School of Geographical & Earth Sciences

We value diversity and inclusion and take proactive steps to address any potential barriers that may prevent individuals from participating in field courses. This means we are making adjustments to the field course itinerary, and ensuring physical and cultural accessibility.

Interested in a case study? Discover how language barriers pose no obstacle to field courses.

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What that means

We believe that everyone, regardless of their background or circumstances, should have the opportunity to participate in field courses. This includes recognising and addressing any potential barriers that may prevent individuals from taking part. We value diversity and inclusion and believe that field course experiences should be accessible to all so that everyone can benefit from the learning and personal development opportunities that they provide.

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How

As part of our commitment to supporting the right of all to participate, we take proactive steps to identify and address any barriers that may exist. This might involve working closely with participants to identify any challenges they may face and developing solutions to overcome them. For example, we can make adjustments to the field course itinerary to accommodate specific needs or requirements.

We recognise that physical accessibility is also an important consideration and we strive to make all aspects of the field course as accessible as possible. This might include providing accessible transportation, accommodations, and equipment, as well as making adjustments to the field schedule or activities to ensure that everyone can participate fully.

In addition, we would be mindful of any cultural or religious differences that may impact participation. For example, we would endeavour to accommodate dietary restrictions and provide prayer or meditation spaces, so that participants can feel comfortable and included throughout the fieldwork experience.

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Examples

We recognise that some participants may come up with barriers that require accommodations or adjustments to enable them to fully participate in field courses. The location of the field course, such as remote areas, might make it difficult to access for individuals with mobility impairments. Accommodations such as providing accessible transportation or alternative activity options could be made. Similarly, field activities may require physical stamina and endurance, which could present a barrier for individuals with certain disabilities or health conditions. In such cases, adjustments could be made to the activities or additional breaks may need to be provided to ensure all participants can engage in the activities to the best of their ability. We also consider accessible transportation, hearing or visual aids, or additional time for completing tasks.

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We prioritise the mental health and well-being of the entire field team by promoting open communication, empathy, and support, offering mental health resources, and ensuring everyone is aware of the options available to them.

Here is an example of how we support students with mental health challenges during field classes.

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What that means

We recognise that field courses can be a challenging time, particularly for staff and students who may experience anxiety, stress, or other mental health concerns. We believe that it is important to promote the mental health and well-being of the entire field team to ensure that everyone can fully participate and benefit from the experience.

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How

As a team, we aim to create a culture that prioritises open communication, empathy, and support. This includes regular check-ins, team-building activities, and maintaining an open-door policy where anyone can express their feelings and concerns without fear of judgement or retribution. We encourage everyone to look out for their teammates, to ask how they are doing and to listen actively. It is also important that we all take responsibility for communicating our own needs and challenges so that the team can provide appropriate support.

During the field course, we ensure that the team has access to mental health resources, such as counselling services, wellbeing support, and mental health first aid. Also, refer to the Right to Rest policy and other support resources, and ensure that everyone is aware of the options available to them.

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Examples

 If we actively listen and practice exercises that promote active listening, we can improve the mental health and well-being of the whole field team. Actively listening is a skill that takes practice and patience, but it can ultimately lead to stronger relationships, better communication, and a more positive and productive field course experience. As a team, we could consider holding an active listening circle as an example of this. This involves sitting in a circle and taking turns speaking about a particular topic or challenge, with the rest of the team listening actively without interrupting or offering advice until it's their turn to speak. This can help create a culture of open communication and empathy, which can in turn promote positive mental health and well-being.

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We respect the diversity of beliefs and values among our field course team, and we make accommodations to allow for the expression of spirituality and support for religious and spiritual traditions during field course dates. 

Find out how our Mallorca field class embraces flexibility for students during religious festivals.

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What that means

 We value and respect the diversity of beliefs, values, and identities among our field course team. We strive to make accommodations to allow for the expression of spirituality and support for religious and spiritual traditions during field course dates. We also aim to ensure that those with different values can continue to feel included in activities.

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How

To accommodate people's faiths, beliefs or values, we encourage open communication and discussions before the field season to ensure that individual needs can be accommodated. This may include providing vegetarian, halal, or kosher food options, scheduling breaks for participants to pray or meditate, and considering how expressions of spirituality can be incorporated into the field course activities. We also aim to provide an in-depth itinerary in advance so that participants can plan accordingly.

