University of the Arctic

1. University of the Arctic

2. About U Arctic The University of the Arctic (UArctic) is a cooperative network of universities, colleges, and other organizations committed to higher education and research in the North. Our members share resources, facilities, and expertise to build post-secondary education programs that are relevant and accessible to northern students. Our overall goal is to create a strong, sustainable circumpolar region by empowering northerners and northern communities through education and shared knowledge. We promote education that is circumpolar, interdisciplinary, and diverse in nature, and draw on our combined strengths to address the unique challenges of the region. The University of the Arctic recognizes the integral role of indigenous peoples in northern education, and seeks to engage their perspectives in all of its activities.

3. Historical markers Mar. 1997: Presentation made to the Senior Arctic Officials (SAO) of the Arctic Council on the concept of a circumpolar university. Jan. 1999: UArctic Circumpolar Coordination Office (CCO) is founded in Rovaniemi, Finland, with financial support from the Government of Finland Oct. 2000: Release of UArctic Integrated Plan: implementation of Bachelor of Circumpolar Studies June 2001: University of the Arctic is officially launched; 1st UArctic Council Meeting: Rovaniemi, Finland ; 1st UArctic Board of Governors Meeting: Rovaniemi, Finland The Arctic Council is a high-level intergovernmental forum which addresses issues faced by the Arctic governments and the indigenous people of the Arctic. The first step towards the formation of the Council occurred in 1991 when eight Arctic countries signed the Arctic Environmental Protection Strategy (AEPS). In 1996, the Ottawa Declaration led to the formation of the Arctic Council in order to ensure environmental, social and economic sustainable development in the Arctic region. As of 2006, Norway is serving as Chair of the Council. Chairmanship of the Council rotates every two years among the eight national members. Canada (1996-1998) served as first Chair of the Arctic Council, followed by the United States (1998-2000), Finland (2000-2002), Iceland (2002-2004), and Russia (2004-2006) before Norway assumed the present Chair (2006-2008). Denmark and Sweden will share the Chair of the Council after 2008. Norway, Denmark and Sweden have agreed on a set of common priorities for the three chairmanships. The Arctic Council is a high-level intergovernmental forum which addresses issues faced by the Arctic governments and the indigenous people of the Arctic. The first step towards the formation of the Council occurred in 1991 when eight Arctic countries signed the Arctic Environmental Protection Strategy (AEPS). In 1996, the Ottawa Declaration led to the formation of the Arctic Council in order to ensure environmental, social and economic sustainable development in the Arctic region. As of 2006, Norway is serving as Chair of the Council. Chairmanship of the Council rotates every two years among the eight national members. Canada (1996-1998) served as first Chair of the Arctic Council, followed by the United States (1998-2000), Finland (2000-2002), Iceland (2002-2004), and Russia (2004-2006) before Norway assumed the present Chair (2006-2008). Denmark and Sweden will share the Chair of the Council after 2008. Norway, Denmark and Sweden have agreed on a set of common priorities for the three chairmanships.

4. Historical markers (cont’d) Feb.2002: Kick-off meeting for north2north undergraduate exchange program, Helsinki, Finland; Arctic Learning Environment (ALE) online learning materials are piloted; BCS 100: An introduction to the Circumpolar North introductory bachelor-level course curriculum begins October 2004: University of Manitoba joins U Arctic north2north program; select first students for north2north program in Feb 2005 Apr. 2005: UArctic’s proposal to the International Polar Year is identified as the leading proposal in the Education, Outreach and Communication cluster May 2005: 8th UArctic Council Meeting: Oulu, Finland. The new Thematic Coordination Office at Oulu University, Finland and the UArctic Press Editorial Office at the University of Alberta, Canada are announced, GoNorth is accepted as a program under the Mobility Strategic Area

