Recognition of the connected nature of the Arctic has precipitated the growth of interdisciplinary Arctic research efforts internationally. Collaborative research teams have developed from informal discussions and formal agreements of large, interdisciplinary projects. While scientific results may get a lot of exposure, the best practices for supporting the participation of diverse partners from the outset of planning proposals, and supporting research teams that cross knowledge systems are often not shared widely. This session invites contributions from researchers across career levels to share experiences from participation in interdisciplinary teams on topics such as sustaining effective communication in teams or developing long term relationships among collaborators. We welcome insight from research teams that range in size, but that cross disciplinary and institutional boundaries with projects occurring from local to international scales. Session contributors will be invited to share materials on best practices for developing and sustaining research teams to be hosted on the ARCUS website.
Interdisciplinary, collaborative research, best practices, sustained networks, effective communication
Olivia Lee | University of Alaska Fairbanks, International Arctic Research Center
Christina Goethel | Chesapeake Biological Laboratory, University of Maryland Center for Environmental Science
Karen Pletnikoff | Aleutian Pribilof Islands Association, Inc
CAPARDUS is a Coordination and Support Action under H2020, running from 2020-2022 with focus on developing guidelines, standards and best practices in research, resource exploitation and management, shipping, tourism and community planning. The project involves scientists, economic actors, local communities, managers and regulators. Workshops and dialogue meetings will be used to discuss how the social-environmental systems are changing Arctic communities and what are the drivers for these changes. The climate change and its consequences in the Arctic leads to new requirements for planning and decision-making based on scientific and economic data, assessments and predictions. A prerequisite for good planning is access to data and information of relevance to the operators in the Arctic. The project will develop data management standards and best practices as a collaborative effort between scientists, local communities and other stakeholder groups to support sustainable development.
Arctic standards, common practices, research, data management, communities
Stein Sandven | Nansen Environmental and Remote Sensing Center
Lisbeth Iversen | Nansen Environmental and Remote Sensing Center
Julia Olsen | Nord University
Action group on Indigenous involvement submitted recommendations to IASC 29 March 2020. One of the recommendations was to extend WGs with Indigenous People. The idea of membership was to add a new dimension based on Indigenous and/or traditional knowledge. There may be a need to explore the frameworks for adding a new dimension, in this case wondering and knowledge of the indigenous population groups that may open up the possibility of creating new research projects, which emanates both from indigenous and scientific societies. This brings further to the question of uncovering the opportunities while the work is in progress at WG's. To do so, it will be helpful listening to, motives that have led to the decision to add new fellows. In that case, it is like stepping out into an unknown area. In order to getting over the new area, it is necessary to pay attention for new roadmap to be constructed, pitfalls to be aware of etc. It is also a matter of finding useful guiding principles and success criteria in trying to achieve a set vision. This can be considered as new experience, there are in fact many decades of experience, that can be benefited by systematic registration and cataloging. This mixed together with new ongoing experiences and visions may give useful information in order to create new strategies for an insightful co-production that can deliver beneficial results to everyone.
IASC Indigenous Fellow Ship, Indigenous Involvement
Sten Lund | Ministry of Research
Following the 4th International Polar Year 2007-2008 (IPY), Education and Outreach (E & O) has been increasingly recognized by the polar scientific community. Since then, many initiatives and organizations such as Polar Educators International (PEI) and the Association of Polar Early Career Scientists (APECS) have been formed to foster E & O activities and many scientific institutions set up communication departments. Within cryosphere research, many new strategies of E & O have been development during the last years, including involvement of educators in polar expeditions (like MOSAiC)and closer cooperation e.g. of PEI and APECS with polar organizations like IASC and SCAR. The expansion of the spectrum by including the cryosphere of high mountains, as the third pole, is one very important step towards more effective E & O. This session welcomes contributions on outreach efforts, new ways to work with local stakeholders and discussions of ideas that make the complexity and vulnerability of the cryosphere more approachable for the broader public in order to raise awareness of the changing poles in the society. We especially encourage early careers, educators and non-scientists, and welcome alternative and interactive presenting formats.
education, outreach, science communication, knowledge transfer, transdisciplinarity
Inga Beck | UFS Schneefernerhaus GmbH
Josefine Lenz | Alfred Wegener Institute and APECS
Frédéderic Bouchard | GEOPS, Université Paris Saclay
Across the circumpolar north, there are challenges facing education. These include preparing, recruiting, supporting, and retaining teachers who are effective in the rich ethnic, cultural, and linguistic diversity of northern classrooms. Moreover, while Arctic schools enjoy a wealth of languages from the many cultures of the north, challenges exist around educating in and maintaining heritage languages as well as in providing second language instruction to new residents. Also, many northern schools confront issues due to the remoteness and rurality of their region, and even urban Arctic schools face challenges unique to the north, and many still are affected by the history of colonization. This session addresses equity, access, and success in education in the north. Topics include teacher education and professional development around culturally responsive and intercultural teaching practices in the North; challenges and innovations in heritage language teaching and second language instruction; and innovative practices to support student learning and experiences, such as new digital pedagogies and place-based and Indigenous methodologies.
Teacher education; cultural diversity; linguistic diversity; digital pedagogies; indigenous education
Diane Hirshberg | University of Alaska Anchorage
Tuija Turunen | University of Lapland
Mitdlarak Lennert | University of Greenland
Closed on December 10, 2020