1. Bridging the Poles: Education Linked with Research Stephanie Pfirman, Robin Bell, Margie Turrin, Poonam Maru Got Snow?

2. Workshop June 23-25, 2004 Workshop June 23-25, 2004 Washington, DC Washington, DC co-chairs - Pfirman and Bell, co-chairs - Pfirman and Bell, Sponsored by NSF OPP Sponsored by NSF OPP Attended By: 65 Participants: K-12 educators, undergraduate professors, Arctic and Antarctic researchers, Alaskan natives and residents, museum curators, and representatives from agencies, the media, and international programs.

3. PRODUCTS ► “Education and Outreach for the International Polar Year”, Eos, Vol. 85, No. 49, 7 December 2004 ► Workshop report comments until January 3, 2005: http://www.ldeo.columbia.edu/~mkt/PolarED_ Web.htm http://www.ldeo.columbia.edu/~mkt/PolarED_ Web.htm http://www.ldeo.columbia.edu/~mkt/PolarED_ Web.htm ► Workshop report publication date: February/March 2005

4. Workshop Structure and Outcomes ► 22 Roundtable Discussions ► Defined Objectives and Strategies  Target Learners at All Levels  Engage Diverse Participation  Leverage the Importance and Excitement of Polar Science  Effective Education and Outreach Infrastructure

5. Target Learners at All Levels Got Snow? ► Objectives  Public engagement in polar regions  Lifelong scientific literacy  Beyond science, to math, reading … ► Strategies  K-5 – capitalize on natural interest  6-12 – incorporate in standard curricula  Undergraduate non-science majors – engaging material  Undergraduate and graduate science students – field experiences  General public and continuing education – links to history, art, heritage  Institutions and agencies, educators (formal and informal), researchers, professional media

6. Engage Diverse Participation ► Objectives  Arctic residents, including indigenous populations, are meaningfully engaged  Broaden diversity of those interested in polar science ► Strategies – direct interaction  Arctic natives and residents  Ethnic diversity  Gender diversity  Geographic and international diversity  Socio-economic diversity Henson at North Pole with Peary in 1909 Earth Conservation Corps Matthew Henson Center in Washington, DC, in partnership with National Geographic

7. Leverage the Importance and Excitement of Polar Science ► Objectives  Roles of the poles in global systems  Multi/interdisciplinary  New generation of polar scientists, engineers, and leaders ► Strategies – appreciation for nature and nature-society interactions  Life in extreme environments  Heritage, community and “pride of place”  Environmental variability and change  Policy and stewardship  Science as a human endeavor Nicklin, F. 1991, "Beneath Arctic Ice". National Geographic

8. Effective Education and Outreach Infrastructure ► Objectives  Long-term involvement of educators and scientists  Reinforcing partnerships  Linking communities around the globe ► Strategies  Coordinating body with working group and staff  Dynamic, sustained, one-stop polar research and education web site: media and educators are eager for high quality content  High bandwidth communications DLESE IPY resource discovery page

9. Structure for Implementation ► Integrated Research and Education Programs ► Emphasize Cross-Cutting Themes  between the sciences  between other disciplines and science ► Maximize IPY Potential

10. Integrated Research ► Encourage a broad spectrum of research, education, and outreach projects with flexibility in design and size  Not all research programs need to have a major education component  Not all outreach programs need to have a major research componen ► Large, collaborative projects can have major national or even international impact when science programs are connected with press events, educational programming, and spin-offs of local programs ► Small, individual projects can cause sustained transformation of local or target communities

11. Cross-Cutting Themes ► Fascination with extreme environments at the poles – exploration, discovery, self-reliance ► Heritage and history ► Place-based, multi/ interdisciplinary approach ► Field experiences ► Link research with education – face-to-face Student doing work with ice cores at Met station. Photo by Lucette Barber, Schools on Board, University of Manitoba

12. Maximize IPY Potential ► Build an exciting public presence over 2 years ► Integrate research with education – from RFP through implementation and rollout ► Connect communities and develop partnerships among agencies, scientists, educators, the media, and the public Research or Educational Programs Public Rollout 20072009

13. Additional Recurring Themes ► Fascination with life in extreme environments – exploration, discovery, self-reliance ► Incorporate Non traditional Educational Options ► Link the world, with the worlds at the ends of the earth ► Leverage existing resources as well as create new programs ► Build capacity through people and infrastructure

14. American Museum of Natural History Fascination with Life in Extreme Environments

15. Drift Track by Fowler Incorporating Non- Traditional Educational Opportunities: Interactive Game - “If Shackleton had gotten stuck in the ice another year …” January 2001

16. “That Nansen did not endeavor to find his ship, but left her in the ice while he laid his course homeward, has led certain critics to censure his conduct. General Greely, a renowned arctic explorer, asserts that he ‘thus deviated from the most sacred duty devolving upon the commander of a naval expedition.’” N. S. Shaler (1897) After 4 Years of Drift: C. Fowler Fridtjof Nansen and the Fram

17. Potential New Museum Exhibition Centennial of North Pole “Attainment” by Peary and Henson in 1909 Matthew Henson The “Big Lead” Tremblay

18. Linking the Poles with the Rest of the Earth: Environmental Variability and Change http://www.gfdl.noaa.gov/~kd/KDwebpages/NHice.html#one Photo: Inuit Tapirisat of Canada Photo: Eric Loring, 1991

19. National History Day is not just one day, but a yearlong education program that makes history come alive through educator professional development and active student learning Leveraging Existing Resources: Polar Focus in Competitions for School Kids

20. Implementation ► Education and Outreach Leadership, Community Building and Management connected with Research Programs  Need US Interagency Working Group ► NSF, NASA, NOAA, EPA, Parks/Smithsonian … ► Define roles/responsibilities and links with existing programs ► Assign/hire leaders and staff  Need International Working Group ► Identify Programs, Priorities, Develop Integrated Research/Media/Education Implementation and Evaluation Strategy  Define participation and audiences  Establish research, media, education and community partners  Identify feature programs and sequencing: national and international  Implement and measure success

21. Infrastructure: Web Portal ► The media and educators are eager for high quality content  Dynamic, sustained, one- stop polar research and education web site  High bandwidth communications  Content ► Reports from the field: research news and stories ► Curricula ► Data: multidisciplinary, qualitative as well as quantitative ► Animations, simulations ► Careers ► Contacts: scientists, educators, communities, media DLESE IPY resource discovery page

22. Measuring Success: By 2010 … ► ► Did polar research capture the imagination of the public? Do people know more, and care more, about the poles? ► ► Have we inspired a new generation of polar scientists? From native communities? ► ► Did we engage ethnically, socio-economically, and geographically diverse populations? ► ► Are mechanisms in place to sustain infrastructure and partnerships into the future?

23. Start Now… ► Securing funding, establishing meaningful links with research programs and communities, constructing web portal/clearinghouse, involving agencies and industry, developing exhibitions and documentaries … all require substantial lead time Young student preparing for field experiment. Photo by Don Perovich