# Sharing good cryospheric fieldwork practice with the next generation of scientists

Michael Prior-Jones, Elizabeth Bagshaw, Lisa Craw, Samuel Doyle, Simon Filhol, Emma Fisher, Donna Frater, Jonathan Hawkins, Larissa van der Laan, Emma C Smith, et al.

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## To cite this version:

Michael Prior-Jones, Elizabeth Bagshaw, Lisa Craw, Samuel Doyle, Simon Filhol, et al. Sharing good cryospheric fieldwork practice with the next generation of scientists. EGU25-11157, EGU General Assembly 2025, Apr 2025, Vienna, Austria. 10.5194/egusphere-egu25-11157. hal-05443359

HAL Id: hal-05443359

https://hal.science/hal-05443359v1

Submitted on 6 Jan 2026

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Sharing good cryospheric fieldwork practice with the next
generation of scientists

**Michael Prior-Jones**<fnref n="1" />, **Elizabeth Bagshaw**<fnref n="2" />, **Lisa Craw**<fnref n="1" />, **Samuel Doyle**<fnref n="3" />, **Simon Filhol**<fnref n="4" />, **Emma Fisher**<fnref n="5" />, **Donna Frater**<fnref n="6" />, **Jonathan Hawkins**<fnref n="1" />, **Larissa van der Laan**<fnref n="7" />, **Emma C Smith**<fnref n="8" />, and **Tun Jan Young**<fnref n="9" />

Fieldwork in polar and cryospheric research involves working as a team in a hazardous environment. We developed a residential field course, "CryoSkills", which ran in Norway in April 2024, with 20 early-career scientists. One of the course objectives was to familiarise the participants with the reality of working in a cold, snow-covered environment, and for the instructor team to model and promote good practice in cryospheric fieldwork. In this presentation we will describe our approach to fieldwork and how, though a mixture of formal teaching, mentoring, and groupwork, we successfully conveyed this approach to our early-career participants. Extensive preparation and planning, including a pilot course, meant that the instructor team were able to create a supportive environment and model good practice in teamwork to the participants.

After the course, several participants who went on to do fieldwork later in the season and told us
how much their learning on the course had helped them deal with difficult situations, and we will
share some of these experiences.

<footnote n="1">¹School of Earth and Environmental Sciences, Cardiff University, Cardiff, United Kingdom (prior-jonesm@cardiff.ac.uk)</footnote>

<footnote n="2">²School of Geographical Sciences, University of Bristol, Bristol, United Kingdom</footnote>

<footnote n="3">³Department of Geography and Earth Sciences, Aberystwyth University, Aberystwyth, United Kingdom</footnote>

<footnote n="4">⁴Centre d'étude de la neige / CNRM / Météo France - CNRS, Grenoble, France</footnote>

<footnote n="5">⁵British Antarctic Survey, Cambridge, UK</footnote>

<footnote n="6">⁶Independent diversity & inclusion consultant</footnote>

<footnote n="7">⁷Niels Bohr Institute, University of Copenhagen, Denmark</footnote>

<footnote n="8">⁸School of Physics and Astronomy, University of Leeds, Leeds, UK</footnote>

<footnote n="9">⁹School of Geography and Sustainable Development, University of St Andrews, St Andrews, United Kingdom</footnote>