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Examples

 If participants celebrate Easter Sunday and require time to attend religious services or activities, we could consider adjusting the field course schedule to allow for these needs. This may include scheduling activities earlier or later in the day to accommodate religious observances, providing transportation to local places of worship, or allowing participants to take time off from field activities to attend services. We would encourage participants to communicate their needs in advance so that we can make appropriate accommodations.

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We value personal space and belongings and keep shared spaces tidy. We respect each other's possessions, communicate effectively and take care of shared spaces while being mindful of limited resources.

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What that means

 We value everyone's personal space and belongings, and we strive to maintain a tidy and organised shared space. We also acknowledge the need to be mindful of limited resources such as IT equipment and low bandwidth in certain locations.

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How

Living and working in close quarters can be stressful, so it's important to be aware of and respect each other's personal space. We don’t take up all the space, and we are respectful of other people's possessions (this includes food, kit, clothes and all other personal items). Effective communication makes this easier, and we encourage everyone to discuss expectations, responsibilities, and routines beforehand or when arriving at the location. This includes being aware of the work schedule, meal times, and personal space boundaries. We also ask that everyone takes care of the shared space by keeping it clean and organised. Additionally, to ensure that everyone can use IT equipment, we ask that people are mindful of their bandwidth usage, such as by downloading TV shows before travelling and keeping calls short.

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Examples

 If we were to share a house during a geology field course, we could consider creating a schedule for kitchen and common area use to ensure respectful and comfortable living. The schedule could include designated times for meal preparation, clean-up, and quiet hours. We may agree to follow the schedule and be considerate of each other's needs. Additionally, we could discuss food sharing and consider shopping for groceries together, communicating dietary needs, and labelling food in the shared fridge to avoid confusion.

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Effective communication is vital for successful field courses, and we achieve this by providing detailed itineraries, holding group discussions to establish communication protocols, and encouraging students to nominate field reps for questions and challenges. 

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What that means

We value effective communication as an important aspect of our field courses. Clear communication helps everyone to understand what is happening, what to expect, and how to prepare. Our goal is to make communication a top priority. This includes keeping students informed about daily events, activities, and any changes to the itinerary, as well as addressing any questions or challenges that may arise.

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How

We encourage the field team to provide an in-depth itinerary that outlines the schedule for the field course. This itinerary may include details such as daily activities, meal times, and any other relevant information. By providing a high level of detail, we aim to ensure that everyone is on the same page and that there are no surprises or anxieties around scheduling. We also encourage students to ask questions and seek clarification if anything is unclear. At the start of the field course, we hold a team or group discussion to establish communication protocols. This includes determining the preferred method of communication, how often to communicate, and who to contact in case of emergencies. We also encourage students to nominate one or two "field reps" on day one, who will be made known to staff. These reps will serve as the point of contact for any questions or challenges that students have, making communication easier for all. Our aim is to establish clear communication channels between the whole field team and encourage open communication throughout the field course. This will make working together easier. 

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Examples

 Consider a group of students working on a collaborative research project as part of a geography field course. We could consider establishing a clear timeline and guidelines for sharing data and findings. We may discuss the format for sharing our work, including what data should be included and how it should be presented. We may also agree to establish regular check-ins to discuss progress and address any questions or concerns. We agree to be responsive to each other's needs and to communicate clearly and respectfully throughout the project, which would allow us to work more effectively as a team and produce a high-quality research project.

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We believe in teamwork where members support each other, appreciate strengths, have constructive disagreements, and share the workload. We discuss fieldwork collaboratively and hold ourselves accountable for our actions.

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What that means

We value teamwork, which involves individuals working together in an environment of mutual support and trust, appreciating each other's strengths and having constructive disagreements. This leads to increased interpersonal maturity and strong team functioning.

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How

 We expect team members to be respectful, supportive and share the workload. All aspects of fieldwork are discussed collaboratively and tasks are developed through this process. We hold ourselves accountable for our actions and share credit for work, recognising each other's contributions.

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Examples

 If a team member is struggling during a long day of fieldwork, it would be great if another team member offered assistance and support. This could involve offering to carry some of the equipment or providing words of encouragement to help boost morale and productivity. Acts of kindness and mutual support can help build trust and camaraderie within the team, contributing to a more positive work environment.

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We value rest and downtime as crucial for the well-being of both staff and students during field courses. We aim to accommodate this need by sharing schedules in advance and having open discussions to ensure everyone has enough rest time.

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What that means

We recognise that fieldwork can be physically and mentally challenging, and we believe it's important for everyone to have adequate time for rest and downtime. We understand that rest is crucial for the well-being of both staff and students, and we aim to accommodate this need to the best of our ability.

