Accessibility and Inclusion
As illustrated previously, basic characteristics of the location and
pedagogy of the UFE can have an impact on the physical, cognitive,
and/or or emotional accessibility of the learning environment for
various students. In efforts to include as many students as possible, it
is important to consider factors such as physical space (e.g., restroom
availability, non-gendered housing, housing for students with physical,
emotional, or psychological concerns), sleeping arrangements, skills
needed to participate (e.g., training in swimming), or other health
concerns (e.g., allergies). Additionally, social isolation/inclusion can
be especially prevalent in UFEs for students who don’t share the same
identities with previous participants and/or are from underrepresented
groups (Atchison et al. 2019, Morales et al. 2020). An example in the
vignettes specifically tied to accessibility is An Accessible
Field Experience for Students and Instructors (Fig. 2D ), which
demonstrates the importance of directly working with students and
faculty with disabilities on a field trip in order to address the
intended outcomes of the UFE.