Application and Selection Process

Question: Can teachers or researchers who have previously participated in teacher research experience programs such as TREC (Teachers and Researchers Exploring and Collaborating), TEA (Teachers Experiencing Antarctica and the Arctic), or ARMADA, apply to PolarTREC?

Answer: Yes.

Question: Do you have to be a National Science Foundation-funded researcher to apply to host a teacher through PolarTREC?

Answer: Not necessarily. NSF-funded projects will receive priority, however. We will make decisions on applications from projects funded by other sources on a case-by-case basis after discussion with the NSF program officers.

Question: Do you have to be a U.S. Citizen to apply to the program as a teacher or researcher?

No. Such applications will be addressed on a case-by-case basis with NSF program officers.

Question: Do you have to be a K-12 teacher to apply to the program (versus a non-formal educator or college level educator)?

Answer: No. Applicants must make a compelling case for how their participation in PolarTREC will advance polar science education, however.

Cost and Logistics

Question: What are the costs associated with participation in PolarTREC?

Answer:
For PolarTREC Teachers: Most costs associated with participation in the program are covered by PolarTREC or the NSF logistics providers. This includes travel, lodging, food, essential field gear, and substitute costs if you are on an expedition while your school is in session. Participating teachers do not receive a stipend. Personal items must be purchased by the teacher.

For PolarTREC Researchers:Major costs associated with hosting a teacher are covered by PolarTREC or the NSF logistics providers, including travel, accommodations, food, user fees, and miscellaneous logistical items. Any exceptions will be discussed with researchers on a case-by-case basis.

Question: Do researchers need to apply for supplemental funding from NSF to host a teacher?

Answer:
No, researchers do not need to apply for supplemental funding. In the majority of cases, researchers accepted to the PolarTREC program will have all major costs associated with hosting a teacher covered by PolarTREC or the NSF logistics providers, including travel, accommodations, food, user fees, and miscellaneous logistical items. Any exceptions will be discussed with researchers on a case-by-case basis.

Question: How are teachers paired with a researcher and expedition?

Answer: A PolarTREC Selection Committee, which includes researchers, teachers, PolarTREC staff, and NSF representatives, review the teacher and researcher applications. The Selection Committee selects a set of research projects based on their potential for contributions to PolarTREC goals and to ensure a broad geographic and disciplinary distribution. After a pool of top-ranked teachers is selected, matches of teachers to selected research projects are made in close collaboration with the research team, NSF, and the candidate teacher.

Question: How many research projects will be selected for PolarTREC?

Answer: We anticipate approximately 12 projects per year; 8 in the Arctic and 4 in the Antarctic.

Question: Where are the research locations?

Answer: Arctic field research sites will be at various locations in the arctic and, sometimes, subarctic regions. Antarctic field sites most likely will be supported out of McMurdo Base Station. PolarTREC research locations will vary from year to year.

Program Requirements and Time Commitment

Question: What are the travel and training commitments prior to the research experience?

Answer:
For PolarTREC Teachers: Prior to going into the field, teachers will participate in three or four online webinars (web conferences) that provide background information about the program. Teachers will participate in a five-day orientation in Fairbanks, Alaska, during the spring. The orientation provides training on journaling, field photography, interactive technology tools and communications, and field safety training. Teachers also 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. Funds may be available for teachers to meet with their researcher. Requests for funds to support teacher visits to the research institution will be addressed on a case-by-case basis.

For PolarTREC Researchers: Prior to going into the field with the teacher, researchers and teachers are required to attend three or four online webinars that provide background information about the program and allow the researchers to present their projects to the group. There is no requirement for researchers to attend the orientation training in Fairbanks, Alaska, however. Researchers are encouraged to meet with the teacher placed with their project prior to the field experience. Funds may be available for researchers and teachers to meet prior to the field project but request for support will be addressed on a case-by-case basis.

Question: Is PolarTREC a professional development program?

Answer: Yes. PolarTREC is designed so that teachers participate in polar research in order to improve their science content knowledge and understanding of scientific inquiry. Teachers also have the option of participating in 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.

Question: What type of classroom involvement is expected in PolarTREC?

Answer: 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 teachers have used this experience in a number of ways in their own classrooms and other types of outreach. Participating in a program like PolarTREC has been a life changing experience for many and it is likely to have profound effects on teachers' professional lives. 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 from the International Polar Year (IPY)" 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.

Question: How much time will I be expected to spend outside of the classroom?

Answer: Field research dates depend on the specific research project needs. 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.

Question: Is PolarTREC restricted to K-12 teacher and student involvement or are teachers and researchers able to share their experiences with a wider audience?

Answer: 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 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.