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Field Biology and Field Geology of the Alaska Inside Passage and Yukon Interior, Kluane National Park, Canada

 

 

"The ELI course that I participated in has been invaluable. The staff is a remarkable combination of brilliance, experience, scientific knowledge, and cultural understanding. To be immersed in this unique environment has enriched my professional and personal life. Already I have developed and presented two workshops using inquiry and environmental themes from this workshop. The First Nations perspectives and a western science grounding are combined in a setting that is absolutely breathtaking."
Jean Carpenter, 2002 participant in BC TORCH
Outreach Coordinator, Center for Life Sciences, Colorado State University

 

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Required Personal Clothing & Gear

Annotated Websites

National Science Teaching Standards

To Pay Share of Cost (SOC) by Credit Card

Travel Recommendations


Session 1: July 23 - August 3, 2004.

Participant Share of Cost (SOC): $1300 plus airfare to Bellingham-Alaska Ferry terminal, and airfare return from Anchorage, Alaska. Alaska airlines offers reasonable one way Anchorage-Seattle fares. (Partial need-based fellowship may be available). Rolling Admissions. $150 non-refundable deposit.

The Environmental Learning Institute provides course transport from Bellingham to Anchorage, Alaska, ferry, on-course travel, food, cooking equipment, lodging, protected area fees, course reader and all scientific and research equipment.

†This Share of Cost (SOC) does not include airfare from the participantís home to and from Bellingham, and the airfare return from Anchorage to Bellingham or home, personal clothing, personal equipment expenses, personal expenses or optional travel.

Credits:

Option 1. 4 graduate-level relicensure hour credits available through Colorado School of Mines (additional $150). Registration for this credit is done at the completion of the course with payment by credit card or check. All required materials MUST be received by CSM within 2 weeks of completing the course.

Option 2. 2 sciences graduate credits available through New Mexico Institute of Mining & Technology ($360, 2004 fees may rise slightly). Registration for this credit must be completed prior to the course. NMIT registration materials available at www.nmt.edu/~eodi.

 

PLEASE LET US KNOW IF YOU WOULD LIKE TO COMMUNICATE WITH PREVIOUS PARTICIPANTS!

Rendezvous: Noon, July 23, Bellingham, Washington Alaska ferry terminal.

Dropoff: 6 PM, August 3, Anchorage airport. Therefore you can book flights for the next day.

1. Facilitator Contact Information:

David Scott Silverberg, Ph.D., 520 245-3711, silverberg@alum.mit.edu
Environmental Learning Institute
5710 South Freeman Road #4
Tucson, AZ 85747

Allsion Butler, M.Sc., University of Alaska, Anchorage

 


2. Brief Description:

In this remarkable regional TORCH we will explore through authentic inquiry-based learning-research activities the incredible Coastal Temperate Rainforest ecosystems of British Columbia and Alaska's "Inside Passage" and the remarkable taiga and tundra interior of the Yukon's Kluane National Park. August is usually a time of beautiful weather, frequently clear skies. The "Inside Passage" is composed of spectacular glaciated mountain ranges, fjiords and incredibly rich coastal temperate rainforest ecosystems. Spruce and cedar trees, willows, birch, grizzley bears, black bears, wolves, whales, seals and sea lions typify the region. We will be tent-camping on the Alaska Ferry in the Solarium area and taking our meals in the ferry cafeteria. Our days are filled with observations from the ferry, daily powerpoint lectures and activities, our evenings include films and lively text-based discussions of inquiry-based scientific learning, traditional ecological knowledge, expeditionary learning, team development models, global environmental change. Following a brief visit of Juneau, we make landfall in Haines, and then proceed throgh the St. Elias protected area to the Arctic Research Institute near Kluane National Park, Haines Junction, Yukon, Canada. There we will study and research in the tundra and taiga ecosystems of the Kluane region, the North America's largest protected area, in excess of 8 million hectares, with remarkable biological richness and abundance.

Educators will:

  • Learn about the climate, geology, flora and fauna of temperate rainforest coastal ecosystems and taiga and tundra ecosystems.
  • Become familiar with global and local threats to these ecosystems.
  • Learn the Grinnel system of field journaling.
  • Learn a variety of field research techniques that can be applied in the classroom as well as in the field with their students.
  • Experience inquiry-based learning first-hand and develop inquiry-based lessons for their own classrooms.
  • co-design and co-implement a Participatory Action Research project (with geological and biological components) serving the interests of the local community.
  • Be encouraged to establish long-term professional connections with each other and local experts.
  • Participate in professional forums on inquiry-based science, alternative assessment, and constructivist pedagogy in the science classroom.
  • Contribute to the creation of a world wide web site that will illustrate the philosophy, pedagogy and experiences of the workshop.

