Course Syllabus

Title of Course [Antarctica: Human Impacts on a Fragile Environment ]

Prefix and Number [SOE 415]

Semester and Year [Fall 2026]

Number of Credit Hours [3]

 No Prerequisites 

Course Details

Fall Lecture Portion: August 24^th, 2026– December 18^th, 2026

Winter Break Field Component: December 26^th, 2026 – January 9^th, 2027

Instructor Contact Information

Field Program Instructors

Kara Whitman, PhD. School of the Environment, College of Arts and Sciences and College of Agriculture, Human and Natural Resources. (Pullman Campus)

kmwhitman@wsu.edu

Caitlin Bletscher, PhD. Department of Human Development, College of Arts and Sciences and College of Agriculture, Human and Natural Resources. (Vancouver Campus)

caitlin.bletscher@wsu.edu

 

Course Description

About the Course

Antarctica is a wondrous place- the “coldest, windiest, driest, highest, quietest, most remote, and least understood continent on earth.” It has been an object of human speculation for millennia and a prize for explorers, sealers and whalers, scientists, and geo-strategists for more than two centuries. This two-part course examines this unique region of the world and provides a broad overview of its human and natural history. Special attention is given to Antarctica’s physical and ecological systems as well as human activity in the region, sustainable tourism, and the use of south polar resources.

The first component of the course is a fall, component that includes virtual live, online lectures, discussion, and logistical and academic preparation for the second component — the field component. Fall semester lectures (45-60 minutes each) are coordinated by American Universities International Programs (AUIP) and delivered by experts from the University of Canterbury's Gateway Antarctica: Centre for Antarctic Studies and Research. The winter, field component includes a two-week field excursion to the Antarctic Peninsula via Ushuaia, Argentina. Students are responsible for booking their own flights and transportation to and from Ushuaia.

This interdisciplinary course explores the biophysical and human dimensions of life in Antarctica, with a focus on its unique ecosystems, cultural significance, and geopolitical relevance. Students will examine the region’s history, current challenges, and future possibilities through the lenses of exploration, conservation, and sustainable tourism. The course includes immersive field experiences in Ushuaia, Argentina, and the Antarctic Peninsula, where students will engage in observational fieldwork, cross-cultural dialogue, and reflective practices. Emphasis is placed on developing a sense of place, global citizenship, and intercultural awareness in one of the most remote and ecologically sensitive regions of the world.

This course is a collaboration between Washington State University and our partner in New Zealand: American University International Programs (AUIP).

Course Materials 

Books: all materials provided

Fees: This is a study abroad program, all program fees addressed through the WSU Study Abroad program.

Student Learning Outcomes (SLOs) [add more lines if necessary]

Course Learning Outcomes (students will be able to:)	Activities Supporting the Learning Outcomes	Assessment of the Learning Outcomes
Analyze the biophysical and human systems shaping life in Antarctica	Fall lectures (e.g., marine ecosystems, glaciology, terrestrial ecosystems), field observations, annotated bibliography	Weekly Perusall annotations, field module presentations, technical group presentation
Evaluate issues of exploration, resource use, conservation, and tourism in polar regions	Lectures on Antarctic Treaty, ecotourism, seabird conservation; field modules 1 & 2	Annotated bibliography, group technical presentation, Perusall annotations
Demonstrate teamwork and cross-cultural engagement through collaborative field activities	Group field modules, team-based data collection, group presentations	Participation in field activities, group retrospective and technical presentations
Interpret the concept of Sense of Place in remote environments to assess global citizenship	Reflective journaling during field component, lectures on gateway cities and cultural identity	Daily reflective journal, group retrospective presentation
Apply sustainability principles to assess human-environment interactions in the Antarctic Peninsula and Ushuaia, including tourism, wildlife conservation, and climate-related impacts	Field Modules 1–3; site observations; IAATO guidelines; seabird census; glacier photography	Group technical presentation, field module retrospective, annotated bibliography
Reflect on personal cultural identity and demonstrate empathy toward unfamiliar cultures	Lecture on intercultural engagement, reflective journaling, field immersion in Ushuaia	Reflective journal, Perusall annotations, class participation
Analyze social and cultural dynamics in Ushuaia to improve intercultural proficiency	Field observations in Ushuaia, gateway city tourism team work, cultural readings	Group technical presentation, reflective journal, participation
Conduct field-based observations and critically assess human-nature interactions in polar ecosystems	Field modules (all), data collection on seabirds, glaciers, tourism impacts	Group technical presentation, field module retrospective, e.g. eBird data submission (Module 2)

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Course Schedule

[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]

Dates	Lesson Topic	Assignment	Assessment (all due by by Tuesday at 11:59 pm unless otherwise noted)
Week 1 Class: Aug. 26th, 2026, 3:00 pm	Introduction to class and getting to know each other.	no reading this week
Week 2 Sept. 2nd, 2026 3:00 pm	History of Exploration: Speaker Dr. Peter Carey Learning Outcomes: Students will be able to explain the historical significance of Antarctica. Students will be able to discuss the importance of Antarctica as a natural resource. Students will be able to discuss the importance of international collaboration in Antarctica.	Read: Martin, S. (1996). The people in Antarctica. In A history of Antarctica (pp. 6–26). State Library of New South Wales Press.	Perusall Reading Annotation 1
Week 3 Sept. 9th, 2026, 3:00 pm	Introduction to Antarctica and the Drake Passage: Speaker Professor Larry Krissek Learning Outcomes:  Students will critically reflect on their own identities and behavioral tendencies when encountering cultural and socioeconomic differences, preparing for respectful and self-aware engagement in Argentina. Students will develop strategies to navigate discomfort and unfamiliarity in intercultural settings, fostering openness, presence, and deeper global citizenship during their time abroad.	Read: Taranath, A. (2019). Beyond guilt trips: Mindful travel in an unequal world. Between the Lines. Chapter 2: Luggage We Take with Us: Difference and Advantage	Perusall Reading Annotation 2
Week 4 Sept. 16th, 2026 3:00 pm	Antarctic Marine Ecosystems: Speaker Dr. Peter Carey Learning Outcomes: Students will be able to describe the different types of marine habitat around Antarctica. Students will be able to identify krill and explain their significance to the marine ecosystems. Students will be able to identify important animal species of Antarctic marine ecosystems. Students will be able to explain how climate change is impacting krill and other marine organisms	Read: Barnes, D. K. A., & Clarke, A. (2011). Antarctic marine biology. Current Biology, 21(12), R451–R457. https://doi.org/10.1016/j.cub.2011.05.038	Perusall Reading Annotation 3
Week 5 Sept. 23rd, 2026 3:00 pm	Antarctic Birds: Speaker Dr. Peter Carey Learning Outcomes: Students will be able to distinguish between the major bird groups of importance in Antarctica. Students will be able to describe the importance of land habitats to the breeding patterns of Antarctic birds. Students will be able to illustrate how Antarctic birds impact regions beyond Antarctica. Students will be able to describe how human practices are impacting bird populations. Students will be able to connect climate change impacts on marine organisms with changes in bird populations	Read: Winnard, S., & Mulligan, B. (2017, June 29). Towards seabird-safe fisheries: Global efforts and solutions. Bird Life International. https://eaaflyway.net/towards-seabird-safe-fisheries-global-efforts-and-solutions/	Perusall Reading Annotation 4
Week 6 Sept. 30th, 2026 3:00 pm	Glaciology and Ice: Speaker Dr. Oliver Marsh Learning Outcomes:  Students will be able to explain the different types of ice in Antarctica. Students will be able to explain how glaciers form and move and how they contribute to global freshwater stores. Students will be able to discuss how climate change is affecting the distribution of ice in Antarctica and the consequences for global sea levels	Read:  Joughin et al. “Marine Ice Sheet Collapse Potentially Under Way for the Thwaites Glacier Basin, West Antarctica”. Science 334 (2014): 735 – 738. Scambos et al. “How much, how fast?: A science review and outlook for research on the instability of Antarctica's Thwaites Glacier in the 21st century”. Global and Planetary Change 153 (2017): 16 – 34.	Perusall Reading Annotation 5
Week 7 Oct. 7th, 2026 3:00 pm	Antarctic Terrestrial Ecosystems: Speaker Dr. Paul Broady Learning Outcomes: Students will be able to list and describe some of the organisms that live in Antarctica terrestrial ecosystems. Students will be able to explain some adaptations that allow organisms to live in Antarctica’s extreme environments. Students will be able to describe how species distributions are changing in response to a warming climate	Read:  Convey P. 2015. “Alien invasions.”  in Liggett et al (eds.) Exploring the Last Continent. Switzerland: Springer, 2015. Chown SL et al. 2022.  Antarctic climate change and the environment: a decadal synopsis and recommendations for actions. SCAR.  p83-92 Terrestrial life. Broady P.A.  2015.  Chapter 10: Life on Land - Aquatic Ecosystems.  Chapter 11 Life on Land - Non-Aquatic Ecosystems.  In: Liggett D., Storey B., Cook Y., Meduna V. (eds.) Exploring the last continent.  Springer International Publishing, Switzerland. p 175-228.	Perusall Reading Annotation 6
Week 8 Oct. 14, 2026 3:00 pm	A View to Antarctica from the Periphery: the Antarctic Gateway Cities: Speaker Dr. Gabriela Roldan Learning Outcomes:' Students will be able to identify the different gateway cities and explain their significance to Antarctic research and tourism. Students will be able to describe economic benefits of Antarctica to the gateway cities Students will be able to identify negative impacts of increased human visitation on the gateway cities. Students will be able to connect increased human visitation to the gateway cities with an increase on climate stressors in Antarctica.	Read: Gabriela Roldan and Hanne Nielsen. “Antarcticness at the Ends of the World”. In “Antarcticness, Inspirations and Imaginaries” ed. Ilan Kelman (London, UCL Press, 2022): 31-59. It’s Open Access and can be found here: https://www.uclpress.co.uk/products/180737 Elizabeth Leane, Chloe Lucas, Katie Marx, Doita Datta, Hanne Nielsen and Juan F. Salazar. “From gateway to custodian city: Understanding urban residents’ sense of connectedness to Antarctica”. Geographical Research 59, no. 4 (2021): 522-536. Complete:  Field Project - Team Selection (ranking and justification of research team topics) (Due Friday October 16th, 2026)	Perusall Reading Annotation 7
Week 9 Oct. 21st, 2026 3:00 pm	Ecotourism and Sustainable Business in Antarctica: Speaker Dr. Gabriela Roldan. Learning Outcomes: Students will be able to demonstrate knowledge of the management of tourism in Antarctica and the challenges associated with growth and diversification of commercial activities. Students will be able to assess the effectiveness of the unique governance of Antarctica, looking at tourism as a case study for challenges and opportunities for collaboration between stakeholders.	Read: Dodds, K., & Raspotnik, A. (2023). Antarctica: What role for the European Union? European Parliament, Policy Department for External Relations. (Link) Hemmings, A. D. (2014). Re-justifying the Antarctic Treaty System for the 21st century: Rights, expectations and global equity. In R. Powell & K. Dodds (Eds.), Polar geopolitics: Knowledges, resources and legal regimes (pp. 1–12). Edward Elgar Publishing.	Perusall Reading Annotation 8
Week 10 Oct. 28th, 2026, 3:00 pm	Antarctic Territorial Claims, the Antarctic Treaty System, Environmental Management and Protocol and the CEP: Speaker Dr. Neil Gilbert Learning Outcomes: Students will be able to discuss the history of the Antarctic treaty. Students will be able to discuss how the treaty serves as a model for international collaboration. Students will be able to explain the potential role for the treaty in a unified approach to Antarctic protection.	Hemmings, A. D. (2014). Re-justifying the Antarctic Treaty System for the 21st century: Rights, expectations and global equity. In R. Powell & K. Dodds (Eds.), Polar geopolitics: Knowledges, resources and legal regimes (pp. 1–12). Edward Elgar Publishing. Dodds, K. (2010). Governing Antarctica: Contemporary challenges and the enduring legacy of the 1959 Antarctic Treaty. Global Policy, 1(1), 108–115. https://doi.org/10.1111/j.1758-5899.2009.00006.x Liggett, D., Frame, B., Gilbert, N., & Morgan, F. (2017). Is it all going south? Four future scenarios for Antarctica. Polar Record, 53(5), 459–478. https://doi.org/10.1017/S0032247417000390 Chown, S. L., Lee, J. E., Hughes, K. A., Barnes, J., Barrett, P. J., Bergstrom, D. M., Convey, P., Cowan, D. A., Crosbie, K., Dyer, G., Frenot, Y., Grant, S. M., Herr, D., Kennicutt II, M. C., Lamers, M., Murray, A., Possingham, H., Reid, K., Riddle, M. J., ... Wall, D. H. (2012). Challenges to the future conservation of the Antarctic. Science, 337(6091), 158–159. https://doi.org/10.1126/science.1222821 Tin, T., Fleming, Z. L., Hughes, K. A., Ainley, D. G., Convey, P., Moreno, C. A., Pfeiffer, S., Scott, J., & Snape, I. (2009). Impacts of local human activities on the Antarctic environment. Antarctic Science, 21(1), 3–33. https://doi.org/10.1017/S0954102009001722	Perusall Reading Annotation 9
Week 11 Nov. 4th, 2026, 3:00 pm	Technology in Antarctica: Speaker Maria Fernanado and Annie Robertson Learning Outcomes: Students will explore how new technologies help scientists study Antarctica and support life and work on the continent, including tools like remote sensors, communication systems, and robots.	No new readings this week:	No Perusall this week. Annotated Bibliography due for Field Module 1, 2, or 3. (Due Friday November 6th, 2026)
Week 12 Nov. 11th, 2026 3:00 pm	Antarctic Psychology: Speaker Dr. Gary Steel. Learning Outcomes: Students will be able to explain the effects of isolation and continual on the human psyche. Students will be able to describe how exposure to the Antarctic wilderness can have profound effects on human perspectives both positively and negatively.	Read: Norris, K., Paton, D., & Ayton, J. (2010). Future directions in Antarctic psychology research. Antarctic Science, 22(4), 335–342. https://doi.org/10.1017/S0954102010000271 Steel, G. D. (2015). Extreme and unusual: Psychology in Antarctica. In D. Liggett, B. Frame, & I. Hemmings (Eds.), Exploring the last continent (pp. 361–377). Springer. https://doi.org/10.1007/978-3-319-18947-5_17	Perusall Reading Annotation 10
Week 13 Nov. 18th, 2026 3:00 pm	Geology: Speaker Dr. Bryan Storey Learning Outcomes: Antarctic geology.  Provide a foundation for how the continent has changed through time. Students will be able to describe the geographic layout of Antarctica. Students will be able to discuss the formation of Antarctica. Students will be able to explain how Antarctica’s location influences its climate.	Read: Cook, Y., & Storey, B. (2015). A continent under ice: The geological setting of Antarctica. In D. Liggett, B. Storey, Y. Cook, & V. Meduna (Eds.), Exploring the last continent: An introduction to Antarctica (pp. 9–27). Springer. https://doi.org/10.1007/978-3-319-18947-5_2 Storey, B., & Cook, Y. (2015). A long journey south: Unravelling Antarctica’s geological history. In D. Liggett, B. Storey, Y. Cook, & V. Meduna (Eds.), Exploring the last continent: An introduction to Antarctica (pp. 29–49). Springer. https://doi.org/10.1007/978-3-319-18947-5_3	Perusall Reading Annotation 11
Week 14 December 2nd, 2026, 3:00 pm	Citizen Science in Antarctica: Speaker Ted Chesseman and Allison Cusick (TBD).  Learning Outcomes: Students will be able to describe ways in which human activities have impacted Antarctic marine ecosystems. Students will be able to discuss opportunities for individuals and societies to minimize this impact and protect the integrity of Antarctic marine ecosystems. Students will be able to explain how to collect and contribute data to the Happywhale citizen science project, and how citizen science projects and AI contribute to monitoring impacts of climate change in the Antarctic Peninsula	Readings TBD	Perusall Reading Annotation 12
Week 15 December 9th, 2026 3:00 pm	Pre-departure Orientation: Speaker Dr. Lynn Ressler	No Readings	No assignments
Week 16: Finals Week Date and time TBD based on schedules	WSU pre departure meeting with Dr. Kara Whitman and Dr. Caitlin Bletscher
Field Component December 26th, 2026 – January 9th, 2027 Handwritten journals will be submitted 2 x on the journey on the morning of January 30th   2026 and January 7th, 2027 Field Module Data Collection - daily on board the ship up through January 6th.  Group module presentation and feedback  - January 5th on board Group technical presentation (including data tables and graphs and photos) - Either January 7th on the Boat, or January 8th in Ushuaia after disembarkation (depends on conditions of Drake Passage)

