Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
LTER Diversity Working Group report from the 2012 All Scientists Meeting.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
This LTER page includes a description of the Broadening Participation Committee’s function, activities, and membership.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Recommendations for solving issues for many women conducting field work.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
The Equity in Graduate Education Resource Center are building a learning community of scholars and practitioners advancing equity and systemic change in graduate education. Through research-practice partnerships, they generate, translate, and apply research into evidence-based, equitable practices.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
A large part of creating and promoting inclusive climates in your department or field site comes from one’s understanding of social inequities that are present in our scientific and work communities and in our society as a whole. Addressing issues related to power dynamics, intersectionality, and privilege is critical for promote positive, productive relationships with our colleagues and students, creating a safe and respectful learning and working environments. This resource gives helpful definitions, examples, and suggestions for improving workplace climate.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
This paper acknowledges that geographical fieldwork and fieldtrips can be deeply stressful, anxiety-inducing, troubling, miserable, hard and exclusionary for many colleagues, students and pupils. This paper draws on on qualitative data from research with UK university-based Geography, Earth and Environmental Sciences (GEES) academics who self-identify as having mental health conditions which substantially affect their daily lives. These data prompt reflection on the nature and experience of fieldwork in two ways. First, they require acknowledgment of fieldwork as not just ‘muddy’, widening disciplinary imaginaries of fieldwork accessibility to encompass marginalities in/of Human Geography fieldwork practice. Second, contrary to pervasive disciplinary idealisations, these data demand recognition that fieldwork and fieldtrips are not necessarily gleeful but can be sites of intense latent anxiety and intersectional marginality.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Successful fieldwork and fruitful academic careers hinge on acknowledging and managing our mental health. This paper discusses peer-support networks, secondary trauma, coping skills, therapy, and researchers’ mental health options before, during, and after fieldwork.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Fieldwork is central to the identity, culture and history of academic Geography, Earth and Environmental Sciences (GEES). However, in this paper we recognize that, for many academic staff, field trips can be a profoundly challenging “ordeal,” ill-conducive to wellness or effective pedagogic practice. Drawing on research with 39 UK university-based GEES academics who self-identify as having a mental health condition, this paper explores how mental health intersects with spaces and expectations of fieldwork in Higher Education.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
This document is intended to educate staff and students about toilet stops and menstruation in the field. This document also contains a set of recommendations for field work and field trips with the aim of minimising stress and anxiety for all parties.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
A website from NAGT with resources and recommendations on field safety including being prepared for emergencies, reducing risk, and protecting yourself and your department when taking students out into the field.
Chronicle of Higher education article with recommendations on centering accountability in DEI statements.
