Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-27T06:43:36.943Z Has data issue: false hasContentIssue false
  • English
  • Français

A decade of shaping the futures of polar early career researchers: A legacy of the International Polar Year

Part of: Celebrating IPY Education, Outreach and Engagement – 10 years on

Published online by Cambridge University Press:  14 February 2019

Ruth S. Hindshaw Open the ORCID record for Ruth S. Hindshaw [Opens in a new window] ,
Heather Mariash ,
Trista J. Vick-Majors ,
Alexander E. Thornton ,
Allen Pope Open the ORCID record for Allen Pope [Opens in a new window] ,
Yulia Zaika ,
Josefine Lenz ,
Hanne Nielsen Open the ORCID record for Hanne Nielsen [Opens in a new window]  and
Gerlis Fugmann
Ruth S. Hindshaw*
Affiliation:
Department of Earth Sciences, University of Cambridge, Downing Street, Cambridge, CB2 3EQ, UK
Heather Mariash
Affiliation:
Wildlife Research Division, Environment and Climate Change Canada, 1125 Colonel By Dr., Ottawa, Ontario, K1A 0H3, Canada
Trista J. Vick-Majors
Affiliation:
Flathead Lake Biological Station, University of Montana, 32125 Bio Station Lane, Polson, MT, 59860, USA
Alexander E. Thornton
Affiliation:
Arctic Research Consortium of the United States, 3535 College Road, Suite 101, Fairbanks, AK 99709, USA
Allen Pope
Affiliation:
International Arctic Science Committee, Borgum við Norðurslóð, 600 Akureyri, Iceland National Snow and Ice Data Center, CIRES, University of Colorado Boulder, 1540 30th Street, Boulder CO 80303, USA
Yulia Zaika
Affiliation:
Faculty of Geography, Lomonosov Moscow State University, Leninskie Gory 1, 119991, Moscow, Russia
Josefine Lenz
Affiliation:
Alfred Wegener Institute Helmholtz Centre for Polar and Marine Research, Permafrost Research Section, Telegrafenberg A45, 14473 Potsdam, Germany University of Alaska Fairbanks, Institute of Northern Engineering, Fairbanks, Alaska, USA
Hanne Nielsen
Affiliation:
University of Tasmania, Churchill Ave, Hobart TAS 7005, Australia
Gerlis Fugmann
Affiliation:
Association of Polar Early Career Scientists, International Directorate Office, Alfred Wegener Institute Helmholtz Centre for Polar and Marine Research, Telegrafenberg A45, 14473 Potsdam, Germany
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The Association of Polar Early Career Scientists (APECS) is an important legacy of the International Polar Year (IPY). APECS continues to foster engagement in education, outreach and communication (EOC) activities relating to the polar regions and provide training for early career researchers (ECRs). We highlight opportunities for training, leadership and skills development, such as the annual Polar Weeks and Antarctica Day celebrations. Participation and engagement in EOC activities actively contributes to career development by enabling ECRs to develop valuable soft skills such as networking, communication and interdisciplinary knowledge. A pilot survey on EOC engagement highlighted that those who organise events also gain leadership skills such as team management. We discuss several factors contributing to the success of APECS in training the next generation of polar leaders. These include the geographical rather than discipline-specific focus of the organisation, utilisation of online resources, including social media, and the strong links with partner organisations. These examples demonstrate how the EOC legacy of IPY has continued due to APECS’ targeted efforts to create EOC opportunities and provide skills and leadership training for ECRs.

