Abstract
Permafrost and periglacial geomorphology are absent from the science curriculum in most secondary schools in the United States. This is an unfortunate situation given the recent increases in development and environmental concerns in northern latitudes and high-mountain areas, and the interesting examples of basic scientific principles found in the history of research on periglacial geomorphology and permafrost. In 1997 and 1998, a University of Delaware research group studying permafrost and periglacial geomorphology in northern Alaska participated in the National Science Foundation's (NSF) Teachers Experiencing the Antarctic and Arctic (TEA) Program. In each of these years, a high school teacher and a student traveled as part of the research team to the North Slope of Alaska. They learned about the landscape, collected active-layer thickness and temperature measurements, and assisted in data analysis. Results from studies of active-layer thickness variability and ground temperature contributed to a series of long-term observations and international research on the impacts of global climate change. Since their expeditions, the teachers have shared their experiences with their classrooms and communities in several ways, including public lectures and the Internet. Classroom activities are available to the public through the TEA web site (<http://tea.rice.edu>). This experience may heighten public awareness of permafrost and contribute to it becoming a useful part of the secondary curriculum.
| Original language | English |
|---|---|
| Pages (from-to) | 275-287 |
| Number of pages | 13 |
| Journal | Geomorphology |
| Volume | 47 |
| Issue number | 2-4 |
| DOIs | |
| State | Published - 2002 |
Funding
The success of a project like this depends on the goodwill of many people, to whom we owe our thanks. Jeremy Harris and Javier Lopez, the high school students who accompanied the team, reminded us whom the program was designed to inspire and contributed in many ways to the project. Sally Marsh (SUNY-Albany) provided wonderful advice and logistical support; Mike Walegur (UDel), Matthew Sturm (USA CRREL), and Renee Crain and all the other personnel at the Arctic Research Consortium of the United States (ARCUS) were most helpful. TEA's Coordinator, Dr. Stephanie Shipp (Rice University and the American Museum of Natural History) was a constant source of inspiration and encouragement. Last, but not least, we thank the members of the permafrost group of those years (J.G. Bockheim, W.R. Eisner, L.R. Everett, C.E. Gomersall, K.M. Hinkel, L.L. Miller, G. Mueller, J. O'Brien, S.I. Outcalt, R.F. Paetzold, and K.M. Peterson) and other scientists, researchers, teachers, and students we met and worked with in Alaska in 1997 and 1998, who made field work so enjoyable and educational. Funding was provided by supplements to U.S. National Science Foundation grants OPP-9612647 and OPP-9614537. J.R. Giardino and an anonymous reviewer provided critical comments that resulted in substantial improvements to the manuscript.
| Funder number |
|---|
| OPP-9614537, OPP-9612647 |
Keywords
- Alaska
- Education
- Frozen ground
- Geomorphology
- High school
- Periglacial features