Frequently Asked Questions for Teachers
Yes, the primary goal of PolarTREC is to provide a professional development experience to educators. PolarTREC is designed so that teachers participate in real polar research activities in order to improve their science content knowledge and understanding of scientific inquiry. To do this, participating teachers are not merely observers, but active members of the team being trained and getting involved in research activities wherever possible.
PolarTREC alumni also become members of the CARE Network (Connecting Arctic and Antarctic Researchers and Educators). The CARE network of teachers and researchers meet through online seminars to continue collaborations, exchange ideas, and discuss the long-term effects and outcomes of their PolarTREC experiences.
PolarTREC started during the International Polar Year in 2007 and was funded through 2009. However, it was based on a preceding program called TREC that matched teachers with researchers for research experiences in the arctic from 2004-2006. The National Science Foundation Division of Polar Programs funded PolarTREC through April 2015. The PolarTREC program currently funded in a new grant through the 2016-2020 field seasons.
The type of research varies each year, but it encompasses many different scientific disciplines including archaeology, geology, ecology, atmospheric science, and much more.
Yes. PolarTREC can work with selected teachers who complete program requirements to provide college credit, letters of support, certificates of professional development hours, or other forms of recognition or documentation needed to advance their career goals or meet school district requirements.
Research projects will be in polar or sub polar regions. PolarTREC research locations will vary from year to year depending on the research projects which apply to host a teacher. When you apply to the program, you will not be selecting a specific expedition but rather specifying your science interests and your polar preference for the Arctic, Antarctic, or both.
In the past, Arctic field research sites have included well-established research stations (Toolik Station, Alaska and Summit Station, Greenland); communities (St. Paul, Alaska and Oulu, Finland); ship based expeditions (USCGC Healy in Bering Sea and Polar Sea in Arctic Ocean); or remote camps (Greenland, Russia, Alaska).
Previous Antarctic research sites have included McMurdo Station, South Pole Station, West Antarctic Ice Sheet (WAIS) Divide, McMurdo Dry Valleys, Mt. Erebus, and ship based expeditions (Oden, Palmer).
From 2007-2009 and during the funding periods (2010-2013, 2014-15, and 2016-2020), PolarTREC is working with external evaluator, Goldstream Group, Inc.. A comprehensive evaluation plan is in place to track and document program impacts on participating researchers, teachers, and their students.
Yes. However, teachers should provide a sufficient argument in their application on how this experience will build on a previous research experience. Past TREC and PolarTREC teachers will be asked to submit a supplement to the application.
No. However, informal educators or other non-traditional applicants must make a compelling case for how their participation in PolarTREC will be a professional development experience and how their participation will advance polar science education.
PolarTREC is primarily a program for U.S. educators. U.S. educators teaching abroad and international educators should contact PolarTREC Project Managers at info [at] polartrec.com before applying.
The physical work varies immensely among PolarTREC research projects; some may require long hours sitting in on the ground or in a lab while others may require lifting heavy loads, large amounts of shoveling, or other strenuous activities. Because of this, there are no specific age or physical requirements to apply for PolarTREC. Teachers applying to PolarTREC may be asked about physical abilities during interviews with researchers to ensure good project matches. Teachers going to the Antarctic and some Arctic locations will have to complete a physical qualification process, which various in rigor depending on age and medical history.
Yes, a teacher and researcher with a pre-existing relationship may apply to work together, but they will be both be subject to the full selection process.
They must each fully complete their respective PolarTREC application by the application deadline and include the name of the individual in the space indicated on the application. Teachers and researchers with a pre-existing relationship applying to work together are also required to jointly complete and submit a supplement to their applications due by the general application deadline.
Program alumni have described spending several hours working on their PolarTREC application. It is a very competitive process, so it is worth spending the extra time to research the program, think through the essay questions, and have someone proof read your application.
The top 100 teacher applications are sent to the PolarTREC Selection Committee for review. The Selection Committee changes annually and consists of researchers, educators, polar logistics providers, and arctic residents. The Selection Committee narrows the applicant pool down to the top 30-40 applicants that seem best suited for the research projects available. At that point, PolarTREC staff selects research projects based on your responses in the application. When you apply to the program, you will not be selecting a specific expedition but rather specifying your science interests and your polar preference for the Arctic, Antarctic, or both. You will also be discussing how this experience meets the needs of your classroom and what you teach. These answers will help in the matching of your application to a research project. The PolarTREC staff then sends each researcher a group of approximately 5 applications to review. Researchers select the top three applicants to interview, conduct phone interviews, and ultimately the research team selects which teacher will participate in their project.
Please note that the application and selection process are quite lengthy and it takes about 4-5 months to process and select the participants. The PolarTREC staff sends out regular emails to the candidates about the status of the selection process.
