Speaker: Dr. Anita Marshall (she/her)
Lecturer, Department of Geological Sciences, University of Florida
Thursday, September 17, 2020
2:50-3:50 PM (Period 8)
Zoom, livestreamed on YouTube
University of Florida
All are welcome to attend.
In the geosciences, field work is valued for learning opportunities and scientific research, as well as personal and professional growth for students. But exclusion of students with disabilities from these formative learning experiences can negatively influence degree persistence and career prospects in the geosciences. Based on an evaluation of disability-inclusive field courses and personal experiences undertaking field research with a physical disability, this presentation will outline tips and best practices for building inclusive learning communities in any setting; be it classroom, lab, field, or virtual.
Dr. Anita Marshall is a Lecturer and researcher at the University of Florida, Gainesville. She has a BS in Earth Science and MS in Geology from the University of Arkansas and a PhD in Geology from the University of South Florida. Her primary research area is Geoscience Education, where she studies academic and social engagement in geoscience field courses and works to improve accessibility and inclusion for people with disabilities. Her secondary research area is volcanology where she utilizes near-surface geophysics to study surface deposits of volcanoes in northern Arizona. Dr. Marshall is also the Director of Operations for the non-profit International Association for Geoscience Diversity (the IAGD), where she serves as a mentor and advocate for geoscience students, faculty and professionals with disabilities.
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Dr. Marshall’s publications:
Marshall, A. & Thatcher, S. (2019). Creating Spaces for Geoscientists with Disabilities to Thrive. Eos, 100, https://doi.org/10.1029/2019EO136434.
Atchison, C. L., Marshall, A.M, & and Collins, T. (2019). A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Ed. DOI: 10.1080/10899995.2019.1600962. Marshall, A. M. (2018).
Evaluation of academic and social engagement in a technology-based collaborative approach to inclusive geoscience field learning. University of Florida. https://scholarcommons.usf.edu/etd/7193
Carabajal, I.G., Marshall, A.M., & Atchison, C.L. (2017). A synthesis of access and inclusion in geoscience education literature. Journal of Geoscience Education, 65, 531-541. DOI: 10.5408/16-211.1.
And other helpful publications: Whitmeyer, S. J., Atchison, C.L., and Collins, T. (2020) “Using Mobile Technologies to Enhance Accessibility and Inclusion in Field-Based Learning.” GSA Today 30 (2020). https://doi.org/10.1130/GSATG462A.1
Feig, A., Atchison, C.L., Stokes, A., & Gilley, B. (2019). Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip. Journal of the Scholarship of Teaching and Learning, 19(2), 66-87. DOI: http://orcid.org/0000-0001-5163-751X
Fink, J. E., and Hummel, M. L. (2015). With educational benefits for all: Campus inclusion through learning communities designed for underserved student populations. New Directions for Student Services. https://doi.org/10.1002/ss.20115
Stokes, A., and Boyle, A.P. (2009). “The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning.” Field geology education: Historical perspectives and modern approaches 461 (2009): 291.
Video: Here’s a link to the full video where the short clip I showed in the presentation came from: The IAGD in Ireland: Exploring Approaches to Inclusive Field Geology https://youtu.be/7O_1GYx4DUY
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