A. Indigenous Communities - (Alessa, Sheehan, Topkok, Sparrow)
Arctic residents must be involved in developing and implementing research – effective partnerships are important.

• Especially focus to include indigenous culture-bearers
• Encourage education and outreach of northern people – target increase of indigenous students and scholars in polar science
• Collaborations between scientists and Arctic residents, first created in 1881 during the initial IPY in Barrow, are integral parts of research and preservation of the north. Murdoch’s 1892 report of the 1881-83 Expedition to Point Barrow is a lasting science contribution that can be used as a contrast piece for life today in the Arctic
• Evaluate how knowledge influences behavior – studies show increased ‘knowledge’ by natives leads to depreciative behavior (reduced respect for the native way of life and the environment) – this must be addressed
• OLGC – Observing Locally/Connecting Globally – An example of a successful program: used by 60 Alaska teachers in rural and urban Alaska: work with elders and native experts as well as scientists and educators to conduct climate and environmental change studies.

Resources

B. K-12 School Groups – Overview - (Sparrow, Warnick, Beitler, Albert, Caulfield, Jeffries, Holmes, McMullen, Bruccoli)
Successful education programs must inspire, engage and connect.

• A rich polar curriculum (including research and climate change) should be assimilated into National Teaching Standards and each state’s science framework should have at least one major polar theme for each grade level K-12. Membership on State Curriculum Committees would help achieve this.
• Develop a level-specific Arctic/Antarctic curriculum for use in K-12 classrooms using innovative best practices that aligns with national science standards, is relevant, and is inquiry based. The poles provide opportunity to integrate multiple subject areas: geography/physical features; social studies; science; literature.
  
  Student web scavenger hunt on polar features creatively blends technology and polar education in a game-like activity.
• Showcase compelling polar themes – human element, sudden climate change, charismatic megafauna, and confirm that Poles are not just empty space.
• Must involve students and teachers in science from the start – conception and preparation of proposal – so shape full process.
• Experiential i.e. hands-on field experience is best way to promote active learning and enhance students’ critical thinking skills. Create hands-on opportunities for students to do their own science in conjunction with researchers in the Arctic and Antarctic; special emphasis on students in polar communities. Include field experience for K-12 students and other diverse communities.
  
  An example of a successful hands on education project is the Schoolyard Long Term Ecological Research (SLTER) Project at the Univ. of Alaska Fairbanks: LTER scientists and educators have engaged K-12 students in long term ecological research/climate change studies at or close to their schools.
• Continue communications after research experience – scientist can attend teacher’s class, teacher can co-author paper, attend conferences together, or teacher can lead regional workshops cover their polar research experience with scientist facilitating.
• Polar Bears International (PBI), in partnership with Tundra Buggy® Tours and regional zoos, has created a distance learning program where students participate in activities geared to increase science literacy, create environmental awareness, promote environmental conservation, web journaling, and provide a strong, nationally accepted science and technology curriculum for schools. (www.polarbearsinternational.org/).
• Classrooms around the country engage in parallel and complementary science projects with researchers and classes in the American Arctic.
• Kids around the country follow progress of polar projects on daily multi-media basis, keep in touch with scientists through e-mail, journal entries etc.

Resource Link: General Education

C. K-5 (Clapp, King, Petula, Sheehan, Robertson)
Polar science and education needs to begin at the early ages to take advantage of youthful enthusiasm for the extreme and unfamiliar. Polar education can be incorporated into multiple curriculum areas.

• Use research projects taking place at the poles as models to develop age-specific curriculum in order to help students understand why polar science is important and how it relates to their life. Projects, such as PARTNERS, help educators break down polar research projects into parts to teach students at age-appropriate times (water cycle, density, convection currents, chemistry, elements and compounds, meteorology and oceanography.
• Target child to connect to the broader family - People need a "hook" to pull them into science research.
• Workshops targeting untenured teachers who are looking for workshop hours – use AMNH Seminars in Science courses taught through the internet.
• Network teachers to scientists.
• Students should make presentations on what they have learned and discovered to ensure complete understanding.
• Use students to educate the public through on-line research projects and power point presentations.
• Internet journals, online broadcasts, face-to-face presentations, lectures, and conferences.
• Collaboration with English and Journalism educators to author articles and broadcast them.
• Organize field trips, incorporate polar science in the curriculum, and teach the basic scientific method.
• Barrow students are recreating cultural material that Murdoch collected in traditional and current form. Students elsewhere could do this (fishing gear, clothing, food etc.). Plan, catalogue, describe, research, etc. In order to ensure polar passion in the future, students must learn about Arctic residents.