Generally over 200 teachers apply to PolarTREC each year. Between 2010 and 2013, PolarTREC placed approximately 12 teachers per year in the program. Placement in PolarTREC is highly competitive, and applicants are encouraged to seek feedback about their applications and to reapply if not selected.
PolarTREC will support approximately 12 projects per year—6 in the Arctic and 6 in the Antarctic. Depending on the dates and types of projects, this balance may vary.
We solicit for applications every fall and generally receive over 150 applications. These are reviewed internally and with a selection committee in the following month. Following that, we notify applicants via email if they have been selected for the top pool of 40 applicants. This top pool will be further reviewed and may be selected for interviews with research teams. The process takes about 4 months to complete.
PolarTREC or the NSF logistics providers cover most costs associated with participation in the program. This includes travel, lodging, food, essential field gear, and substitute costs if you are on an expedition while your school is in session. Expenses teachers may incur are likely to include personal apparel and gear not provided (long underwear, gloves, socks, etc.), some medical expenses or evacuation insurance if not included in your present insurance, personal travel or travel related to outreach activities before or after the expedition, and possible salary related losses depending on your school and their policies for leave.
Yes. Prior to going into the field, teachers will participate in two to four online webinars (web conferences) that provide background information about the program and additional training as needed. All selected teachers are required to participate in a week-long orientation in Fairbanks, Alaska. The orientation provides training on journaling, photography, interactive technology tools, field communications, polar science content, education and outreach planning, and safety training. Additional training may be required but will be addressed on a case-by-case basis in pre-field logistic calls with your research team.
Yes, there is limited funding to support pre or post expedition meetings between teachers and researchers. If possible, teachers are encouraged to visit their researcher's institution prior to going into the field so that they have an opportunity to meet the rest of the research team and learn more about the research project. The researcher may also travel to the teacher's school or the teacher and researcher can plan to meet at a data workshop, planning meeting, or other professional conference.
Field research dates depend on the specific research project needs, but will be at least three weeks and possibly up to six or eight weeks. Teachers selected as finalists are asked if they will be available for the specific field dates. Schedule conflicts may prevent a teacher from being placed with a project for which they otherwise would be well suited. Scheduling is addressed on a case-by-case basis during the matching process. Keep in mind that the arctic field season is usually during the summer months (May−August) and the Antarctic field season is during the austral summer (November−January). We do our best to minimize time away from school by scheduling conference calls during after-school hours or weekends.
The PolarTREC project is professional time for YOU, and we do not support additional family members participation in your project, nor do we encourage it. This is a time to test your limits and grow professionally, in an atmosphere where you can meet new people and participate in activities outside of your normal routine. While in the field, you will be working very hard on the science and outreach activities, and although you will probably have a lot of fun, it is not a vacation.
In addition, many project locations are logistically challenging to get to, requiring transport outside commercial travel which is limited and very expensive. Often research facilities have limited bunk space, and there is simply not room for people outside the science party.
Education and Outreach Activities
PolarTREC does not have specific classroom requirements. Teachers are expected to share what they are doing or have done with the experience both in and outside of the classroom. Past TREC and PolarTREC teachers have used this experience in a number of ways in their own classrooms and other types of outreach. Classroom involvement depends largely on field expedition dates. If school is out when a teacher is in the field some of the outreach tools, such as the live events might not involve students in real-time but can be shared with students upon returning from the field. Many teachers work intensively with their classes before leaving for the field, engaging their students in the planning process and getting them excited about the expedition so that students and families will be interested in following the expedition when school is not in session.
We encourage teachers and researchers to get involved in as many public outreach activities as possible and to share their knowledge and experience with a variety of audiences. Outreach is not limited to classrooms, schools and local communities. Many past TREC and PolarTREC teachers have shared their experiences at national or international conferences. Some have written articles for newspapers, magazines or academic journals and others have given interviews to radio and print media. PolarTREC staff will provide support whenever possible to help teachers in their outreach endeavors. During the orientation event in Fairbanks, teachers will receive advice and training on how to address the media and make the most of public outreach activities.
As needed, PolarTREC provides a laptop computer with related accessories and a digital camera with video to each participating teachers. Depending on the technology available at the field site, teachers may also be provided with satellite phones, travel adaptors, or other devices in order to complete their outreach duties from the field.
We encourage you to contact the PolarTREC staff directly at info [at] polartrec.com to discuss your concerns and address your questions. We'd be happy to share contact information for educators that have participated in the program so you can get their perspective. Each year, we will also host a webinar for interested educators to learn more about the program. The webinar will be announced through our ARCUS and Polar Education list as well as posted on the PolarTREC website. All webinars are archived for later viewing.