6. UArctic's highest decision-making body is the Board of Governors (Board). The Board consists of up to 11 individuals who are nominated by the Council to serve in their personal capacities and act on behalf of UArctic. The Board has the authority and primary responsibility for: Strategic planning and setting institutional priorities Organizational development and institutional accountability Fundraising, finances, and budgeting (including personnel) Public and external relations The Board works with the Council and Administration on relevant issues. It may delegate specific tasks on the understanding that the Board maintains ultimate control over and responsibility for these functions. The Council of the University of the Arctic (Council) consists of representatives of all UArctic member insitutions. The Council gives strategic guidance on academic priorities, and acts as a forum for cooperation on the implementation of UArctic programs through member institutions. The Council has the authority and primary responsibility for: Initiating and overseeing program development and delivery Prioritizing academic programs within the approved program structure Representing UArctic's members in its overall governance, including the authority to elect members of the Board All members have equal representation on Council, but differ in their role in the development and delivery of UArctic programs. Riitta Aikio Title: Administrative Secretary Scott Forrest Title: Project Manager Lars Kullerud Title: President Outi Snellman Title: Director of Administration and University Relations UArctic's highest decision-making body is the Board of Governors (Board). The Board consists of up to 11 individuals who are nominated by the Council to serve in their personal capacities and act on behalf of UArctic. The Board has the authority and primary responsibility for: Strategic planning and setting institutional priorities Organizational development and institutional accountability Fundraising, finances, and budgeting (including personnel) Public and external relations The Board works with the Council and Administration on relevant issues. It may delegate specific tasks on the understanding that the Board maintains ultimate control over and responsibility for these functions. The Council of the University of the Arctic (Council) consists of representatives of all UArctic member insitutions. The Council gives strategic guidance on academic priorities, and acts as a forum for cooperation on the implementation of UArctic programs through member institutions. The Council has the authority and primary responsibility for: Initiating and overseeing program development and delivery Prioritizing academic programs within the approved program structure Representing UArctic's members in its overall governance, including the authority to elect members of the Board All members have equal representation on Council, but differ in their role in the development and delivery of UArctic programs. Riitta Aikio Title: Administrative Secretary Scott Forrest Title: Project Manager Lars Kullerud Title: President Outi Snellman Title: Director of Administration and University Relations

7. member institutions cover cost of services to students, including on-campus delivery of programs offices and administration requires stable long-term funding short-term funding covers new course and program development member institutions cover cost of services to students, including on-campus delivery of programs offices and administration requires stable long-term funding short-term funding covers new course and program development

9. Churchill Northern Studies Centre: Arctic & Boreal Entomology Course Arctic & Boreal Entomology Course July 7 - 18, 2008 Are you interested in: . the ecology of insects across one of the world's most important ecotones? . the diversity, taxonomy and evolution of the insect fauna across the northern limit of trees from boreal forests to the arctic tundra?

10. Open Learning The Open Learning program offers shorter courses than the BCS program, and has more emphasis on practical courses and skills training. The programs subjects are contemporary issues relevant to the North, such as adaptation to global change, integrated ecosystem management, traditional subsistence, eco-tourism, etc. This program is still under development, but has already shown success: the first Open Learning course, a specialized course in environmental impact assessment (EIA) for indigenous peoples, was offered by Saami University College in . Funding was received from the Finnish Ministry of Education, the Danish Government, and UNEP.

11. Field Schools The UArctic Field School catalogue is an online database of field excursion courses in which students from UArctic member institutions can participate. Please find the latest course descriptions, dates, and application and contact information in our catalogue. The Field School Catalogue includes courses from around the Arctic, which are… externally open to students from UArctic member institutions predominantly "field-based" (ie, not in the classroom) of a limited duration (most courses are around 2-3 weeks) consistent with UArctic goals and values If you are interested in having your course listed in the UArctic Field School Catalogue, please contact the International Secretariat at secretariat@uarctic.org. You may also contact the Field School coordinators, Rasmus O. Rasmussen and Eystein Markusson. The UArctic Field School incorporates a selection of short, thematically focussed courses in authentic northern locations that provide training for young researchers at member institutions in relevant fields. In 2006, 23 different courses were offered at 12 institutions in five countries. More than 300 students from at least 10 different nationalities have been participating in field school courses .The UArctic Field School incorporates a selection of short, thematically focussed courses in authentic northern locations that provide training for young researchers at member institutions in relevant fields. In 2006, 23 different courses were offered at 12 institutions in five countries. More than 300 students from at least 10 different nationalities have been participating in field school courses .