Attendance and active participation in the Fall course component is highly encouraged (required if you do not have another class at that time). For those who have another class at that time, lectures will be made available after. Attendance and/or engagement in presentations recordings will be evaluated as part of a class participation grade.

• Antarctica: Humans Impacts on a Fragile Environment will meet Wednesdays 3:00 – 4:30 p.m.in Webster 1234 or virtually. Global campus students may watch recorded lectures at a later date if they are unable to attend the virtual sessions at this time.
• Punctuality is critical since lecture streaming will begin promptly. The lectures will be watched via Zoom, and recordings will be made available to those who are unable to attend at 3 pm due to another class. (the preference is to be there in person at 3, but we understand that that may not be possible for a few students).
• Zoom webinar will be projected onto a large screen. At the end of the lecture, we will have another ~15 minutes for you to discuss questions with the presenter. The Fall course for

 

Expectations for Student Effort 

Students are expected to spend approximately hours 3.5 – 4  hours per week on this course during the fall lecture component on average. This includes 1.25 hours per week in lecture (or watching recorded lecture) (~19 hrs.), and approximately 2.5 hours per week working on reading, and homework assignments (~38 hrs.). Students will spend approximately 5.5 hours a day during the field component (~ 72 hrs.) participating in excursions, going to on board lectures, working on their field module data collection, and other group activities each day. Students will spend approximately 5 hours preparing for and presenting their group technical presentation in January 2025.

(45 hours per credit =135 hours)

Late Assignments: For all assignments during the fall lecture component, grades will be penalized points equivalent to 5% loss for late submission/day late.

Grading [add more lines if necessary]

Assignment	Percent of Grade	Points	Due Date
Fall Lecture Component
Weekly Perusall Annotations (Weekly readings posted, question prompts will be provided -based on readings, lecturer questions, and weekly learning outcomes)	27%	5 pts each x 12 wks.= 60pts	Due every Tuesday at 11:59 pm weeks 2 through 14
Field Project - Team Selection (ranking and justification of research team topics)	2%	5 pts	Friday October 16th, 2026
Field Module Annotated Bibliography	13%	30 pts	Friday November 20th, 2026
Participation/Engagement Fall Lecture Component	9%	20 pts	Ongoing

 

Winter Break Field Component
Daily Reflective Journal	13%	30 pts	Handwritten journals will be submitted 2 x on the journey on the morning of January 30th   2026 and January 7th, 2027
Group module presentation and feedback	4%	10 pts	January 5th
Group technical presentation (including data tables and graphs and photos)	23%	50 pts	Either January 7th on the Boat, or January 8th, in Ushuaia after disembarkation (depends on conditions of Drake Passage)
Participation in daily activities and in group research project- Field Component	9%	20 pts	Ongoing
Point Total	100%	225 pts

 

Grading Schema

Grade	Percent	Grade	Percent
A	92.5–100%	C	72.5-75.4%
A-	89.5–92.4%	C-	69.5-72.4%
B+	85.5–89.4%	D+	65.5-69.4%
B	82.5-85.4%	D	59.5-65.4%
B-	79.5-82.4%	F	0-59.4%
C+	75.5-79.4%

[Grades will be rounded to the nearest 10th.)

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Attendance and Make-Up Policy 

Participation and Engagement Fall Lecture Component

Individual engagement in the course is essential to learning and to the dynamics of the class and field excursion. Engagement entails keeping up with the required readings, being prepared to answer questions provided by the lecturers, being able to ask questions of the lecturers, and contributing constructively to class discussions. Your participation grade will be based on attendance, regularity of participation, quality (relevance, insightfulness, use of proper terminology) of questions and contributions to the proceedings. To encourage participation and discussion, each lecturer will provide several questions for contemplation during the lecture. These will then be used as prompts for Perusall reading discussions and to start discussion at the end of each lecture. Questions will be provided on Canvas one week prior to the lecture. Please read these questions and jot down notes to ‘answer’ them as the lecture proceeds so you are prepared to contribute to the discussion. Perusall annotations will be due each Tuesday at 11:59 pm.  Students who attend all the lectures (or for those who have excused absence, can watch lectures) or participate before and after those lectures  and activities and who contribute positively to the class will receive the full participation score.

Field Project – Team Selection

Due Date: Friday October 16^th, 2026 11:59 pm
In preparation for your upcoming Antarctic field research, you will be assigned to a team that will work on one of three academic field modules. Each module involves a group research project that will be carried out in Antarctica. Your task is to carefully read through the descriptions of the three modules and then complete a set of questions that will help you rank your project preferences.

 Note: While we will do our best to accommodate your preferences, you may not receive your top or even second choice. Your responses will assist us in forming well-balanced research teams.

