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TEA Orientation Workshop 2003/2004>

TEA Orientation Workshop

2003 and 2004 TEA Teachers

Cold Regions Research and Engineering Laboratory
4 to 11 August 2002

Notes from some presentations are incorporated into the "topic sections" of the TEAs Only Web Site (as indicated)


Don Atwood (Raytheon Representative), Raytheon Polar Services Company, Englewood, Colorado
Martin Barnes (Raytheon Representative), Raytheon Polar Services Company, Englewood, Colorado
Merle Bowser (VECO Representative), Valued Engineering Construction Operations, Littleton, Colorado
Samuel Bowser (TEA Researcher 2002/2003), Department of Biomedical Sciences, New York State Department of Health, Albany, New York
Colleen Brogenski (TEAntarctic 2003/2004), St. John's School, Houston Texas
David Brown (TEArctic 2003/2004), St. Peter School, Quincy Illinois
Arlyn Bruccoli (TEA Project Coordinator/Co-Director of TEA Transfer), Education Department, American Museum of Natural History, Cold Regions Research & Engineering Lab, Hanover, New Hampshire
Nancy Chabot (TEA Researcher 2002/2003), Department of Geological Sciences, Case Western Reserve University, Cleveland, Ohio
Renee Crain (NSF - Science Assistant), Office of Polar Programs, Arctic Section, National Science Foundation, Arlington, Virginia
Suzy Ellison (TEAntarctic 2003/2004), Yampah Mountain High School, Glenwood Springs, Colorado
Robin Ellwood (TEAntarctic 2003/2004), Rye Junior High School, Rye, New Hampshire Nicholas Flanders (Social Development Specialist), International Finance Corporation, Environment & Social Development Department, Washington, DC
Ethan Forbes (TEArctic 2001/2002), Butterfield School, Orange, Massachusetts
Amie Foster (TEArctic 2003/2004), Simmons Middle School, Aurora, Illinois
Markus Frey (TEA Researcher 2001/2002), Department of Hydrology and Water Resources, University of Arizona, Tucson, Arizona
Guy Guthridge (NSF - Program Manager), Office of Polar Programs, National Science Foundation, Arlington, Virginia
Brian Horner (Survival Trainer, President), Learn to Return, Anchorage, AK
Peter Keene (Photographer), Cold Regions Research & Engineering Laboratory, Hanover, New Hampshire
Kolene Krysl (TEAntarctic 2000/2001), Oakdale Elementary School, Omaha, Nebraska
Sean Lally (TEArctic 2003/2004), Sewickley Academy, Sewickley, Pennsylvania
Michael Lampert (TEAntarctic 2003/2004), West Salem High School, Salem, Oregon
Lars Long (TEArctic 2003/2004), DeLong Middle School, Eau Claire, Wisconsin
Jim Madsen (TEA Researcher 2002/2003), Department of Physics, University of Wisconsin-River Falls, River Falls, Wisconsin
Patricia Matrai (TEA Researcher 2002/2003), Bigelow Laboratory for Ocean Sciences, West Boothbay Harbor, Maine
Debra Meese (TEA Co-Principal Investigator/Arctic Program Director, Researcher), Cold Regions Research & Engineering Laboratory, Hanover, New Hampshire
Dora Nelson (TEArctic 2003/2004), Carolina Day School, Asheville, North Carolina
Jason Petula (TEAntarctic 2001/2002), Tunkhannock Area High School, Tunkhannock, Pennsylvania
Marge Porter (TEA Co-Principal Investigator / Transfer Director, TEAntarctic 1994/1995), Somers High School, Somers, CT
James Rogers (TEArctic 2003/2004), Polson High School, Polson, Montana
Dena Rosenberger (TEArctic 2001/2002), El Capitan High School Lakeside, California
Juanita Ryan (TEAntarctic 2001/2002), Toyon Elementary School, San Jose, California
Andrew Sajor (TEAntarctic 2003/2004), Peru Central School, Peru, New York
Stephanie Shipp (TEA Co-Principal Investigator / Antarctic Program Director, Researcher), Rice University, Department of Earth Science, Houston, Texas
Steve Stevenoski (TEAntarctic 1995/1996), On Site in Wisconsin, Lincoln High School, Wisconsin Rapids, Wisconsin
Amy Stoyles (TEAntarctic 2003/2004), Harllee Middle School, Bradenton, Florida
Dallas Trople (TEArctic 2002/2003), On Site in Alaska, Sedro-Woolley High School, Sedro-Woolley, Washington
Priit Vesilind (Freelance Writer)
Ross Virginia (TEA Researcher 2000/2001), Environmental Studies, Dartmouth College, Hanover, New Hampshire
Elizabeth Youngman (TEArctic 2001/2002), Phoenix Country Day School, Paradise Valley, Arizona

General Agenda

Monday - Intro, Past TEA Experiences, Logistics
Tuesday - NSF's Role, PI View, Journaling, Tour
Wednesday - Responsibilities, Images, Technology
Thursday - Field Safety
Friday - Mentoring, Arctic Cultures
Saturday - Mentoring, Classroom Transfer
Detailed Agenda

Detailed Agenda

Sunday, 4 August 2002

Sunday, 4 August 2002


Arrive at Hotel


Meet in Hotel Lobby


Icebreaker at the Home of Deb Meese and Tom Goldthwait - light munchies




Monday, 5 August 2002


Meet in Hotel Lobby; depart for CRREL


at CRREL




Wake-up Activity

Introductions (Deb Meese, Marge Porter, Stephanie Shipp)

Logistics of CRREL; Reimbursement (Deb Meese)

How the TEA Program Works

Overview of Objectives of TEA and Orientation (Stephanie Shipp)

Who Does What (Marge Porter)




Living and Working in Polar Regions (Betsy Youngman, Jason Petula)




Living and Working in Polar Regions (Dena Rosenberger, Juanita Ryan)




Gear "Grab Bag" of ECW Gear

(Demonstration Leaders: Kolene Krysl, Betsy Youngman)

Discussion Groups – Arctic and Antarctic - Gear to Take, Hygiene Issues (Past TEAs and Researchers)


Lunch in small discussion groups


Arctic and Antarctic Logistics - Presentations and Discussions (Merle Bowser, Don Atwood)




School Considerations (Discussion Leaders: Kolene Krysl, Dena Rosenberger)




Home Considerations (Discussion Leaders: Juanita Ryan, Betsy Youngman)


Daily Evaluation; Questions


Close of Day



Review reading:

pp. 8 – 15  "Mentoring High School Teachers: It Really is a Partnership" and

pp. 31 – 36 "From Classroom to Science Institute" of: Bacon, W. Stevenson (Ed). (2000) Bringing the Excitement of Science to the Classroom: Using Summer Research Programs to Invigorate High School Science. Tucson, AZ: Research Corporation

Bring journal entry for Tuesday discussion


Note to Leaders of Tuesday Panels: 
Meet to Plan Introductory Discussion & Audience Involvement




Tuesday, 6 August 2002


Meet in Hotel Lobby; depart for CRREL


Check-In / Plan of Day


Polar Research - Presentation and Discussion (Paty Matrai)




NSF's Role in, and View of, TEA (Guy Guthridge, Renee Crain)


Panel Discussion; What makes a successful TEA Experience from a


Researcher's Perspective? – With Audience Parcticipation (Discussion Leader: Sam Bowser. Panel: Nancy Chabot, Markus Frey, Jim Madsen, Paty Matrai)




Panel Discussion: What TEAs and Researchers Expect of Each Other –


Panel: Sam Bowser, Paty Matrai, Jason Petula, Dena Rosenberger, Juanita Ryan)


Lunch - Break-Out Discussion Groups (with researchers)


Discussion: What Should a Journal Include? How Is the Science Captured?

(Discussion Leader: Dena Rosenberger)

Break-Out Discussion Groups - review and comment on journal entries

Re-group and discuss elements of strong journaling

Discussion: Journaling the Science Experience (Priit Vesilind)




Tour of CRREL for New TEAs (take notes and digital images of science in action during tour)


Return and write first journal entry


Daily Evaluation; Questions


Close of Day


Homework:  Review TEA responsibilities, Finish first journal entry




Wednesday, 7 August 2002


Meet in Hotel Lobby; depart for CRREL


Check-In / Plan of Day


Polar Research - Presentation and Discussion (Jim Madsen)




Arctic and Antarctic Groups - Discussion of TEA Responsibilities (Deb Meese and Stephanie Shipp)




Discussion: What Should an Image Include? How Is the Science Captured? (Discussion Leader: Jason Petula)

Break-Out Discussion Groups - review and comment on images

Re-group and discuss elements of strong imaging (Peter Keene)




Technology Discussion in 2 Groups - Web Page Overview, Journals, Images, and a little HTML (Stephanie Shipp, Marge Porter,  Arlyn Bruccoli)

Small Groups - Practice RealAudio (Steve Stevenoski - On-site in Wisconsin)

Send Journals and Images

Break within session as needed


Review individual journals and images with Priit Vesilind and Peter Keene

Revise journals based on input – Submit to Web page

Break within session as needed


Daily Evaluation; Questions


Close of Day



Finish journal entries

Develop plan for journal as a whole:

What do colleagues and students want to learn from your experience?

How will you best convey all aspects of the science in which you are involved?

What style will best suit the audience?




Thursday, 8 August 2002


Meet in Hotel Lobby; depart for CRREL


Check-In / Plan of Day


Learn to Return: Field Safety for New TEAs


Daily Evaluation; Questions


Close of Day



Review reading on mentoring and collaboration:

Chapters 1,2,3 and 5 of: Wald, Penelope J. and Michael Castleberry (Eds.). (2000) Educators at Learners: Creating a Professional Learning Community in Your School. Alexandria, VA: Association for Supervision and Curriculum Development




Friday, 9 August 2002


Meet in Hotel Lobby; depart for CRREL


Check-In / Plan of Day


Partnering with Colleagues: The TEA Mentoring / Collaboration Responsibility (Discussion Leaders: Marge Porter and Arlyn Bruccoli)

The value of mentoring, Mentoring Resource Groups (MRG), The MRG Newsletter, Ideas for Mentoring

Grade-Level Break-Out Discussion Groups

Strategies and models for mentoring -- What’s feasible for your school? Break within session as needed


Polar Research – Presentation and Discussion (Nancy Chabot)




Arctic Cultures: Presentation and Discussion (Nicholas Flanders)




Discussion: Tools and Ideas for When Things Don't Go Well (Discussion Leaders: Juanita Ryan, Ethan Forbes)




Practice Writing Daily Journal / Sending Images


Daily Evaluation; Questions


Close of Day



Review readings on Inquiry:

Chapters 1, 2 and 5 of: Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. (2000) Washington, DC: National Academy Press


Crissman, Sally. “Making Predictions: A Way to Expand Learning.” Connect: A Magazine of Teachers’ Innovations In K-8 Science and Math. January-February 2001. pp. 6-7