12. PhD Networks The University of the Arctic's graduate education programs feature three PhD Networks, which also play a lead role in the UArctic Field School. Circumpolar Arctic Social Sciences PhD Network (CASS) Circumpolar PhD Network in Environmental Studies (CAES) International Ph.D. School for Studies of Arctic Societies (IPSSAS) Circumpolar Arctic Social Sciences PhD Network (CASS) The Circumpolar Arctic Social Sciences PhD Network meets each year to explore issues of social, economic and cultural change in northern communities. The purpose of the CASS network is to build circumpolar networks of students and faculty, who are working in various fields of the social sciences. For more information contact Rasmus O. Rasmussen. Circumpolar PhD Network in Environmental Studies (CAES) The CAES PhD Network was established and started its activities in 1998. It is designed for PhD students and post-doctoral scientists and acts as an institution for research education in the circumpolar countries. The main activity of the Network is to conduct a series of interdisciplinary research education courses covering some important topics related to arctic environment, such as reindeer herding, industrial impacts, climate change, forestry, etc. The courses are conducted annually in various regions of the northern circumpolar countries and are intended to be linked to each other. For more information contact Päivi Soppela. International Ph.D. School for Studies of Arctic Societies (IPSSAS) The International Ph.D. School for Studies of Arctic Societies promotes the study of Arctic societies in the fields of history, culture and language. It aims at: a) exploring new research trends in those fields; b) developing research collaboration and partnerships between academic institutions and Arctic societies; c) fostering knowledge sharing with Arctic communities. Circumpolar Arctic Social Sciences PhD Network (CASS) The Circumpolar Arctic Social Sciences PhD Network meets each year to explore issues of social, economic and cultural change in northern communities. The purpose of the CASS network is to build circumpolar networks of students and faculty, who are working in various fields of the social sciences. For more information contact Rasmus O. Rasmussen. Circumpolar PhD Network in Environmental Studies (CAES) The CAES PhD Network was established and started its activities in 1998. It is designed for PhD students and post-doctoral scientists and acts as an institution for research education in the circumpolar countries. The main activity of the Network is to conduct a series of interdisciplinary research education courses covering some important topics related to arctic environment, such as reindeer herding, industrial impacts, climate change, forestry, etc. The courses are conducted annually in various regions of the northern circumpolar countries and are intended to be linked to each other. For more information contact Päivi Soppela. International Ph.D. School for Studies of Arctic Societies (IPSSAS) The International Ph.D. School for Studies of Arctic Societies promotes the study of Arctic societies in the fields of history, culture and language. It aims at: a) exploring new research trends in those fields; b) developing research collaboration and partnerships between academic institutions and Arctic societies; c) fostering knowledge sharing with Arctic communities.

13. north2north The north2north student exchange program provides opportunities for students to experience different northern regions firsthand, and to share experiences face-to-face by allowing students to study at other UArctic institutions. The north2north student exchange program provides opportunities for students to experience different northern regions firsthand, and to share experiences face-to-face by allowing students to study at other UArctic institutions. There are now 38 partners in seven Arctic countries The north2north student exchange program provides opportunities for students to experience different northern regions firsthand, and to share experiences face-to-face by allowing students to study at other UArctic institutions. There are now 38 partners in seven Arctic countries

14. Northern Teaching Resources Exchange program NorthTREX (Northern Teaching Resources Exchange) is designed to bring recognised northern experts to centres of higher education for short term teaching residencies. The program allows institutions to draw on a circumpolar pool of academic faculty, enabling UArctic partner institutions to enrich their curricular offerings. Mobility in this program normally lasts for less than 3 months. Faculty assignments are usually linked to thematic networks and student exchange in the north2north program.The program allows institutions to draw on a circumpolar pool of academic faculty, enabling UArctic partner institutions to enrich their curricular offerings. Mobility in this program normally lasts for less than 3 months. Faculty assignments are usually linked to thematic networks and student exchange in the north2north program.

