![]() ![]() ![]() This itinerary should include contact information for field trip leaders, a list of participants, a schedule of field locations, and lodging information if pertinent. Leaders should provide a detailed, written itinerary of the field trip to students and their departments before departure-the document not only helps participants understand the expectations of the trip but also serves as the initial record of communication should an accident occur. (Note, however, that all written documentation and correspondence is subject to the Freedom of Information Act.) Any disruptive or unacceptable behavior should be documented. University alcohol, drug, and sexual harassment policies should be explicitly reiterated, with consequences clearly defined. #David mogk private contact information code#The student code of conduct must make it clear that the field is an extension of the classroom and that all university policies apply. ![]() This information is essential to have on hand during the confusion that accompanies an emergency, helping field trip leaders more easily inform first responders. Students, as well as teaching assistants and vehicle drivers, should review and sign all of these forms before the field excursion. At a minimum, these forms should encompass principles of safety in vehicles and at outcrops, responsibilities of all participants to the larger group, a student code of conduct that includes consequences for failure to abide by the code, personal and group gear required to ensure safety and comfort, and medical and emergency contact information. Many safety issues can be addressed before leaving the classroom by preparing field trip policy forms and information sheets. Sign up now Before Departing for the Field Get the most fascinating science news stories of the week in your inbox every Friday. #David mogk private contact information plus#To encourage reflection and discussion by field instructors to proactively address these issues, a summary of the themes and ideas covered in the webinar plus some additional thoughts are presented here.Īlthough these ideas are neither exhaustive nor the definitive answers to issues related to liabilities in the field, discourse on these issues can help departments and institutions develop policies that will lead to safe and effective field learning experiences for all. What is the best way to do that? To answer this question, AGU and the American Geosciences Institute hosted a webinar on legal issues related to field trips (see ). When planning field activities, an ounce of risk prevention is truly worth a pound of cure-awareness of potential risks and liabilities and careful planning and preparation can mitigate situations that could affect the health and safety of students and the overall success of field programs.īecause field experiences are part of pre-professional training, an overarching principle is to emulate the safety and risk mitigation protocols employed by the geoscience workforce. When planning field activities, an ounce of risk prevention is truly worth a pound of cure. ![]() While allowing for broader learning experiences, the expanding scope of field instruction (see Figure 1 in the Additional Supporting Information in the online version of this article) may expose students to greater safety risks and increase the potential liability of instructors and institutions. Advanced field courses may provide original research experiences but require extended time in remote areas. Increasingly, modern field instruction offers a diversity of experiences beyond traditional geologic mapping and may include a disciplinary focus (e.g., hydrology, geophysics, paleontology), use of modern instrumentation (e.g., geochemical, geophysical, or digital devices), long-term monitoring, and international settings. It’s no wonder, then, that fieldwork is a mainstay of any well-balanced university geoscience program, with activities ranging from local field trips to in-residence field camps at remote sites. Fieldwork plays an important role in initiating students into the geoscience community of practice, providing learning opportunities not possible through classroom lectures, lab work, or computer exercises alone. ![]()
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