Saturday, 10 August 2002


Meet in Hotel Lobby; depart for CRREL


Check-In / Plan of Day


Introduction to On-line Mentoring Logs




Individuals Develop Mentoring / Collaboration Plans

Break within session as needed


Regroup/Wrap-up Mentoring




Framing Transfer Responsibilities

Discussion of Transfer Paths to Classrooms, Colleagues, & Community

(Discussion Leaders: Marge Porter and Arlyn Bruccoli)

Examples and models of transfer and inquiry

Polar Resources

Networking within your community

Break within session as needed


Practice Writing Daily Journal / Sending Images


Discuss Remaining Questions from TEA’s

Closing Evaluation; Questions


Close of Orientation


Group Dinner - Lui Lui's





What's Happening Today

  • Overview of TEA Program and Orientation
  • Living and Working in the Field
  • Field Gear
  • Lunch
  • Arctic and Antarctic Logistics
  • Planning for Time Away - School and Home Challenges

Read: Mentoring High School Teachers and From Classroom to Science Institute
Bring Journal Entries for Discussion Tuesday

Objectives of TEA Program
"To immerse teachers in a research experience"
It's about research = content
It's about the process of science
It's a springboard

It's different:
1 teacher as a team member of a research program
Long-term investment by NSF in you; long-term investment in TEA by you

"To have the experience inform teaching practices"
Content and process of science AND ...
Getting the way science is done in the field back into the classroom - inquiry!
Share beyond YOUR classroom

"To have TEAs, as leaders, share the experience"
Responsibility to transfer to classrooms, colleagues, and community
TEA experience = School/District experience
Partnering with colleagues
Sharing the TEA Program - impact & continuation

To "grow" a collaborative "Polar Learning Community"
Transferring / sharing polar science and the process of science to / with the wider community

Structure of the TEA Program

  • TEA selected
  • Oriented (YOU ARE HERE)
  • Start collaborating with colleagues, MRG's, community

  • Researcher selected (late fall to late spring)
  • Researcher and TEA communicate and plan; visit researcher's institution (spring to summer)

  • TEA --> field (spring through winter)
  • Member of the research team - primary role!
  • Liaison to classrooms (Journal, E-mail, RealAudio)

  • Share experience and process of science with "3-C's" (Years 0-3)
  • Continue collaboration with colleagues (mentoring) and MRGs
  • Develop / host Associates Workshops (Years 0-3)
  • Attend Transfer Workshop (Year 2)
  • Report out - Annual / Mentoring Reports and evaluations (Years 0-3)

Selection Process

  • ~100 applications / year
  • Reviewed / ranked by 2 TEAs, 2 researchers, 2 advisory board members, TEA staff, NSF staff
  • Follow-up conversation with applicant and references

Looking for K-12 teachers who:

  • Will leverage the research experience (PD & colleagues)
  • Demonstrate ability to invest over the long-term in sharing their experiences with colleagues, classrooms, and communities
  • Have the abilities / networks / support for sharing the investment - or will develop the abilities - leadership potential

Living and Working in the Field: TEA Experiences

For additional discussion of TEA recommendations for preparation, please visit the Notes from TEAs in the Field

Jason Petula
Amundsen Scott South Pole Station, Antarctica with Jim Madsen and Bob Morse of the University of Wisconsin AMANDA Project. Research team maintaining and monitoring telescopes to record passage of neutrinos. The parcticular neutrinos being recorded are emanated from blackholes or solar nebulae.

  • Be sure to publicize your experience; the more you share with others ahead of time, the more you will create a "following."
  • Be prepared with back-up plans. Trouble-shooting is a large part of your experience.

Betsy Youngman
Remote field site at Greenland Summit with Markus Frey and Roger Bales of the University of Arizona Research team focused on ice-snow-air interactions and spatial / temporal variations. Some studies tracked greenhouse gas concentrations.

  • Science can be tedious.
  • Science sounds easy - but getting out there and doing it can be challenging.
  • Be prepared for rugged conditions, hard work, and long hours.

Dena Rosenberger
Ice breaking research vessel in the Arctic Ocean with Paty Matrai of Bigelow Oceanographic Institution First "international" TEA; joined a Swedish research expedition. Research team was working to get a picture of what is going on from the ocean floor to 4 kilometers above the Arctic ocean. Moved from site to site and also drifted with the pack ice. Established weather stations on sea ice drifts, monitored basic atmospheric conditions and recorded atmospheric pollutants. Used balloons with instrument packets to monitor atmosphere to 2 km. Sampled seawater for productivity, nutrients, sediments, plankton, etc.

  • The Arctic is isolated!
  • Safety and communications ARE important; in this case, everyone was trained to use a shotgun (polar bears are curious!). Safety drills were common.
  • Sending an artist or author aboard is central to the Swedish culture.
  • As a TEA, Dena was a member of the team, but she did not have a specific task. This translated into getting to do a little of everything.

Juanita Ryan
Remote field site at base of Transantarctic Mountains with Ralph Harvey and Nancy Chabot of Case Western University Research expedition concentrated on locating and collecting meteorites. Meteorites are located, recorded (location, number), removed (with ice) and shipped to NASA where they are catalogued, thin sectioned, sampled, and available for observation.

  • Prepare - know your equipment before you go on your research experience
  • You are representing the TEA Program; follow the rules!
  • You are a team member; offer to include your team with all that you do.
  • Enthusiasm and interest are key recommendations to the PI and research team
  • For Antarctic teachers passing through New Zealand, Margaret Lanyon will connect you with a New Zealand school. Offer to take your research team so that they can spend your time in the classroom. This is an opportunity to learn from each other.
  • Other than souvenirs, you do not have to pay for food, housing, laundry, etc. in Antarctica.
  • Physically challenging; be prepared.
  • You will be trained in the necessary equipment / survival skills while in Antarctica (e.g., skidoo driving, ice safety, camping safety, etc.).
  • Because of the cold, things are harder in the remote field; making breakfast is harder, getting your clothes on is harder, putting up your tent is harder...
  • Leverage community radio, alumni magazines, Sigma Xi You have a long lead time - get active now
  • Develop a physical fitness program
  • Set up doctor's appointments well in advance, check insurance
  • Learn about your computer & camera
  • Get Passport

Ethan Forbes
Just returned from a second (invited) field season in Alaska where he and his research team were undertaking an archaeological excavation.

  • Lots of things can go wrong. Be prepared with a back up and be prepared to go with the flow!
  • Computer problems
  • Film gets destroyed
  • Site too remote to send journals (take notes every day)
  • Bring extra batteries
  • Back up everything on computer
  • Catalog all digital images
  • Keep camera dry
  • Travel plans go awry
  • Save receipts
  • Vitamin C tablets
  • Use Baggies
  • Try to get materials from EMS, Wal-Mart, etc.

Safety and Logistics

For additional discussion of safety and logistics, please visit: Field Safety and Logistics section on the TEA Web site.

Merle Bowser of VECO

TEA Support:
Medical clearance for Greenland parcticipants

  • NSF Medical clearance - Greenland only. Due 6 weeks prior to deployment.
  • VECO asks that all folks going to any field camp go to their doctor for general check up and clearance.
  • Pulling someone out of the field is costly and may endanger those who are in the rescue / retrieval group.

What to expect and further information

Help with planning for conditions

Clothing and sleeping kits specific to location

  • Bring your own long johns, glasses, socks
  • VECO will provide boots, fleeces, etc.


Field camps

  • May have to pack waste out; camp dependent
  • Showers, bathroom facilities vary from location to location and may be "rustic"

Communication support

  • varies widely in the Arctic. Some camps have extensive communications set ups; more remote camps will have Iridium phone connections that will serve for data download as well
  • VECO is upgrading communications software and hardware at field camps
  • Summit Camp at Greenland, fastest connections available
  • Healy has good communications. Like any vessel, you will not have access to the Internet; e-mail is sent by satellite on a batch basis
  • Remote locations - e-mail, but no streaming video
  • Just about any location, you can send / receive e-mail and update journals
  • VECO will work with the PIs to set up

Don Atwood of Raytheon (RPSC)
Provides all logistical support to get you to Antarctica and all of the support once you are there. Bottom Line for RPSC - we are there, but do need to have you do your part.

Getting to Antarctica

  • Deployment Specialist Group (DSG)
  • Medical forms, book flights, help you get PQ (physical qualification)
  • 800-688-8606 (Prompt 2)
  • e-mail at deployment @polar.org

Once on ice

  • First Steps
  • Parcticipate in station in-brief (Raytheon and NSF) orientation
  • Get housing assignment
  • Parcticipate in a science brief
  • Take required training
  • Happy camper school
  • Waste management
  • Lab safety
  • Boating safety
  • Driving
  • Diving

Top 10 Reasons You Are Not In Control:

  • Weather changes
  • Radio spotty (solar activity...)
  • Satellite bandwidth is limited
  • Some USAP equipment is old and broken
  • Space on station is limited; work with what they give you
  • Most resources are limited and over-allocated
  • Most staff are working 60 hours / week or more
  • Concern for safety will dominate any decision
  • USAP is bound by international treaties
  • Antarctica is still a cold, inhospitable continent

    In addition to your TEA activities

  • You are a contributing member of your assigned science group
  • Your PI is the Boss!!!


  • Access home e-mail account
  • Send e-mail
  • Send lots of digital photos
  • Parcticipate in video conferencing


  • 24x7 internet connectivity
  • Max attachments = 5 MB/message size
  • Telephone to Conus
  • Video-teleconferencing if arranged before deployment and supported by your home institution

    South Pole

    • 7 hours of satellite link-up
    • variable bandwidth
    • Limited video-teleconferencing if arranged before deployment and supported by your home institution
    • HAM radio
    • Voice over phone


    • No internet
    • No home e-mail connection
    • Discrete mail transfer 2x day (64 kb/s)
    • 75 Kb message up to 300 KB messages with NSF approval
    • no more than 1 MB / week for attachments
    • NSF charges $1 / 36 KB beyond allocation

    Field camps

    • Varies


    • 24/7 access to Internet
    • Maximum is 1 Mb / attachment
    • Radio communications
    • Videoconferencing

    While in Antarctica, there will be NO dial up, NO AOL, NO Earthlink, NO AT&T Make another plan to access your home server from your station. Use one of these e-mail client programs:

    • Microsoft Outlook
    • Eudora Pro
    • Netscape messenger
    • Mac OS X mail
    • UNIX

    Bring all necessary hardware

    • Power supply
    • Detachable materials
    • Network connector

    Bring critical software

    • Windows (or other) installation disks
    • Driver installation disk (modems, network adapters)
    • Installation software for critical program
    • System back up if available
    • Current virus software installed already
    • Camera software

    • Bring the administrator password for Windows 2000, XP, and NT or Mac OS X laptops

    • Confirm that network is working by trying a connection to a Pop server rather than an earthling account

    Bring critical hardware

    • Cables, power cords
    • Batteries

    For Images

    • Have a photo-editor that is compatible with your camera installed on your computer to manipulate your images
    • Know Microsoft photo editor, Mac graphic converter or equivalent to decrease photo size
    • Get photos to between 25 to 75 kilobytes
    • If developing web pages, be conversant in web software as RPSC may not be able to help you

    Point of Contact

    • Martin Barnes - RPSC's polar education coordinator
    • Martin.barnes@usap.gov

    Remember that you are part of a select group!