15. GoNorth! GoNorth! Members: Finnmark University College Luleå University of Technology Murmansk Humanities Institute Roskilde University Scandinavian Seminar Group Syktyvkar State University University of Alaska Fairbanks University of Lapland University of Northern British Columbia University of Oulu University Center in Svalbard University of Tromso Short Introduction to the Project The GoNorth project overall objectives are to increase awareness of circumpolar issues to people living outside the circumpolar region and strengthen and promote Northern education institutions in their role as major providers of knowledge about the North. The specific objective is to promote the circumpolar region within Europe and in third countries as a destination for higher education. Globalization is reflected in decisions made in political and industrial centres outside the circumpolar region. However, the effects of these decisions are felt directly in the North. GoNorth will target the future decision makers and professionals enabling them to acquire knowledge about the North from northern education institutions; so informed decisions can be made. The five main outputs and their activities are: 1.The development of a marketing strategy activities: Internal marketing strategy External review of internal marketing strategy 2.Production of marketing materials activities: marketing materials printed and online 3.Promotion of northern education institutions activities: Presentations at international educational conferences 4.Project management activities: Development of future action plan, final project report and internal evaluation report 5.Evaluation and dissemination activities: Dissemination using University of the Arctic, 90 Member network Partner survey to evaluate the project External evaluation report Short Introduction to the Project The GoNorth project overall objectives are to increase awareness of circumpolar issues to people living outside the circumpolar region and strengthen and promote Northern education institutions in their role as major providers of knowledge about the North. The specific objective is to promote the circumpolar region within Europe and in third countries as a destination for higher education. Globalization is reflected in decisions made in political and industrial centres outside the circumpolar region. However, the effects of these decisions are felt directly in the North. GoNorth will target the future decision makers and professionals enabling them to acquire knowledge about the North from northern education institutions; so informed decisions can be made. The five main outputs and their activities are: 1.The development of a marketing strategy activities: Internal marketing strategy External review of internal marketing strategy 2.Production of marketing materials activities: marketing materials printed and online 3.Promotion of northern education institutions activities: Presentations at international educational conferences 4.Project management activities: Development of future action plan, final project report and internal evaluation report 5.Evaluation and dissemination activities: Dissemination using University of the Arctic, 90 Member network Partner survey to evaluate the project External evaluation report

16. Northern Research Forum The Northern Research Forum provides a platform for effective, policy-relevant discussion and the sharing of research on northern issues. The first NRF was held in Akureyri, Iceland in November 2000, the second in Veliky Novgorod, NW Russia in September 2002, the third in Yellowknife, Northwest Territories in Canada in September 2004 and the fourth Open Meeting in Oulu and Luleå in Sweden and Finland, October 5-8, 2006. The fifth NRF meeting will be held from September 24-27 2008, in Anchorage, Alaska USA. One of the main objectives of the NRF is to fund the participation of 15-20 young researchers (most of whom are advanced graduate students) from the circumpolar north in the NRF Open Meetings alongside more senior research experts, officials and professionals. The young researchers are expected to deliver formal presentations, serve as rapporteurs, evaluate presentations and discussions of all sessions conducted, and present their findings during a final Summary Session as well as in the published proceedings.The first NRF was held in Akureyri, Iceland in November 2000, the second in Veliky Novgorod, NW Russia in September 2002, the third in Yellowknife, Northwest Territories in Canada in September 2004 and the fourth Open Meeting in Oulu and Luleå in Sweden and Finland, October 5-8, 2006. The fifth NRF meeting will be held from September 24-27 2008, in Anchorage, Alaska USA. One of the main objectives of the NRF is to fund the participation of 15-20 young researchers (most of whom are advanced graduate students) from the circumpolar north in the NRF Open Meetings alongside more senior research experts, officials and professionals. The young researchers are expected to deliver formal presentations, serve as rapporteurs, evaluate presentations and discussions of all sessions conducted, and present their findings during a final Summary Session as well as in the published proceedings.