3. Itinerary (This will change due to weather, road conditions and other circumstances of Alaska-Yukon expeditionary learning):


Days 1 The team meets at the ferry dock in Bellingham Washington, boards the ferry, pitches camp in the solarium area of the Alaska Ferry.

Days 2-4 We study northward along the Ferry route.

Days 5 Camp in Chugach National Forest, excellent Grizzley Bear observation area

Day 6-11 Arctic Research Institute, Kluane National Park

Day 12-13 Proceed to Fairbanks visiting the spectacular Tatna National Wildlife Refuge enroute.

4. Levels of educator-participants:

We invite undergraduate science majors interested in field biology and geology of British Columbia, Alaska and Yukon, field science education and learning techniques, intermediate- to secondary-level pre-service, in-service, education undergrad and graduate student, science education professors (teacher of teachers) and science education professionals (e.g. science education coordinators, university, park, museum and outdoor center affiliated).

5. Structure of workshop:
Participants will attend content lectures and guided hikes, undertake field ecosystem studies. Our days are filled with field work, our evenings include lively text-based discussions of inquiry-based learning, expeditionary learning, team development models, global environmental change.

6. Content Knowledge Topics: Field Geology and Field Biology in the Context of Natural Ecosystems and Ecological Concepts

This course provides an overview of the Coastal Temperate Rainforest and Taiga/Tundra ecosystems: what they are; how they work from a geological and biological perspective; and how they evolve and adapt to change. Ecosystem structure and function are integrated into a central theme of sustainability from a local and global perspective. Biosphere, lithosphere, atmosphere interactions and exchanges within the Temperate Rainforest and Taiga and Tundra biomes are introduced as related to issues of local and global environmental change. The philosophy, pedagogy and learning activities of the course employ a standards- and inquiry-based approach.

 


Learning Activity Topics Include:

Environmental History of Alaska, British Columbia and Yukon

Global Environmental Change

Experimental Design and Data Interpretation

Tectonic, Geologic and Physical Geographic Development of the North American Cordillerra

Climate and Weather of the Pacific Northwest

Mineral and Petroleum Resources of the Northwest Cordillerra

Causes and Consequences of Northern Latitudes Biodiversity

Plant and Animal Adaptations to the Far North

Coastal Temperate Rainforest ecosystem structure and function

Taiga Forest and Tundra Ecosystem Structure & Function

Protected Areas Strategies and Human Communities

7. Curriculum materials:
Each participant will also receive a binder in which to put all course handouts. Included will be readings on global change and current environmental issues in taiga and tundra ecosystems, both global and local. Maps and field guides for each field site as well as descriptions of common field techniques and their applications will also be included. In addition, teachers will receive handouts regarding pedagogy, ways in which inquiry based learning may be implemented in the classroom, alternative assessment (rubrics, portfolios, exhibitions), and constructivism in science education.

8. Field Equipment: Our field lab includes several notebook computers, TI-89 graphing calculators, a full set of Vernier calculator and computer-based laboratory probes and standard geological and biological field equipment. A digital projector, compasses, barometers, digital cameras, mini-DV camcorders, 35 mm SLR, dissecting microscope, GPS units.

9. Food and Lodging: On the ferry we sleep in tents under the solarium. We eat in the cafeteria. On land we will be cooking in a camp and also occassionally eating in simple local restaurants. At the Arctic Research Institute we will sleep in dorm research cabins and eat in the mess hall. Participants will be asked to help the camp manager with cooking and cleaning chores in rotation. We will be camping in tents and using sleeping bags. You need to bring your own sleeping bag and sleeping pad. Two person tents are provided, though you are welcome to bring your own if you prefer.

10. Physical Fitness Requirements: The Alaska-BC-Yukon TORCH course involves hiking in the temperate rainforest and wet taiga forests, wet and dry tundra, dayhiking with a 20 pound daypack, hiking on trails and off-trails, traveling in a van for several hours on sometimes curvy mountain roads, †traveling in a canoe, traveling on the Alaska ferry.† Participants will sleep in tents, in sleeping bags with sleeping pads on the ground.† You must be in VERY GOOD physical condition.