Science education relies heavily on observable phenomena or imagery, making it by and large inaccessible to blind and low vision (BLV) students. As laboratory science courses are frequently necessary to complete general education requirements in higher education, teaching practices that are not inclusive to BLV students inhibit their retention and scientific literacy. While many disciplines and some anthropological subdisciplines has resources for BLV students, no resources exist for biological anthropology. As introductory courses to biological anthropology fulfill laboratory science requirements at many institutions, it is fundamental that educators consider accommodations for BLV students. This paper describes laboratory activities, adapted for BLV and their sighted peers, satisfying three commonly included conceptual modules (genetics, primatology, and skeletal anatomy) of an introductory biological anthropology course with a lab component. Best practices and student and instructor reflections are also presented to emphasize peer-learning focused on auditory and kinesthetic strategies for learning.

The impacts of the COVID-19 pandemic on experiential learning have been felt by students interested in forensic anthropology casework and lab training. Without access to labs and with cancellations of courses related to hands-on learning like human osteology and forensic anthropology, students may not receive critical training necessary in their fields of interest. In this paper, we explore one potential option for engaged forensic anthropology research: the creation of skeletal research surveys that students can design and disseminate to law enforcement to better understand the nature of forensic casework in their own states. Students reported a high satisfaction rate with these survey projects and were able to build networks that helped them refine their post-graduation education and career goals. By formulating questions, creating surveys, submitting to the review board, and synthesizing data, students were able to explore forensic topics without entering a traditional lab setting during times of university lockdowns. The data from this research can be used by forensic anthropology students and professors in the future to better assist law enforcement with the identification of skeletal remains. The surveys described in this paper are easily replicated by other professors seeking to provide students with low-cost, remote forensic research opportunities.