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.