Assignment Instructions:

1. Read Module Descriptions:
   • Field Module 1: Antarctic Ecotourism
   • Field Module 2: Antarctic Seabird Conservation
   • Field Module 3: Deciphering and Documenting the Cryosphere: Floating Ice and Glaciers of the Antarctic Peninsula
• Review the descriptions of the three academic modules:
2. Answer the Following Questions:
• What interests you most about each module?
• How do you see your skills and experiences contributing to the success of each module?
• What do you hope to learn or achieve through participation in each module?
• Rank the three modules in order of preference (1 = most preferred, 3 = least preferred).
• Provide a brief justification for your top choice. Why is this module your preferred project?
3. Submission:
• Submit your responses via the Canvas assignment link by the deadline.

This assignment will help us create effective and balanced research teams for the Antarctic expedition. We encourage you to think critically about each module and provide thoughtful responses to the questions. If you have any questions or concerns, please reach out to your instructor.

 

Field Module Annotated Bibliography

Due Date: 11:59 p.m. on Friday, November 20^th, 2026

As part of your participation in one of the three Field Modules—Antarctic Ecotourism, Antarctic Seabird Conservation, or Deciphering and Documenting the Cryosphere: Floating Ice and Glaciers of the Antarctic Peninsula—you will be required to engage with the scholarly literature related to your module. This annotated bibliography will help you build a foundational understanding of your topic, which will be essential for your field study and group technical presentation.

 

Assignment Instructions:

After you are formally assigned to one of the three Field Modules, you will find a list of electronically posted readings on Canvas under the module to which you are assigned. These readings are carefully selected to provide you with key insights and background information on your specific field of study.

Annotated Bibliography:

You are required to create an annotated bibliography of the readings provided in your assigned module. Each entry in the bibliography should include:

• Citation: Provide a complete citation for the source in APA format.
• Annotation: Write a one-paragraph description (approximately 150-200 words) for each source that includes:
  • Topic Overview: A brief summary of the main focus of the source.
  • Arguments: An outline of the key arguments or hypotheses presented.
  • Evidence: A description of the evidence or research methods used to support the arguments.
  • The annotations should reflect your understanding of the material and its relevance to your module’s broader themes.

Formatting:

• The bibliography should be formatted according to APA guidelines, with citations listed alphabetically by the author’s last name.
• Each annotation should be indented beneath its corresponding citation.

Submission:

• Submit your completed annotated bibliography as a Word document or PDF via the Canvas assignment link by the deadline.
• Late submissions will be subject to the course’s late assignment policy.

Grading Criteria:

Annotated Bibliography Rubric

This rubric is used to assess annotated bibliography assignments based on five key criteria.

Criteria	Excellent (4)	Proficient (3)	Developing (2)	Needs Improvement (1)
Comprehensiveness	Annotation thoroughly covers the topic, arguments, and evidence of each source.	Covers most key points; some minor details may be missing.	Covers basic ideas but lacks depth or misses key arguments/evidence.	Annotation is superficial or incomplete; major aspects of the source are missing.
Clarity and Conciseness	Writing is clear, concise, and well-organized.	Generally clear and concise; minor issues with flow or wordiness.	Some clarity issues may be wordy or disorganized.	Writing is unclear, verbose, or poorly structured.
APA Formatting	All citations and formatting are correct and consistent with APA guidelines.	Minor formatting errors; mostly consistent with APA.	Multiple formatting issues; inconsistent citation style.	APA formatting is incorrect or missing.
Relevance	Demonstrates deep understanding of each source’s relevance to the field module.	Shows good understanding of relevance; connections are mostly clear.	Relevance is mentioned but not well explained or connected to the module.	Relevance is unclear or not addressed.
Critical Engagement	Thoughtful and critical engagement with each source is evident.	Some critical engagement; mostly descriptive.	Limited critical thinking: annotations are mostly summaries.	No evidence of critical engagement; annotations are purely descriptive.

 

Field Component Assignments – All Students

Daily Reflective Journal

Due Date: December 30^th and January 7^th, 2027 (on the voyage)

The purpose of this journal assignment is to encourage you to engage actively with the study abroad program, fostering deep reflection on your experiences and integrating the knowledge gained from course materials, daily speakers, and program activities. This assignment aims to enhance critical thinking, communication, and a holistic understanding of the study abroad program.

Goals:

1. Reflective Practice: Develop a habit of daily reflection to deepen your understanding of the study abroad experiences, focusing on personal growth, academic insights, and cultural awareness.
2. Integration of Learning: Seamlessly integrate and apply knowledge from course readings, daily speakers, and program activities to your reflections.
3. Effective Communication: Enhance your written communication skills as you express your thoughts, experiences, and connections between what you've learned and what you've encountered during the program.

Submission Schedule: You will submit your handwritten journal two times during the study abroad program. Each submission is worth 15 points, making a total of 30 points.

Journal Content:

• Daily Entries: Write a daily journal entry that reflects on your experiences, observations, and insights during the study abroad program. These entries should encompass the entire day's events, interactions, and experiences.
• Integration of Learning: Incorporate references to the course reading pack, insights from daily speakers, and activities of the day within your journal entries. This demonstrates how your academic knowledge informs your understanding of real-life experiences.
• Personal Reflection: Reflect on personal growth, cultural awareness, and any challenges or surprises encountered during the program.

Journal Grading Rubric:

Criteria	Excellent (5)	Strong (4)	Satisfactory (3)	Emerging (2)	Needs Improvement (1)
Reflective Depth	Demonstrates profound reflection with deep insights into daily experiences and personal growth.	Shows strong reflection and thoughtful consideration of experiences and growth.	Provides satisfactory reflection with some insights into experiences and personal development.	Reflection is emerging; limited insights and superficial engagement with experiences.	Minimal or no reflection; lacks depth and personal engagement.
Integration of Learning	Effectively integrates daily speakers and program activities with clear, meaningful connections.	Integrates learning experiences with mostly clear and relevant connections.	References learning experiences with some connection to journal content.	Limited integration: connections to learning experiences are vague or underdeveloped.	No meaningful integration of learning experiences lacks relevance.
Effective Communication	Writing is exceptionally clear, concise, and engaging; ideas are well-articulated and connected.	Writing is clear and engaging; ideas are mostly well-articulated and connected.	Writing is generally clear; some issues with articulation or connection of ideas.	Writing lacks clarity or engagement; ideas are poorly articulated or disconnected.	Writing is unclear and disengaging; ideas are not effectively communicated.

 

Field Modules

See Field Modules in Appendix A.

Group Module Retrospective Presentation and Feedback

Due Date: January 5^th, 2027

You group will participate in a brief, informal discussion/presentation to share initial insights and reflections on your fieldwork data. This session is meant to be a preliminary look at your findings, focusing on immediate observations and group discussions.

Presentation Modules:

• Field Module 1: Antarctic Ecotourism
• Field Module 2: Antarctic Seabird Conservation
• Field Module 3: Deciphering and Documenting the Cryosphere: Floating Ice and Glaciers of the Antarctic Peninsula

Format:

• The session will be held informally in a common area shortly after your return to Ushuaia. Gather your group, review your notes, and be ready to share your experiences and observations.
• Evaluation: This exercise is meant to encourage reflection and early analysis rather than polished delivery. Participation, effort, and the ability to engage in discussion will be the primary criteria for assessment.
• This retrospective discussion is an opportunity to consolidate your thoughts and set the stage for more detailed analysis and formal presentations later on. It’s a chance to share what you’ve experienced and learned in the field while it’s still fresh in your minds.

Assignment Requirements:

1. Presentation/Discussion Length: Each group will have approximately 5-7 minutes to present. There will be a short Q&A or discussion period following each presentation.
2. Content Focus:
   1. Introduction: Briefly describe your field module and the focus of your data collection.
   2. Initial Observations: Share your group's most significant or surprising findings from the field.
   3. Preliminary Data: Highlight any key data points, even if they are not fully analyzed. You may present these as rough sketches, notes, or early graphs if possible (may not be an option).
   4. Challenges and Insights: Discuss any challenges faced during data collection and how your group overcame them. Share any early interpretations or hypotheses based on the data.
   5. Visual Aids: Use minimal visual aids if necessary, such as rough sketches, raw data points, or photographs taken during fieldwork. Focus on content over polish—this is a casual and reflective discussion.
3. Team Coordination:
   1. All group members should contribute to the discussion. You can rotate speaking roles or have a more conversational style.
   2. This is an opportunity to reflect collectively on your experiences and initial data.
4. Q&A/Discussion:
   1. Engage in a brief Q&A or group discussion following your presentation. Be open to feedback and questions from your peers and instructors.
5. Preparation:
   1. Since this presentation is meant to be less formal and occurs shortly after fieldwork, focus on group reflection rather than extensive preparation.

Rubric: Field Module Presentation (10 Points Total)

This rubric evaluates group presentations based on six key criteria. Each criterion is scored at three performance levels: Excellent, Proficient, and Needs Improvement.

Criteria	Excellent (2 pts)	Proficient (1 pt)	Needs Improvement (0 pts)
Presentation Length & Flow	Presentation is within 5–7 minutes, well-paced, and clearly structured.	Slightly over/under time or somewhat disorganized.	Significantly off-time or lacks clear structure.
Content Focus & Clarity	All required elements (intro, observations, data, challenges, insights) are clearly addressed with thoughtful detail.	Most elements are addressed, but some lack clarity or depth.	Few elements are addressed or content is unclear.
Use of Visual Aids	Visuals (if used) are relevant, enhance understanding, and align with the informal tone.	Visuals are present but may be unclear, underused, or overly polished.	No visuals used when appropriate, or visuals are distracting.
Team Coordination	All members contribute meaningfully; presentation feels collaborative and balanced.	Most members contribute; some imbalance in participation.	One or two members dominate; minimal group collaboration.
Engagement in Q&A/Discussion	Group responds thoughtfully to questions and engages in discussion.	Group responds to questions but with limited engagement.	Group avoids or struggles to engage in discussion.
Preparation & Reflection	Presentation reflects thoughtful reflection on fieldwork; preparation supports clarity without over-polishing.	Some reflection evident; preparation is adequate.	Minimal reflection or preparation evident.

Group Technical Presentation

Either January 7^th on the Boat, or January 8^th, in Ushuaia after disembarkation (depends on conditions of Drake Passage)

Each group will deliver a technical presentation summarizing the findings of their field data collection during the voyage to Antarctica. The goal is to present data clearly and concisely, utilizing visual aids such as tables, graphs, and photos, while effectively communicating your group's analysis and conclusions. Note: We will be inviting other SoE Faculty and Students to attend and listen to the presentations.