    • Fewer than 100,000 people on ice ever
    • You will see more of an Antarctica than most of staff
    • You will be at the center of research activity
    • Your work will be relevant and interesting
    • You may get to travel to remote sites
    • You won't be there more than 6 months! :)

    Gear Provided, Gear to Take, Hygiene Issues
    Betsy Youngman and Kolene Krysl

    For additional discussion of what to take / field site preparation, please visit the Notes from TEAs in the Field and Field Safety and Logistics sections on the TEA Web site.

    ECW Gear is available to the TEA parcticipants to use for classroom demonstrations. Gear contacts and information can be found at: ECW Gear

    School Considerations
    Dena Rosenberger and Kolene Krysl

    For additional discussion of school considerations, please visit: What Could Go Wrong

    • with your community radio/small town radio station
    • Connect with regular alumni magazines
    • Speak to alumni groups
    • Connect with PI's media office at his/her university
    • Contact Sigma Xi - Scientific Research Society
    • Advertise on your school Web site
    • Speak with your district publicist
    • Leverage local clubs & organizations (e.g. explorer's club, zoo, senior citizen's, etc.)
    • Talk with local science teacher associations
    • Leverage in-service and professional development opportunities
    • Host local conferences
    • Send letter/card to congressperson from the polar region

    Home Considerations
    Betsy Youngman and Juanita Ryan

    For additional discussion of school considerations, please visit: What Could Go Wrong

    You will be leaving friends, family, and colleagues at home. This presents all sorts of challenges. Think about:

      • Young children at home
      • Baby on the way
      • New Spouse
      • Aging parents
      • Home maintenance (snow removal, etc.)
      • Legal & financial considerations
      • Special occasions
    • Have friends throw a bon-voyage party for you (film, journals, etc.)
    • Make mailing labels with friends' addresses
    • Pet sitter
    • Plan time to tend to love ones

    Comment Cards
    New TEAs

    • I very much enjoyed the information given to us by the past TEAs -- very informative!
    • The entire day seemed very well organized with plenty of breaks to stretch. Great lunch.
    • Was not crazy about warm-up activity.
    • Gear grab-bag was a little aimless
    • Teacher presentations about their experiences were excellent
    • Lunch was yummy
    • I think today was very helpful - questions I had (other than technology - which will be covered later this week) were answered during the presentations. I feel very comfortable to ask questions and I know that as more information gets [processed, I'll have more questions!
    • Thanks for a great day!
    • I have many tech questions - I sure they all will be answered
    • Everything good and very interesting - lunch too!
    • Good piles of information. Very well organized and presented. By the end of the day I'm even more excited about the upcoming experience.
    • The presentations by past TEAs were full of good info and hints. They did a great job of not just presenting endless "war stories" and distilled out the important details.
    • The talks were great! It was neat to see what the previous TEAs experienced (and thank you for the penguin!)
    • Nothing for a "low light" ... maybe alternate talks with discussions so that it's not a long sit--&--listen in the morning?
    • WOW!
    • I found all of the sessions important and informative. I feel a little overwhelmed but I knew that would be the case. Sometimes I feel I know so little that I don't know what to ask.
    • I really liked the information on home and school considerations.
    • Very interesting. I enjoyed he idea of setting up a time line and placing events. I would not have thought of as many.
    • It was nice talking to Merle and Don/Marty - somewhat of an advertisement for their companies.
    • All of the presentations/info sessions were extremely helpful.
    • I appreciate Deb's keeping everything on time and running smoothly.
    • Today I feel a bit overwhelmed - so much to do! - but everyone is positive and supportive. A great day!
    • High points - I enjoyed figuring out everyone's purpose and background. Especially past TEA presentations.
    • Low point - wish for fresh fruit or is this Antarctica training? (great veggie meal though: >)
    • I enjoyed it. A lot of things came up that I had not thought about and a lot of questions got answered. Good job!

    TEAs from Previous Cohorts

    • Break up "story hour(s)" possibly with some tech work or exercises to be used as TEAs. Other than that, all is well!
    • Sign-in at CRREL was a bit disorganized but 2B expected in post 9/11 world
    • Otherwise a well-run meeting! Frequent breaks were essential.
    • Good day. More moving / audience parcticipation would be good.
    • Highlights: the people present - Raytheon, VECO, NSF/OPP TEA, researchers, old TEAs on different experiences. I think this truly gives new TEAs a chance to hear from everyone they will deal with.
    • Burning issues: it would be beneficial for those giving or leading discussions on MONDAY to have a more formal get together Sunday afternoon (before the icebreaker) to help with logistics.
    • + science talks, charged-up styles.
    • I still feel we were talking "at" them, lots of PowerPoint
    • Add a beautiful slide show 'ala' Dena's. Relax - isn't it a beautiful place.


    What's Happening Today:

    • Research Presentation (Paty Matrai)
    • NSF's Role and Perspective
    • Researcher Perspective of TEA Success & Researcher / TEA Interactions
    • Lunch
    • Journaling
    • CRREL Tour
    • Journaling

    Tonight: Review TEA Responsibilities / Finish First Journal

    Research Presentation -
    Paty Matrai, Bigelow Oceanographic Institution

    Overview of the greenhouse effect
    Overview of global warming due to increased greenhouse gases
    Role of aerosols - parcticles in the air

    Why the Arctic?
    It is not as pristine as we think it is. Need to understand source of pollutants and role in system.

    "Arctic Haze" - winter wind patterns blow toward the Arctic, carrying sulfate, etc. there from multiple sources. In the summer, see overall drop (excluding summer peak). What causes summer peaks? Perhaps DMS - Dimethyl Sulfide - contributed by naturally occurring marine sources (plankton?). Gases and parcticles from the ocean form CCN (cloud condensation nuclei) form cloud droplets

    Most models are looking at biota as a box - a small box with a small input/out put with respect to the reservoir. Is this model accurate?

    Overarching Question
    What is the role of parcticles derived from the ocean in the formation of clouds and how does this influence the amount of incoming solar radiation striking (and being absorbed by) the Earth's surface?

    Where do these parcticles come from?

    • Overview of plankton (phytoplankton, viroplankton, bacterioplankton); floating (non-swimming) microscopic plants and animals in the sea.
    • Diatoms
    • Coccolithophores
    • Dinoflagellates

    Phytoplankton need:

    1. Water (not an issue here ....)
    2. CO2

    3. Light
      • euphotic zone extends to where 1% full sunlight; decreased exponentially due to absorption by water and parcticles in the water
      • in polar regions, the light levels are so low, that plants exist to 0.1% light levels
    4. Nutrients
      • Thermocline (seasonal) - region where there is a rapid decrease in temperature
      • Area of temperature stability that separates water column into well mixed surface layer and the deep stable layer below
      • Nutrients hang above the physical layer of the thermocline, in the mixed layer
      • Thermocline controls everything that gets to the bottom
      • In the winter, the wind and weak solar input increases mixing - get lots of nutrients to deeper levels, but too dark for phyto-plankton to reproduce

      • Spring - phyto-plankton get trapped in top layer with light and nutrients - happy
      • Those that are carried below are lost from the system

      • Summer - weak winds and strong solar input. Nutrients have been used and the stratification prevents more mixing; critters max out
      • Coccoliths - drop below, shed plates, circulate as "naked babies"
      • Phytoplankton
      • Dinoflagellates may cross boundary

      • Fall - decrease heating, increase wind and get enhanced mixing

      • In polar regions, extremes in light. In arctic, fewer nutrients than in Antarctic. But this does not translate into more productivity because the Antarctic waters lacking in trace metals, iron, cobalt, etc (iron is the subject of most studies)

      • Nitrogen, phosphate, etc. are macro-nutrients that are available in both polar regions; non-limiting

    Some definitions:
    • Sea ice - ice that forms from sea water. Seasonal. The ice thickness and distribution changes through the year. Consequences for albedo: the more ice you have, the less light penetrates to the ocean. Ice reflects back incoming solar radiation. Implications for organisms: sea ice is a habitat / winter refuge for plankton and the organisms that eat the plankton.
    • Open water - no sea ice
    • MIZ - transition to pack ice; region of wild life concentration due to food availability (plankton hang out at base of sea ice or within it, krill (etc.) eat phytoplankton, fish, seals, etc. eat krill, polar bears hunt seals.....
    • Pack Ice - think sheets of ice, may be connected or not, covering the sea surface.

    Sea ice adds a "complication" to the seasonal pattern of marine turn-over. This, in turn, implies increased complexity in the ecosystem.

    Changing patterns of global sea ice impacts production of DMS and generation of cloud cover ... all systems are tied - cryosphere, atmosphere, hydrosphere.

    Dimethyl sulfide propurinate (??) - DMSP - parent compound of DMS.

    • DMSP - degraded by bacteria, given off when zooplankton consume phytoplankton
    • DMSP protects organisms from salinity changes
    • Ice algae - exceedingly high b/c of salinity changes in their environments
    • When there is too much light, salinity, nutrients, etc; DMS buffers the system
    • May be a chemical cue to avoid being eaten and may be toxic to certain grazers

    DMS - Dimethyl sulfide

    • Made by phyto-plankton;
    • Degraded by bacteria
    • Degraded by light
    • Exchanged with atmosphere (10%) - sufficient to drive CCN part of system
    • 90% is recycled in ocean

    Tie to relationship of sea ice distribution through the year (see ups and downs) and natural variability of sea ice and predicted future changes


    • K. Sverdrup, A. Duxbury, A. Duxbury, 2002, An Introduction to the World's Oceans. 7th Edition. McGraw Hill. ISBN: 0-07-247-280-4.
    • Duxbury, A. Duxbury, K. Sverdrup, 2002, Fundamentals of Oceanography. McGraw Hill. ISBN: 0-07-242-790-6.

    What Makes a Successful TEA Experience
    Sam Bowser, discussion leader
    Jim Madsen, Paty Matrai, Nancy Chabot, Markus Frey

    Scientist perspectives - bummers

    • Lots of work; budgets, integrate another TEA into the program, meet someone else's needs etc.
    • TEA is high visibility and high risk - if something happens, can come back onto the Pi and his/her research project
    • TEA may have no experience with extreme environments, etc.

    Scientist perspectives - highlights

    • TEAs are helpful and enthusiastic co-workers; two-way street
    • TEA is an interpersonal (psychological) moderator; not really a researcher
    • Vehicle for fulfilling a NSF mandate
    • TEA helps PI get a better idea of what is going on in schools
    • Most important, it's the impact -- it's about the kids - and sharing science with them; it's rewarding, who better to serve?!
    • These are different cultures - research and education!