Keywords

APECSAssociation of Early Career Polar ScientistsEarly career researchersEngagementOutreach
Type
Research Article
Information
Polar Record , Volume 54 , Issue 5-6 , September 2018 , pp. 312 - 323
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Association of Polar Early Career Scientists. (2013). APECS Annual Report 2012–2013. doi: 10.5281/zenodo.1477882CrossRefGoogle Scholar
Association of Polar Early Career Scientists. (2016a). APECS Strategic Plan 2016–2020. doi: 10.5281/zenodo.1477872CrossRefGoogle Scholar
Association of Polar Early Career Scientists. (2016b). APECS Annual Report 2015–2016. doi: 10.5281/zenodo.1477891CrossRefGoogle Scholar
Association of Polar Early Career Scientists. (2017a). APECS Membership Database. [Data file]. Potsdam, Germany: APECS.Google Scholar
Association of Polar Early Career Scientists. (2017b). APECS Annual Report 2016–2017. doi: 10.5281/zenodo.2536696CrossRefGoogle Scholar
Association of Polar Early Career Scientists. (2018). APECS Code of Conduct. Retrieved from https://apecs.is/who-we-are/operating-procedures/2690-appendix-4-apecs-code-of-conduct.html.Google Scholar
Association of Polar Early Career Scientists. (n.d.a). APECS Partners and Sponsors. Retrieved from https://apecs.is/who-we-are/partners-and-sponsors.html.Google Scholar
Association of Polar Early Career Scientists. (n.d.b). APECS Meeting Summary from Representatives. Retrieved from https://apecs.is/who-we-are/representatives/meeting-summary-from-representatives.html.Google Scholar
Association of Polar Early Career Scientists. (n.d.c). APECS Current Representatives. Retrieved from https://apecs.is/who-we-are/representatives/current-representatives.html.Google Scholar
Baeseman, J., & Pope, A. (2011). APECS: Nurturing a new generation of polar researchers. Oceanography, 24(3), 219. doi: 10.5670/oceanog.2011.73CrossRefGoogle Scholar
Baeseman, J., Xavier, J., Lantuit, H., Taylor, A., Drobot, S., Else, B., … Weiler, S. (2011). Early career researcher activities during IPY. In Krupnik, I., Allison, I., Bell, R., Cutler, P., Hik, D., López-Martinez, J., … Summerhayes, C. (Eds.), Understanding Earth’s polar challenges: International Polar Year 2007–2008 (pp. 511–522). Rovaniemi, Finland: University of the Arctic/CCI Press.Google Scholar
Barres, B. A. (2006). Does gender matter? Nature, 442, 133–136.CrossRefGoogle ScholarPubMed
Beck, I., Huffman, L. T., Xavier, J. C. C., & Walton, D. W. H. (2014). Education and polar research: bringing polar science into the classroom. Journal of Geological Resource and Engineering, 4, 217–221. doi: 10.17265/2328-2193/2014.04.004Google Scholar
Benderly, B. L. (2014). To tweet or not to tweet? Science. doi: 10.1126/science.caredit.a1400246Google Scholar
Caramello, N. D. A., Ivar do Sul, J. A., Souza, J. S., Santos, E. A., Piuco, R. C., Affonso, S. F., … Costa, E. S. (2017). Ciência Polar e a comunicação entre estudantes, educadores e cientistas. Revista Eletrônica Científica da UERGS, 3(2), 340–371. doi: 10.21674/2448-0479.32.340-371CrossRefGoogle Scholar
Carlson, D. (2010). Why do we have a 4th IPY? In Barr, S., and Ludecke, C. (Eds.), The History of the International Polar Years (IPYs) (pp. 299–312). Berlin, Germany: Springer Verlag.CrossRefGoogle Scholar
Carpenter, S. L. (2015). Undergraduates’ perceived gains and ideas about teaching and learning science from participating in science education outreach programs. Journal of Higher Education and Engagement, 19(3), 113–146.Google Scholar
Cook, C., Heath, F., & Thompson, R. L. (2000). A meta-analysis of response rates in web- or internet-based surveys. Educational and Psychological Measurement, 60(6), 821–836. doi: 10.1177/00131640021970934CrossRefGoogle Scholar
Darlington, E., Waite, C., & Balsdon, C. (2015). Postgraduate events as a building block for interdisciplinary research. Area, 47(4), 481–483. doi: 10.1111/area.12227CrossRefGoogle Scholar
Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231–246. doi: 10.1080/1047840X.2011.607313CrossRefGoogle Scholar
Drury, B. J., Siy, J. O., & Cheryan, S. (2011). When do female role models benefit women? The importance of differentiating recruitment from retention in STEM. Psychological Inquiry, 22(4), 265–269. doi: 10.1080/1047840X.2011.620935CrossRefGoogle Scholar