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How

 We suggest sharing the field schedules in advance to identify any potential bottlenecks for off-time and rest. We encourage open discussions to explore ways to work with these schedules while ensuring that everyone has enough rest time. We also welcome any concerns about rest time and will do our best to accommodate them. Although external factors such as traffic jams or roadblocks can affect downtime, we will strive to adhere to the schedules as much as possible while taking rest needs into account. We appreciate the hard work and dedication of our staff, and we are committed to ensuring that they have the opportunity to rest and recharge along with our students.

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Examples

 During field days, we could consider scheduling short breaks regularly to allow participants to rest, stretch their legs, and rehydrate. These breaks could be timed to coincide with natural pauses in the fieldwork, such as between data collection sessions or during equipment setup. Additionally, we encourage longer breaks for meals and downtime, providing participants with opportunities to rest, recharge, and socialise with each other. We strive to create a schedule that balances the need for rest and downtime with the goals of the field course programme, taking into account any external factors that may impact the schedule.

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Personal time is important for the well-being of staff and students during field courses, and we aim to respect and accommodate it through open communication, designated breaks, and avoiding scheduling conflicts.

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What that means 

We recognise the importance of personal time and its connection with rest. We understand that staff and students need time to themselves, whether it's to connect with loved ones, engage in hobbies, or simply unwind and recharge.

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How

 We believe that personal time should be respected and accommodated as much as possible. As mentioned earlier, we encourage open communication between the field team to ensure that everyone's needs are met. The field team could establish a schedule that incorporates designated breaks and personal time, and we recommend that staff and students are mindful of each other's personal boundaries. To further support personal time, we recommend avoiding scheduling meetings or activities during meal times or designated personal time. This will allow everyone to fully disconnect and recharge without feeling pressured or rushed. Ultimately, we strive to create an environment that values and prioritises personal time and rest for the well-being of all participants.

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Examples

 We encourage the field team to set aside time for themselves to relax and recharge during the field course. This could involve scheduling free time or downtime, such as a few hours in the afternoon or an evening off. Staff or students could provide suggestions for activities or resources that participants could use during their personal time (e.g. local walks or attractions, mindfulness exercises, or relaxing group activities). For example, if participants express interest in taking local walks during their personal time, we could suggest some nearby walks that they could explore. We could also provide maps or guides with information about the area, including recommended routes and points of interest. Additionally, we could consider organising group walks to provide a social and guided option for those who are interested.

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Field courses are an important part of the School of Geographical and Earth Sciences Degree programmes, and safety is a top priority. Participants must follow regulations and policies set by the University and behave responsibly, safely and respectfully at all times to ensure an enjoyable and educational experience.

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What that means

 Undertaking fieldwork is a crucial part of an undergraduate student's educational experience, and it is a significant aspect of the degree programmes offered by the School of Geographical and Earth Sciences. In order for field experiences to be enjoyable, educational and safe, all staff and students must behave responsibly, safely and respectfully at all times. 

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How

 All regulations and policies of the University, such as those regarding health and safety, apply during the field course. These policies are not intended to be condescending, but rather to ensure the safety of all staff and students. The field team places great importance on risk assessment and safety, and the consequences of one accident could impact all individuals involved in the field course.

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Examples

 We might need to remind the whole field team on occasion to conduct themselves responsibly, safely, and respectfully at all times during the field course. This would involve adhering to the University's regulations and policies throughout the course, including safety and risk management policies. For instance, if participants were advised to wear appropriate clothing, such as long trousers, or to walk in single file on busy roads to minimise risk for all, they should comply with these instructions.

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Field course participants work hard, so it's important to celebrate their success to increase motivation, and confidence, and strengthen connections. Celebrations include acknowledging individual contributions, setting clear goals, tracking progress, and engaging in group activities to build team morale.

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What that means

 Recognising the hard work put in by individuals and teams during field courses is important to maintain motivation, increase confidence, and strengthen connections within the field team.

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How

 We make an effort to celebrate progress and success during key moments of the field course, such as after a day's work. Clear goals and milestones are set at the beginning of the day to track progress and understand what success looks like. We acknowledge individual contributions and highlight unique strengths and talents through verbal recognition, written notes or public acknowledgements. Celebrating success as a team through shared activities, meals or outings can build morale and camaraderie.