    There are different models for TEA / PI interactions. In this case, the TEA had own experiment and spent 80% on science and 20% on TEA activities

    Be prepared for

    • extreme conditions
    • physically demanding activities
    • long hours
    • being patient
    • being flexible
    • for things to break
    • having a good sense of humor

    One measure of a successful program: the TEA returns as a field assistant for the next year


    Is there a need for a different / additional training course?
    Betsy: I would love to have a CONTENT-based course, but it takes time to get courses ready - so I got reading material from the PI; 101-level, then more graduate level material. This orientation prepares teachers folks for travel, general expectations. No real additional need.


    • Find the team member (with your PIs permission / assistance) who will work with you to get you up to speed
    • No time for someone to watch and observe - teacher must be a invested team member, taking on jobs
    • This is in addition to doing journals
    • Be positive - key element
    • Want to be part of the field team


    • If she had not had Dena's pair of hands, she would not have been able to complete her science project
    • This is a team - all put in long hours, all have responsibilities
    • All are equal but a) only the PI can yell and b) PI really has overall responsibility - and this is huge.
    • Had a superb time - would take Dena AND another TEA
    • OPP is unique - supports this out of their budget; unique among other programs.

    General Discussion:

    • Where does funding come from? NSF - OPP/ESIE Supplemental budget to the research PI
    • Budget is for the TEA - not the PI; PIs do not get paid to do this!

    What TEAs and Researchers Expect of Each Other
    Ethan Forbes, discussion leader
    Sam Bowser, Paty Matrai, Jason Petula, Dena Rosenberger, Juanita Ryan, Nancy Chabot

    • To summarize the field experience - the one thing you MUST understand and be prepared for:
      Shit happens!!
    • You MUST be a team member.
    • Go with the flow.
    • Expect the unexpected and be flexible.
    • Expect long hours.
    • You have extra obligations - which is what you will be doing when others are playing and relaxing on their "off time." You will have little "off time." But remember that this is only 4-8 weeks of your entire life!
    • Know your project - learn about the geography, general science; get sources of information from your PI so that you are familiar with the settings and specifics.
    • You do not want to have mis-understandings - work to communicate well (and concisely!).
    • Your PI has A LOT going on. Know this. Respect it. If the PI (or any research team member) is terse or in a bad mood, do not try to fix it and do not take it personally.
    • Know when to step aside.
    • This could be a very long relationship if it is successful.
    • You may not be working with your PI - and that's okay.
    • During visit to the PI, tell them what is expected of you.
    • You will do your RESEARCH work FIRST.
    • Be considerate - ask if you can take pictures and be sensitive as to when you do so.
    • Your task IS NOT MORE IMPORTANT THAN - OR EVEN AS IMPORTANT AS - your PI's project. Do not have your own agenda.
    • Include your PI and team members in your journals to check the science.
    • Follow the rules - it's about team, NSF, TEA - you will put everyone at risk by not doing so.
    • Don't be afraid to ask questions - at the appropriate time.
    • When needed, ask for help.
    • Try to think ahead and anticipate problems ahead of time.
    • Make alternate plans for problems with the help of the PI.
    • Your must establish trust / respect of others.
    • Be sensitive and respectful to others.
    • Jason: "my TEA experience was not FUN - but it was an AMAZING experience."
    • Renee Crain, OPP-Arctic Section will provide copies of the Principles for Conduct of Research in the Arctic

    What Should a Journal Include? How Is the Science Captured?
    Journaling the Science Experience

    Dena Rosenberger and Priit Vesilind

    For additional discussion of journaling, please visit Journals and HTML

    Journal: a document that measures time (like a newspaper). It records daily reality; the raw materials of history; a description of life; "Facts, Focus, and Feelings" A good journal should include three types of information: Observation, Interaction, Interpretation.


    Equipment / Planning

    • Do your journals every night; if you wait a few days you WILL forget. You will not be able to reconstruct the facts + focus + feelings.

    • Take a small kit - notebook (spiral at top), pen, small tape recorder, camera

    • Can't always read what we have written - but you will remember your train of thought and be able to reconstruct it

    • To help reconstruct the ideas, also write key words

    • Use the tape recorder to get the content when folks are talking too fast, many at once, capture sounds to recreate the setting. Sounds are key!


    • Facts + focus + feelings

    • For public, go through with a sharp knife - get rid of extraneous material

    • Don't joke in your journal; don't use sarcasm. It will not be understood. Really.

    • Keep that SECOND, PERSONAL journal - all of your ideas - it will be of value later to your personally

    • Don't forget to include sound, smell.... to give a well rounded idea

    • Apply the scientific method to your writing.

    • Have a story; hypothesis/question ... go through to conclusions.

    • Everyone can be there for the story, but only you can provide detail of senses and feelings because you are there.

    • Speak naturally and informally, but with a serious tone.

    • Maintain a sense of continuity.

    • Use foreshadowing.

    • Set things up for the next day "tomorrow we will ....." stay tuned. This is just good writing.

    • Use quotes sparingly. Use to conclude, to punch up, to add personal perspective.

    • Identify institutions by full name, at least the first time.

    • Be consistent with the names of people.

    • Spell check!

    • Transfer your presence through YOUR insights.

    • Remind folks from journal to journal what has been happening ; don't expect your audience to have kept up with your

    • Get someone else to give your journal a look. Respond to their responses.

    • Entire point is NOT to show how wonderfully you write, but to communicate your ideas fully

    • Ask questions in your journals.

    • Frequent paragraph breaks.

    Group feedback / discussion: What makes a good journal?

    • Not too long - be concise
    • Be descriptive - use your senses
    • Raise questions
    • Photos are important - link to the text
    • Have a journal title each day
    • Relate experiences to students' lives
    • Try to write for all audiences; have portions that are age appropriate
    • Use interviews or "spotlights"
    • Identify who's who (e.g. investigators in the team)
    • Balance science with the experience
    • Make hyperlinks for people, places, and topics
    • Edit (and have other people read your entries & give feedback) -use drafts
    • Get the facts straight
    • You never know who's reading it!
    • Use for email responses if necessary
    • Mix it up
    • Bank some journals for slow days!
    • Use some humor
    • Keep short
    • Think about layout
    • Compose on the computer

    • For TEAs going into the field in the summer year long schools and museums will remain in communication. You also can write letter to parents & students before you leave.

    Comment Cards
    New TEAs

    • Great day and food
    • The printed material list (tab #14) is all Antarctic - how about some Arctic reading?
    • Helpful journaling techniques
    • Wish we would have had more time to write journals or we should've written yesterday so we could compare and contrast to what could be done
    • Priit - awesome, helpful
    • Paty - good talk, but over my head / interest a bit
    • Tour - eh. No big deal
    • Panel discussions - very illuminating and well planned
    • I thought today was incredibly helpful and inspiring. I have a much better sense of how to write an effective journal, Now I am anxious to practice.
    • I also found the panel discussions to be tremendously helpful, I feel much more comfortable! Thanks again for a great day!
    • High: the tour was great. I liked learning new things and getting cold. Great pizza.
    • Thought Priit being here was grand!
    • Dena was super!
    • I learned much from them.
    • Low: it was a tiring Tuesday ~ the usual ~ I expected.
    • I have learned a lot. The journal writing portion was specifically helpful.
    • Another great day! A lot of information to digest.
    • I like how we are divided into the two regions - it's easier to discuss specific problems and scenarios.
    • PI and TEA presentations were very helpful! I have a better understanding of what is expected.
    • Great presentations once again.
    • The afternoon sessions on journals and journalling were quite helpful. Good hints and ideas and critiques.
    • A very cool (literally) tour of CRREL. It was somewhat rushed. A little more "in hand" material (handouts, brochures, etc.) would help with understanding. Just what does go on behind those doors? But some really interesting things were presented.
    • Presentations on research/researcher perspectives were good. It was good to hear their perspective and be reminded of the multiple personalities of the TEA parcticipants.
    • The presentation by Paty and the discussion with Priit about journaling, The tour of CRREL was also interesting.
    • Sitting down to write immediately after hearing the journaling and talk and taking the tour of CRREL was tough. Perhaps having the evening to let the new info soak in would be useful.
    • It might've been nice to have had some time to look at more old TEA journals online before writing for the people who have not had computer access all summer. I know we saw them during the talk, but time to look and think about what style we'd like to use would have been great.
    • I don't know why folks are complaining about siting and listening (apparently from yesterday) - I thought that this was the purpose! You guys are doing a great job. The "panic factor" has gone down dramatically with each learning session.
    • Highlights: Journal hits and what makes a good TEA experience. Also, thank you Guy for the gifts and thank you Marge for the mints.
    • Could you bring back out the ECW gear? I'd like to look it over some more.
    • Paty's presentation was excellent.
    • Priit was wonderful.
    • Nice to hear from the research PIs.
    • Guy and Renee presentation was helpful.
    • Could have more time for journal work (first one).
    • In general, a good day!
    • Dena and Priit's discussion was excellent. Both gave me information to better my journal.
    • Paty's talk was a little too technical for me.

    TEAs from Previous Cohorts

    • High: for the journal section - it worked well to put Priit first, then have a quick break, then brainstorm a "good journal" for 10 minutes, then an old TEA's perspective / hints for journaling.


    What's Happening Today

    • TEA Responsibilities
    • Research Presentation - Jim Madsen
    • Images
    • Lunch
    • Technology

    • Tonight: Finish Journal Entry / Develop Overall Journal Plan

    Stephanie Shipp / Arlyn Bruccoli and Deb Meese / Marge Porter with Break-out Groups of New TEAs

    For additional discussion of your TEA responsibilities, please visit TEA 2003/2004 Parcticipant Responsibilities and Guidelines


    • Attends Orientation and Transfer Workshop
    • Visits researcher institution
    • Parcticipates in field experience
    • Transfers experience to classroom
    • Shares experience with colleagues
    • Mentors 3 colleagues in a meaningful way for 140 hours over 3 years ($1000 stipend with final documentation)

      Research Experience
      Transfer experience of research to colleagues & students

      • Share experience during - journals, images, e-mail, broadcasts *
      • Publicize experience before & after - presentations & press
      • Share experience of research after:
      • Existing materials or newly created on-line classroom activities
      • Mentor colleagues, parcticipate in MRGs, assist Associates * -Host and attend TEA and Associate Meetings
      • Assume leadership roles in TEA and community to build on TEA activity
      • Report Out (evaluation, on-line annual report, mentoring reports press)

      Research Presentation
      Jim Madsen, AMANDA Project, University of Wisconsin at River Falls

      Goal of AMANDA / Ice Cube is to do neutrino astronomy
      Survey using high energy neutrinos

      Chemical 1 eV - from electron activity
      Nuclear 106 eV = 1MeV
      Cosmic 1012 eV = 1TeV - not sure where these are coming from - events in the Universe
      Neutrinos - a fundamental parcticle that has mass
      Joule - lift a Quarter-Pounder from the

      There are arcticles that hit the earth that are 1020 eV - a million times more than our physics can help us figure out how they are created 6 such parcticles over a century. No one has had a telescope that lets us detect these parcticles until now - this means we are getting brand new discoveries - and stuff to explain

      Science versus Art

      • Goals are similar
      • Find something interesting to study
      • Find appropriate techniques to express themselves
      • Results are representations
      • Critical analysis leads to refinements

      Essential feature of science is that its theories are falsifiable

      • Nothing we can do through discussion or analysis of Pollack's pictures will tell us if they are good, bad, or right or wrong
      • In science, we can design experiments to give us a yes or no answer (with sufficient understanding of the design)

      Cosmology - the study of the universe on the grand scale

      • How did it begin
      • What is it composed of and why
      • Why is matter distributed the way it is
      • What is next?
    1028 atoms - if phone booth is packed with people Ordinary matter about the same 1 / m3 in space ..... How did earth clump up like it is? Why did it not spread uniformly ?