Friddell, J. E., LeDrew, E. F., & Vincent, W. F. (2014). The polar data catalogue: best practices for sharing and archiving Canada’s polar data. Data Science Journal, 13, PDA1–PDA7. doi: 10.2481/dsj.IFPDA-01CrossRefGoogle Scholar
Fritz, M., Deshpande, B. N., Bouchard, F., Högström, E., Malenfant-Lepage, J., Morgenstern, A., … Weege, S. (2015). Brief communication: Future avenues for permafrost science from the perspective of early career researchers. The Cryosphere, 9, 1715–1720. doi: 10.5194/tc-9-1715-2015.CrossRefGoogle Scholar
Gordon, W. (2014). Developing scientists’ “soft” skills. EOS Transactions AGU, 95(6), 55–56. doi: 10.1002/2014EO060003CrossRefGoogle Scholar
Guarino, C. M., & Borden, V. M. H. (2017). Faculty service loads and gender: are women taking care of the academic family? Research in Higher Education, 58, 672–694. doi: 10.1007/s11162-017-9454-2CrossRefGoogle Scholar
Harrison, J. A., Cohen, J. H., Hinchey, E., Moerke, A., & von Dassow, P. (2009). Developing and implementing an effective public outreach program. EOS Transactions AGU, 90(38), 333–334. doi: 10.1029/2009EO380001CrossRefGoogle Scholar
ICARP III. (2015). Integrating Arctic Research - a roadmap for the future. In 3rd International Conference on Arctic Research Planning (ICARP III). Retrieved from https://icarp.iasc.info/images/articles/downloads/ICARPIII_Final_Report.pdf.Google Scholar
ICSU & WMO. (2010, June 10). Polar year comes to a close. Retrieved from https://www.icsu.org/current/press/polar-year-comes-to-a-close-2Google Scholar
International Council for Science. (2004). A Framework for the International Polar Year 2007–2008 produced by the ICSU IPY 2007–2008 Planning Group. Retrieved from https://council.science/cms/2017/05/IPY-framework.pdf.Google Scholar
Jensen, P., Rouquier, J.-B., Kreimer, P., & Croissant, Y. (2008). Scientists who engage with society perform better academically. Science and Public Policy, 35(7), 527–541. doi: 10.3152/030234208X329130CrossRefGoogle Scholar
Kaiser, B., Zicus, S., & Allen, P. (2010). Polar Science and Global Climate: An International Resource for Education & Outreach. Essex, UK: Pearson Custom Publishing.Google Scholar
Kennicutt, M. C. II, Chown, S. L., Cassano, J. J., Liggett, D., Massom, R., Peck, L S., … Sutherland, W. J. (2014). Six priorities for Antarctic science. Nature, 512, 23–25.CrossRefGoogle ScholarPubMed
Krupnik, I. (2008). “The way we see it coming”: Building the legacy of indigenous observations in IPY 2007–2008. In Krupnik, I., Lang, M. A. &Miller, S. E. (Eds.), Smithsonian at the Poles: Contributions to International Polar Year Science (pp. 129–142). Washington, DC: Smithsonian Institution Scholarly Press. doi: 10.5479/si.097884601X.11Google Scholar
Krupnik, I., Allison, I., Bell, R., Cutler, P., Hik, D., López-Martinez, J., … Summerhayes, C. (2011). Understanding Earth’s polar challenges: International Polar Year 2007–2008. Rovaniemi, Finland: University of the Arctic/CCI Press.Google Scholar
Kumar, S., & Hsiao, J. K. (2007). Engineers learn “soft skills the hard way”: Planting a seed of leadership in engineering classes. Leadership and Management in Engineering, 7(1), 18–23. doi: 10.1061/(ASCE)1532-6748(2007)7:1(18)CrossRefGoogle Scholar
Larivière, V., Ni, C., Gingras, Y., Cronin, B., & Sugimoto, C. R. (2013). Global gender disparities in science. Nature, 504, 211–213.CrossRefGoogle Scholar
Laursen, S., Liston, C., Thiry, H., & Graf, J. (2007). What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms. CBE– Life Sciences Education, 6, 49–64.CrossRefGoogle ScholarPubMed
Laursen, S. L., Thiry, H., & Liston, C. S. (2012). The impact of a university-based school science outreach program on graduate student participants’ career paths and professional socialization. Journal of Higher Education Outreach and Engagement, 16(2), 47–78.Google Scholar
LeDee, O. E., Barnes, R. T., Emanuel, R., Fisher, P.B., Henkel, S. K., & Marlon, J. R. (2011). Training a new scientist to meet the challenges of a changing environment. EOS Transactions AGU, 92(16), 135–136. doi: 10.1029/2011EO160002CrossRefGoogle Scholar
Leshner, A. I. (2007). Outreach training needed. Science, 315(5809), 161. doi: 10.1126/science.1138712CrossRefGoogle ScholarPubMed
