A Model for Science Communication Based on Teacher Research Immersion: A 10 Year Reflection on the Impact of ANDRILL ARISE

Teacher field experiences are conducted by many research teams, but very few papers have been published on the broader impacts of these programs. Talking to teachers and researchers who have been involved in working together more often than not, produces positive qualitative stories about learning and communication to non-science audiences. We discuss lessons learned 10 years after teachers deployed with the ANDRILL (ANtarctic geological DRILLing) program. Review of the unique aspects of ARISE (ANDRILL Research Immersion for Science Educators), together with a survey of ARISE scientists and educators, indicate that it can be used as a model for education and outreach components of large polar scientific research programs. The unique aspects of ARISE are: (1) A team of international educators was deployed to the field (McMurdo Station) as a group - as opposed to a single educator being embedded in a team of researchers. (2) Deployment of an on-ice coordinator for the ARISE educator team. (3) Conceptual support by the PIs and grant funding for pre-deployment meetings as well as participation in post-ice workshops and professional meetings. (4) Educator immersion in on-ice discipline teams, to build background knowledge and forge strong educator-scientist connections. (5) ANDRILL scientist presentations in an on-ice science course for educators. The melding of these five key components yielded impacts on international polar education and public communication that continue now, ten years beyond the team field immersion experience.