17. Thematic Networks Thematic Networks THE VERDDE PROGRAM COMMUNITY BASED NATURAL RESOURCE CO-MANAGEMENT ARCTIC MEDICINE ARCTIC AGRICULTURE AND NATURE USE UARCTIC THEMATIC NETWORK IN GLOBAL CHANGE SOCIAL WORK WORLD IMAGES OF INDIGENOUS PEOPLE OF THE NORTH LOCAL AND REGIONAL DEVELOPMENT IN THE NORTH NORTHERN GOVERNANCE ARCTIC LEARNING ENVIRONMENT INDIGENOUS ARTS AND CRAFTS Since the launch of the program: 16 workshops and courses, involving more than 210 advanced Master degree and PhD students from all eight Arctic states Three networks: Circumpolar Arctic Environmental Studies (CAES) Circumpolar Arctic Social Sciences (CASS) International PhD School for Studies of Arctic Societies (IPSASS) Since the launch of the program: 16 workshops and courses, involving more than 210 advanced Master degree and PhD students from all eight Arctic states Three networks: Circumpolar Arctic Environmental Studies (CAES) Circumpolar Arctic Social Sciences (CASS) International PhD School for Studies of Arctic Societies (IPSASS)

18. Circumpolar Universities Association The Circumpolar Universities Association is an organ for cooperation between universities and other institutes of higher learning and research in the northern circumpolar region. The aim of the CUA is to encourage cooperation and promote higher learning and research in northern areas. The CUA hosts a biannual Circumpolar Universities Cooperation Conference. The last conference was held in November 2003, in Whitehorse, Yukon. CUA’s role is to represent the interests of higher education in the circumpolar North to governments and non-governmental organisations. CUA is governed by its Steering Committee, and operates according to the CUA Charter. CUA Conferences 2006-02-20 The first Circumpolar Universities Co-operation Conference was held in 1989 at Lakehead University in Thunder Bay, Ontario, Canada. The CUA has continued this process of co-operation by organising biannual conferences at various universities around the North: 1991 Tyumen University, Russia 1992 University of Lapland, Finland 1995 University of Northern BC, Canada 1997 Luleå University of Technology, Sweden 1999 University of Aberdeen, Scotland 2001 University of Tromsø, Norway >> When Distance is a Challenge 2003 Yukon College, Canada >> Circumpolar Connections NEW!! 2005 Petrozavodsk State University, North Karelia, Russia>> Globalization and Sustainable Development of the Circumpolar North CUA Steering Committee: [Cdn reps only] Athabasca University, Canadian Polar Commission, Trent University, St. Francis Xavier University (18 total)CUA Conferences 2006-02-20 The first Circumpolar Universities Co-operation Conference was held in 1989 at Lakehead University in Thunder Bay, Ontario, Canada. The CUA has continued this process of co-operation by organising biannual conferences at various universities around the North: 1991 Tyumen University, Russia 1992 University of Lapland, Finland 1995 University of Northern BC, Canada 1997 Luleå University of Technology, Sweden 1999 University of Aberdeen, Scotland 2001 University of Tromsø, Norway >> When Distance is a Challenge 2003 Yukon College, Canada >> Circumpolar Connections NEW!! 2005 Petrozavodsk State University, North Karelia, Russia>> Globalization and Sustainable Development of the Circumpolar North CUA Steering Committee: [Cdn reps only] Athabasca University, Canadian Polar Commission, Trent University, St. Francis Xavier University (18 total)

19. Mimir - Research Outreach Program Mimir is a research outreach program that was created to ensure that there are strong ties between the planning process for Arctic research and Arctic communities. UArctic is involved in two major international Arctic research events which are occurring now or in the next few years: Second International Conference on Arctic Research Planning (ICARPII) International Polar Year (IPY). Mimir's primary responsibility is to plan and coordinate the outreach portion of UArctic's participation in both ICARPII and IPY.