Group Presentation Modules:

• Field Module 1: Antarctic Ecotourism
• Field Module 2: Antarctic Seabird Conservation
• Field Module 3: Deciphering and Documenting the Cryosphere: Floating Ice and Glaciers of the Antarctic Peninsula

Assignment Requirements:

1. Group Structure: The class is divided into three field groups, each assigned to one of the modules prior to voyage departure. Groups will work collaboratively to analyze their collected field data and prepare a presentation.
2. Presentation Length: Each group has a maximum of 12 minutes to present their findings. Time management is crucial; practice to ensure you cover all required elements within the allotted time.
3. Content Requirements:
   1. Introduction and overview : Briefly introduce your module and the objectives of your research and fieldwork. More details on this are in the specific modules.
   2. Methods: Summarize the data collection methods used during the fieldwork. Discuss the limitations of the methodology.
   3. Data Presentation: Present your data using appropriate visual aids:
   4. Tables: Clearly label and explain each table.
   5. Graphs: Use graphs (e.g., bar charts, line graphs, scatter plots) to illustrate trends, comparisons, or patterns.
   6. Include at least 10 photos relevant to your fieldwork and findings. Ensure photos are high quality and clearly captioned.
   7. Analysis and Interpretation : Discuss the key findings derived from your data. What do the data reveal about your specific module topic? Interpret the significance of your findings in the context of Antarctic research and conservation.
   8. Conclusion: Summarize your group's main findings and their implications. Suggest potential areas for future research or actions based on your results.
4. Visual Aids and Design:
   1. Use a clean, professional layout for your slides. Avoid cluttered visuals.
   2. Ensure all text is legible, with a font size large enough to be read easily from a distance.
   3. Use color thoughtfully to enhance clarity and focus attention on key points.
   4. Using APA style, properly cite all sources of data, images, and any external content used in the presentation.
5. Team Coordination:
   1. All group members should participate in the presentation. Roles can include presenting, designing slides, and answering questions.
   2. Practice as a group to ensure smooth transitions between speakers and a cohesive presentation style.
6. Q&A Session: After the presentation, there will be a 5-minute Q&A session. Be prepared to answer questions about your data collection, analysis, and findings.
7. Grading Criteria:

Final Project Presentation Rubric

Total Points: 50
Each criterion is evaluated on a 5-point scale: Excellent (5), Strong (4), Satisfactory (3), Emerging (2), Needs Improvement (1).

Criteria	Excellent (5)	Strong (4)	Satisfactory (3)	Emerging (2)	Needs Improvement (1)
Content (40%)	Accurate, highly relevant, and demonstrates deep analysis.	Mostly accurate and relevant with strong analysis.	Generally accurate and relevant with satisfactory analysis.	Some inaccuracies or lack of relevance; limited analysis.	Inaccurate or irrelevant; lacks analytical depth.
Visual Aids (20%)	Exceptional quality and effectiveness of visuals and design.	Strong visuals and design with minor issues.	Adequate visuals and design; some inconsistencies.	Limited visual quality or effectiveness.	Poor or missing visuals; ineffective design.
Delivery (20%)	Clear, professional, and highly engaging presentation.	Mostly clear and professional; good engagement.	Satisfactory clarity and professionalism; moderate engagement.	Unclear or unprofessional; limited engagement.	Poor delivery; lacks clarity and engagement.
Teamwork (10%)	Excellent collaboration and equal participation.	Strong collaboration; minor imbalance in participation.	Adequate teamwork; some coordination issues.	Limited collaboration or unequal participation.	Poor teamwork; lack of coordination.
Q&A (10%)	Effectively answers and defends findings with confidence.	Answers most questions effectively; good defense.	Answers basic questions; limited defense.	Struggles to answer questions; weak defense.	Unable to answer questions or defend findings.

 

 

**Remember that your presentation should not only convey your findings but also demonstrate your understanding of the significance of your fieldwork in Antarctica.

Photo Credit 2: Professor Andrew Maynard

**Note the Field Tour Itinerary will be provided once finalized. (Draft has been already sent out)

Appendix A: Field Modules

Module 1. Guidelines for Antarctic Ecotourism

Background information: ECOTOURISM

Ecotourism consists of four key components:

1. promoting and marketing the natural world as unique sites of individual and cultural experience
2. promoting small, locally owned tour operator businesses,
3. minimizing negative impacts of visitor travel on the natural and social-cultural environment, and
4. generating economic development associated with the conservation of nature by generating employment opportunities for local communities.

Three fundamental elements of sustainable development can advance ecotourism: environmental, economic, and social. While ecotourism can foster socio-economic development, enhance cultural interactions, and promote environmental protection, it can also damage fragile ecosystems and contribute to cultural conflict.

Antarctic Ecotourism

Background

The number of Antarctic tourists increased dramatically between 1995-96 (9,367 landings) to a peak in 2007-08 (46,069). The faltering world economy and other factors have led to a decrease in tourists to a low of 21,131 landings in 2011-12 but numbers increased steadily thereafter to a record 55,164 person landings prior to the CoVid-19 pandemic. Today (2023), the International Association of Antarctica Tour Operators (IAATO) have estimated that a record number of 100,000+ people have visited Antarctica, which saw an increase in cruise, land, and deep field visitors from the previous year (2022). The most common and expensive mode of transportation (an estimated 90% of visitors) to Antarctica by cruise ship Most Antarctic tourists arrive by ship or plane from five Global South gateway ports established around the turn of the 20^th century: Ushuaia, Argentina and Punta Arenas, Chile in South America, as well as Cape Town, South Africa, and Hobart, Australia and Christchurch, New Zealand in the Oceania.

Starting into the 21^st century, the five gateway cities have attempted (with varying degrees of success) to build collaborative relationships with one another and Antarctica. More recently (2017-2020), an “Antarctic Cities,” an Australian-led project, recruited gateway partners to participate in Antarctic stewardship activities as custodial cities. With a recent 2020 survey finding that about 75% of gateway city residents  feeling that Antarctica was “very/fairly important to the city’s identity” and that they were “very/fairly responsible for Antarctica’s future,” it’s clear to see intentional promotion and increased attention towards caring for the Arctic environment. 

As Antarctic tourism has continued to grow, ecotourism has become an important source of income and employment for the gateway communities. However, the gateway communities also face challenges associated with ecotourism development: conflict among local peoples and organizations stemming from economic development, as well as geopolitical tensions and competition (tourism, scientific discovery, etc.)  among gateway cities; cultural changes stemming from the influx of foreign visitors; and environmental impacts associated with increasing infrastructure demands (e.g., waste and water), vandalism, traffic, and noise pollution.

Given increases in Antarctic tourism, there are concerns over environmental impacts within Antarctica, including significant carbon emissions due to lengthy travel in extreme conditions, snow loss, increased risk of fuel spills, potential (intentional or non-intentional) transportation non-native species, and wildlife disturbance from tourist site visits (which may degrade the environment, leading to increased wildlife stress, reductions in breeding productivity, and changes to social behaviors).

Antarctic tourism is regulated by the Environmental Protocol to the Antarctic Treaty, which has designated the Antarctic as a natural reserve "devoted to peace and science” (Art. 2) since 1991. Tour operators must obtain a permit with conditions that spell out specific limitations and requirements while in Antarctica, which include general tourist and visitors guidelines, as well as site-specific visitor landing guidelines established by the Antarctic Treaty (i.e., Visitor Site Guidelines). Some of these restrictions include:

• restrictions on daily visits and number of people that can be ashore simultaneously,
• minimum staff-to-passenger ratios,
• controls on which sites and what areas within each site may be visited, and
• the requirement that all passengers, crew and staff attend an environmental and safety briefing.

These regulations are almost identical to a set of voluntary guidelines used by tour operators who are members of the International Association of Antarctica Tour Operators (IAATO) (www.iaato.org).  IAATO was formed in 1991, after the signing of the Antarctic Environmental Protocol, which required environmental impact assessments of human activities, to represent the interests of the tourism industry in the face of increasing regulations from the Antarctic Treaty of 1959. Representing over 100 members from 19 countries, the IAATO developed extensive guidelines for its international members to ensure environmentally sound private-sector travel to Antarctica. During your Antarctic voyage you will directly experience IAATO’s guidelines and procedures.

Drawing from these guidelines and procedures, day-to-day environmental management is self-regulated by industry. Because of this, many researchers, policy makers, and conservation organizations are concerned that self-regulation alone is no longer sufficient to mitigate the impacts of tourism in Antarctica. With foreseen increasing severity of negative environmental impacts, alongside their exacerbation by the effects of climate change, scholars are calling for tourism in Antarctica to be more effectively and proactively managed.

Some countries have additional protective measures to ensure the protection of Antarctic native mammals, birds, plants, and their ecosystems. For example, the US Antarctic Conservation Act applies to all US citizens and US-originated expeditions going to Antarctica. Penalties for violating such regulations could result in significant US sanctions (i.e., fines, imprisonment).

To assess and monitor potential tourist impacts on the Antarctic Peninsula, a US-based non-profit promoting science, education, and stewardship called Oceanites (www.oceanites.org) was founded in 1987 to assist science-based conservation recommendations and increase the awareness of climate change worldwide. Oceanites’ scientific data provides critical information to the Antarctic Treaty system, consisting of 54 countries. Oceanites’ primary research effort, the Antarctic Site Inventory, was initiated in 1994 in response to the signing of the Antarctic Environmental Protocol. The Antarctic Site Inventory established baseline information necessary to detect possible future changes in several physical and biological variables on the Antarctic Peninsula. Through subsequent annual monitoring of frequently visited tourist sites and detailed monitoring of penguin and bird species in the Antarctic Peninsula, Oceanites aims to identify changes to the baseline reference state, determine whether detected changes are naturally occurring or are caused by human activities, and determine how to minimize or avoid environmental impacts of tourism in the Antarctic Peninsula.

 

Assignment

The purpose of Field Module 1 (Ecotourism) is to evaluate the impacts of Antarctic ecotourism using the course readings, lectures, and field observations as supporting evidence. After developing foundational knowledge surrounding sustainable and ecotourism in Antarctica, students will work in teams as “specialists” to evaluate the impact of Antarctic tourism, including the following objectives:

1. Analyze SWOT (strengths, weaknesses, opportunities, and threats) of tourism on gateway city (Ushuaia, Argentina) environment and culture
2. Evaluate the impact of tourism on the Antarctic environment and wildlife ecosystems
3. Critically assess the “Antarctic Ambassador” effect* among visitors

*“Antarctic Ambassador” effect: The “Antarctic Ambassador” effect is the idea that passengers to Antarctica gain heightened education and awareness of the region, in order to return home as advocates of tourism and conservation efforts. More information about this term can be found in the ‘Antarctic Ambassador’ effect team.

 

Field Course Work:  Work as a large group with team “specialists” to:

1. Lead regular discussion groups while in Ushuaia and on the vessel among your three teams to:
   1. Discuss the team background readings as a large group to establish a baseline consensus of knowledge and group plan for your field work, and
   2. Ensure all team “specialists” are responsible for developing a solid understanding of evidence underlying each of their sub-topics.
2. Effectively convey the above information to others in writing, presentation, and other supportive forms of communication. 
3. Utilize the Site Guidelines for Visitors Checklist and Visitor Site Guidelines for every Antarctica landing to gather data.

