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This infographic captures PolarTREC highlights for 2016-2017.

More than 22,000 Earth and space scientists, educators, students, and other leaders gathered in San Francisco, California to present groundbreaking research and connect with colleagues.

In March 2000, a group of scientists, educators, and Indigenous education specialists came together, in Fairbanks, Alaska, to develop recommendations on improving scientific literacy through focusing on the arctic environment and cultures and arctic research.

The Arctic Science Education Working Group (ASEWG) was charged to develop a set of recommendations for the National Science Foundation (NSF) Office of Polar Programs Arctic Sciences Section to effectively integrate arctic science and education programs in ways that would fully involve arctic residents in the research and education process.

The resulting report specifically outlines approaches to support the development of programs in the Arctic integrating research and education and that will catalyze and improve collaborations between researchers and arctic residents.

The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning.

This special issue of the National Earth Science Teachers Association journal, *The Earth Scientist*, is sponsored by the Cooperative Institute for Climate and Ocean Research at the Woods Hole Oceanographic Institution and is focused on the world's oceans. The articles, by teachers, scientists, and science educators from across the country, cover a range of topics - polar research, coral reefs, ocean acidification, air-sea interactions, climate research, the Census of Marine Life, ocean drilling, and information on cutting edge observatory initiatives.

The Denali field camp course, offered through Alaska Geographic, is a four-day immersive teacher professional development course held in Denali National Park. The course was developed by Sarah Bartholow with the assistance of various partners. PolarTREC and ARCUS staff play the role of lead organizer and facilitator for the course, as well as bringing in the invited program alumni as a guest instructor. The course focus promotes developing teachers’ skills for integrating climate change content into their existing classrooms and/or curricula. A PolarTREC (Teachers and Researchers Exploring and Collaborating) program teacher-leader was a feature of the summer 2014 course; this teacher was involved in the course planning phase, and engaged both formally through giving lessons and informally through casual conversation with participating teachers throughout their field course. The intention of the inclusion of a PolarTREC teacher-expert is to enhance translatability between the experience of doing science as facilitated by the course scientists, and the practical constrictions faced by teachers when they then seek to engage climate change issues and ideas their classroom.

The Denali field camp course, offered through Alaska Geographic, is a four-day immersive teacher professional development course held in Denali National Park. The course was developed by Sarah Bartholow with the assistance of various partners. PolarTREC and ARCUS staff play the role of lead organizer and facilitator for the course, as well as bringing in the invited program alumni as a guest instructor. The course focus promotes developing teachers’ skills for integrating climate change content into their existing classrooms and/or curricula. A PolarTREC (Teachers and Researchers Exploring and Collaborating) program teacher-leader was a feature of the summer 2015 course; this teacher was involved in the course planning phase, and engaged both formally through giving lessons and informally through casual conversation with participating teachers throughout their field course. The intention of the inclusion of a PolarTREC teacher-expert is to enhance translatability between the experience of doing science as facilitated by the course scientists, and the practical constrictions faced by teachers when they then seek to engage climate change issues and ideas their classroom.

PolarTREC and ARCUS staff play the role of lead organizer and facilitator for the course, as well as bringing in the invited program alumni as a guest instructor.  The course focus promotes developing teachers’ skills for integrating climate change content into their existing classrooms and/or curricula.

Published in 2014 in the Journal of Geoscience Education, this paper describes the success of three professional development workshops developed by the PolarTREC staff and partners.

This outreach piece in Nature describes the aspects of bringing various guests on field science expeditions.

Article in Polar Record written by ARCUS staff and PolarTREC alumni educators that shares impacts of participating in a Teacher Research Experience.

The goal of the JASE pilot program was to advance polar science education and understanding by students from the U.S. and Chile through hands-­‐on field experiences.

NSTA 2015 Conference on Science Education

Polar Educators International "Education Meets Science" Conference to continue the collaboration of previous conferences (Oslo 2010, Montreal 2012, and Coimbra 2013).

Middle School teachers in the Monterey Bay area participated in a three-day Polar Workshop designed to enlighten teachers regarding marine polar science and exploration through the use of remotely operated vehicles, or ROVs.

This final PolarTREC report presents the findings from the summative evaluation of the PolarTREC program funded by the National Science Foundation (NSF PLR Award #0956825) from 2010 to 2014.

This final report presents the findings from the summative evaluation of the PolarTREC program funded by the National Science Foundation (NSF Award #0632401) from 2007 to 2009.

Infographic highlighting outreach activities conducted by teachers in the PolarTREC program, 2017-2018.

The SACNAS News showcases the science and diversity of SACNAS members while sharing their research, stories, and experiences. Each issue of the bi-annual digital publication features in-depth coverage of current issues within the scientific community, celebrates the achievements and contributions of our members, and provides resources for academic and professional development. Written by and about SACNAS scientists, the SACNAS News is truly the voice of the SACNISTA movement.