Resource Link: Primary Education

C. 6-12th (Scott, Perovich, Sparrow, Scott, Barber, Stevenowski)
At the middle school and high school level, linking students to real scientists, and including some type of field experience, are both key ingredients.

• Use model like EPSCoR Alaska Rural Research Partnership (ARRP) -ARRP is a collaboration of pre-college students, teachers and scientists:
  1) Individual or a small group of high school students partner with a University of Alaska scientist on a research project (related to the on-going research of the scientist partner)
  2) Class(es) of K-12 students are partnered with a scientist and engaged in earth system science or environmental research using the GLOBE program. Topics include: genetics of the immune system of caribou, dogs, and whales; feeding ecology of seals; effects of power plant hot water discharges on dissolved oxygen levels of a river.
• Summer field experience for students working with a teacher and scientist (added data collector).
• Network teachers together to build a support community…establish mentoring between HS and MS teachers (NASA Explorer’s Schools Program).
• Real time access to data and imagery.
• Pre-developed polar science units of study – teachers just pick up and use.
• Researcher clearinghouse – directory of polar researchers and their teaching experience for teachers to use to identify potential classroom visits by researchers.
• Hire teachers in various parts of country to serve as teacher/coordinators to
  * Assist researchers with outreach programs
  * Develop and manage IPY activities
  * Run summer field experience program
  * Maintain clearinghouse
• Need to connect investigators/researchers with NSF-funded internet and curriculum sites –to develop polar modules for existing investigative approach learning sites. Use the internet linked to current curriculum already developed, published and in the classroom. Student focused/inquiry based activities such as the EarthComm series, NSF funded for Earth Science developed by American Geological Institute for High Schools. Middle School program is Investigating Earth Systems. On line data used to solve real world problems.
• Science webcasts - streaming audio and video from remote polar field sites should be provided. A couple times a week, a broadcast from the fields transmitted via internet. In order for this to occur, a polar connect website must be constructed and maintained.
• Focus on specific events that are unique or unusual such as solstices or equinoxes.
• Schools On Board model in Canada – hands-on experience for limited number of high school students and teachers–students do a multidisciplinary project, give presentations, and meet northern residents. Hands-on experience with world-renown scientists and graduate students.
  
  Resource Link: Secondary Education

D. Student Competitions (Sugai, Kolb, Barber, Geisbush, Stevenoski, Renouf)
Student competitions are an excellent way to set up cross cutting research, and possibly include some field work for the students.

• A competition for science projects that predict the map of Antarctica without ice should be created.
• National Ocean Science Bowl (NOSB). Student ocean-related science competition can use polar theme.
• Intel International Science and Engineering Fair (Intel ISEF) is the world's largest pre-college celebration of science. Held annually in May, the Intel ISEF brings together over 1,300 students from approximately 40 nations.
• Toshiba/NSTA Exploravision awards (www.exploravision.org)
• eCYBERMSSION web based science, math and technology competition for 6-9th grade teams. Teams propose a solution to a real problem in their community – could link the think locally-act globally theme to this.
• National History Day Competitions – This competition could include an in-depth look at polar explorers, IGY, polar scientists, polar women and any number of other topics.
• American Museum of Natural History Young Naturalist Awards (select a polar theme or IPY theme).
• ARCUS award for Arctic Research Excellence –international undergrad and grad student research paper competition.

Establish a new youth forum (Jr. Arctic Council; junior Antarctic Treaty Consultative Meetings) for students with wide coverage in age and geographic region would be an excellent way to involve education and youth and has multiple opportunities. Create a big, splashy international youth forum (U.N.-like) combining scientists, educators and students. Youth forum would have wide coverage (age and geographic). Idea is to include discourse and debate. The forum could span beyond science with key questions that students are to evaluate and study. The discussion on these questions can start at the local level, and move to regional, national and then international. The forum could be linked with museum exhibits, GLOBE testing etc.