 Deliverables:

Students will provide two final presentations, representing a total of 60 points, or 25% of your grade in this course. More details on these group presentations can be found in the Course Syllabus.

1. Group Module Retrospective Presentation (10 pts, 4%): On December 30, when we return from the peninsula to Ushuaia, Argentina your large group will give a 5-7-minute presentation consisting of a reflective/retrospective account of your field module, including preliminary outcomes in the three team areas: Gateway City Tourism, Tourism’s impact on Wildlife and Environmental Ecosystems, and the ‘Antarctic Ambassador’ Effect. Questions to consider in your brief reflective presentation include:

• What were your reactions to the insights gained on ecotourism and visitor guidelines provided? 
• After the journey to Antarctica, what are your thoughts on the “Ambassador Effect?”
• How did the project affect how you think about Antarctica, its natural resources, ecosystems, and wildlife?
• Do you see a sustainable balance between environmental impacts and tourism?

2. Group Technical Presentation (50 pts, 21%): On January 7, your group will present a group technical presentation as a capstone effort from your group. The presentatio should include: 1) an overview of the project purpose and rationale, 2) a summary of major findings (including what methods were used to obtain these findings), 3) the implications of the group findings on a broader level (i.e., tourism and fragile climates around the globe), and 4) submission of final module-specific data sheets, observational notes, and photographs.

Field Module 1: Readings

All team members: Antarctic Ecotourism Background and Perspective

 Annotated Bibliography (30 pts, 13%): These readings are carefully selected to provide you with key insights and background information on your specific field of study. As part of your participation in this module, not only will the following readings support your successful completion of your field work, but you will also be required to engage with this scholarly literature through an Annotated Bibliography. This Annotated Bibliography will help you build a foundational understanding of your topic, which will be essential for your field study and group technical presentation. More information about this assignment can be found in your Course Syllabus.

• Cajiao, D., Benayas, J., Tejedo, P., & Leung, Y. (2023). Positive management of sustainable tourism in Antarctica: Rhetoric or working progress? Sustainability, 13, https://doi.org/10.3390/su13147649
• Carey, P. W. (2020). A growing tourism industry in the Antarctic: Challenges and opportunities. In A. Beal, White continent and South America: Climate change, global policy, and the future fo schientific cooperation in Antarctica, pp. 91-109.
• Chown, S. L., Lee, J. E., Hughes, K. A., Barnes, J., Barrett, P. J., Bergstrom, D. M., ... & Wall, D. H. (2012). Challenges to the future conservation of the Antarctic.Science, 337(6091), 158-159.
• Gehrke, C., & Hansen-Magnusson, H. (2024). Tales from the frontier of sustainable global connectivity: A typology of Arctic tourism workers. Journal of Arctic Tourism, 2(1), 1-14. https://www.arctictourism.is/index.php/arctour/article/view/arctour.2.1/arctour.2.1
• International Association of Antarctica Tour Operators. (n.d.). http://iaato.org
  • Guidelines for visitors to the Antarctic. IAATO: Tourism statistics. http://iaato.org/tourism-statistics
  • IAATO Historical Review of Antarctic Tourism.

https://iaato.org/information-resources/data-statistics/iaato-atcm-information-papers/

• Jabour, J. (2014). Strategic management and regulation of Antarctic tourism. In Antarctic Futures (pp. 273-286). Springer Netherlands.
• Lamers, M., Liggett, D., & Amelung, B. (2012). Strategic challenges of tourism development and governance in Antarctica: Taking stock and moving forward. Polar Research, 31, file:///Users/caitlynbletscher/Downloads/2617-Article%20Text-14052-1-10-20181113.pdf
• Varnajot, A., Makanse, Y., Huijbens, E. H., & Lamers, M. (2024). Toward Antarctification?: Tourism and place-making in Antarctica. Polar Geography, 47(1), 49-70. https://www.tandfonline.com/doi/full/10.1080/1088937X.2024.2309673#abstract

Team “Specialists”:  Evaluating the Impact of Antarctic Tourism

Note: Teams are only responsible for completing the readings and collecting data on their designated sub-topic. However, each sub-team is responsible for teaching their topic to the rest of the group, and then contributing substantially to the completion of the overall project and two presentations (in Ushuaia on December 30 and in the US on January 22). All team members will receive a single grade on their group project, which means everyone will be responsible for reviewing and approving the final product prior to submission.

Team 1: Gateway City Tourism

Team objective: Analyze SWOT (strengths, weaknesses, opportunities, and threats) of tourism on gateway city (Ushuaia, Argentina) environment and culture

1. Herbert, A., Liggett, D., & Frame, B. (2020). Polarising Ushuaia: Informal settlements and tourism in an Antarctic gateway city. Local Environment, 25(11-12), 849-871. https://doi.org/10.1080/13549839.2020.1843420
2. Leane, E., Lucas, C., Marx, K., Datta, D., Nielsen, H., & Salazar, J. F. (2021). From gateway to custodian city: Understanding urban residents’ sense of connectedness to Antarctica. Geographical Research, 59(4), 522-536. https://onlinelibrary.wiley.com/doi/am-pdf/10.1111/1745-5871.12490
3. Llebaria de Boti, M. (2024). Ushuaians’ perceptions of their city: Pristineness vs. plastic waste pollution. Master of Arts Thesis, University of Guelph. https://atrium.lib.uoguelph.ca/server/api/core/bitstreams/bd56f714-f5f3-4e71-8550-b4a97dd4dbf1/content
4. Roldan, G. (2015). A door to the ice?: The significance of the Antarctic Gateway Cities today. Antarctic Affairs, 2, 1-8. https://antarcticaffairs.org/wp-content/uploads/2021/02/OCT-2015-4-roldan.pdf
5. Jensen, M., & Vereda, M. (2016). The origins and development of Antarctic tourism through Ushuaia as a gateway port. In M. Schillat, M. Jensen, M. Vereda, & R. A. Sanchez (eds.), Tourism in Antarctica, 75-99. http://monika-schillat.eu/texte/Tourism_Antarctica.pdf#page=81
6. Picard, D. (2015). White magic: An anthropological perspective on value in Antarctric tourism. Tourist Studies, 1-16. https://doi.org/1177/1468797615597858

Team 2: Antarctic Tourism impact on Wildlife and Environmental Ecosystems

Team objective: Evaluate the impact of tourism on the Antarctic environment and wildlife ecosystems

1. Cajiao, D., Benayas, J., Tejedo, P., & Leung, Y. (2021). Adaptive management of sustainable tourism in Antarctica: A rhetoric or working progress? Sustainability, 13, 7649. https://doi.org/10.3390/su13147649
2. Coetzee, B. W., & Chown, S. L. (2015). A meta‐analysis of human disturbance impacts on Antarctic wildlife. Biological Reviews. https://doi.org/10.1111/brv.12184
3. Gastautor (2024). Antarctica provides at least $276 billion a year in economic benefits to the world. Polar Journal. https://polarjournal.ch/en/2024/03/04/antarctica-provides-at-least-276-billion-a-year-in-economic-benefits-to-the-world/
4. Hager, J. (2023). Human activity has brought everyday pollution to Antarctica. Polar Journal. https://polarjournal.ch/en/2023/06/09/human-activity-has-brought-everyday-pollution-to-antarctica/
5. Lynch, M. A., Youngflesh, C., Agha, N. H., Ottinger, M., & Lynch, H. J. (2019). Tourism and stress hormone measures in Gentoo Penguins on the Antarctic Peninsula. Polar Biology. https://par.nsf.gov/servlets/purl/10100629
6. Woehler, E. J., Ainley, D., & Jabour, J. (2014). Human impacts to Antarctic wildlife: Predictions and speculations for 2060. In T. Tin, D. Liggett, P. Maher, & M. Lamers (eds.), Antarctic Futures, pp. 27-60. Springer Netherlands. https://doi.org/10.1007/978-94-007-6582-5_2

Team 3: The “Antarctic Ambassador” Effect

Team objective: Critically assess the “Antarctic Ambassador” effect among visitors

1. Cajiao, D., Larson, L., Leung, Y., & Reas, J. (2023). Making memories that matter: How do different recollections of an Antarctic tourism experience impact future conservation behavior? Journal of Sustainable Tourism. https://www.tandfonline.com/doi/pdf/10.1080/09669582.2023.2272224
2. Cajiao, D., Leung, Y., Larson, L. R., Tejedo, P., & Benayas, J. (2022). Tourists’ motivations, learning, and trip satisfaction facilitate pro-environmental outcomes of the Antarctic tourist experience. Journal of Outdoor Recreation and Tourism, 37, 100454. https://doi.org/10.1016/j.jort.2021.100454
3. Maher, P. T., Steel, G., & McIntosh, A. (2003). Antarctica: Tourism, wilderness, and ‘Ambassadorship.’ USDA Forest Service Proceedings, 204-210. https://researcharchive.lincoln.ac.nz/server/api/core/bitstreams/71ef2704-ff66-499d-8bf7-919b1395576b/content
4. Powell, R. B., Brownlee, M. T., Kellert, S. R., & Ham, S. H. (2012). From awe to satisfaction: Immediate affective responses to the Antarctic tourism experience. Polar Record, 48,145-156. Https://doi.org/10.1017/S0032247410000720
5. Powell, R. B., Kellert, S. R. & Ham, S. H. (2008). Antarctic tourists: Ambassadors or consumers? Polar Record, 44, 233–241. https://doi.org/10.1017/S0032247408007456
6. Salazar, J. F., Leane, E., Roldan, G., Fraser, C., Macias Diaz, K., Power, C., Garro, F., Silima, R., & Barticevic, E. (2022). The Antarctic youth coalition: An experiment in citizen participation and south-south cultural diplomacy. The Polar Journal, 12(1), 5-21. https://www.tandfonline.com/doi/pdf/10.1080/2154896X.2022.2062560

Field Module 1: Data Collection

Instructions: Prior to departure, each Team must determine what data they will need to collect in order to evaluate their assigned sub-topic. This field project consists of several data-gathering activities, which will provide supporting quantitative and qualitative evidence for your final presentations:

• Attend onboard lectures and reference relevant information as it relates to Ecotourism (including tourism’s impact on Ushuaia and the Antarctic wildlife and environment), Visitor Guidelines, and the “Ambassador Effect.”
• Conduct field observations in Ushuaia through the use of notes and photographs*. Pay close attention to the natural and built environment, cultural distinctions as a Gateway City, the tourist infrastructure and economy, visual and textual representations of Antarctica, and interactions between tourists and locals.
  1. Explore the role of tourists and hosts in this Gateway City community.
  2. Do the job opportunities in the tourism industry benefit the entire Gateway City community?
  3. How much or little of the tourism industry is community-based (versus international/foreign)?
  4. From what you can tell, what factors create a sustainable quality of life for tourist visitors, local workers in tourism, and the Gateway City community impacted by tourism?
• Conduct field observations while on the vessel through the use of notes and photographs*. Respectfully and critically assess each landing site using the Visitor Site Guidelines. Draw from the Site Guidelines for Visitors Checklist to gather data (field observations). Please note: these sheets need to be printed or saved in advanced so available on the ship to enter data. This data will be helpful when discussing as a group: https://www.ats.aq/devAS/Ats/VisitorSiteGuidelines.

