Kenneth R. Neuhauser – Sabbatical Fall 2011 Report
Developing a Pedagogy for Teaching a Totally Blind Student Structural Geology
My primary goals were to:
1.
2.
3.
4.
Review how my Structural Geology lecture will be presented.
Review how my Structural Geology lab exercises will be presented.
Develop tactile graphs and diagrams to be used in lecture.
Develop tactile lab exercises that focus on structural parameters such as: strike
and dip, plunge and bearing, fold & fault styles; joints and fractures; cone-oncone structures; sense-of-shear features such as slickensides, slickenlines, drag
folds, and chatter marks; stylolites; deformation bands; and various other strain
markers. See later text explaining certain terminology.
5. Develop a tactile tectonic province map using plastic 3D relief maps.
6. Attempt to develop a way to use rock cores to teach how rocks respond under
stress.
My secondary goals were to:
1. Review my core course GSCI 452 Geologic Field Methods and determine if Mr.
Hughes could safely attend and complete the existing field exercises for the course.
2. Develop an academically equivalent yet ‘shortened’ (10-day) and purely tactile
pedagogic version of ‘Geology Field Camp’ GSCI 454 Field Studies in Geosciences
which is a required course in the Geology BS Program. This required finding unique
sites within driving distance in western Kansas. I would then in a one-on-one
situation take Mr. Hughes into the field to complete these exercises during the
summer term that he would be scheduled to take camp. When I first submitted my
sabbatical proposal I assumed that our department would have a faculty replacement
that could teach GSCI 454 and that I might step down from the Field Camp duties
beginning in the summer of 2012. This was not the case and I will most likely be
teaching Field Camp 2012. Thus, this goal was omitted and it became necessary to
determined if Mr. Hughes could safely attend and complete the Geology Field Camp.
3. I also planned to visit and interview Dr. Geerat Vermeij, Distinguished Professor of
Geology at the University of California-Davis. The purpose of the interview is to
observe his teaching style and to learn tactile techniques directly from Dr. Vermeij.
He is a totally blind professor who specializes in malacology (sea shells). He has
been blind from childhood and received his advanced degrees from Princeton and
Yale universities.
4. Lastly, I hope this report will provide other science teachers a template of
suggestions as to what they could do in order to teach a blind student.
Primary Goal Results:
1. Lectures: After reviewing each slide of each Power Point lecture I decided not to
change them to accommodate just Jason. I learned from lecturing in Physical and
Historical Geology (Jason was in my FA2010 and SP2011 lectures) that the only
features needing further explanation are graphs and cross section diagrams. So, I
intend to set up weekly out-of-class time for Structural Geology with Jason to go
over tactile graphs such as: stress-strain diagrams (used to analyze how rocks
behave under stress), Mohr Stress Circle diagrams (used to predict how rocks
behave under multiple types of stress [compression, extension, or shear]), the
Brittle-Ductile Zone cross section of the lithosphere (this diagram exhibits the
different rock types that are found in the crust and upper mantle of the Earth),
crystal lattice point defects (defect occur at points, along lines, and on planes; part
of rock strength is determined by these features), gash fractures (can be used to
determine stress field acting on a rock), and Z- or S-folds (indicators of sense of
shearing).
2. Lecture Tactile Graphs and Cross Sections: These were created mainly by Mike
Calvello using a heat pen on special swell paper. Mike Calvello, who was hired
by the Kelly Center to specifically work with myself and Jason in the latter part of
my 2011 Physical Geology Lab and all of the 2012 Historical Geology Lab has
continued to create materials that I require of students in structural lecture.
3. Labs: Understanding the spatial orientation of linear and planar features (both
real and imaginary) in structural geology is vital. Much of structural lab consists
of such analyses. Jason will not able to complete most of the lab exercises that I
require. These include: a) Brunton compass determination of attitude of lines and
planes (a Braille compass does not exist). b) graphic drafting orthographic
projection analyses. c) graphic analysis of 3-Point problems. d) drafting rock
outcrop patterns on to structure contour maps. e) graphic analysis of strike and
dip off a geologic map as well as stratigraphic thickness determinations off a
geologic map. f) graphic geologic cross-section solutions including the Busk arc
method (involves the use of a drawing compass). g) stereographic projection
analyses. The only way to complete items b-g would be to allow Jason to use a
heat pen which I am very reluctant to do due to safety.
