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).