*Taking notes and photographs: When conducting field notes, it’s important to remember that these individuals are not your cultural zoo (onlooking/gawking through glass), but are individuals who are working in their employment or living in their residency. Keep this in mind when talking with locals or vessel workers, answering questions about your project, and taking field notes. There are also important ethics of travel photography to consider; here are some key points:

• Always ask for permission: Who is in your shot and have you asked for and received their consent to take their photo/video? When asking for permission, consider striking up a conversation (even if you don’t speak the same language, consider gestures) to give indication of what you want to photograph and why. Additionally, check if photography is allowed at specific locations like museums, historical sites, restricted areas on the vessel, etc.
• Respect cultural norms: Are you being respectful of people’s privacy and private property? Take a moment to assess this person’s body language (ask yourself: are they uncomfortable?).
• Be mindful of sensitive situations: Avoid taking photos during ceremonies, cultural practices, private moments without permission, and among vulnerable individuals (i.e., children, elders).
• Pause before you post: Why you may want to post that amazing study abroad photo and share it with friends and family back home, consider the impact of your photo. How will you use your photos to narrate your experience? For some of your audience, your first-hand experience of Antarctica or Argentina may be the only context they have for this location; your photo can have a significant impact if your messaging isn’t clear. Consider the following questions:

• How will others interpret this photograph? 
• What is the context for this photo? Are you accurately describing the image with your caption?
• Does this accurately reflect the culture you've experience, or does it reinforce stereotypes about the culture?
• What is your role within the story you are telling? Are you documenting the culture/experience or are you manipulating the image/messaging to highlight you?
• If you were the subject of the photo/video, would you be comfortable with the content?

Module 2. Antarctic seabird conservation

The Conservation management framework: 

The conservation and recovery of a threatened species is a complex and technical undertaking, involving far more than just setting habitat aside for preservation.  Conservation biology involves:

• Understanding the ecological requirements of species and their associated communities,
• Determining the causes of the species’ decline,
• Determining the relationship between the cause of decline and the relevant aspect of the species’ biology (e.g., life history),
• Using our understanding of (c) to develop informed, appropriately targeted management strategies,
• Assessing and evaluating the effectiveness of those management strategies, and then
• Using the results of (e) to continually modify and improve our management program.

Seabird conservation

Seabirds are few in number relative to other avian species, but they occur in marine ecosystems worldwide and are widely recognized as potential indicator species for marine conditions.  Seabirds range in size from very small to very large species, from planktivorous to large fish predators, from benthic (ocean bottom) to pelagic (open water) feeding habitat, from species with small foraging habitat needs (e.g. near shore) to species foraging over hundreds of kilometers in the open ocean, and from resident species to seabirds that migrate large distances across equators and oceanographic systems (Oro 2014).  Despite this diversity, seabirds are at greater threat of extinction than all other avian groups with similar numbers of species (Croxell et al. 2012).  Of 346 seabird species studied, 10% were Near Threatened, 28% were globally threatened, and 5% were in the highest category of Critically Endangered.  Pelagic seabird species are more threatened than coastal seabirds and, due to aspects of their breeding biology, are disproportionately vulnerable to a wide range of threats.  Nearly half of seabird species are known or suspected to be experiencing population declines (Croxell et al., 2012).

As the Antarctic peninsula warms, changes occur to the distribution of ice and krill, both of which are important to populations of seabirds.  Of note is the change in geographic spread of penguin species.  Some species are being found further south, which causes them to compete more with other penguin species. Some species are being found further south, which causes them to compete more with other penguin species.  Recent remote sensing projects have also documented breeding failure of emperor penguins in the Antarctic peninsula due to record losses in summer sea ice (Fretwell et al. 2023). There may be other species impacted by ice loss and changes in krill dynamics, but these have not been explored as of yet.

Citizen Science: eBird as a tool for bird conservation

(Text obtained and modified from (https://ebird.org/about)

eBird is a real-time, online checklist program that enables the birding community to report and access information about birds. Launched in 2002 by the Cornell Lab of Ornithology and National Audubon Society, eBird provides rich data sources for basic information on bird abundance and distribution at a variety of spatial and temporal scales.  eBird’s goal is to maximize the utility and accessibility of the vast numbers of bird observations made each year by recreational and professional bird watchers.  It is amassing one of the largest and fastest growing biodiversity data resources in existence. For example, in May 2015, participants reported more than 9.5 million bird observations across the world. The observations of each participant join those of others in an international network of eBird users. eBird then shares these observations with a global community of educators, land managers, ornithologists, and conservation biologists. In time these data will become the foundation for a better understanding of bird distribution across the western hemisphere and beyond.

 

Your Antarctic expedition and contribution to citizen science and seabird research: 

On your Antarctic voyage, you will spend 2 days crossing the Drake Passage, starting in Ushuaia, Argentina and arriving at the Antarctic Peninsula.  During this time, you will experience a latitudinal increase of 8 degrees, corresponding to nearly 650 miles, and cross the Antarctic Polar Frontal Zone (a.k.a. the Antarctic Convergence), probably the most significant biological-oceanographic boundary in the world. The Zone marks the outer biological edge of Antarctica and is a circumpolar strip of sea ~20 – 30 miles wide between the 48^th and 61^st parallels of south latitude. It is characterized by different marine life and climate in the areas north and south of the Zone.  This expedition will provide you with the opportunity to conduct censuses for pelagic birds between Ushuaia, Argentina and the Antarctic Peninsula – areas that are sparse in citizen science data points and eBird observations relative to other parts of the world.  Students will submit seabird census data to the Cornell Lab of Ornithology eBird database to contribute to the public commons data on pelagic seabirds.

In addition to the census of seabirds, your project will investigate whether individual seabird species are more active at certain times of the day, and whether they travel primarily as solitary animals, in small groups, or in large aggregations.  These observations will increase our understanding of southern ocean seabird behavior and also help identify potential data collection biases in your survey methods of biodiversity.

Assignment: 

The goal of this assignment is to use focal species as case studies to better understand the bigger conceptual issues involved in species conservation. Students will work as a team to (a) review the major issues in global seabird conservation, (b) provide a comprehensive review of our current state of knowledge of “at-risk” seabird species from each avian order, (c) use the eBird online database to gather census data on their species, (d) learn to identify and collect census data on their species in the wild, and (e) submit reliable seabird census data to the eBird database.

During the 2024 Antarctic voyage one group of students will carry out seabird surveys. This group will have two sub-team “specialist” groups focusing on the following biological Orders that we will observe while in Antarctica.  The tubenoses (Procellariiformes) are pelagic will be observed primarily during the Drake Passage crossing, whereas Pelecaniformes and Charadriiformes are coastal and will mostly be sighted close to land.  Both sub-teams are to cooperate and participate in observations during the Drake Passage crossing and as we near the Antarctic peninsula, but each sub-team will take the lead on their individual data reporting, presentation, and report:

Sub-team 1: Procellariiformes (tubenoses: albatross, petrels, shearwaters, diving petrels, storm petrels)

Sub-team 2: Pelecaniformes (shags, cormorants) and Charadriiformes (gulls, skuas, terns, sheathbills)

 

Field Course Work:  Work as a large team with sub-team “specialists” to:

1. Discuss the background readings as a large group to establish a baseline consensus of knowledge and group plan for data collection and compilation.
2. Determine who will be responsible for learning about each of the avian orders. Work in sub-teams to collect seabird census data as we travel from Ushuaia to our southernmost latitude on the expedition.
3. Gather data on species behaviors that will help you identify any biases in your survey methods.
4. Compile the team’s bird sighting data in a format that will be submitted to Cornell University’s Citizen Science online scientific database of bird records, eBird (ebird.org).
5. Effectively convey this information to others in writing, speech and other creative forms (media project) of communication.

Deliverables: 

1. On January 5th  your group will give a 5-7 minute presentation consisting mainly of a reflective/retrospective account of your field module and including preliminary outcomes. Questions to think about include: what were your reactions to the project?  What challenges did you have to overcome and how did you overcome them?  How did the project affect how you think about Antarctica, its natural resources, ecosystems and wildlife. More details on this retrospective presentation are in the syllabus. 

2. A final group technical presentation on Wednesday January 7th or 8th, 2025
3. Citizen science: Use the excel spreadsheet provided to prepare your data in the eBird format for online submission to Cornell’s eBird,

Technical Presentation Requirements

The group presentation should include ALL of the following:

1. A brief introduction to the current overarching issues in seabird conservation both globally and specific to Antarctica.
2. A review of the current conservation status and management for a species in each of the avian Orders. Each review should include:
   1. Overview of the basic biology/ecology of the species, including the historical and current distribution, causes of decline, and current threats.
   2. Current official threat status listing (according to a government classification system) and evidence upon which the status determination for this species was based.
   3. A review of the types of recovery actions and natural resource management actions currently being conducted for this species. Does this species have an official Recovery Plan?  If so, you must use and cite it in your presentation. This section must also draw from the 1-3 peer-reviewed journal articles on the species.
   4. Supporting data from (a) censuses conducted during the expedition and (b) the eBird online database.
3. A conclusion that compares, synthesizes and summarizes the groups’ findings on the species in the avian orders.
4. References cited in APA format

Module 2 Readings

All team members:  Background on seabird conservation and threats

• Croxall, J. P., Butchart, S. H., Lascelles, B., Stattersfield, A. J., Sullivan, B., Symes, A., & Taylor, P. H. I. L. (2012). Seabird conservation status, threats and priority actions: a global assessment.Bird Conservation International, 22(01), 1-34.
• Fretwell, P.T., Boutet, A., & Ratcliffe, N. (2023). Record low 2022 Antarctic sea ice led to catastrophic breeding failure of emperor penguins. Communications Earth and Environment, 4, 1-6
• Oro, D. (2014). Seabirds and climate: knowledge, pitfalls, and opportunities. Frontiers in Ecology and Evolution,2, 79.
• Sydeman, W. J., Thompson, S. A., & Kitaysky, A. (2012). Seabirds and climate change: roadmap for the future.Marine Ecology Progress Series, 454, 107-117.
• Wilcox, C., Van Sebille, E., & Hardesty, B. D. (2015). Threat of plastic pollution to seabirds is global, pervasive, and increasing.Proceedings of the National Academy of Sciences, 112(38), 11899-11904.