    Hubble - 1920's

    • The universe is expanding
    • Farther = faster
    • If too much, big crunch. For example, you throw an object from earth, and it falls back; you do not have sufficient umph to get it.
    • If too little, vast expanse. Moves away.
    • If just right - things will expand indefinitely and at an infinite time, it will stop.

    The universe is a violent place. While events are rare (e.g., occurring in our galaxy), they are on-going on a daily basis because there are 100 billion galaxies!


    • You eye is the most fundamental telescope
    • Telescopes detect information provided by a distant object
    • EM spectrum Review
    • Human eye operates over a very small spectrum (visible)
    • Telescopes now can record across entire suite of wavelengths in the EM spectrum.

    Cosmic Microwave Background of the Universe

  • Where is it coming from? Broad image (low resolution) - the big bang
  • When viewed at a more detailed level - looking for variation - kept focusing tools
  • Indeed, there are variations in temperature on the order of a tenth of a degree
  • This tells us how matter was clumped ~300,000 years after the Big Bang
  • Radio, gamma energy concentrated around galactic plane
  • X-ray - concentrated around "polar" regions

    Detecting neutrinos with Ice-Cube and AMANDA

    • This is the first high-energy neutrino detecting system (others detect solar neutrinos)
    • Map the universe using neutrinos
    • Discovery instrument
    • Dark matter searches
    • All neutrinos collected have come through northern hemisphere to the detector at the South Pole

    What's the matter with matter?

    • It's missing!
    • Big Bang model - can tell what universe should be - but only find 10% of the AMOUNT that should be there
    • High red-shift type 1a = supernovae
    • Let Qo be the energy density of the Universe
    • Evidence suggests Qo=1 (just right)
      But ordinary matter accounts for less than 5% of Qo Dark matter (what ever it is, it attracts) is 35% Dark Energy (what ever it is, it repels) is 60%

      Weakly interacting massive parcticles (WIMPS) Have immense mass, in center of earth, periodically give off neutrinos


    • Neutral - not affected by magnetic fields
    • Abundant - most prevalent
    • Weakly interacting - pass through intervening matter
    • 180 x 106 neutrinos each person - given off by decay of potassium (K)
    • 10-100 trillion neutrinos pass through body - and they don't stop and they don't interact
      Neutrinos evolve whenever one parcticle is changed from another Cosmic rays strike earth's atmosphere, and produce neutrinos Any time there are explosions that cause protons, protons strike other stuff, Produce pions, which decay and give off neutrinos So, look at associations to tell where it is coming from

    AMANDA detector

    • Popular Science, April 2001
    • Detector is buried at south pole
    • Holes to 2200 m
    • Lower down a photo-multiplier tube - and extremely light detector; it will detect a single proton
    • Array - 200 m in diameter, 600 m high
    • Once in a while, a neutrino will hit a nucleus near the detector, will shoot off a muon, detector collects light from parcticle - reconstruct path of a muon, which goes in same direction of neutrino. Tells time and direction of interaction. Amount of light corresponds to energy.
    • Detector at south pole sees northern sky

    Imaging the TEA Experience
    Jason Petula and Peter Keene

    For additional discussion of sending, composing, etc. images, please visit Images

    • Consider color, reference, perspective, background/foreground distance
    • Remember to account for the scale of the photo
    • Change your "viewpoint" if it's difficult to see your subject clearly
    • Shading-consider flashes & reflective surfaces
    • Avoid full sun-consider adding shading (a "scrim")
    • Use PhotoShop software, etc. to adjust images

    • Science focus is important!!!!! CAPTURE THE SCIENCE
    • Capturing an image that will be a springboard for a journal entry
    • Keep it simple-don't take too many cameras
    • Get names of subjects & permission from them to take/use the shot
    • Be cautious about putting film in checked bags
    • Keep track of who takes photos
    • Don't forget that you can make diagrams (of equipment, etc.) and you can convert them to jpegs for your journal

    For information on technology:

    Comment Cards
    New TEAs

  • Excellent day, the correct mix of listening/doing/reacting! Best day so far!
  • Another good day and lunch.
  • Only frustration involved not being able to post my journal entry.
  • Priit was fantastic! Say no more.
  • I also thought Jason's photo image PowerPoint was fantastic. Pete was okay, but I wish he'd show a few more possibilities at adjustment as well as rating TEA past photos. Food has been great - No deli food for you!
  • Overall a very good day. Presentation on AMANDA a little lengthy. Good amount of computer time - able to work out my problems - (with the computer that is). Feeling more comfortable each day!
  • It was good to finally sit and have a "guided" discussion on TEA responsibilities. My cloudy picture is getting clearer by the day.
  • Photo tips and hints were excellent,. Jason's presentation was great. Some of Peter's was good, but his suggestions were not as well presented.
  • Jim M's talk was AWESOME. I would love to go. Truly inspired, in general good presentation and enthusiasm.
  • Photo talk - great ideas from Jason. Some good stuff from Peter, too, but I would have preferred a little more situational information.
  • Priit - VERY helpful and easy to relate to.
  • Overall a good day, though the technology afternoon activities dragged a bit. Thanks!
  • Can I take Priit home with me?
  • Thanks for all the help on the journal entry.
  • Really enjoyed Jim M's talk.
  • Thanks for the journal time. It was much needed. Feeling much better today!
  • High: the day went very well, evenly paced. Nice talks and I felt better going through the Web stuff.
  • Low - need a photo editor installed on the computer.
  • Another great day with TEA! Great info!
  • I feel much better about sending journals and images. Now I want to practice with "non hot mail" later! Thanks!
  • High: The editing advice from Priit! He's fantastic - keep bringing him back,
  • High: Posting on the Web.
  • Low: Nothing

    TEAs from Previous Cohorts and Researchers

    • High: reconnected with the TEA group. It helps to discuss the experiences of other PIs. It also is good to discuss the future projects with Jason.
    • Lows: none really


    What's Happening Today

    • Field Safety - Preparing for Survival
    • Lunch
    • More Field Safety

    • Tonight: Review Reading on Mentoring and Collaboration

    For additional discussion of safety and logistics from previous meetings, please visit Notes on Safety and Logistics

    "Preparing for Survival"
    Brian Horner, Learn to Return

    Brian is a survival trainer and president of Learn to Return.

    Fate - using numbers. Fate selects you to get hurt, to loose your shoe. Your good day is someone else's bad day, or your bad day is someone else's really good day.

    Problem: Mountainous areas are not really meant for people to live in. As we learned to build better clothing, produce fire, etc. we grew and moved to other parts of the world. The AK natives have made adaptations that are amazing. They have no word for fighting - it's tough enough to survive. You must very quickly become a native. You have to have everything you need, including the correct clothing. You have to adapt to a place you're not used to being.

    The first thing they do in the longer course, is take back packs away and show them how to make horse bundles. Carry things on your body - only what you need.

    Changes in environment - insulated suits don't always work. Having a vehicle doesn't provide all the protection you need. 2 parts - gear plus physical part and mindset - you're there and you can't get out.

    How do human emergencies start:

    • Recreation accidents - most compromised - no radios, beacons, cell phones, etc.
    • Travel accidents
    • Lost persons
    • Natural disasters
    • Remote work locations

    People feel that safety gear is their safety, so they take more risks. Still need good common sense.

    Children are more likely to survive because they stop when they're tired rather than continuing to move. Adults want to get to civilization, men are worse than women.

    Reaction phase - beyond the point of normalcy. People don't react until then.

    Hollywood movies are not the best example of emergencies. They sensationalize what happens and expand the time during which emergencies/disasters occur.

    What are real emergencies. Is it a fluke that people react poorly in emergencies or can they be trained. People can be trained.

    Panic: You need enough of a catalyst to make the reaction. You need a sense that something is going wrong. People look around at others to see if what is happening is normal. Gather data...

    Everyone wants to know how much time they have. If they think they have time they do better, otherwise they start to get overstimulated - too much data coming in. We want time to fix things as they come along.

    People can be trained to deal with anxiety. When accidents happen they are everywhere (psychologically) but at the accident. We feel we're better dealing with the post-scenario rather than the scenario.

    People push the comfort level as long as possible, especially when things are happening slowly. Cold, confused, tired, sore. Too many things building up. Hazards that start taking people over slowly.

    Who Survives:

    • Determination
    • Self discipline
    • Self sufficiency
    • Outdoor living
    • Confidence
    • Good leadership
    • Physical and mental wellness

    Increase your margin for error:

    • Attitude
    • Preparation
    • Training
    • Knowledge
    • Skills

    The HIS/HER Principle:
    Hazards Heat
    Injury Energy
    Shelter Rescue and rest

    Your body is what really produces the heat. As long as you have food and water, you continue to produce heat.


    • Wind, rain, animal, water, normal work activities
    • Be alert, aware and able...
    • How do you weigh a hazard? Is it a real hazard vs. artificial - bear vs. wind

    Biggest hazard is injury

    • Breathing
    • Bleeding
    • Broken

    Exposure can be the worst enemy

    Medical emergencies are like commercial real estate. Location, location, location

    Find and fix

    • Are they breathing - airway position
    • Are they conscious
    • Bleeding - Stop quickly, people bleed out quickly - easy or hard


    • Water or insulation problem
    • Blue tarps are good - no smaller than 8x10. Space blankets shatter in sub-zero temps
    • Dome snow shelters. Flat topped ones sink and can trap you.
    • Smaller the shelter the better. 2 hands all around your body is what you can heat up.
    • Rock is cold, bad insulator, but good reflector
    • Igloos - the last top piece is the toughest to fit. Parasnowhouses - throw some skiis on
    • top, tarp over that and snow over that. Then fires can be built with ventilation.
    • Vent should be in level with the platform
    • Never burn a candle or anything else while asleep - asphixiation


    • Isometric exercise, activity
    • Matches, lighter, metal match
    • Candles, sterno, fuel/oil lamp
    • Chemical heat packs
    • Blanket, extra clothing, vapor barriers
    • Centrifuge hands - really heats them up - rotate them backward instead of forward.
    • Anything with grease to it will burn. Mayonnaise, chapstick
    • Native cultures use fuel fat stoves, must have a combustion temperature
    • Bend a can lid, put fuel source in middle, heats medal, keeps going

    Food and water feed the fire that keeps your motor running.

