To maximize the potential of the International Polar Year of 2007-2009, people need to work together to build a coherent and exciting public presence both locally and globally Integration of research, education, and outreach efforts, at the international as well as national level, coordination of existing resources, linking communities and developing partnerships, access to data and content from the polar regions, securing funding to develop new programs, and sustaining programs after the conclusion of the IPY, are essential (international site - www.ipy.org; U. S. - www.us-ipy.org).

Leverage Polar Fascination

People of all ages and groups, are fascinated by the poles. The community can build excitement for science through the uniqueness of the poles and the international focus of the IPY. Charismatic wildlife, human resourcefulness in extreme environments, expansive fields of ice and snow, and daring explorers all capture the imagination. Linking this existing fascination with programs and activities developed in association with the IPY, can enhance knowledge of polar regions and interest in science. A diverse group of learners can be involved in science as a human endeavor, history and nature of science, science as inquiry, and science and technology. The IPY is a perfect way to approach science education for school systems and the general public; the effort already aligns with education
standards. Tapping into people’s appreciation for nature and interest in nature/society interactions will help improve science literacy, promote understanding of heritage, develop community and "pride of place," gain an appreciation for environmental variability and change, link policy with stewardship, learn about technological advances, focus on the concept of Earth as a system, and see how predictions about future environmental conditions are developed from observations and models.

Meaningful Engagement

Education and outreach efforts should ensure that the IPY is truly meaningful to a diverse suite of communities. The IPY should be structured so that it is responsive to the interests and concerns of indigenous Arctic peoples, minorities, women, and people from developing countries – see earlier "Targeting All Learners" and "Engaging Diverse Communities" for specific proposals. Meaningful engagement of indigenous and non-indigenous residents of the Arctic is critical so that they are enthused to launch their own IPY-related efforts. To engage people in less developed countries, perhaps the community could establish a fund for their researchers, educators, and media representatives to participate in the IPY. Putting a face on polar researchers – those active during the first IPY of 1881 and the later International Geophysical Year (IGY) of 1957, as well as those conducting research today - makes their research more accessible, personal, and meaningful.

Education and outreach initiatives must be clearly defined with measurable outcomes so that IPY's promise in building capacity in Arctic communities, growing a new generation of polar researchers, and stimulating the public to know more – and care more – about the poles, is realized. For example, over the next 5-10 years, there should be a measurable increase in the number of Arctic residents completing graduate study in IPY-related fields.

Educational opportunities need to be explored at informal venues, such as museums, zoos, TV, radio, print media, and meetings of professional societies, as well as through traditional classrooms. There are different opportunities and needs for different levels, K-5, 6-12, undergraduate non-science majors, undergraduate science majors, and the general public. The general public can be engaged with made-for-TV documentaries, exhibitions at zoos and museums, and multilingual coffee table books.

Build Communities

While the number of people living in, teaching about, and researching the polar regions is not large, the workshop brought together many people who had not previously met. Effective education and outreach requires establishing and maintaining connections among these disparate communities through joint programs and regular meetings, extending up to, through, and beyond the IPY of 2007-2009.

Both in the national and international arenas, attention should be paid to reaching diverse groups: ethnic minorities, girls/women as well as boys/men, and those from different geographic, socioeconomic, and cultural backgrounds. To increase interest in polar regions and polar science, and enhance the diversity of those interested, it is essential to meet with different groups, face-to-face, and determine how the poles are relevant to each group. Melting of polar glaciers will cause sea level to rise in New Orleans – a topic of interest to Louisianans. Black American Matthew Henson’s journey inspires young adults in the Earth Conservation Corps along the Anacostia River in Washington, DC. Following a day in the life of a polar resident promotes awareness of distant locales, the people living and working in those places, while at the same time makes a personal connection for a variety of learners. To date the international community has not been tremendously successful in reaching groups not traditionally engaged in polar research and education. The US is in the position to take a leadership role on this issue.

Link Research and Education

Schools on Board students. Photo credit: Adries Blouw, Department of Fisheries and Oceans.

To inspire interest in the poles and maximize the impact of the IPY, research needs to be linked with education and outreach. The IPY poses a rich suite of questions about scientific issues, methods, and themes that educators can use internationally, as well as nationally. IPY questions should be used to help students learn scientifically and help students make connections to their lives, culture, and communities. Through the IPY, students and the public can explore the rich heritage and history of poles, identify changes, consider societal issues with the potential to affect and interact with the polar regions, and learn what the polar regions can teach us about our Earth and Universe. Specific projects and activities can be created (i.e. comparison of artifacts from the first IPY, IGY and today) to showcase just during the IPY, while others can become part of standard curricula. Issues like climate change and polar amplification of contaminants show connections between individual actions and the poles. Some other ideas include circumpolar focus on specific events such as solstices or equinoxes; creating "A day in the Life of the Poles" that lets students track "their" animals from day to day; a polar school blitz to have as many polar scientists visit as many schools as possible nationwide in a single day; a semi-truck labeled "Got Snow?" traversing the country loaded with polar gear, interactive activities and a snowmaker; interactive polar computer games; national polar book-of-the-month recommendation, a polar youth forum. See sections above and "Contributed Ideas" in the Appendix for more possibilities and contact information.

Partner with Media and Marketing

Given public interest in polar themes, the media should be a willing partner in focusing attention on the IPY – if they are provided with timely and high-quality content. An active and coordinated research, education, outreach and public relations effort should hold a major, simultaneous international launch event in March 2007, followed by a series of "splash" events. The IPY should get as much coverage as Mars Rover landings. How can this be achieved? One recommendation is to have a polar media conference, a science writer’s conference, and/or a joint science writers and scientists conference and ask: How would you showcase IPY? Media engagement should tap all available resources including NSF Antarctic Artists and Writers, Department of Fisheries and Oceans journalists, educational journalists, public television and radio. A general marketing strategy should focus on joint exhibitions or exhibitions at high profile locations.

IGY stamp curtesy of Dave Meier web page.

An IPY brand (seal of approval) and awards should be established. Marketing professionals should be engaged to develop and market the IPY brand. A brand, or logo, can catch the eye and from there build an understanding of what is behind the brand/logo – what it stands for. From educational resources to polar postage stamps, the IPY brand/logo could signify quality and connections with this international endeavor. Similarly, awards for exemplary IPY participation, could go to students, teachers, community organizers, the media and researchers. Connections with industry could broaden awareness through commercial outlets such as MacDonald’s Happy Meals and Barbie dolls.

In addition to a brand/logo, a slogan should be adopted for IPY. The slogan should be part of all advertising for IPY events, and also part of a crop of environmental ads.