Some additional suggestions on this Youth Forum included:

• Roll out with opening of a museum exhibition:
  * Facilitate forum by graduate students
  * Create school kits accessible on the internet
  * Hold debates, contests, etc.
  * Involve circumpolar network
  * Provide opportunities for northern students
  * Key theme: climate change - because it links the work together, as well as creates an interdisciplinary curriculum (social studies, social science, science, politics, psychology)
  * Have incentives for teachers to register
  * Don’t limit questions to just science…include politics, culture, perhaps a National Polar History Month
  * Use zoos and museums for a family opportunity

Resource Link: Student Competitions

E. Undergraduate Education (Pundsack, Maksym, Goroknovich, Atwood, Caulfield, Albert, Janes, Levy, Kitts, Vogel)
Essential components of undergraduate educational opportunities are interdisciplinary courses and field work.

• Build international IPY education/outreach programs using the University of the Arctic’s circumpolar PhD networks, north2north student/faculty mobility (northern latitude student and faculty exchange program), and online courses.
• International exchanges can be life-changing, and work best when students are placed in a heterogeneous group that includes at most one other student from their institution or country.
• Develop interdisciplinary courses and activities that are relevant to questions society faces today, and that require the students to role-play various points of view in the decision-making processes.
• Mentorship program for aboriginal youth to participate in research and attend college and grad school.
• Field courses – for all disciplines – on- and off-ice research experience for science majors - Active undergraduate polar observational research opportunities are important at all stages - Use polar issues as a template to assist in inquiry-based learning. Students must have ownership of the research to minimize disconnect. The research experience is contagious and essential to encouraging others to become involved in research and educating the public on it. Need funding opportunities for these.
• "The Ends of the Earth" college course developed by Raytheon Polar Services, Fresno State University, the UAF Geophysical Institute, and Interior Aleutian Campus of the University of Alaska to teach students about both ends of the Earth – uniqueness of poles.
• Uses distance learning; geographical and cultural diversity; science through relevant observations; thematic approach to Earth; ready availability of polar researchers.
• Field work for students in Kangerlussuaq (Greenland) International Science Support (KISS) or a 1-2 week field trip. There, students will earn about glacial environments and ecology, have live contacts with scientists in Greenland, attend workshops and conferences, and actively participate in the research data-colleting process.
• Need synthesis education – NSF-ARCSS Freshwater Cycle Program (aka Freshwater Initiative or FWI) is excellent vehicle for synthesis education.
• Develop a curriculum for a series of international courses, cross-disciplinary short courses related to science in polar regions, and link curriculum with similar courses in other countries participating in polar region research activities – International Science Course Series (ISCS). Broaden curriculum and enhance international collaboration. Focus is on undergraduate students in order to encourage them to pursue a wider collaborative focus in their studies.
  
  Resource Links: Undergraduate Education

G. Graduate Education (Alessa, Robertson, Caulfield, Pundsack, Vogel)
A targeted doctoral degree program should be developed to increase the number of indigenous and Arctic residents. An additional focus should be to train students with an interdisciplinary focus.

• Develop a targeted doctoral degree program for Alaska Natives and Arctic residents that significantly increases the number of indigenous scholars across the disciplines by the year 2010.
• Develop a program that focuses on the complexity of Arctic environmental change issues by promoting synthesis training through planned student interactions with peers and faculty members. This will encourage training of the next generation of polar scientists through an integrated educational program.
• The transition from PhD student to professional researcher is challenging, particularly for those engaged in interdisciplinary activities such as polar research. After years of disciplinary specialization, graduates must quickly develop collaborations across disciplinary, institutional, and international boundaries. Other sciences have a tradition of symposia for young investigators, designed to enhance interdisciplinary understanding and collegial peer networks. Such symposia, designed for new polar investigators should be developed.
• On- and off-ice research experience.
• Increase the number of women in graduate work.
• Train graduate students in media relations and match them with a scientist/educator to do outreach.
• Develop a curriculum for a series of international courses, cross-disciplinary short courses related to science in polar regions, and link curriculum with similar courses in other countries participating in polar region research activities – Proposed International Science Course Series, designed to broaden curriculum and enhance international collaboration. One focus is on graduate students in order to establish international collaboration as a standard research practice.

Resource Links: Graduate Education

H. Programs for Teachers and Researchers (Warnick, Clapp, Pagenkopp, King)
Programs for teachers that build awareness, understanding, hands on field work, and connections with science researchers are essential for developing the enthusiasm that will create a student base to become the next wave of science researchers. For researchers, connections to teachers are an important means of outreach and education that allows current research findings to be shared with the community.