    • Water, juice, tea, bouillon
    • Sports drinks - cut gatoraide by 3
    • Ramen noodles, minute rice, potatoes
    • Slim jims, dried fruit, beans, gorp, nuts, breads and cereal
    • Drink a minimum of 2 quarts of water per day. Eat a good meal.


    • Journey management plan
    • Mirror/whistle
    • Brightly colored cloth or scarf
    • Chemical lightstick
    • Pattern signals
    • Pyrotechnic devices
    • Fire
    • Personal locator beacons
    • Cellular phone

      Clothing Demo
      "2 pairs of socks, 1 pair of underwear"
      Inside out -

      • Polypropolyene underwear - will not hold water next to the body
      • If your body is warm, it's a high pressure area and is pushing water
      • If fibers are slippery, the droplets will migrate from high to low pressure
      • The more slippery the fibers the faster the water goes through
      • Different weights to purchase
      • In order to work best, the first layer has to be touching your skin.
      • The first layer needs to be the lightest, snuggest layer you can get
      • Add bulkier layer next - multiple synthetic layers
      • Pile - Boundary air - each of those hairs has a boundary layer (air) around it providing insulation
      • Brian wears fleece vest more often than anything. Keeps core warm. Better freedom of movement and no constriction around elbows and armpits.
      • Packs easily. Buys these bigger - oftentimes big enough to sit on.
      • Western Mountaineering Bison sleeping bag
      • Down parka - boundary air principle
      • When compressed there's no insulation. Coat it with a rain jacket. Can't get anything warmer and it's very light. With down, if it's too bulky, air pumps out of it, make sure it fits at the bottom and at sleeves.
      • Doesn't recommend down pants, but hollofiber.
      • Balaclava
      • Headsok
      • Hands and feet are the most important. Mitten best for hands, but frustrating. Wear with polypro liner or nomex glove. Wiggy's mittens are good. Back taking fingers and sticking into palm, you're better off centrifuging hands. Heat glove and hand in armpit. Anatomical gloves.
      • Goretex has a failure subzero. If you don't have enough heat to push moisture out, it won't work.
      • Bivvy sacks should be Goretex.
      • Mosquitoes - Bug net - wear ball cap underneath so it's not touching the skin. Bug repellant. Deet is still the best. You systemically absorb some of it. Atomizer bottles then you can cover clothing. Small mist. Keep away from eyes, mouth, will melt plastic. Eat lots of garlic and take lots of B vitamins.

      To be willing to adapt to the environment, you need to do whatever it takes.

      Frostbite - local injury

      • Ears, nose, fingers, toes
      • As tissue freezes, membranes start to adjust. Cell dehydrates. Moisture forms between cell membranes. The longer the injury, the more moisture, then crystals form, rupture cells, loose nuclei. If you freeze for 24 hours, you'll have tissue collapse. Less than that, different responses. If frozen and continue to flex or move, rupture more cells. If you can thaw, it expands. If you refreeze, you quadruple original damage. 104 degrees is the best for thawing (hot tub temperature). Clear blisters are okay, with blood means damage deeper down.
      • No blisters means that fluid won't come in - like a third degree burn.
      • Put moleskin on pads of glasses. Put Vaseline on cheeks, ears, etc.
      • Go out like you plan to walk back. If you can lay down on the ground for 30 min. and just start shivering, then you're dressed okay
      • Wool - likes it on feet. Combo socks of wool and synthetic. 85% synthetic, 15 % wool
      • Dahlgreen or smartwool - wear out quickly
      • Make them warmer with a vapor barrier (stuff sack like) gives 8-9 degrees of heat, however gives you wet feet. Can give you blisters after many days. Warmer than bags, but more blisters.
      • Cotton bandana
      • Should always have a knife and Bic lighter
      • If you wear glasses bring a toilet paper tube or SKYY swizell sticks makes something you can use.
      • Cordage is the hammer and nail of survival. If you can't tie a knot, tie a lot...


      • Square knot
      • Sheet bend
      • Double sheet bend
      • Bowline knot
      • Water knot-for flat rope-webbing

      Comment Cards
      New TEAs

      • Great day again.
      • I would enjoy this as a 1-3 day right before my Arctic trip. Could replace this day, but I believe it places an importance on safety, preparation, planning, etc.
      • Great material! I'll probably tie knots on the plane ride home.
      • Very informative! Great presenter. We could benefit by a longer session.
      • I thought the presentation was wonderful. I learned a lot. It would be nice to have a hand out that followed the presentation a little more with knots, illustrations, food, clothes, recommendations, etc. Overall I found it very interesting and useful.
      • The field safety "school" was very valuable! Some great new "tricks" and information was learned!
      • Great. Appropriate. Entertaining but seriously helpful. Perhaps extend to 2 days? Nothing to change.
      • Brian did a fantastic job. I feel much more confident about going into the field. It's a comfort to know that people like Brian are out there. Time is a constraint, but make this session longer if possible.
      • new material and super review.
      • Even if Antarctic TEAs get Happy Camper School, this is a good program to get us "ramped up" before leaving.
      • Great day.
      • Lots of food for thought and practical idea. It was just great to do things all day long.
      • Brian is an excellent presenter.
      • Superb!! Bring Brian back again!
      • The day was too short... we could have had a week of survival training :)
      • Wow! Great day! Thank you! Thank you! I learned so much.
      • High: Well worth it! Even if there are no bugs to eat.
      • Lows: None. Thanks!


      What's Happening Today

      • Partnering with Colleagues / MRGs
      • Research Presentation - Nancy Chabot
      • Lunch
      • Arctic Cultures
      • When Things Don't Go Well
      • Journaling

      • Tonight: Review Reading on Inquiry

      Partnering with Colleagues / MRGs

      For additional discussion of mentoring, please visit Notes on Mentoring / How to Submit Online

      Reasons for Mentoring
      • NSF requirement of this and other TE programs - but this is NOT the reason for undertaking a collaborative relationship
      • Multiplies the investment
      • Intent is a depth of investment and commitment with colleagues so that meaningful learning is on all fronts
      • Offers a process for simultaneously promoting individual & organizational capacity building
      • Assumes a shared focus, a shared responsibility to learn, and a disciplined approach to acquiring the desired goal

      The Language of Mentoring Many TEAs use the term "collaboration" or "collaborative team" rather than "mentoring" because "mentoring" has a top down feel to many teachers. Know your audience and meet their needs.

      What are your assumptions & beliefs about meaningful professional development?

      • Something to offer, CEUs, re-certification, credit, etc.
      • Write grants together
      • Identify resources
      • Working with peers - sharing the good and the bad
      • Shared parcticipation - rejuvenating
      • Team - identify common (and dissimilar goals); work on common ones, celebrate reaching all the goals
      • Fun!
      • Useful
      • Attract others by doing some of the leg work; build equipment that others can use (establishes credibility)
      • Everyone is a professional and should be treated that way
      • Don't let the sessions de-volve into a "bitch session"
      • Correlate with state standards
      • Model for other TE opportunities
      • Don't make it "extra" - do it as part of the job if you can - on school hours
      • Let your principal and superintendent know what is happening.

      Identify the meaningful issues that would drive you to establish a collaborative learning group

      • Needs - keep all the science teachers on the same page, up on the content, ideas for sharing the research experience, equipment-based needs, etc.
      • Elevate the educational atmosphere for yourself and for individuals at your location
      • Efficiency to get help
      • Promise of something
      • Common interest
      • Sharing the experience
      • Eliminate the need to re-invent the wheel
      • Team building

      Mentoring Resource Groups

      • History
      • Mentoring is a very real challenge. Group discussions help generate new ideas, brainstorm solutions to problems, keep TEAs connected to the community
      • Structure
      • Approximately 4 TEAs
      • Grade-level specific
      • Time-zone specific
      • Bi-polar when possible
      • ~ Five one-hour evening conference calls each year
      • Calling cards to cover cost
      • Well before the meeting, 3 suggested times proposed; if they do not work, other times will be suggested
      • Suggested topics from leaders and from parcticipating TEAs (e.g., grant writing, etc.)

      Assignments to MRGs


      • Shares mentoring and transfer ideas across the community
      • Keeps the community connected
      • TEA provides a list of questions for the parcticipating TEAs to use as a guide so that the structure will be consistent
      • Focus on Arctic and Antarctic parcticipant each issue
      • Three issues per year
      • Delivered as PDF's and available for download on the TEAs Only site

      Ideas For Meaningful Mentoring Experiences

      • Develop & conduct a professional workshop
      • Develop inquiry-based classroom lessons
      • Plan and construct a school research program
      • Take a trip to a research facility
      • Edit existing curricular materials to reflect standards
      • Investigate on-line classroom resources
      • Plan & offer a "polar" night at school or a science fair with a polar theme
      • Develop & conduct a professional presentation
      • Collaborate on writing an arcticle
      • Write a grant proposal for needed resources

      Additional Mentoring Ideas from the New TEAs

      • Work with colleagues across schools and disciplines'
      • Find scientists in a non- traditional locations
      • Gravel / cement companies, universities
      • Adopt a school - find ways to involve student from different schools in working with other students
      • Listen to live audio together and discuss
      • Work with new teachers or feeder schools
      • Rotate meeting places and try to involve communities
      • Develop and utilize units that focus on the local region and meet together
      • Meet for longer times and less often
      • Plan an agenda for the meeting to keep folks on-task and to respect the time of everyone involved
      • Develop a polar unit across grades and disciplines
      • Develop a longer term research project together
      • Work on technology training
      • Look at this as a way to raise the academic goals/investments/payoffs within your group

      Group Report Outs

      • Set up a group setting and have others in the group lead the meeting
      • Set the agenda for the next meeting at the close of the meeting
      • Let colleagues have buy-in - they help set the agenda, they identify what is discussed, prepare readings, activities, etc. so that it always is pertinent to the needs of the group
      • Move across grades and disciplines
      • Start by looking at school and state standards
      • Plan and construct a research program that reflects those standards
      • Develop inquiry based classroom lessons
      • Investigate on-line resources
      • Develop a presentation / workshop with your colleagues
      • Share that with the broader community
      • Leverage this for an arcticle about what you are doing
      • Leverage this for a grant for needed resources
      • Students can mirror this process - investing in research,

      • Develop school science research programs - not necessarily about polar research but about outdoor labs,
      • Parcticipating in field courses as a group
      • Developing applications from those experiences as a group

      • As part of your collaborative group, invite area teachers to more-open sessions to better increase the

      Scenario Discussions
      Scenario 1: TEA teacher - 5 years or experience. Teaches grade 5 in a small urban school. Married without children. Colleagues originally excited, one has now retired and other two are "stuck in the curriculum." The TEA is back from field, and having a hard time to get team to meet. The two team members are working hard on a butterfly project where the students raise butterflies.