All team members:  Background on citizen science data

•  Huettmann, F. (2011). Serving the global village through public data-sharing as a mandatory paradigm for seabird biologists and managers: why, what, how, and a call for an efficient action plan.Open Ornithology Journal, 4, 1-11.
• Sullivan, B.L., C.L. Wood, M.J. Iliff, R.E. Bonney, D. Fink, and S. Kelling. 2009. eBird: a citizen-based bird observation network in the biological sciences. Biological Conservation 142: 2282-2292.

Sub-teams:  Selected readings on seabird orders

Sub-team 1: Procellariiformes (tubenoses: albatross, petrels, shearwaters, diving petrels, storm petrels)

Sub-team 2: Pelecaniformes (shags, cormorants) and Charadriiformes (gulls, skuas, terns, sheathbills)

Each sub-team must:

• Locate and read the official Recovery Plan or Management Plan for a species in this order AND locate one recently published peer-reviewed journal article on the species. This article must update our knowledge of the species since the publication of the recovery plan.
• If there is no recovery plan for the species, then the team must locate 3 recently published peer-reviewed journal articles on the species.

 

Module 2: Planning and implementing your field research

1. Planning and Preparation:

• Attend the project-planning meeting to learn how to use binoculars and develop basic bird identification skills.
• Make sure that there is at least one person on your team who has experience with bird identification or scientific research. Each team will have a group IPAD, with Microsoft Excell installed to track data. (IPADs will be checked out each day on the journey from Dr. Whitman).
• Prior to data collection, meet with your team to review and practice your bird identification skills.
• Soon after boarding the ship, introduce yourself to the expedition ornithologist, explain what you are doing, and locate the bridge so you know where to go to collect date. Ask for the field ornithologist’s help in bird identification while on the ship.

2. Data Collection:

• Begin data collection observations as soon as possible after we leave Ushuaia using the data collection sheets provided with this module.
• Obtain latitude and longitude from the ship’s bridge at the start of each observation period.
• Record seabird observation data from the same place on the ship at least 4 times a day for 15 minute sampling periods until we have reached the southernmost latitudinal point on the journey. The times to conduct your observations will be decided at the planning and preparation meeting. You can divide data collection responsibilities among your team members to spread out the workload.
• If bad visibility prevents observations, move on to the next time slot. This is rare. Most birds come close to the boat and can be seen.
• Identify birds to the level of species if possible. If unsure, record to nearest family (albatross, shearwater, tern, etc). Record the time of your observations and whether the birds are traveling alone or in a group.  If in a group, estimate and record the number of individuals.

3. Data Compilation for Technical Report:

• Record your observation data into the Excel spreadsheet provided and generate summary graphs/charts to show how patterns of seabird abundance and diversity change with latitude.
• Schedule meetings with the course instructor to get help with data analyses.

4. Citizen Science:

• Using the Excel spreadsheet provided, enter your data into the eBird format to prepare for online submission to Cornell’s eBird, an online scientific database of bird records (ebird.org).
• Choose one person on your team to coordinate with the course instructor to upload your seabird observation data to eBird. Further instructions will be provided. 

Module 3. Deciphering and Documenting the Cryosphere: Floating ice and Glaciers of the Antarctic Peninsula

Note: Developed by Dr. Larry Krissek (2017) and Dr. Lynn Resler (2023) at Virginia Tech

Background

The cryosphere refers to the portion of the Earth's surface that contains ice and snow, including the areas where water is in its solid form. The cryosphere includes glaciers, ice caps, ice sheets, permafrost, snow cover, and sea ice. Due to climate change and global warming, the cryosphere has been experiencing significant changes including the retreat of glaciers, diminishing sea ice, and the thawing of permafrost. These changes have profound implications for ecosystems, water resources, weather patterns, and human societies.

In this module, we will systematically observe and document two important components of the cryosphere in the Antarctic Peninsula: glaciers and sea ice. Glaciers and floating ice, with a variety of sizes, shapes, and origins, are highly noticeable in high latitude waters, even in the Antarctic summer. Ice, in the form of glaciers and icebergs, has been of interest for a number of reasons, including:

• its potential impact on commercial activities (e.g., fishing, commercial shipping, fixed structures such as oil and gas drilling platforms);
• the erosional capacity of glaciers to sculpt landscapes;
• its potential use as a freshwater source for human use;
• its potential impact as a freshwater source impacting oceanographic processes in high latitude regions; and
• noticeable changes in ice that will impact important climate processes, human settlements, and ecosystems.

The study of glaciers and floating ice has been motivated by the need to better understand their dynamics and the potential consequences of changes to the Earth's environment and human societies.

Floating Ice

The study and reporting of floating ice extend across territorial boundaries and into international waters.  As a result, standardized procedures for observing, and for reporting information about floating ice have been developed with guidelines from the World Meteorological Organization (WMO).  In today’s world, observations of floating ice can be made from satellites, from aircraft, and from ships.  In our work, we will use a version of the WMO observation protocols as derived from the Canadian MANICE manual (Canadian Ice Service, 2005), modified for the limitations we expect to encounter because we will only have access to shipboard observations.

The floating ice we will encounter may include sea ice (i.e., frozen seawater) and several forms of icebergs (i.e., ice that has calved from a glacial origin on land).  Previous studies of icebergs in the circum-Antarctic initially were focused along the paths of research vessels, or of vessels resupplying Antarctic research stations; these studies generally collected information about iceberg abundance, size, and potential rates of melting (e.g., Budd and others, 1980; Jacka and Giles, 2007), with limited observations about iceberg shapes.  A more recent study using an archive of observations from Russian and Soviet research vessels (Romanov and others, 2012) did include information about iceberg shapes and the relationships between iceberg size, shape, abundance, and location. Most of the more recent widely cited scientific articles about Antarctic icebergs, including those describing and tracking the very large icebergs calved from the Larsen and Ross Ice Shelves, have used detailed satellite observations, which will not be available to us aboard the ship.

Glaciers

The Antarctic Peninsula is one of the fastest-warming regions on Earth, making it a crucial area for monitoring glacial changes and understanding the impacts of climate change on polar ice and Antarctic landscapes. Repeat photography has been used since the late 19^th and early 20^th centuries, for documenting the retreat and thinning of glaciers in different regions of the world. Early repeat photography of glaciers was mainly observational. However, in recent years the method has been systematized to involve comparing historical photographs with contemporary images taken from the same locations to assess changes in glacier extent, volume, and ice dynamics. Some key research institutions and organizations, such as the British Antarctic Survey (BAS) and the United States Antarctic Program (USAP), have been actively involved in studying glaciers on the Antarctic Peninsula. They have been using repeat photography, satellite imagery, and other remote sensing techniques to monitor glacial changes in this area.

Repeat photos of glaciers are an invaluable source of information on the health and status of glaciers through time.  In our work, we adapt a systematic protocol implemented by the National Snow and Ice Data Center (NSIDC) to establish baseline documentation of glaciers using ground-based photography. It is our hope that these photographs can be supplemented in future years to establish a photographic archive of glacier change in the Antarctic Peninsula. In addition to capturing changes to the ice, a photo series may also record hydrological changes, slope stabilization processes, and vegetation succession. Additionally, we will use our observations to learn how to identify erosional and depositional glacier landforms, ice features such as crevasses, and potentially to document how organisms interact with ice.

We have the opportunity to submit quality photos to the NSIDC Glacier Photography Collection (https://nsidc.org/data/glacier_photo/) as citizen scientists, in support of broader scientific research. Additionally, your photos will contribute to an AUIP database and provide the opportunity for future students on this program to document change in glaciers through repeat photography. The protocol for collecting repeat photographs of glaciers will be adjusted as necessary given the limitations we expect to encounter due to shipboard photography and limited landing observations. Similar to the iceberg census, most of the more recent science about Antarctic glaciers make use of aerial photography or detailed satellite observations; these will not be available to us aboard the ship. It provides us with an opportunity to pilot the first systematic ground-based repeat photography project related to glaciers of the Antarctic Peninsula.

Your Antarctic expedition and contribution to the study of the cryosphere: 

On your Antarctic voyage, you will spend 2 days crossing the Drake Passage, starting in Ushuaia, Argentina and arriving at the Antarctic Peninsula.  During this time, you will experience a latitudinal increase of 8 degrees and cross the Antarctic Polar Frontal Zone (a.k.a. the Antarctic Convergence), one of the most significant oceanographic boundaries in the world. The Zone marks the outer oceanographic edge of Antarctica and is a circumpolar strip of sea ~20 – 30 miles wide somewhere between 48^o and 61^o S.  This region is characterized by marked changes in marine life, sea surface and subsurface water temperatures, and climate from north to south of the Zone.  This cruise will provide you with the opportunity to conduct an iceberg census study across the Antarctic Polar Front, as well as through the various straits, bays and channels where we will travel along the Antarctic Peninsula. Additionally, it will provide the opportunity to make observations of glaciers in both Patagonia, and around the Antarctic Peninsula.

Assignment: 

The goal of this assignment is twofold: 1) integrate iceberg census data (abundance, size, and shape), with environmental data (sea surface temperatures, air temperatures, wind direction and speed, surface current direction and speed) to interpret the broader implications of these characteristics of the cryosphere, and 2) to establish baseline photography for future repeat photography by students who participate on this study abroad. This task may include considering the origin, movement, and fate of icebergs and glaciers in this region. Students will work as a team to (a) systematically collect iceberg census data, systematically photograph glaciers and observe their characteristics and pertinent environmental/locational data during the course of the field course, (b) review the available scientific literature for important supporting information about icebergs and glaciers in the Antarctic Peninsula region and the environmental conditions affecting those features, and (c) interpret the observed data within the framework provided by the appropriate broader scientific literature.  Students will work as two or three sub-teams (to be determined), each of which will rotate among the following tasks, depending upon location and sea ice conditions (we will discuss the possible nature of this rotation during a pre-departure meeting):

Task 1: Collect iceberg census data

Task 2: Glacier photography, GPS data, and photograph metadata collection

Task 3: Document environmental conditions (e.g., potential iceberg sources from glaciological data; wind and current controls on iceberg transport)

Task 4: Consider broader effects of iceberg and glacier melting on large-scale oceanographic processes and on the Antarctic marine and terrestrial biosphere.

Field Course Work:  Work as a large team with sub-groups to:

1. Standardize techniques for collecting iceberg, glacier photography, and environmental data aboard ship
2. Organize tasks and task rotation among sub-groups to ensure collection of appropriate data throughout the duration of the cruise.
3. Compile and interpret the cryosphere data as influenced by environmental factors, as well as the potential impact of iceberg and glacier melt on the physical and biological oceanography of the region.
4. Compile and interpret the photographic observations of glaciers, select 10-12 photos (from among all photos your group obtained) to be submitted to the NSIDC glacier photography collection for broader scientific use, and an AUIP database for use by future students on the program.
5. Effectively convey your experience and results in writing, speech and other creative forms of communication.