• Build, expand and re-establish programs, such as TEA, TREC, REU, STEM (Teaching and Learning Through Arctic Connections), ARMADA, IDEAL, GLOBE –
• Link people together with common polar learning objectives.
• Need proper logistical support to be successful.
• On- and off-ice research experiences for teachers.
• Partnerships with schools for both teacher in-service and classroom visits.
• Teachers assist researchers in writing grants with integrated education.
• Provide access by local educators to local researchers.
• Develop a curriculum for a series of international courses, cross-disciplinary short courses related to science in polar regions, and link curriculum with similar courses in other countries participating in polar region research activities – International Science Course Series (ISCS). Designed to broaden curriculum and enhance international collaboration.
  
  One focus area is science teachers so that they can assist in reaching the next generation of science researchers.
• Science in the Ice is an initiative to develop a coherent presentation to introduce cutting edge research from multiple disciplines – glaciology, geology, and astrophysics – with polar science as a unifying theme. Stresses science as a human construct that must evolve and change to remain vital. Partnering National Science Foundation-supported AMANDA (Antarctic Muon and Neutrino Detector Array) and its successor, IceCube, TEA (Teachers Experiencing Antarctica and the Arctic) and MSP SCALE (System-wide Chance for All Learners and Educators) it brings together master teachers and active researchers – designed to integrate materials that convey the content and process of these disciplines.

Resource Links: Opportunities and Courses for Educators

I. Scientists and Research Initiatives (Robertson, Madsen)
Scientists must strive to ensure that polar research remains a central focus at conferences, and in the media. It is
through this commitment to keeping polar science in the public’s eye that a wider base of understanding and support
will be generated. Research is the basis of continued growth of science and education initiatives.

• Media-relations courses/training for scientists – focus on communication.
• Promote polar research at meetings NSTA, NABT, SACNAS, AWG, NAGT, etc.
• Survey current researchers to find out how they became "inspired".
• Better Arctic and Antarctic researcher collaboration.
• More diversity in polar researchers and logisticians so they better represent general society.
• Census of Marine Life –(through 2010) global network of researchers in over 50 nations examining the diversity, distribution and abundance of marine life in the oceans – past, present and future – Arctic focus in 2004…continue the emphasis of this topic.
• Publicize the NSF program for researchers to submit a small education and outreach supplement proposal with or shortly after the submission of a research proposal, usually in collaboration with schools and/or museums. Can also be submitted on the second or third anniversary of research funding. Targeted funding allotments provide an entrepreneurial incentive to doing outreach.

J. Informal Education and Outreach
Do not overlook informal science education venues as they can reach vast numbers of individuals.

Publications (Janes, Kitt, Levy, Linder)

• Science Work and Super Science – classroom magazines include polar features
• Children’s books
• Coffee table books containing photographs and essays, such as those of legendary photographer Galen Rowell, provide both creative, informal educational material, as well as a keepsake memory of the International Polar Year. Museums (Reddy-Vitale, MacPhee, Hutchinson, Pfirman, Bell, Janes)
• Work with Association of Children’s Museums – create traveling polar exhibit – interactive (e.g. kiosk) for formal (e.g. museums) and informal educational settings (e.g. mall)
• Go Polar! Part of EdVenture Children’s Science Museum in Columbia, SC – layered program with multiple entry points: monthly newsletter, passport, special honors course, Arctic activities.
• Major Traveling Museum exhibition "Exploring the Changing Poles" – linked to IPY, 50th Anniversary of IGY, 100th anniversary of the Peary-Henson North Pole attainment, and opening of new US South Pole Station in 2007.
• NAS Koshland Museum – New exhibit on impact of environmental change on the poles. This will help to connect science in the Arctic and Antarctic to the public’s daily life. Exhibits that consider "science issues in the public policy context" should be developed.
• Smithsonian new Arctic exhibition opening in fall 2005: "A Friend Acting Strangely" Part of "Forces of Change" Smithsonian exhibition. Looks at changes: in land through caribou; in coast through erosion; in sea-ice through warming; "we have seen it before – this is not new". Wanted to make it traveling exhibit but lacked funding.
• Polar museum established with a polar library to house videos and books etc.
• "The Frozen Sublime," – artists exploring the poles – proposal for a temporary traveling exhibition, over 80 paintings, photographs, graphic works, and sculptures that describe American exploration in the Arctic and Antarctic – includes landscapes, explorers, Arctic peoples, polar animals.
  
