ABSTRACT Today, women make up about one-third of all scientists who go to Antarctica for research. However, it was just under fifty years ago that the first woman principal investigator was funded by the then United States Antarctic Research Program, which today is known as the United States Antarctic Program (USAP). Colin Bull, Director of the Institute for Polar Studies (today called Byrd Polar and Climate Research Center or BPCRC), had advocated for women to be allowed in Antarctica since 1959. At the time, female graduate students worked on Antarctic research, but were not able to conduct their own fieldwork; thus they relied on men to collect samples and gather the data they needed up until the ban was lifted. One such woman was Lois Jones, whose Ph.D. adviser was The Ohio State University geochemist Dr. Gunter Faure. Once she completed her dissertation on the geochemistry of the McMurdo Dry Valleys, she submitted a proposal for fieldwork in Antarctica to be funded by the USAP. Her proposal was approved and she and her field party of three other women went to Antarctica during the austral summer of 1969–1970. In addition to fieldwork in the Dry Valleys, they gained the honor of being four of the first six women to make it to the South Pole. While the women faced many challenges and chauvinism, their field season was successful. This has led to a legacy of women in Antarctica. Faculty, alumna, and staff from The Ohio State University figure prominently in this story, due to the affiliation of the Byrd Polar and Climate Research Center with Ohio State.

A comprehensive field training curriculum was developed and tested during the 2006, 2008, 2009, and 2010 National Aeronautics and Space Administration (NASA) Spaceward Bound missions at the Mars Desert Research Station (MDRS). The curriculum was developed to train teachers and students in fundamentals of Moon and Mars analog station operations, logistics, field work, and scientific investigation. The curriculum is composed of background content, directions, lesson plans, suggestions, protocols, images, diagrams, figures, checklists, worksheets, experiments, field missions, and references. To date, 48 individuals have participated in Spaceward Bound missions at MDRS, and 18 have successfully tested the curriculum. Based on our analysis and student feedback, we conclude that the Spaceward Bound curriculum is highly useful in training teachers and students in aspects of astrobiology, field science, and Mars exploration, and that MDRS is an ideal location for its use.

We have organized ten National Aeronautics and Space Administration (NASA)–sponsored planetary volcanology field workshops on Hawai‘i since 1992, providing an opportunity for almost 140 NASA-funded graduate students, postdocs, and junior faculty to view basaltic volcano features up close in the company of both terrestrial and planetary volcanologists. Most of the workshops have been thematic, for example, concentrating on large structural features (rift zones and calderas) or lava flows, or features best viewed in high-spatial-resolution data, but they always include a broad set of topics. The workshops purposely involve long field days—an appreciation of scale is important for planetary scientists, particularly if they are or will be working with slow-moving rovers. Our goals are to give these young scientists a strong background in basaltic volcanology and provide the chance to view eruptive and volcano-structural features up close so that they can compare the appearance of these features in the field to their representations in state-of-the-art remote-sensing images, and relate them in turn to analogous planetary features. In addition, the workshop enables the participants to start a collection of field photographs and observations that they can use in future research and teaching. An added benefit is that the participants interact with each other, forging collaborations that we hope will persist throughout their careers.