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Reconceptualising field courses in higher education

6 June 2025

5 minutes to read

Reconceptualising field courses in higher education

Field courses provide important and potentially transformational learning opportunities across a range of disciplines. Yet, a wealth of literature spanning several decades highlights the significant complexities and barriers of this area of pedagogy in relation to Equality, Diversity and Inclusion (EDI). Discourses are often wide-ranging and dynamic, relating to (not exclusively) disability, implicit ableism, health and wellbeing, neurodiversity, gender, financial costs, elitism and decolonisation. So, how can higher education institutions (HEIs) support the transformation of field course pedagogy to make it more accessible and inclusive for students and staff?

Bringing EDI to the centre of field course design and practice

The notion of ‘exotic’ or remote field courses as ‘flagship’ components of degree programmes remains prominent across the sector. Furthermore, the prevalence of international school trips or ‘expeditions’ demonstrates that some students encounter these experiences prior to university, which may influence subject expectations regarding fieldwork. Whilst university field course opportunities may provide value to some participants, they are exclusionary to others. To illustrate just a few examples, some UK geography departments still market adventurous and highly ablest learning experiences, whilst others run field courses to countries that discriminate against or criminalise specific sexual orientations and gender identities. Therefore, despite significant progress made by some academic and professional services staff in addressing aspects of EDI on field courses, ‘traditional’ attitudes and behaviours continue to limit the realisation and mainstreaming of inclusive learning environments in UK HE.

Consequently, I argue that transformation is only attainable if we reconceptualise field courses by taking EDI from the periphery to the core of module design. How can this challenge be addressed? Firstly, there exists a rich literature on the barriers to fieldwork faced by individuals with ‘protected characteristics’ (Equality Act, 2010), such as disability, race, religion, gender, pregnancy and maternity. Additionally, there are important considerations surrounding personal characteristics and circumstances not covered by the Act, including caring responsibilities, care leaver experience, issues surrounding medical diagnoses, socio-economic status, or visas for international students. Secondly, the process of renewal not only requires academics to engage with this literature, but also to reflect critically on the values underpinning their current educational practices. For example, is there a clear pedagogic need to run a field course to a specific environment, or could visiting other, more accessible or inclusive (or virtual) places meet an intended learning outcome? Can the cost of field courses be included in the tuition fee to avoid discriminating against students who cannot afford a particular learning opportunity? Can you examine daily work/break schedules and types of environments as a means of supporting autistic students? Notwithstanding the differing constraints faced by disciplines, and the work required by colleagues, evidence demonstrates that an attentiveness to EDI can lead to a transformational (much more inclusive) experience for field course participants (e.g. UoE Geography field courses).

Inclusive field course design and reasonable adjustments

Putting inclusivity at the core of field course design seeks to benefit all learners, yet there will inevitably be specific individual circumstances that legitimately necessitate reasonable adjustments. This requires staff to be comfortable in openly addressing the sensitive issue of self-disclosure, whereby students make a decision on divulging information relevant to their participation in a field course. Whilst module convenors will have access to relevant information on student individual learning plans, individuals (including staff) may require a wide range of adjustments that cannot be accommodated within an inclusive field course. For example, specific dietary requirements, religious observance and places for worship, room allocation and facility use with respect to gender. To enable these important considerations to be addressed, students should be provided with a) opportunities to divulge key information, and b) early opportunities to discuss reasonable adjustments and concerns with module staff.

Where do I start in transforming a field course?

1.      Curriculum for Change (C4C) guidance and Curriculum Enhancement workshops

As part of the resources developed for Curriculum for Change (C4C), a brief guidance document has been developed that sets out key considerations for those designing, teaching on, and supporting field courses. These guidelines are the culmination of two task and finish groups on a) field course practices and b) enabling rail travel, both of which involved important university-wide contributions from academic and professional services colleagues, and student representatives. In addition, there are links to a wide range of helpful resources, including Exeter-led, national-level research on field course pedagogy. Importantly, the Transformative Education Team are offering bespoke Curriculum Enhancement workshops to support disciplines in transitioning to more inclusive learning. These are excellent opportunities for sharing and examining current field courses and starting a dialogue about the potential for further embedding transformative practices.

2.      Field course accessibility statement

A detailed field course accessibility statement can support all students in understanding the environments encountered during a field course. The document must recognise that accessibility not only refers to physical environments and accessibility, but also to student mental health and wellbeing. The information should be provided at the point of module advertisement (or prior to module enrolment, if a core module). This simple intervention has been demonstrated to be highly effective at enabling students to make an informed decision about a module, and how to start a dialogue regarding reasonable adjustments or any concerns relating to participation. The guidance document is designed to support colleagues in designing a field course accessibility statement.

3.      Collecting the necessary data to consider reasonable adjustments

The module convenor will have access to Individual Learning Plans, that should be reviewed and (where appropriate) used as a basis for contacting students about learning adjustments. In addition, and at the earliest opportunity, it is good practice for the module convenor to use an MS Form (GDPR-compliant) to collect the necessary data for effective field course planning. This may include information such as travel documentation, confirming completion of health and wellbeing information (UoE health forms), allergy and dietary requirements, and concerns relating to room allocations. There should be an opportunity for a student to request an individual meeting with the module convenor to discuss reasonable adjustments or concerns about participating in the module.

4.      Student-staff dialogue regarding reasonable adjustments

Early dialogue between students and staff is essential for effective field course planning. Evidence demonstrates that supportive discussions at an early stage can a) enable students to feel supported and confident in attending a field course, and b) ensure that colleagues have vital opportunities to develop an understanding of a student’s requirements.

References

Atchison, C.L., Marshall, A.M. & Collins, T.D. (2019) A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Education, 67(4), 472–486. Available from: https://doi.org/10.1080/10899995.2019.1600962

Giles, S., Jackson, C. & Stephen, N. (2020) Barriers to fieldwork in undergraduate geoscience degrees. Nature Reviews Earth and Environment, 1(2), 77–78. Available from: https://doi.org/10.1038/s43017-020-0022-5

Greene, S., Ashley, K., Dunne, E., Edgar, K., Giles, S. & Hanson, E. (2020) Toilet stops in the field: An educational primer and recommended best practices for field-based teaching. https://doi.org/10.31219/osf.io/gnhj2

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. Available from: https://doi.org/10.1080/10899995.2020.1768017

Lawrence, A. & Dowey, N. (2022) Six simple steps towards making GEES fieldwork more accessible and inclusive. Area, 54(1), 52–59. Available from: https://doi.org/10.1111/area.12747

Tucker, F., Waite, C. & Horton, J. (2022) Not just muddy and not always gleeful? Thinking about the physicality of fieldwork, mental health, and marginality. Area, 54(4), 563–568. Available from: https://doi.org/10.1111/area.12836

Woodley, E., Barr, S., Batty, L., Bickerstaff, K., Darvill, C., Ferdous, R., … & Yorke, L. (2024). The future of geography field course pedagogy in UK higher education. Geo: Geography and Environment, 11(2), e00158. Available from: https://rgs-ibg.onlinelibrary.wiley.com/doi/full/10.1002/geo2.158

Yorke, L., Hutchinson, S. & Hurrell, L. (2022b) 10 ways to make fieldwork more inclusive and accessible: A guide for educators. Available from: https://research.bangor.ac.uk/portal/files/70783381

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This post was written by Dr Ewan Woodley (Associate Professor of Geography). For support with curriculum enhancement, please contact Sean Porter and Rachel Griffiths (Senior Educator Developers, Transformative education).

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