      • Meet at team member's homes
      • Replace retiree
      • Leverage other projects that they are doing - help ramp-up the butterfly project with more authentic process of science / experience of research based on your own experience
      • Butter flies researchers
      • Work around planning periods
      • Get outside - modify the project if needed - get kids observing, recording data, analysis, presentation, etc.

      Scenario 2:
      The TEA teacher has been teaching 7 years in a 9-12 grade level rural classroom setting. He/she has 2 science teachers and one English teacher - all are enthusiastic, but they are having trouble finding a common meeting time.


      • Meet on weekend
      • Have longer term meetings - fewer meetings
      • Ask administrator to have funds to meet during school year - get a release day to do this
      • Ask administrator to give you a common prep time
      • Bring the children!

      Scenario 3; 15 year teacher in a 11-12 grade level, urban school setting. The TEA is married with three children. The three colleagues are in the same department but all are suffering from mandated curriculum requirements; flexibility apparently is not an option in the classroom in terms of integrating the TEA experience or the process of science based on the TEA experience.


      • This could be a great opportunity to write new curriculum materials to specifically meet the need
      • Leverage what little flexibility there is - as a team define those areas
      • Perhaps focus on PD (content and pedagogy) of the involved teachers - investment in their professional development; they will get this into the classrooms (in other words, concentrate on becoming a more knowledgeable and better teacher, and do not focus on creating activities that will not be used)
      • Look at this as a way to raise the academic goals/investments/standards within your group

      Scenario 4:
      TEA is a 2 year teacher working in grades 7-8 in a suburban setting. The TEA has not been in field yet, and is not married. He/she is having difficulties getting previously interested teachers on board to commit to the collaborative team. Suggestions:

      • Perhaps the TEA should try to think out of the box by being more sensitive to family needs of colleagues - use school time rather than outside time
      • Too time-focused - focus instead on goal(s) of other parcticipants
      • Cover the content / teaching needs identified by the colleagues first
      • There is a huge pool of other teachers to leverage the process of science

      Scenario 5:
      TEA in a private school setting. How does he/she connect with colleagues beyond the private school setting?


      • There is a strange (but real!) tension between public and private schools
      • Perhaps this is a more restricted setting than the public setting - need to work to create a network
      • Expand to connect with teachers in your local community
      • Perhaps focus on individuals in other schools, rather than approaching the entire school
      • Leverage network of public schools
      • Cross disciplines
      • Must prove yourself - leverage your experience
      • May mean a workshop to generate interest - and then draw from pool
      • Work with content clubs / associations e.g., Association of Physics to share the experience and to generate interest. From this interest, you can recruit.
      • Leverage alternative schools

      Research Presentation
      Nancy Chabot, Case Western Reserve University
      ANSMET- The Antarctic Search for Meteorites


      • What Meteorites Are / Where Meteorites Come From
      • Types of Meteorites
      • What Meteorites Tell Us
      • Why is Antarctica Such a Popular Location
      • Why is ANSMET so successful
      • Results from ANSMET Efforts

      What Meteorites Are / Where Meteorites Come From

      • Most meteorites are from the asteroid belt
      • Finds - no idea of time
      • Falls - observed entering our atmosphere; we can backtrack their trajectories to the asteroid belt

      • Primary mechanism to get a meteorite to Earth
      • Due to collisions and started on a path to Earth; has a correlation with the orbital resonance with Jupiter

      • Solar nebula
      • Cloud of dust and gas
      • Spherical originally; gravitationally compressed

      • Named by location
      • Farmington - 02 (second meteorite found in Farmington, NM)

      • ALH90411,19
      • Allen Hills
      • 1990-1991 season
      • 411 - processed number
      • 19 - the 19th thin section of this parcticular meteorite

        Types of Meteorites

        • Condules - some of the first droplets solidified from the solar nebulae (hence so round) Mostly olivine and pyroxene; accreted from molten material (textural information) and cooled quickly. Oldest ages (4.56 Ga)
        • Chondrites - primitive; have chondules. Abundance of elements in chondrites matches abundance of Sun. Primitive asteroids (chondrites) have intermixed silicate and metal. 90% of all meteorites. Primitive meteorites - also contain resistant materials (silicon carbide "grains") preserved that may record super nova outside of our solar system, from other solar systems.
        • Achondrites - heated and melted again; lack chondules. Differentiated asteroids have layers; indicates it was re-melted; elements differentiate into denser material at core and lighter material on outside (e.g., Earth, Mars, and some asteroids). Cut off seems to be 50 km (say, between 40 and 200 km).
        • Often, the meteorites in a given year are pieces of the same meteorite. Cannot tell until in the lab. So, of the 10,000 meteorites, 3000 are probably unique.
        • Fusion crust - thin crust (helps to differentiate between a "rock" and a "meteorite." Created by "burning" upon entry into Earth's atmosphere.

        What Meteorites Tell Us

        • What are asteroids made of? What is their history? How do they relate to each other and the other material in the solar system and in our Universe?
        • What are planets made of? What are the geologic processes operating on them? Do we have samples of these other planets? How are the planets related and what were their formation processes?
        • Iron meteorites are the type that folks find in their backyards because they look different. Thought to be the core of the asteroid and used as an analogy for our own core.
        • Ditto olivine-rich meteorites - mantle analogy. Matches with what we know of Earth's mantle and the samples that we have (mountains, ophiolites, kimberlite pipes, etc.)
        • Meteorites from the Moon and Mars come from impacts. Match the Moon samples with what we sampled in the 1960's and 70's. But how did we assess that Martian meteorites came from Mars? Compared the meteorite composition with the spectral composition / remotely sampled composition of Mars.
        • ALH04001,0
        • 6 years ago - this meteorite sprang into the news with the claims that it contained evidence for life on Mars.
        • Observations / data have held for 6 years - Interpretation being argued
        • Evidence for life - one line of argument is that the magnetite mineral forms are perfect. This is taken to indicate a biologic process.
        • If of a chemical origin, this is taken to indicate a geologic / chemical process
        • Researchers are examining Earth-based physical and chemical processes that could result in the same features (e.g., hydrothermal environments and other extreme environments).
        • The implications that arose from the examination of this parcticular meteorite have helped to drive our quest for life in extreme environments and in our solar system / universe.

        Why is Antarctica Such a Popular Location
        Why is ANSMET so successful

        • Easier to see!
        • Because the continent is covered by ice; hence a larger percentage of the rocks on the surface of this thick ice sheet are meteorites (not diluted by continental debris)
        • Same number fall on Antarctica per square meter as anywhere else
        • Concentration mechanism: There are places in Antarctica where ice flows concentrate meteorites (and other stuff). Ice flows against a barrier (Transantarctic Mountains) and is forced up. Katabatic winds sublimate the ice and hence concentrates the "non-sublimatable" material.
        • Terrestrial ages - how long the meteorite has been on Earth's surface. Ages measured from decay of radioactive elements that are excited by cosmic radiation (to which they are not exposed on Earth or in the ice).

        Results from ANSMET Efforts

        • Collection: Find a meteorite, take a picture, get the GPS coordinates, pick it up with sterile NASA-issued utensils, make any special notes (fusion crust, other interesting features), place it in a sterile, NASA-issued sample bag, seal it, label it, box it, ship it (chilled) to NASA. Photographed, thin sectioned (thin slices through which light passes) at NASA. Shipped to Smithsonian for identification and pairing with other pieces of same meteorites.
        • News bulletin describes new meteorites 2x year
        • Researchers request access

        How Can Teachers Get Meteorites for Teaching?

        • Must be Lunar Certified to get meteorites. Course is a 2 hour session. Describes how to take care of them, secure them, etc.
        • Each state has a NASA contact for getting certification
        • 2-week loan period.
        • Meteorite samples come with educational materials, slides, etc.
        • Meteorites are more expensive than gold

        Who is Requesting Samples?

        • Antarctic meteorites are property of he US Government
        • Committee reviews 60-70 requests for meteorites 2x / year
        • All working to answer the questions presented in this discussion - and more!

    Research Cultures - Arctic Cultures
    Nick Flanders, World Bank, Washington, D.C.

    For additional discussion of indigenous cultures from previous meetings, please visit Cultures You May Encounter

    Nick, a cultural anthropologist, lived in a community named Cheevak for two years on the western coast of Alaska. Based on his interactions with the people in his area, he has several recommendations.

    • The native Alaskans have different names for themselves and all other
    • People.
    • "Inuit": refers to "all people"
    • "Inupiat" means "real people"
    • Children are raised by the village; everyone is responsible for their safety and upbringing. Children may wander in and out of your house, field camp, etc.
    • Natives avoid direct questions to an individual. Realize that there is a different conversational style. Do not be afraid to parcticipate in it, but be aware of the differences and do not be impatient.
    • Natives tend to be very thoughtful and reflective about questions, and they make take long periods of time to answer (long pauses)
    • People who talk loudly & quickly are not seen as being worthy of respect
    • A "yes" answer may be answered by raised eyebrows; this makes concentrating on those who are speaking a critical - and polite - aspect of communication
    • Names tend to skip generations (children are often given their grandparents' names); and with the shared name comes the shared manner of treatment (e.g., granddaughter and grandmother with the same name)
    • When someone says, " how are you?" they really are asking, "how am I related to you?"
    • Offer to share what you are doing.
    • Don't point at people (or other things). Pointing is done with looks and with the lips, depending on the culture.
    • A woman never steps over a man's gun
    • First kill or harvest for an Inuit individual is offered to the community.
    • 30% of hunters feed 90% of people
    • Books: "Shadow of the Hunter"- by Richard K Nelson; "Tischa" (author?)
    • See the movie "Fast Runner" about Inuit culture
    • Teaching in Alaska: high teacher attrition (approx. 2 year stay)

    When Things Don't Go Well
    Scenario: Ideas of what to do when your PI yells at you:

    • Bite your tongue
    • Take a deep breath; it probably is best to not react or be impacted right away
    • Don't get into a power struggle
    • Wait - build discussion later - IF necessary - is this a recurring "personality" issue with the PI/team member that you will not be able to fix, or it could be that the PI is yelling equally at everyone and not singling you out
    • Build on a positive; stay positive
    • Professional - discuss between 2 people
    • Professional conduct - personal level
    • Educate your PI and team
    • Is this normal behavior??
    • You are not in control. Your PI is your boss. If the problem is a personality issue that you cannot solve, recognize it and work to focus on other aspects of your experience.
    • Use your TEA community as a place to vent. It may make you feel better and will not damage relationships in your field team.
    • Before you react, contact the TEA staff. You are always representing the TEA community and they may have encountered a scenario similar to yours and will be able to help you trouble shoot.