  Resource Links:
  Informal Education & Educational Centers
  Polar Bears
  Marine Information Links

Films (Hadingham, Krahmann, Miller, Pfirman, Bell, Sheehan)

• Nationally televised
  • Highlighting major historical expeditions to the poles and connecting to existing research and researchers:
  showcase environmental change and variability
  • Highlighting scientific research in the poles – example or model is 1st Earth Film festival organized by the 32nd International Geological Congress in Florence
  • US contribution to first IPY in 1881
  • On 1909 Peary and Henson expedition
• Amateur level films
  • Digital video camera and software to create short amateur level documentaries on science research in the
  poles.
  • Use of funding agency public relations depts. to create and disseminate movies
  • Offer classes or workshops on how to create them
  • Student film competition
• Digital Films
  • Stories with options for on-screen vocabularies, maps, thumbnail explanations of concepts. Set up at
  community centers or schools. Example is American Museum of Natural History’s "Biobulletins:" creates
  5-10 short science features each year. Filmed in HD.
  • Digital classroom (K-12) on WGBH website (starts 2005-2006) - Provides small bits of video (including
  textual contexts) that teachers can use in a class period
  Communities (Janes, Bell, Pfirman)
  • Design polar education campaign – kids and communities commit to doing something specific at a given date
  and time…perform an experiment, record weather etc.
  • Promote sister cities – set up educational, business and personal assoc.
  • Annually designate "Polar Week" – encourage through UN etc. involvement
  • Create lecture circuit for "extreme scientists" – speaker bureaus
  • Engage parents and community through "science nights"
  • Establish a sister Matthew Henson Center in Manhattanville in 2007 – focus on community involvement in
  environmental research, education and outreach.
  • Education and outreach activities for Elder Hostels – Eco-tourism
  Toys/purchase items (Levy, Kitts)
  • ‘Educational toys’ – (e.g. crayons, coloring books, Lego – drilling system, Playmobile, remote controlled skidoos,
  Dora the Explorer, video games)
  • Snow-making machine rental and ‘quiz show game’
  • Sounds of the poles – recording of sounds

Broadcasts (Miller, Perovich, Sheehan, Caulfield, Levy, Kitts)

• Weekly webcasts and press conferences, and posting journals, streaming video, with larger bandwidth, the McMurdo lectures, articles, and photographs that the audience can follow. Combine film, real-time and virtual resources. Whenever possible, let scientists tell their own story.
• Develop television programming focusing on high-profile polar research issues of relevance to US society; make these available for classroom and other educational purposes.
• Aside from family interactions, popular TV series, movies and pop idols have the largest influence on societal values. Focus a TV series and movies on science and environmental awareness.
• Survivor Antarctica and reality shows to engage the teens and young adults!!
• Network program on the poles like Rainey’s weekly "What in the World?"Radio (Hadingham, Petula).
• PSA – Polar Science Announcements – small capsules of information plugged into breaks - Based on NOVA news minutes (1-2 minutes) which cost $30,000, or do 1-2 minutes on AM radio.
• NPR mechanism to explore polar issues and peoples.
• National Geographic radio expeditions has only done 3 on polar areas - encourage more Scouts (Elfring).
• Boy Scout participation was an important aspect of the last International Geophysical Year. For the upcoming International Polar Year, scientists work with scouts to design an IPY merit badge for both Girl and Boy Scouts.
• Focus on scout science badges – use these to segue into polar themes. Look at wider opportunity experiences for scouts where individual scouts apply for unique a career exploration or life experience opportunitiesZoos (Foat).
• Develop more opportunities like Polar Bears International (PBI) (in partnership with Tundra Buggy® Tours and regional zoos) a distance learning program where students participate in activities geared to increase science literacy, create environmental awareness, promote environmental conservation, web journaling.
• National Bear Awareness Week supported through Defenders of Wildlife, American Zoo and Aquarium Association’ Bear Taxon Advisory Group (BEAR TAG focuses on the special needs and conservation issues of the world’s eight bear species, both in zoos and the wild) and Polar Bears International.

Interactive Games (Albert, Pfirman)

• Curiosity-driven interactive activities and electronic games that teach science as a by-product, require critical thinking, and can include groups of kids interacting and chatting.
• Interactive computer game "Polar Explorer" based on simulations and role playing – focus on actual environmental conditions, physics of snow, ice and air, decision making.