Deliverables: 

Group retrospective on the field module. On January 5th your group will present a 5-7 minute group presentation in which group members reflect on the project (process, challenges, findings, and implications).  Questions to think about include: What were three major scientific takeaways, or findings from your data collection?  What were the implications of your findings? What challenges did you have to overcome, and how did you overcome them? How did the project influence how you think about the cryosphere and changes in the Antarctic cryosphere, and its potential impact on global and local systems? What recommendations do you have for future students who conduct similar research?

 Recommended Outline:

• A brief introduction to the reasons for interest in studying the cryosphere.
• A review of the current knowledge of iceberg sources, trends in glacier dynamics, climate conditions, drift patterns, and melting patterns around Antarctica, with a focus on the state of knowledge in the Antarctic Peninsula region.
• A summary of iceberg data/photographed glaciers and environmental data collected during our cruise and a comparison of that data to the major conclusions of the existing scientific literature.
• Your recommendations on the next steps needed to improve scientific understanding of iceberg origin, transport, and fate in the Antarctic Peninsula region.
• Summary of the overall significance of this work.

Students will have time to prepare this discussion on the voyage back across the Drake Passage and in the morning after we return.  Be creative: one idea would be to have a panel discussion where one team member is the ‘presenter’ and asks questions of the participants.  Presentations will be given in Ushuaia, the day after disembarking from the ship.

 January 7th or 8th: Group technical presentation: The technical presentation is a capstone effort from your group and will be shared to future students in subsequent years so that they may learn from and build upon your efforts to support Antarctic citizen science. The presentation should include: 1) an overview of the project purpose and rationale, 2) a summary of major findings supported by graphs, photos, etc., 3) the implications of the group findings on a broader level, and 4) submission of final module-specific data sheets/deliverables. 

Module 3 Readings

Antarctic icebergs and physical oceanography

• Canadian Ice Service, 2005.  MANICE: Manual of Standard Procedures for Observing and Reporting Ice Conditions, 9^th ed.  Environment Canada: Ottawa, Ontario, Canada.
  • Read Sections 1.5, 1.6, 1.7, 2.2, 2.3
• Robe, R.Q., 1980.  Iceberg Drift and Deterioration, in Colbeck, S. (ed.), Dynamics of Snow and Ice Masses.  New York: Academic Press, pp. 211-259.
  • Read pp. 211-219; 228-231; 238-242; 250.
• Romanov, Y., Romanov, N.A., and Romanov, P., 2012.  Shape and size of Antarctic icebergs derived from ship observation data.  Antarctic Science, 24, 77-87.  doi:10.1017/S0954102011000538
• Shanklin, J., 2012.  Icebergs and Sea Ice, in British Antarctic Survey, Antarctic Peninsula: A Visitor’s Guide.  Natural History Museum, London, pp. 64-75.

Glacier dynamics and repeat photography

• Wallis, B.J., Hogg, A.E., van Wessem, J.M. et al. Widespread seasonal speed-up of west Antarctic Peninsula glaciers from 2014 to 2021. Nat. Geosci. 16, 231–237 (2023). https://doi.org/10.1038/s41561-023-01131-4
• Cook, A.J., Holland, P.R., Meredith, M.P., Murray, T., Luckman, A. and Vaughan, D.G., 2016. Ocean forcing of glacier retreat in the western Antarctic Peninsula. Science, 353(6296), pp.283-286.
• Sahade, R., Lagger, C., Torre, L., Momo, F., Monien, P., Schloss, I., Barnes, D.K., Servetto, N., Tarantelli, S., Tatián, M. and Zamboni, N., 2015. Climate change and glacier retreat drive shifts in an Antarctic benthic ecosystem. Science Advances, 1(10), p.e1500050.
• National Snow and Ice Data Center. 2023. What is the Cryosphere? What is the Cryosphere? | National Snow and Ice Data Center (nsidc.org)  Please browse the individual sections on ‘What is the Cryosphere, Sea Ice, Ice Shelves and Icebergs, Glaciers, and Why it Matters’

Supplemental Resources

• National Snow and Ice Data Center (comp.). 2002, updated 2015. Glacier Photograph Collection, Version 1. [Indicate subset used]. Boulder, Colorado USA. NSIDC: National Snow and Ice Data Center. https://doi.org/10.7265/N5/NSIDC-GPC-2009-12. Please browse and familiarize yourself. https://nsidc.org/data/glacier_photo/search/
• National Park Service, 2022. An Insight Into Ice: Exploring Glacier Change in Kenai Fjords National Park. https://www.nps.gov/maps/stories/an-insight-into-ice.html

Please browse this example story map to see the possibilities for storytelling and documenting landscape change using glacier repeat photos.

Module 3: Planning and implementing your field research

1. Planning and Preparation:

• What you need: At least one member in each sub-group needs to bring a camera and binoculars (if you own them). You need not have an expensive camera. You can take photos with a cell phone, if needed, but please bring the best one you own. I will have a pair of binoculars and some hand-held GPS units, but you may also want to download a GPS app on your phone that you can use offline. Bring data sheets for both iceberg census and glacier photography, as well as copies/PDFs of readings.
• Attend a brief pre-departure project planning meeting via Zoom (if possible), and another in Ushuaia to learn how to use binoculars, collect a gps point, adjust camera settings, and develop basic iceberg/glacier description skills.
• Prior to data collection, meet with your team to discuss your collection strategy, task rotation, review and practice your iceberg/glacier description skills, photography, and environmental data collection skills.
• Soon after boarding the ship, introduce yourself to the expedition naturalist/glaciologist, explain what you are doing, and locate the bridge, or other areas where you are permitted to collect data. Ask for the naturalist’s help (or the assistance of the faculty advisor) in iceberg identification or environmental data collection while on the ship.
• Please keep in mind that we may have to adjust/improvise on data collection techniques due to numerous possible limitations. Fieldwork requires flexibility and thinking on the spot, so please approach this project with that in mind.

2a. Data Collection: Icebergs

• Begin data collection observations in Ushuaia if possible, or as soon as possible after we leave Ushuaia using the data collection sheets provided with this module. Remember that even if you don’t see icebergs, that observation is valuable data.
• Obtain latitude and longitude from the ship’s bridge at the start of each observation period, or for each photograph taken. Also obtain information about sea surface temperature, wind speed and direction, and surface current speed and direction, if possible.
• For iceberg census: Record iceberg description data from the same place on the ship (preferably the bridge or the wing bridge) 4 times a day throughout the journey. For example, you can do one observation before breakfast, one observation after lunch, one observation before dinner and one observation in the late evening before bed. You can divide data collection responsibilities among your team members to spread out the workload.
• If bad visibility prevents observations, move on to the next time slot.
• If data collected while crossing the Drake Passage down to the Peninsula do not sufficiently capture the full latitudinal gradient (e.g., due to rough seas, seasickness, etc), then data should be collected in the same manner while crossing the Drake Passage north to Ushuaia.

Collect iceberg census data as follows:

• Estimate a distance of 3 nautical miles away from the ship (if possible, use the ship’s radar to identify a few large icebergs at a distance of ~3 nautical miles (5 km), and locate those in your field of view). Your observations will report on ice in the forward-facing 180^o field-of-view from directly off the port (left) side to directly off the starboard (right) side of the ship, out to a distance of 3 nautical miles from the ship.
• Estimate total concentration of ice in that field of view, using the comparison charts from the MANICE manual. If possible, take a photograph of the ship’s radar display, showing the abundance of icebergs at the time you are making observations.
• Count/estimate the total number of icebergs in your field-of-view that are medium + large + extra large, using the MANICE terminology and comparison charts.
• Select a random subset of 20 medium/large/extra-large icebergs distributed around your field of view. For each one, determine its shape (using the MANICE comparison diagram) and estimate its size (length at the waterline; maximum height).

2b. Data Collection: Glacier Photography

• Work in your small group for glacier photography. You do not need to have a professional camera to participate. Try to photograph glaciers systematically in your group 3-4 times each day. Begin data collection observations in Ushuaia if possible (if we have the opportunity to view a Patagonian glacier), or begin to look for opportunities when we approach the Antarctic peninsula. You will rotate on to other tasks (Iceberg or environmental data collection) when you are in the open ocean and no glaciers are apparent. You may have to photograph glaciers when opportunity for good observations arise. Please be opportunistic about photographing glaciers during land excursions, as well.
• Fill out a metadata collection sheet provided with this module for each photograph taken. It will be important to report the photo id from your camera on the corresponding metadata sheet so you can align the photo with the appropriate information. Make sure to consistently use the naming system assigned to this module (we will discuss at first meeting). It is okay (even great!) if more than one person takes a photo of the same glacier, and if a glacier is captured multiple times from different vantagepoints.
• Obtain latitude and longitude from the ship’s bridge (or another source) for each photograph taken, and use maps on the ship, or other sources (https://www.antarcticglaciers.org/wp-content/uploads/2012/06/Antarctic_peninsula1.jpg) to determine your approximate general location (e.g., Anvers Island, Brabant Island). You can also ask a naturalist on the ship.
• Make sure your camera settings are adjusted properly before photographing. Try to capture photographs (for repeat photography purposes) where glaciers clearly depict exposed bare ice and glacier margins, with the glacier (including its edges or important landmarks).

   Suggestions/Guidelines for Data Compilation for Technical presentation:

• Record your iceberg observation data into the Excel spreadsheet provided and generate summary graphs/charts to show how iceberg abundance, iceberg shape, and environmental factors change with latitude. If photographs of the ship’s radar screen have been taken at observation times, please include those.
• Work together to choose a minimum of 10-12 photographs ideally for submission an AUIP photo database for use by future students. These should meet the criteria described in ‘requirements-for-born-digital-photos’ file in the module folder. We can also consider submitting 5-6 photos to the NSIDC Glacier Photograph Collection. Either way, you submit photos with your presentation (please submit as separate files as well as the presentation slides. Only submit a gift of deed to those you are willing to contribute to the NSIDC in support of scientific endeavors.
• Note: If you plan to submit photos to NSIDC. Schedule meetings with the course instructor to get help with data interpretation. Submit metadata, with corresponding photographs using the approved naming system as deliverables in a file submitted with your presentation. Photographers who are supplying photos for submission to the NSIDC must also supply a NSIDC Deed of Gift, and agree to the NSIDC Use, Copyright, and Distribution Policies outlined in the ‘requirements-for-born-digital-photos’ file.

 

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Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:

-receive a zero on the assignment and be reported to the Center for Community Standards

-Have the right to appeal my decision

-Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.