Lubchenco, J. (1998). Entering the century of the environment: A new social contract for science. Science, 279(5350), 491–497. doi: 10.1126/science.279.5350.49CrossRefGoogle Scholar
Majaneva, S., Hamon, G., Fugmann, G., Lisowska, M., & Baeseman, J. (2016). Where are they now? A case study of the impact of international travel support for early career Arctic researchers. Polar Science, 10(3), 382–394. doi: 10.1016/j.polar.2016.06.001CrossRefGoogle Scholar
Mokrane, M., & Parsons, M. A. (2014). Learning from the International Polar Year to build the future of polar data management. Data Science Journal, 13, PDA88–PDA93. doi: 10.2481/dsj.IFPDA-15CrossRefGoogle Scholar
Nash, M., Davies, A., & Moore, R. (2017). What style of leadership do women in STEMM fields perform? Findings from an international survey. PLoS ONE, 12, e0185727. doi: 10.1371/journal.pone.0185727CrossRefGoogle ScholarPubMed
NERC. (2013, September 24). Pathways to Impact. Retrieved from: http://www.nerc.ac.uk/funding/application/howtoapply/pathwaystoimpact/.Google Scholar
Nielsen, H., Thornton, A., & Fugmann, G. (2016). Digital outreach: Crossing borders online with the Association of Polar Early Career Scientists (APECS). In Abu Samah, A. & Baeseman, J. (Eds.), XXXIV Scientific Committee on Antarctic Research: Biennial Meetings and Open Science Conference 2016: ‘Antarctica in the Global Earth System: From the Poles to the Tropics’ - Abstract Book (pp. 248). Cambridge, UK: SCAR. doi: 10.5281/zenodo.162116Google Scholar
NSF. (2010, November 19). Recent changes to NSF proposal & award policies. Retrieved from https://www.nsf.gov/bfa/dias/policy/factsheets/por_mentor.pdf.Google Scholar
Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. doi: 10.1080/02602930701293231CrossRefGoogle Scholar
Pell, A. N. (1996). Fixing the leaky pipeline: Women scientists in academia. Journal of Animal Science, 74(11), 2843–2848. doi: 10.2527/1996.74112843xCrossRefGoogle ScholarPubMed
Pope, A., Fugmann, G., & Kruse, F. (2014). Association of Polar Early Career Scientists promotes professional skills. EOS Transactions AGU, 95(24), 204. doi: 10.1002/2014EO240004CrossRefGoogle Scholar
Provencher, J., Baeseman, J., Carlson, D., Badhe, R., Bellman, J., Hik, D., … Zicus, S. (2011). Polar Research Education, Outreach and Communication During the Fourth IPY: How the 2007–2008 International Polar Year has Contributed to the Future of Education, Outreach and Communication. Paris, France: International Council for Science (ICSU). Retrieved from https://iasc.info/images/news/2011/ICSU_Report_Digital.pdf.Google Scholar
Provencher, J. F., Gantner, N., Schmale, J., Swanson, H., & Baeseman, J. L. (2012). Early career researchers and mentors work together to shape the future of the arctic monitoring and assessment programme. Arctic, 65(1), 115–118.CrossRefGoogle Scholar
Rauser, F., Schemann, V., & Sonntag, S. (2015). Sustainable early-career networks. Nature Geoscience, 8, 745–746.CrossRefGoogle Scholar
Royal Society. (2006). Science communication: Survey of factors affecting science communication by scientists and engineers. Retrieved from https://royalsociety.org/~/media/Royal_Society_Content/policy/publications/2006/1111111395.pdfGoogle Scholar
Salmon, R. A., Carlson, D. J., Zicus, S., Pauls, M., Baeseman, J., Sparrow, E. B., … Raymond, M. (2011). Education, outreach and communication during the International Polar Year 2007-2008: Stimulating a global polar community. The Polar Journal, 1(2), 265–285. doi: 10.1080/2154896X.2011.626629CrossRefGoogle Scholar
SAT (Secretariat of the Antarctic Treaty). (2016). POLAR WEEKS: An education and outreach activity to promote Antarctic science and the Antarctic Treaty System. ATCM XXXIX Information Paper 7. Retrieved from http://www.ats.aq/devAS/ats_meetings_doc_database.aspx?lang=e&menu=2.Google Scholar
SAT (Secretariat of the Antarctic Treaty). (2017). Polar Scientific and Outreach Cooperation between Bulgaria and Turkey. ATCM XL Information Paper 138. Retrieved from http://www.ats.aq/devAS/ats_meetings_doc_database.aspx?lang=e&menu=2.Google Scholar
Sax, L. J., Gilmartin, S. K., & Bryant, A. N. (2003). Assessing response rates and nonresponse bias in web and paper surveys. Research in Higher Education, 44(4), 409–432.CrossRefGoogle Scholar