Courses – General Interest for the Public (Caulfield)

• Develop quarterly online short courses through University of the Arctic on polar issues of high interest:
  e.g., climate change, contaminants, polar tourism, conservation of flora and fauna, indigenous cultures and languages, environment and development in polar regions, polar history, polar resource regimes, polar transportation and logistics, telemedicine.
• Field experience courses for students, educators, film makers, journalists, artists.

K. Website (Suplee, Berger, Cook)
Suggest creation and active maintenance of a website with the following features:

• Build polar news/interactive/coordinated/managed polar research web portal designed for community access covering multitude of topics – "BiPolar.org" – with scientists, teachers, data sets from research, information pages and activities, textbook web-pages linked to in-place lesson plans, science education links, links through NSF, NASA, AGI, AAAS, Exploratorium, museums, zoos.
• Web accessed "contact-clearinghouse" – connect local educators to local researchers by providing a clickable United States map with researcher sidebars, link to research institutions with active field work by name and topic.
• An interactive website containing nested and linked maps that students can navigate – both an educational and fun tool for students to use. Baseline "knowledge map" by region, scale and culture.
• Advertise with article in Chronicle of Higher Education and other teacher-frequented venues.
• Web-connected student-driven in-situ experiments.
• Model websites: http://www.vims.edu/bridge (BRIDGE website of marine education materials- a COSEE partner) (e.g. CHRONOS [Also on CD for school systems with limited bandwidth access]).

L. Additional Uses of the Web (Cook, Doran)

• Online polar science courses, seminars and symposiums to explore local connections and impacts on polar regions.
• Access to current research on the web – video-clips, links to web etc.
• Develop listserv for students and teachers similar to ARCUS list of Arctic researchers.
• Use NSTA as means to publish, present at conferences, online and/or strand training.
• Point to point video conferencing - Provide facilities and band-width at USAP field hubs.
• Provide funds to equip classrooms with Polycom stations at universities doing polar research; also to K-12 institutions who commit to using a polar curriculum.

M. Data Summaries (Suitor, Ledley, Beitler)
The creative use of data in helping people to understanding of the poles offers unique opportunities to enhance learning and build excitement.

• Access to data through Digital Library System (DLESE) (Ledley, Sauter)
  • Use the Digital Library for Earth System Education (DLESE) and National Science Digital Library (NSDL), to facilitate polar science communication.
  * Develop a "Polar Science Collection".
  * Integrate and make available educational resources, such as a "polar education package."
• Comprehensive Information database (Hickox)
  • Develop infrastructure to compile and maintain comprehensive web-based catalogue and schedule of current and future polar research initiatives (national and international), and associated education and outreach programs
  * Initial reference point for researchers, media, educators, students, and the general public – bring the whole community together
  * Update frequently and serve live data streams where possible
• Use of NASA data (Drobot)
  • NASA has developed a strategy for long-term monitoring of some key parameters needed for answers regarding climate change and its relation to social systems. This technology consists of a group of six satellites that can make a suite of earth observations referred to as the "A-Train". Data from this group of polar orbiting satellites, as well as from the Orbital Carbon Observatory (OCO), and older Quikscat and new Seawinds radar missions, can provide focus for an education program based not only on the acquisition of polar data but also on how these data correlate with global observations.
  • Use NASA TV network available 24 hours a day on the web
• Data and Learning (Rapp)
  • To provide better conceptual understanding, polar scientists could use visualizations systems and computer driven simulations. Visualizations have been offered as worthwhile tools for helping students understand complex systems and processes in science classrooms. Multimedia visualization systems can be interactive and dynamic; they can provide students with hands-on experiences that would be impossible given pragmatic limitations (e.g., expense associated with travel, or danger associated with actual exploration).
  • Collaboration with the GEOWALL group (www.geowall.org) currently investigating whether 3-dimensional presentations of geoscientific information facilitate learning.

N. IPY (Jeffries, Renouf, Levy, Sheehan)
The International Polar Year is an extraordinary outreach opportunity to celebrate science in the polar regions. IPY provides opportunities for K-12 educators and scientists to collaborate in beneficial research experiences to improve science education and awareness, and help bridge gap between K-12 and higher education. IPY is a chance to entrain more students into thinking science, especially polar science, is "cool". As part of the IPY kick-off a major, simultaneous international launch event should be held in March 2007.

Polar Postage Stamps (Jeffries & Petula)
Have a stamp design contest. At the workshop it was also suggested that the design contest could include schoolchildren: the First Day of Issue ceremonies for the stamps could occur simultaneously at an Arctic (Barrow) and Antarctic (McMurdo or South Pole) location with an official US Post Office, and the successful young stamp designers attend these ceremonies.

