Figure 4. Sankey diagram mapping faculty actual or planned substitutions of typical field teaching activities (left) to remote teaching substitutes (right). Activities are ordered from top to bottom by the author’s subjective ranking of activities from most student-centered to most instructor-centered (n=86).
Table 1. Most frequent post-hoc categorizations of responses to the open ended questions “What are, in your opinion and experience, the largest barriers to inclusive teaching in typical field settings?”, at left (n=99), and “What are, in your opinion and experience, the largest barriers to inclusive teaching when remote teaching field-based topics?”, at right (n=103).