    Scenario: Ideas of what to do when your PI acts like your mother:

    • Mom="right"
    • Help no matter what
    • Lead by example

    • Tell your PI when you are not feeling safe - your SAFETY, and that of your team members is THE MOST IMPORTANT PIECE TO THE FIELD EXPERIENCE
    • Like marriage, it is the way you say it -- "I feel"
    • State: "I'm not comfortable, what can I do to be more comfortable?"
    • State: "I am not comfortable and I do not want to jeopardize the research."
    • Say NO if an immediate response is needed (this is not a place where writing to the TEA Staff or colleagues will work!)
    • Note that you might be the only member of the team who can speak because your role is different - you are a teacher/educator, not a graduate student or researcher.
    • Everyone is dependent on PI - Grad student, etc.
    • Get data; ask about the safety issue concerning you. Is it unsafe, or are there factors you don't know (e.g., Katie is an experienced mountaineer and has checked all ropes and equipment; everyone will be connected by ropes)
    • Get data before you go - what am I going to do in the field? Are there scenarios in which I may feel uncomfortable? Will I be driving a ski-do and where will my training come from?

    Cultures of Educators and Researchers

    • There's significant of overlap (as well as significant differences) between the cultures of the researcher and educator.
    • Use the areas of overlap to connect with the person who's giving you a difficult time.

    Comment Cards
    New TEAs

    1. Highlights and Lowlights for the Day
      • No low lights today
      • I enjoyed Nancy's research expedition
      • I thought the mentoring part discussion was the highlight. The ideas were very helpful. I am excited to get started!
      • No low lights.
      • The most difficult part of today was staying awake during very interesting presentations. The subject and presenters were great but after awhile ...
      • Good discussion on mentoring, responsibilities, although it got a bit redundant.
      • The talks on native Arctic people. Nancy's talk on ANSMET!
      • Nothing was a lowlight; it was just hard to sit still for a day after lighting fires yesterday.
      • All aspects were helpful and interesting today.
      • No low points.
      • The day was fine and a little slow. I enjoyed the talk on native cultures even though it was for the Arctic.
      • An overall thought might be to use some of this time today to educate us a bit on history.
      • Another good day although some of the mentoring stuff is old ground ( you know, been there, done that...)
      • Highlight: ANSMET presentation
      • Lowlight: None (the cultural anthropologist needs to speak up)
      • I feel that all of the presentations by TEAs / PIs have been extremely helpful to me in understanding the program & what o expect. Do not cut this part out!
      • Highlights: Nancy's talk on meteorites was great.
      • Lowlights: any talk built around education theory (including the readings)
      • Great day again
      • Arctic culture was excellent. Good mentoring work.
      • Great job on the mentoring. Arctic cultures very interesting. Thanks for the teacher packet idea.
      • Mentoring discussion helpful, however I would like to have a handout with tons of suggestions of things done by other TEAs. I enjoyed learning about naive cultures - very interesting.
      • Today was a little long, but very good group discussion. I enjoyed the different view points that individuals had.

    2. Questions About Mentoring
      • I don't think I really have any questions at the moment. Things are really quite clear. He brainstorming sessions really gave some "first lines of defense." I also liked breaking down the actual old TEA scenarios - this gave me good insight into the things I may not have thought of - as well as what actions to take.
      • The most difficult part about having a concrete discussion on mentoring is.... not knowing your victims (I mean mentees) will be and what they will be hoping to get out of the partnership.
      • Nothing comes to mind.
      • It was very important to record it online. Don't wait! Document as much as possible.
      • Need o know how mentees will be tracked and time documented.
      • I think 140 seems a little much but as you stated - NSF. I was helpful to go over mentorship (collaborative) groups and ideas. Alleviated some concern.
      • Already mentioned in number one that much of the mentoring information was repetitive. However, I am looking forward to building a collaborative learning group with possibly one of two of my elementary colleagues.
      • I felt the mentoring session, although a little tense, went well.
      • His session helped very much - up to now I feel like I've been going in circles regarding the mentoring component, it still seems a bit overwhelming - knowing that we can call for help is a comfort. Good discussion of pitfalls and possible scenarios/solutions.
      • I know that NSF has set the 140 hour limit for 3 people, but I can't help but think that it is arbitrary and artificial. I normally think in terms of how to make a project more efficient, rather than how to stretch it into hundreds of hours, I would prefer to work with a larger number of people for shorter times - thought it seems as though it would have a greater impact. Basically I guess I am not wholly on board philosophically yet - which is probably a warning sign.
      • Mentoring concerns - none yet! But one never knows....
      • I first want to be able to hear everyone else's plans. The more I hear about their plans, the more I see ways I can do it.
      • Questions mainly on the documentation which we will go over tomorrow. Mentoring - still worried about attracting people for a year commitment and keeping it interesting enough that they stay.

    3. Highlights and Lowlights for the Mentoring Session:
      • High: got a million new ideas and a lot less worried
      • Low: it would be nice to have it all clearly spelled out in writing
      • It was great to hear some ideas. However, we did not hear from anyone who has completed ALL 140 hours with 3 people. Has this even happened yet? I'm not familiar with the requirements for Marge's TEA Project). But it was illuminating to hear so many positive ideas for the mentoring and transferring requirements. Good activities chosen also. Valuable points raised by everyone. Still, I think we need o see completed models. But that is just m ... and I'm difficult. :)
      • Good idea to have small groups that will be in close contact. Only concerns - I seem to have a quiet MRG group - one of the members seems to have a fairly negative mindset. Perhaps as we progress with the programs this will change.
      • Liked the scenarios and the list of possible ways to do this. I feel much better! Thrilled about our group!
      • Would like to have had the "required aspects" and forms done first. Then continue with the "how will you fulfill the requirements, problems, strategies, etc.
      • I found the mentoring session to be invaluable. I really connect well with my MRG group, which makes a huge difference. We were just spouting out ideas and suggestions.
      • I really like the idea of the conference calls/ networking. I also really liked the time to brainstorm / discuss within the small groups. I really feel ready to get started on forming an "official" group.
      • Again, the mentoring component was perhaps the least useful or new topic of the whole week (it's just that I have experience in this area - but it is something that I really enjoy since I always learn new things each time.
      • I felt this session went well. I actually am as excited about the mentoring component as well as the field experience. I love to share with others. I know several individuals are concerned about the number of hours and keeping parcticipant's attention. Perhaps the resources generated from the group will calm next year's group.
      • Good information to help. It is a struggle to do, but necessary. Getting "something" for the people you are working with is important.
      • Because mentorship is such a large component, it is important to spend the time you did - good job!


    What's Happening Today
    • Mentoring Logs
    • Develop Mentoring Plans
    • Lunch
    • Transferring the TEA Experience
    • Journaling

    • Tonight: Group Dinner!

    Mentoring Logs
    On-Line Logs

    • Questions are based on the action research model and are meant to drive reflection.
    • Using this important documentation:
      • The TEA Program determines where to invest resources to meet TEA parcticipant needs
      • Informs the evaluation
      • Informs the field of science education
      • Forms the basis on which NSF determines the value of funding the TEA Program
    • Three Templates
    • Overview (plan and team members)
    • Meeting log
    • Annual log

    • Recommendations about Keeping Your Log:
    • Invest more time in documenting your mentoring activities on-line. Do not wait for the last minute and place yourself in the position where you do a poor job.
    • Update your mentoring report periodically at any time! Updates will be saved!
    • Keep a log or calendar of your TEA mentoring activities that is comprehensive enough to completely reconstruct your involvement.
    • Report it! Use bullets if time is a consideration.

    • Logs also are available to team members - contact Arlyn or Steph to initiate these

    • Security
    • TEA log - accessible to the TEA, TEA Staff, Evaluators, NSF (not to the mentee)
    • Mentee Log - accessible to the Mentee, TEA, TEA Staff, Evaluators, NSF

    Transferring the TEA Experience
    Mentoring is a component of transfer that focuses on colleagues. This part of the discussion will focus on classroom and community transfer. There already has been much discussion of the ways in which previous TEAs have shared their research experience in their classrooms and in the classrooms of others.

    In a way, like mentoring, this discussion is the first of two parts. We will briefly explore the nature of inquiry and examine some materials that capture scientific inquiry here, but we also will get together at the future Transfer Workshop where we will explore these ideas and materials in more detail after your research experience.

    Video Discussion "Minds of Our own (Annenberg)

    Hands-on versus inquiry based - what is the difference?

    Not all hands-on activities are inquiry activities




    Inquiry Based

    Teacher-driven primarily



    Questions provided


    Student driven primarily



    Questions generated

    Students develop understanding that can be applied

    Students have better recall of material

    Takes longer

    Requires more preparation

    Accommodates multiple learning styles




    • There are multiple ways to learn and multiple ways to address those learning styles
    • Sometimes inquiry is not the answer; another way of teaching is more efficient (as long as it truly builds student understanding)
    • Not everything can be inquiry
    • Must approach inquiry with diversity in mind, otherwise don't get all the students involved
    • Everyone inquires in different ways
    • Researchers "live" inquiry based but do no necessarily bring it into their teaching....
    • Is it better to be told something or to learn something yourself

      Remember that this is not about talking about your research experience to others - transfer to classrooms, colleagues, and community should reflect your research experience. Leverage your experience! Have fun with it! Share the process of science in which you have been immersed in an authentic way where-ever possible.

      Comment Cards
      New TEAs

      • Saturdays are tough to spend indoors. I thought today might easily have been a half-day and we could fly out. The end of session dinner could be Friday night. This would save the program one night of hotels and get us back home sooner, on mentoring we need to hear from someone who has done it.
      • The mentoring discussion made it quite clear.
      • Good sandwiches, as always.
      • Hands-on versus inquiry - a question of semantics, but there could be a clearer discussion.
      • I wish there would have been more classroom transfer. We all know how to use the internet. I would have preferred going over what other TEAs have done (an idea packet, perhaps) and brainstorming ideas with the group.
      • This is a day that could be cut to a half day allowing late afternoon flights. Start early and remove the hour of journal time.
      • Explaining inquiry to teachers has been hit pretty hard (other workshops). A quick "ta-da" would have been fine.
      • Last day! This was a very intense day - but helpful in getting us started on mentoring and transfer plans.
      • I can see how easy it is to get behind on these things!
      • It would be helpful to have a quick html primer (available on Web) for folks not familiar with it.
      • Good day. Satisfying. Still lots of questions.
      • Good day. Helped lay out responsibilities and time line.
      • Would be nice to see a single sheet with date due and responsibilities.
      • Well, I didn't exactly enjoy the day, but I don't think I was supposed to, it's clearly important to see what is required of us, in terms of clearical work. However, I am surprised / concerned at the onslaught of it. It is daunting.
      • The inquiry learning discussion did not really go anywhere - probably not needed.
      • Thank you. Good night.
      • All fine and ok.
      • In parcticular, I think I'm going to enjoy the little MRG group over the next year - good idea!
      • High: sharing Web sites (would be great to have more time to share)
      • Low: ? (brain full - can't think any more!).
      • I thought today was helpful. I felt awkward that the discussion seemed a little tense (on our end). I was very appreciative of the discussion.
      • Good day but long (last day syndrome). No other concerns or problems.