MUST START NOW TO BUILD FOR IPY (Petula)
Develop an integrated plan with a "how to" guide and funding for polar research, education, and outreach in conjunction with IPY that addresses needs of: a) undergraduate and graduate students, b) K-12 education, and c) the broader public.

• Transform materials and resources (photos and diaries) from IGY into community education resources.
• Create specific projects to compare IPYs.
• Develop and deliver IPY packets to K-8 teachers prior to the start of IPY school year.
• An important and practical objective of IPY educational outreach is to recognize that the earth is a system and that it is best to acquire seasonal and secular atmospheric, terrestrial and oceanic environmental data from space.
• Successful only if the media, educators, and scientists work together to reach students and the general public.
• Array of activities - such as ongoing informative website, background information, live web cams and e-mails from poles, educator participation in field studies, and public lectures provided by scientists.
• Dedicated time and effort for face-to-face interaction.
• International/National "stamp of approval" mechanism set up to authorize official IPY materials.

Set up a series of Immersive-Interactive Polar Experiences (Renouf, Kitts, Levy)

• A freezer where you could create the experience of pulling a sled.
• IPY semi trailer truck traveling around the United States with "Got Snow?" on the sides - a traveling exhibit .
• Taking star readings to fix your position in a simulated "rough and freezing" sea.
• Restaurant recreate the diet of early polar explorers.
• Data collection project that schools or individuals can bid to run – assist with large projects where there are lots of data that are easy to monitor (runoff from Greenland’s ice sheet).
• Bid for a chance to remotely use equipment at the poles – lease research time.

O. International (Johnson-Amine, Barber, Gatti, Cook, Bell)
The National efforts for polar science education and for IPY should mirror and enhance International efforts.

• Multi-pronged, long-termed initiatives (ANDRILL, cross-cutting, etc).
• Integrate international projects - showcase key projects with major press events.
• Promote the exchange of scientists between foreign universities to study and/or collaborate in international research.
• Link networks and observatories network and satellite
  * Census of marine life
  * Circumarctic environmental observatories network and satellites
  * Ocean observatory network
• Youth forum (Jr. Arctic Council; junior Antarctic Treaty Consultative Meetings) that has wide coverage (age and geographic).
• Develop an international catalogue of polar researchers and research projects.
• Publish multilingual material so that we reach a broad audience.
• Funds to support polar researchers in poor countries/communities.
• Coordinate centralized activities (control what goes out).
• Value added of enduring effects – for Arctic rim population/science supports.
• Modernize existing stations to make them more environmentally friendly (better technology).
• International polar-focused programs should be developed and available on line (target higher education as well as community level education). Think globally – act locally as a way to connect people and local actions to the larger picture. Underpin by overarching themes (such as climate change, contaminants, microbiota, etc.).
• Build on existing GLOBE program for an international science/education program– (currently managed by UCAR and CSA , funded mainly by NASA and NSF) – Norway developed special program for Arctic environments looking at persistent organic pollutants (GLOBE Arctic POPs). GLOBE is an international science and education program. There are 107 GLOBE countries to date. The GLOBE Arctic POPs project had at least two High Schools from 7 countries in the Circumpolar North [US, Norway, Finland, Sweden, Iceland, Russia, Canada] that participated. Students conduct studies and gather data close to their school and share it online with a central data repository for worldwide comparison for use by scientists and others including students.
  * Two Alaskan schools (Kodiak and Polaris HS) represented the US in this international school project. Elena Sparrow, coordinator of the Alaska GLOBE Program and the Alaska GLOBE Arctic POPs, provide contacts in Nordic communities.
• Make better use the International Polar Foundation (IPF) – which informs the public on the research being carried out in the Poles. Some programs:
  * EONS, the Earth Observation Network for Schools provides students with hands-on projects that demonstrate the scientific method and have useable results. Idea for a project: construct an environmental observation station from everyday objects
  * Series of Polar Science and Adventure Expeditions organized to look at historical vs. current conditions
  * The Polaris Climate Change Observatory (PCCO), a base to run IPY activities – exhibitions, live communication events, traveling exhibitions, polar film festival.
  * Arctic Drift Project – International Polar Foundation 2 year long drift in the Arctic Ocean – opportunity for collaboration with 2007 options. Icebound ship will be used as floating research platform.