Comment: some lab problems may be able to be solved using a Braille calculator.
Further, some trigonometric problems under items b and c could also be solved
using the Braille unit. I will be able to cover the orientation of strike using
relative to north using the heat pen on special paper. Some cross section
problems could be covered using clay models.
Actual rocks samples that I have collected will be used from a tactile sense to
demonstrate orientation of fold & fault styles; joints and fractures including jointsurface features as feathers, ribs, and hackles; cone-on-cone structures (cone-like
shapes created in compressed muds); sense-of-shear features such as slickensides
(very smooth surfaces), slickenlines (lines on very smooth surfaces), drag folds
(Z- and S-shapes in rocks that exhibit sense of shear), and chatter marks (step-like
ridges on fault surfaces); stylolites (bumpy ridges on carbonates that have
dissolved through dissolution); deformation bands (resistant ridges within very
porous sandstones that can be used to determine stress fields); and various other
strain markers. A separate one-on-one time will have been scheduled to cover
these real rock features.
In order to complete certain exercises with Jason I will have to meet with him
separately at a different time weekly and cover those subjects face-to-face.
Obviously this is an overload but I will be glad to do it.
4. Tectonic Provinces of the lower 48-states: 3D-plastic relief models were
purchased by the Kelly Center and we will add tactile boundaries to again in a
one-on-one session cover tectonic provinces such as: Colorado Plateau, Michigan
Basin, Llano Uplift, Rocky Mount, Nashville Dome, Cascade Volcanic Range,
Basin & Range, etc.
5. Sample rock cores that I have collected over the years will be used to cover how
rocks fracture. The ends of cores that are already fractured have different textures
and angles relative to the long axis of the core. Also, clay core models that can
used to exhibit anisotrophic variation in core character relative to rock behavior
involved in compression or tensional tests will be created.
Secondary Goal Results:
1. In GSCI 452 Field Methods some in-lab exercises (sed rx structures, etc.) will
work but air photo mapping will not. Since he did Yocemento I will not revisit
it. Geophysics team project will work as Jason can be given specific parts of the
project. Otherwise, all field exercises are too dangerous. I am willing to
substitute Sternberg Museum apprenticeship type work in place of some aspects
of Field Methods.
2. Western Kansas ‘field-camps substitute’ is not equivalent of what we do in Utah
and Colorado for GSCI 454. Please read the additional comments by Dr. Briget
Doyle, College of Charleston, SC regarding a partially blind student Miss Gina
Applebee Ceylan under item 3 below. Apprenticeship at Sternberg or some
paleo-dig with the museum would be a better option. Maybe a 2-3 week dig
involving mammoths or Mosasaurs in Kansas’ or possibly a dig involving paleograduate students, or with either Drs. Mike Everhardt or Reese Barrick with the
Sternberg Museum of Natural History.
3. The biggest concern for GSCI 452 Geology Field Camp is safety. I feel that an
apprenticeship or a paleontology dig somewhere in Kansas is the best substitute
for our existing Geology Field Camp. I am willing to work with Jason and Dr.
Barrick (Sternberg Museum) to arrange such an option.
4. I believe that I can to teach Jason GSCI 450 Structural Geology lecture and the
lab but I also realize that it will take more time and assistance to do it. I am
willing to undertake this endeavor. When it comes to GSCI 452 Geologic Field
Methods, I will again require more time and assistance but I will not be able to
cover all the aspects. Finally, as far as GSCI 454 Geology Field Camp, this will
be the biggest challenge requiring another individual with geologic knowledge of
the projects who can also serve as Jason’s field guide while I teach and attend the
all of the other students. Whether Field Camp can be accomplished without
worries regarding safety issues that could thus involve liability for FHSU, I do not
know.
Comments by Dr. Briget Doyle, Professor Geology at the College of Charleston, SC
on a partially blind student, Miss Gina Applebee Ceylan who has atypical clumped
pigmentary retinal degeneration with respect to field studies:
a. Technology not viable in the field, computer screens not ‘readable’, equipment
heavy and awkward.
b. Old fashion pen and paper using big, bold color markers on large heavy paper and
most importantly quality verbal descriptions worked best but can be very
awkward especially when windy.