20. The University of the Arctic and IPY The International Polar Year IPY begins in March 2007 and ends in March 2009. IPY is an internationally-coordinated program to explore new frontiers in polar science, improve our understanding of the critical role of the polar regions in global processes, and educate the public about the polar regions. For UArctic, education is a continuum and learning is a lifelong process. Thus, for the purpose of IPY, UArctic will focus on the following audiences and approaches: [1] primary and secondary students via teacher training, education and professional development; [2] undergraduate students via education and research experience; [3] graduate students via integrated education and research training; [4] college/university faculty via professional development; and [5] individuals and communities via continuing/adult education. The comprehensive suite of UArctic programs will provide the means for delivering IPY higher education and outreach. For IPY, UArctic programs will give specific priority to the following thematic areas: global change; regional development, including sustainable tourism; governance and policy; natural resource management; and health and wellbeing. UArctic will also provide an education and outreach advisory service for IPY researchers and research projects, and education and outreach access to northern institutions. The UArctic Office for International Polar Year (IPY) Education and Outreach is located at the University of Alaska Fairbanks. On July 11, 2007, the Circumpolar Flaw Lead System (CFL) Study was launched at the University of Manitoba. Based aboard the Canadian Coast Guard research icebreaker, CCGS Amundsen, the CFL study is the largest project in Canada's International Polar Year (IPY) research program, and one of the largest IPY projects in the world. The University of Manitoba’s David Barber, Canada Research Chair in Arctic System Science, and director of the Centre for Earth Observation Science at the University of Manitoba, will be leading the CFL Study, which is set to be begin later this summer. Involving more than 200 scientists from 16 countries, the 15-month adventure is aimed at understanding the effects of global climate change in the Arctic. For UArctic, education is a continuum and learning is a lifelong process. Thus, for the purpose of IPY, UArctic will focus on the following audiences and approaches: [1] primary and secondary students via teacher training, education and professional development; [2] undergraduate students via education and research experience; [3] graduate students via integrated education and research training; [4] college/university faculty via professional development; and [5] individuals and communities via continuing/adult education. The comprehensive suite of UArctic programs will provide the means for delivering IPY higher education and outreach. For IPY, UArctic programs will give specific priority to the following thematic areas: global change; regional development, including sustainable tourism; governance and policy; natural resource management; and health and wellbeing. UArctic will also provide an education and outreach advisory service for IPY researchers and research projects, and education and outreach access to northern institutions. The UArctic Office for International Polar Year (IPY) Education and Outreach is located at the University of Alaska Fairbanks. On July 11, 2007, the Circumpolar Flaw Lead System (CFL) Study was launched at the University of Manitoba. Based aboard the Canadian Coast Guard research icebreaker, CCGS Amundsen, the CFL study is the largest project in Canada's International Polar Year (IPY) research program, and one of the largest IPY projects in the world. The University of Manitoba’s David Barber, Canada Research Chair in Arctic System Science, and director of the Centre for Earth Observation Science at the University of Manitoba, will be leading the CFL Study, which is set to be begin later this summer. Involving more than 200 scientists from 16 countries, the 15-month adventure is aimed at understanding the effects of global climate change in the Arctic.

28. University of the Arctic Web site: http://www.uarctic.org Contacts at the University of Manitoba: Office of International Relations Jim Dean, Executive Director (U Arctic Council Representative) Rhonda Friesen, International Cooperation (Communications Rep) Associate Vice-President (External) John Alho (President’s Representative on BoG)