Schiermeier, Q. (2009). International Polar Year: in from the cold. Nature, 457, 1072–1077. doi: 10.1038/4571072aCrossRefGoogle ScholarPubMed
Schmale, J., Lisowska, M., & Smieszek, M. (2013). Future Arctic research: Integrative approaches to scientific and methodological challenges. EOS Transactions AGU, 94(33), 292. doi: 10.1002/2013EO330004CrossRefGoogle Scholar
Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. Journal of Language and Communication, 2(1), 146–154.Google Scholar
Sharp, L., Paquin, K., Fugmann, G., & APECS Nordic Project Team. (2015). APECS nordic project 2013–2015: Bridging early career researchers and indigenous peoples in nordic countries. Final Report. doi: 10.5281/zenodo.1477876CrossRefGoogle Scholar
Shen, H. (2013). Mind the gender gap. Nature, 495, 22–24.CrossRefGoogle ScholarPubMed
Shiffman, D. S. (2012). Twitter as a tool for conservation education and outreach: What scientific conferences can do to promote live-tweeting. Journal of Environmental Studies and Sciences, 2(3), 257–262. doi: 10.1007/s13412-012-0080-1CrossRefGoogle Scholar
Sloan, K. K., & Hik, D. (2008). International Polar Year as a catalyst for sustaining Arctic research. Sustainable Development Law & Policy, 8(3), 4–7.Google Scholar
Smith, D. K. (2014). iTube, YouTube, WeTube: Social media videos in chemistry education and outreach. Journal of Chemical Education, 91, 1594–1599. doi: 10.1021/ed400715sCrossRefGoogle Scholar
Spencer, C. J., Gunderson, K. L., Hoiland, C. W., & Schleiffarth, W. K. (2017). Earth-science outreach using an integrated social media platform. GSA Today, 27(8), 28–29.CrossRefGoogle Scholar
Thomas, E. R., Baeseman, J., Lantuit, H., Xavier, J., & Baker, N. (2008). Professional development training for early career polar researchers. EOS Transactions AGU, 89(44), 434.CrossRefGoogle Scholar
Timm, K., Pope, A., Smieszek, M., Fugmann, G., & Zaika, Y. (2017). Arctic science: From knowledge to action? The Polar Journal, 7(2), 428–429. doi: 10.1080/2154896X.2017.1394122CrossRefGoogle Scholar
Tummon, F., Day, J., & Svensson, G. (2018). Training early-career polar weather and climate researchers. EOS, 99. doi: 10.1029/2018EO103475CrossRefGoogle Scholar
Varner, J. (2014). Scientific outreach: Toward effective public engagement with biological science. BioScience, 64(4), 333–340. doi: 10.1093/biosci/biu021CrossRefGoogle Scholar
Vick-Majors, T. J., Engelbertz, S., & Fugmann, G. (2016). Focus on the future of polar research. EOS, 97. doi: 10.1029/2016EO042993CrossRefGoogle Scholar
Walton, D., Xavier, J., May, I., & Huffman, L. (2013). Polar Educators International—a new initiative for schools. Antarctic Science, 25(4), 473. doi: 10.1017/S0954102013000485CrossRefGoogle Scholar
Weiler, C. S. (2007). Meeting PhD graduates’ needs in a changing global environment. EOS Transactions AGU, 88(13), 149–151.CrossRefGoogle Scholar
Werner, K., Fritz, M., Morata, N., Keil, K., Pavlov, A., Peeken, I., … Wegner, C. (2016). Arctic in rapid transition: Priorities for the future of marine and coastal research in the Arctic. Polar Science, 10, 364–373. doi: 10.1016/j.polar.2016.04.005CrossRefGoogle Scholar
Xavier, J. C., Azinhaga, P., Seco, J., & Fugmann, G. (2017). Polar Weeks as an Educational Activity to Boost Science-Educational Links: Example of Portugal. Manuscript submitted for publication.Google Scholar
Xavier, J. C., Gray, A. D., & Hughes, K. A. (2018). The rise of Portuguese Antarctic research: Implications for Portugal’s status under the Antarctic Treaty. Polar Record, 54(1) 11–17. doi: 10.1017/S0032247417000626CrossRefGoogle Scholar
Zaika, Y., Beck, I., Badhe, R., Dubinenkov, I., Kuznetsova, E., Pope, A., … Xavier, J. (2015). APECS Organisational Review Recommendations Report. doi: 10.5281/zenodo.1477869Google Scholar
Zicus, S., Almeida, M., Edwards, K., Hik, D., Huffman, L., Kaiser, B., … Xavier, J. (2011). IPY education activities. In Krupnik, I., Allison, I., Bell, R., Cutler, P., Hik, D., López-Martinez, J., … Summerhayes, C. (Eds.), Understanding Earth’s Polar Challenges: International Polar Year 2007–2008 (pp. 481–510). Rovaniemi, Finland: University of the Arctic/CCI Press.Google Scholar
Supplementary material: File

Hindshaw et al. supplementary material

Hindshaw et al. supplementary material 1

Download Hindshaw et al. supplementary material(File)
File 84.3 KB