Comments by Miss Ceylan:
a. Need an experienced field guide with knowledge of geologic sites.
b. Technology could work with screen improvement.
c. Readable (or audio) compass need to be developed.
d. Tactile reproductions and enlarged aerial photos and maps need to be developed.
5. Dr. Vermeij – although I was not able to meet face-to-face with Dr. Vermeij due
to scheduling conflicts I still may be able to meet with him in the future.
However, I was afforded an unforeseen opportunity to meet with another blind
professional. I met with Dr. Tim Cordes, MD (a totally blind psychiatrist who
works with the University of Wisconsin Medical Center, Madison, WI) and he
provided me with many useful comments and suggestions such as the use of
Braille fonts (which are now incorporated into structural figures and graphs),
other contacts like the McBurney Disability Resource Center (Madison, WI), and
the possibility of computer program involving coordinate spatial code PEARL
language. Tim further encouraged and emphasized available audio materials and
a quote “Take as long as you need” - - this is directed at Jason, not me, but I
believe it behooves me to actually ‘take my time’.
6. In November 2011 I made contact with Mr. Karl White, M.A. who works as a
Blind Rehabilitation Outpatient Specialist (BROS) at the Phoenix VA Health Care
System in Arizona. He has provided addition information including ideas
regarding the use of JAWS with Freedom Scientific. JAWS is a powerful screen-
reading software that work with Lotus Symphony, a suite of IBM® tools for word
processing, spreadsheets, and presentation creation and with Lotus Notes®.
7. My most recent contact has been with Dr. Chris Semerjian, professor of geography with
Gainesville State College, Oakwood, Georgia, who has worked with another blind
student, Mr. Efren Chavez and Gainesville State’s geospatial technology research
associate Carol Kraemer to create tactile topographic maps. It is my hope to meet with
Dr. Kraemer at the next annual 2012 meeting of the Geological Society of America.
8. Comments to other professors: You have to not say “No, it can’t be done” or
“That’s impossible”. Both Dr. Vermeij and Dr. Cordes, as well as everyone I
visited with at the Annual Meeting of the Geological Society involved in the
Technical Session regarding students with disabilities echoed the same sentiment
that their biggest obstacle in the life were people who said just that, or at least did
not even try to find some possible ways to complete most of the class work or
other substitutes. As a teacher, you should at least try.
Be prepared to be frustrated and tired. You will have to plan ahead, engage
yourself, put in extra time, get creative and sometimes that means doing it on the
spot, but most of all be positive and give it your best. That’s why you chose to be
a teacher – right? Put yourself in the student’s shoes. The reward will far
outweigh your effort.
I will gladly provide other faculty with suggestions and ideas but keep in mind
that you are the best source of information regarding your specialty.
It is apparent to me that my sabbatical research is and will be an on-going process
such that ‘new’ ideas and techniques’ will come along and will lead to other
things. The teacher never stops learning and never should.
Additional materials I have become aware of:
VoiceOver: is a free, built-in screen reader available on all Apple computers
which provides speech, output and screen magnification for email, word
processing, web browsing, chatting, and listening to music can be performed.
Kurzweil 3000: allows access to digital text formats, bilingual dictionaries,
translation support, MP3 encoders for audio file creation, and research and
process writing tools.
I presented some of my sabbatical research at the 2012 Annual Meeting of the Geological
Society.
Neuhauser, K.R., 2011, On teaching a totally blind student physical and historical geology, 2011
Geological Society of American Annual Meeting & Exposition: Minneapolis, MN, Geoscience
Education III – Broadening Participation in the Geosciences through Access, Accommodation, and
Inclusion – Technical Session #70: Program with Abstracts, p. 176 (October 9-12, 2011).
Attached is a post-meeting update of it with my latest research material in .pdf format
exclusive of illustrious commentary.
I wish to conclude that this has been a very rewarding sabbatical. I wish to thank Dr.
John Heinrichs, Dean Paul Faber, and Provost Larry Gould for granting me this
sabbatical to not only concentrate on research but to also ‘recharge my batteries’. I am
‘refreshed and renewed”.
Lastly, I feel that I ‘met the objectives’ of my sabbatical plan and then some. I truly
enjoyed this opportunity and who knows; maybe I can look forward to one more
sabbatical in the future?
Sincerely,
Kenneth R. Neuhauser
Professor of Geology