved in NAGT

http://nagt.org/95944