The best practices for science education and outreach in the Arctic has shifted dramatically over the past 30 years as “helicopter scientist” presentations to arctic classrooms have gradually been replaced by more thoughtful youth and community-centered approaches. This mini-course introduces you to principles of evidence-based, community-centered design of science outreach and education programming in the Arctic. Through concrete examples, the mini-course will demonstrate how instructional design theory and co-production of knowledge frameworks can guide and enhance outreach project development. Examples include projects from the NSF Navigating the New Arctic initiative and NASA Science Activation Arctic and Earth SIGNs project. You will leave with an outreach program planning guide incorporating the key considerations and evidence based design for their research in Arctic classrooms or communities.
Arctic Scientists in the Classroom: Principles for Designing Community-Centered Educational Programs
1. Introduction
Course Overview
Who is this for?
Arctic researchers who want to engage students and communities in their research.
Why take this course
Take this course to explore what good design looks like in Arctic STEM education and outreach—design that centers learner and community priorities, draws on evidence-based and culturally sustaining practices, and is rooted in the core values of Relationship, Respect, Relevance, Reciprocity, Representation, and Responsibility.
Collaborators
Rooted in collaboration, community, and shared commitment to Arctic education.
Supported By
The Navigating the New Arctic Community Office (NNA-CO) resources for collaboration and knowledge exchange within, between, and beyond the research projects funded by the National Science Foundation’s NNA Initiative.
Overview of Video #1
Description needed
2. How do we center learner and community priorities?
In this section...
You’ll be introduced to ways to learn about community and learner needs, assets, and priorities through pre-assessment.
Overview of Video #2: Pre-assessment
The following video will introduce you to a backwards design learning framework. Backwards design means that you start by planning the desired outcomes, and then work backwards to design the learning activities which lead towards those outcomes. Pre-assessment is an important way to gather input on what the community needs and want from a learning experience at the beginning of the planning stage.
Reflection prompt
Take a moment to pause and reflect on your learning needs and priorities as you begin this course. Consider what you hope to gain, and jot down your thoughts in a notebook to help guide your journey.
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Universal Backward Design is an instructional planning approach that combines the clarity and goal-orientation of Backward Design with the inclusivity of Universal Design for Learning (UDL). Educators begin by identifying desired learning outcomes, then plan assessments and instructional activities that support all learners in reaching those goals. This method emphasizes proactive planning for diverse learning needs by incorporating flexible materials, varied assessment options, and multiple ways of engaging students. The goal is to create accessible, equitable learning experiences from the start, ensuring all students can succeed.
3.Evidence-based design principles
In this section...
You’ll see several Arctic learning frameworks and be able to identify key components of both Arctic and academic science design principles
Overview of Video #3: Pedagogical Frameworks
In this video, we explore a learning model that blends traditional Indigenous knowledge and academic science. Central to any learning experience is to first determine the values that guide the outreach activity, considering the local community values, school values, and the values that you bring as a scientist. Our suggested blended learning model starts with listening to elders, local culture bearers, scientists, and students before moving into exploration, experimentation, explaining, and ending with action.
Reflection Prompt
What values do you hold? What values do you bring to your work?
How will you find out the values of the place or classroom you are working with?
Overview of Video #4: Core Elements of Arctic Pedagogy
In this video, we share the core elements and principles of Arctic pedagogy including connection to place, community involvement, story, observation, and digitalization amongst others. We discuss how the ‘6 Rs’ of co-production research (Relationship, Respect, Relevance, Reciprocity, Representation, Responsibility) apply to education and outreach, too.
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Learn more about The Globe Program.
Good examples of evidence based, community centered
How can I apply these principles to my own research and programs?