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Examples

 During the field course, we could set clear goals and milestones at the beginning of each day to track progress and motivate the team. At the end of each day's fieldwork, we could hold a debrief session to discuss project progress and highlight achievements, putting them into context to ensure that everyone understands the significance of their contributions. If there are examples of outstanding performance from team members, such as showing exceptional commitment to the field course or collaborating effectively with others, we would make sure to recognise and celebrate their contribution publicly, whether through verbal recognition, written notes, or public acknowledgements. Celebrating successes as a team through group activities, shared meals, or team outings can also help to build morale.

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Acknowledge and address power dynamics in field courses to create an equitable and inclusive environment for all team members. This involves having open discussions, reflecting on personal power and privilege, and promoting more inclusive decision-making.

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What that means

 Power dynamics refer to the relationships and interactions between individuals or groups in which one party may have more power, influence, or control than the other, leading to potential imbalances and disparities in decision-making, access to resources, and overall experiences. In the context of field courses, power dynamics can exist in relationships between staff and students, as well as among team members based on factors such as gender and age. Acknowledging power dynamics is crucial for creating an equitable and inclusive field course environment. This involves recognising where power differentials exist within the team and understanding how they may impact the field course experience.

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How

 To address power dynamics, we encourage open and honest discussions among team members, where everyone's experiences and perspectives can be shared. It's important for team members to reflect on their own power and privilege, and actively seek input and feedback from all members of the team, regardless of their level of authority. We are striving to promote inclusive decision-making to ensure that all team members feel heard and valued.

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Examples

 If we notice that power dynamics are affecting our fieldwork team, we could schedule a team discussion to explore the issue. During the discussion, we would encourage everyone to share their thoughts and experiences and to listen actively to others. We would also strive to create a safe space where team members feel comfortable expressing themselves. In addition, we could regularly check in with team members to make sure that everyone feels valued and heard.

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We encourage staff and students to take training and to discuss what makes an active upstanders. Each of us models upstander behaviour to create a culture where everyone feels empowered to intervene when necessary. 

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What that means

 As upstanders in our everyday lives, we all have a responsibility to take action when we witness bullying, harassment and other inappropriate behaviour. 

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How

We encourage staff and students to take part in active bystander training provided by the university (you can find it here) and to discuss what being an active bystander entails. We encourage everyone to model active bystander behaviour and to create a culture where everyone feels empowered to intervene if necessary. We also provide clear reporting mechanisms for instances of problematic behaviour.

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Examples

 Being an active upstander means recognising and responding to situations in which someone may be at risk of harm, such as sexual harassment or assault, bullying, or discrimination. To be an effective active upstander, it is important to first understand what behaviours or situations may constitute a risk or harm. This can involve training or education on topics such as consent, boundaries, and recognizing abusive or problematic behaviours (see above).

Once a team member recognises a situation in which someone may be at risk, there are various ways they can intervene or offer support. This can include directly addressing the situation, checking in with the person who may be at risk, seeking help from a more senior team member or authority figure, or simply being a supportive listener.

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We reflect on the impact of visiting spaces and consider how field courses and fieldwork can make us better stewards of the planet, setting clear goals and intentions, engaging with local stakeholders and reflecting on lessons learned. 

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What that means

We take responsibility for being stewards of the Earth during fieldwork by reflecting on the impact of our actions on the environment and communities we visit.

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How 

Most teaching already draws on various aspects of sustainability, we encourage staff to consider highlighting and adding onto this, where possible. Before embarking on a field course, set clear intentions and goals for what you hope to achieve during the trip. We consider how these goals align with your values and responsibilities as a steward of the Earth. We would also suggest that specific conversations/ workshops could take place addressing this. We would encourage field teams to engage with local stakeholders and community members to learn from their experiences and perspectives and to consider how they can support local initiatives and contribute to sustainable practices. Upon our return, we take time to reflect on our experiences and the lessons learned during the field course and consider how these experiences can inform our future actions and decisions as stewards of the Earth.

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Examples

 We may consider our transportation options and try to use more sustainable modes of travel whenever possible, such as walking, cycling, or using public transportation. Additionally, we aim to avoid disturbing local ecosystems or wildlife and respect the natural surroundings by leaving them as we found them. We also consider using reusable materials whenever possible, properly disposing of waste, and minimizing our use of resources like water and electricity. We are starting to consider working with local communities to understand their needs and concerns related to sustainability, and to collaborate on solutions that benefit both the environment and the community. By taking a proactive and collaborative approach to sustainability, we can create a more positive impact on the environment and build stronger relationships with local communities.

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