by Julie Peacock, University of Leeds
I updated the risk assessment for a second year field trip to Middlesmoor, Upper Nidderdale, early in the Academic Year, 2015/2016. I noted the comments, ‘In the event of extreme weather, the trip will not go ahead.’ I’ve seen and even written this on risk assessments many times, but I’d never needed to act on it.
We planned two, one day field trips with 81 second year students, one in early November followed by one in March. This fieldwork is part of a larger skills module. The students work in groups to plan, then complete a research project focusing on Ecosystem Services. The first field trip, covers key techniques and familiarises students with the site. The second enables students to carry out their projects. In between these trips students work to prepare projects and present proposals to a panel of academic staff who provide feedback.
The second trip was to take place on a Friday. Monday brought a bleak weather forecast. Students were emailed to remind them to bring suitable clothing and asked to review their field plans to ensure they could work efficiently even in poor weather conditions. On the Thursday, the landowner advised postponing because snow was forecast. We thought it was unlikely the weather would be that bad. Crucially, there was nowhere else in the timetable for the fieldtrip, considering availability of 81 students and six staff, not to mention re-booking the labs for student’s sample analysis.
I considered the options. What if one of the mini-buses got stuck? Would the students bring suitable kit for the weather? Yet, if we didn’t go how could the students complete their projects to meet learning outcomes given timetable inflexibility?
By the time I got into Leeds University at 7am on Friday, both the landowner and local farmer had called to say not to come. Roads were shut and still it snowed. In some ways I was relieved; the decision was made, but what now for our fieldwork?
The campus at the University of Leeds is urban. Although significant work has been done to improve biodiversity and sustainability on campus, including a sustainability garden, it has no open ‘wild’ space. It is incomparable with Nidderdale! Nevertheless, urban ecosystem services are increasingly important as urban areas continue to expand.
By 7.30am an email had been sent advising students to meet in the department foyer. One lecturer wrote the risk assessment and gained necessary signatures; university estates had granted permission for soil sampling; two large teaching spaces were booked (fortunately, it was reading week); mini buses were cancelled and colleagues who were to meet us at Nidderdale were updated.
At 8am, the planned bus departure time, students were briefed. The trip to Nidderdale was cancelled, but they were to spend the next two to three hours re-planning their work to study ecosystem services on campus. Inevitably, reactions were mixed, some students were glad (given the weather), others understandably disappointed not to be working on well-planned projects.
Students worked in their groups with academic staff mingling to discuss ideas. The VLE was populated with links to the University’s Biodiversity Action Plan, maps and useful literature. The field stores made a wide range of equipment available and taught students to use kit they hadn’t planned to use previously. Lab technicians made themselves available to talk to students wanting to undertake different analysis.
Changing the assessment brief was probably the hardest part. Students had worked hard on projects and were due to be assessed on a scientific report. Many would have started their literature reviews and methods. It was decided to ask students to review both Upland and Urban ecosystem services, writing up both methods, one where months of planning had taken place and one which had been planned rapidly. Students found this brief hard given the unchanged word count to meet the advertised assessment. However, no alternative seemed ideal.
Field work was successful, despite the dreadful weather, with laying and falling snow, then heavy rain. Staff circulated to provide advice. A statistics expert stationed in the foyer answered questions. Our students demonstrated resilience as they planned new projects. They showed they could work effectively under pressure, transferring learning about planning projects to a new situation. They learned in fieldwork too, Burns’ cliché holds that ‘the best laid schemes o’ mice an’ men, gang aft a-gley.’
This last minute change to fieldwork with such a large group of students couldn’t have worked without university staff’s teamwork and enthusiasm. Students had a valuable learning experience, and we learned too. In fieldwork planning is always key. A contingency plan for extreme weather should occur. Many HEIs have local areas which could be used. Permissions for so-called ‘Plan B’ fieldwork could be gained, a risk assessment completed and students advised of the contingency plan including its impact on assessments, so if it is implemented it is not a shock. It’s useful to have a plan B and for the students to know it exists.
What have you done in similar situations? It would be interesting to hear.
With thanks to the following for making the changes work on the day: Karen Bacon, Janet Chapman, Dom Emery, Rachel Gasior, Rachel Homer, Jamie Mullen, Graeme Swindles, Clare Woulds and others who added useful documents to the VLE over subsequent days.
Teaching-focused in HE: THE GEES network 