Targeting Learners at All Levels | Bridging the Poles Workshop Education

Discussions about opportunities and models for engaging different levels – grades K-5, 6-12, undergraduate non-science, undergraduate and graduate science majors, and the general public– emphasized capitalizing on the ability of polar themes to attract attention and the need for a broad, multi/interdisciplinary approach. With their geographic foundation, the poles encompass a range of content areas: from science to culture and heritage. Workshop participants advocated capturing student interest and increasing science literacy in the general public by linking fascination with polar environments, to improving science, math, reading, and other skills, and integrating polar themes into state and national standards. Polar programming can involve a diverse group of learners in multiple content areas: science as a human endeavor, history and nature of science, science as inquiry, and science and technology. Some projects have already prepared curriculum materials based on education standards using polar themes. For more advanced students, there are exciting opportunities in circumpolar distance learning with web course delivery, as well as other programs such as the University of the Arctic's PhD networks and collaborative field courses. Beyond curricula, the use of polar themes in major competitions such as the National History Month, the National Ocean Sciences Bowl and Intel is a powerful way to expand interest in, and attention on, polar subjects. To bring polar conditions to a wider audience, workshop participants came up with the idea of a semi trailer truck labeled: "Got Snow? – A Traveling Exhibition," outfitted with a snow making machine, polar gear and interactive activities, traveling around the country.

Just as it is important to engage diverse audiences within their own community, establishing connections among local scientists, educators and informal outreach venues, can have long-lasting impacts. These connections build a network that sustains, and encourages further engagement on all sides. Field experiences for students, teachers, and the media alike build life-long advocates of the poles. A rich, multidisciplinary and multilingual web portal where resources can be accessed and opportunities posted, would serve as a central meeting point for a diverse suite of populations and would provide the media – television, radio and print, as well as educators, zoos and museums – with timely, accessible, and meaningful content.

The K-5 sector is important for polar education and outreach. Children of this age are fascinated with people and
animals living in extreme conditions and they have not yet formed misconceptions/opinions about science. The
integration of unique and unusual experiences like the polar sciences and the IPY is an excellent mechanism to
engage youth. Connections between scientists and educators help make polar science come alive to students, and in
turn, build a community of individuals involved in polar science. Scientists and educators need to be linked in such a
way that they both see benefits from working together.

Grades 6-12 are in a balancing state. In these grades, teachers need time to teach required material, both to meet standards and to prepare students for assessment. There is an opportunity to develop problem solving and inquiry-based units focused on polar themes that will help both students and teachers meet requirements in interesting ways. Polar themes can also be integrated into existing programs accepted by school districts, where standards are already aligned

Polar themes and activities can be included in undergraduate curricula in a number of way. Many undergraduate institutions require that students complete some sort of general science course. For most students, this is their last encounter with science. This is a perfect opportunity to explore polar issues since they can be broad in scientific focus and relate to large scientific questions that have relevance to the general population.

Polar themes can also be integrated into history, art, and intensive writing programs: reading the early polar exploration literature, reliving expeditions, understanding artists’ representations of the known (e.g. by the Inuit) vs. the unknown (e.g. survival conditions).

Two major areas of opportunity for undergraduate science majors are incorporating more polar science into standard courses, and giving students either hands-on or virtual polar field experiences. Developing opportunities for introductory science courses is important, as this is where students often determine whether to continue in this career or pursue something else. Research and field experiences need to be created for the upper level students.

Graduate students are a tremendous resource, but one that is somewhat limited. Polar field opportunities should be
offered to undergraduates, or as short courses to post-baccalaureate students, so that potential graduate students are
captured at that early stage. Engaging this community in field research as liaisons with education, outreach, and
community relations is important.

Polar topics have terrific public appeal. Outreach through informal education venues (museums, zoos, TV, radio, print media) should be pursued through a coordinated media strategy. But informal education of the general public through these venues typically reaches a self-selected audience. While many people are fascinated with polar themes, how do you draw others in, who are not currently interested in the poles, including the broader international community? Research is needed on how to broaden and diversify public interest.