Expedition Reports

These reports succinctly summarize teachers' professional benefits of the field experience, a description of field activities, and a classroom implementation plan. Reports are designed to target an audience of funders, researchers, and future participants. Researchers associated with PolarTREC expeditions will be able to utilize the reports to communicate their science and as a tool to share their broader impacts activities.

Public Science Report - Dominique Richardson

Dominique Richardson

"As part of a polar science expedition, teachers can provide outreach and an interpretation of the groundbreaking research happening in critical areas of the planet, acting as a liaison between scientists and students. Teachers can embody an important human interest aspect to science. As someone “new” to the research expedition, students and the public can easily connect with teachers as they explore the expedition together. This connection helps draw students and the public into the research, inciting interest in the science by framing facts and data in an intriguing and easily accessible story. "

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Public Science Report - Jillian Worssam

Jillian Worssam

"All educators interested in STEM education and bringing real world science into the classroom should have the opportunity to participate in real time scientific exploration. Teachers need to be able to excite learners about science and that excitement does not come from a book, but from hands on, interactive instruction. Through the support of a national initiative in funding STEM education experiences like PolarTREC allow educators to experience first hand what it takes to develop and then implement a research plan."

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Public Science Report - Armando Caussade

Armando Caussade

"Interest in STEM learning is very evident— especially in the 12 to 18 age group—but the opportunities are limited. So, from the beginning I saw my participation in a PolarTREC expedition as an opportunity to bring new opportunities to the people in specific STEM areas such as polar science and high energy astronomy. Upon arriving in Antarctica I immediately understood that there is simply no substitute to actually traveling to the field, living and working there. So, about 90% of what I now know was new, practical knowledge acquired through my PolarTREC expedition."

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Public Science Report - Lucy Coleman

Lucy Coleman

"It was a tremendous opportunity for me to do science in a way I never have before. Even more so than that, though, the experiences helped me find what I can become as a science teacher. Being immersed in a research experience like this has opened my eyes to what a depth of knowledge can bring to my teaching. I plan to spend the next phase of my teaching career integrating new discoveries, innovations, and enthusiasm into my classroom. The amount of knowledge and experience I gained by being a part of this expedition is immeasurable, and reflects even more than what I thought I would learn."

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Public Science Report - Sian Proctor

Sian Proctor

"I believe that opportunity leads to exploration, exploration leads to discovery, and science is all about discovery. The most important asset a teacher can give their students is to instill a love of science through exploration and discovery. It’s hard to instill exploration, passion, and discovery when you haven’t experienced it first hand. Teachers need to go on science expeditions so that they can lead by example and experience the exploration, passion, and discovery they want their students to embrace. Teachers with real life experiences are role models who engage and inspire by weaving their experiences and discoveries through the classroom science activities."

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Public Science Report - Peggy McNeal

Peggy McNeal

"Science is my passion. I love to teach and share science and my students get excited with me as a result. My participation in “High Arctic Change 2014” heightened this excitement. Science became a little more real for my students because they knew someone (me!) who was actually going out and participating in real science research. My experiences in the Arctic now infuse my lessons. Instead of learning about isotopes out of context, students can share in Jessica’s experience in the Arctic. Jessica, an undergraduate student with us, is only five years older than my middle school students."

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Public Science Report - Tina Ciarametaro

Tina Ciarametaro

"Teachers that choose to be part of field research are seeking out the opportunity to further their own understanding of the area of research. They are naturally going to ask probing questions and fully embrace the experience. Most teachers love to share new knowledge that they have gained and more likely than not; during and after the expedition, teachers will devote time to craft ways in which to share their experiences with larger community."

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Public Science Report - Regina Brinker

Regina Brinker

"My field experience adds to my science teaching in four primary ways. Students need to know how to make and record accurate data collections; Students need to be able to work collaboratively; Students need to be open to learning new things and working outside of their discipline; students need to understand the impacts of climate change. Enhancing the lessons, especially climate change lessons, with my experiences from the field, brings added depth and understanding to learning."

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Public Science Report - Lauren Watel

Lauren Watel

"I feel a teacher should always be pushing the boundaries of the classroom walls. Educators often integrate their personal experiences into their classrooms and lessons, even a trip to the grocery store, or museum make it into illustrative examples or as a jumping off point for a new way to approach a lesson. This is where the importance of involving a teacher in a research expedition that will not only stimulate their own personal growth, but has a distinct link to their classroom will provide them with many lesson ideas, and personal illustrative examples."

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Public Science Report - Russell Hood

Russell Hood

"I can spend my entire career teaching students how to become scientists but until I see firsthand what scientists actually do I’ll be teaching from a relative void. It needs to be relevant and concrete for me before I can do the teaching justice. Going on a PolarTREC expedition shows a teacher what knowledge and skills a scientist needs. We learn to do what they do and how they do it. We learn to become better communicators through our stories, journals, photos, and videos that paint a picture for the students and families back home. We learn valuable field skills that we can pass on to our students with creative lessons."

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Public Science Report - Andre Wille

Andre Wille

"Participation in authentic research can be a great way to stay current in the practice of science and to be a part of the new discoveries. It is also a great way to serve as a role model for students by showing that their teacher is intimately involved in the practice of science. This helps the classroom teacher’s authenticity by giving actual research experience. This personal experience builds teacher confidence and expertise in the content. It also reminds us why we chose science careers in the first place."

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