Iceland Expedition for Teachers

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Iceland Study Abroad Association Trip Brochure

View this brochure created by the Study Abroad Association, our Iceland guide service. Costs are based on total group size.  Approximate costs range from $3100-$3700 for in-country tour PLUS individual airfare.

Note: Participants must be registered for at least one credit for the spring semester. The estimated cost for one credit is approximately $437.02 for non-residents. More information will be provided upon acceptance for the trip. 

Course Syllabus 

Mode of Delivery: Students are expected to arrive at the Reykjavik airport no later than a predetermined time on March 19

Semester Offered: Spring

Course Dates: March 18 – March 26, 2025

Instructors: 

Text: TDB

Course Description: This course for teachers explores Iceland’s stunning landscapes, culture and more.  We will visit Snaefellsjokull National Park, home to mystical glaciers and volcanic wonders. Discover Iceland's innovative energy production with a tour of the Hellisheiði Power Plant, then marvel at the dramatic scenery of the Reykjanes Peninsula, including the iconic Geysir hot spring and majestic Gullfoss Waterfalls. Experience the natural beauty of Kerid Crater and Fridheimar Greenhouses before immersing yourself in sustainability at the Sólheimar ecovillage. Explore Iceland's history at the Keldur Turf House, then venture to Sólheimajökull Glacier for an up-close encounter with icy landscapes. Conclude your journey with a hike to Svartifoss Waterfall and a visit to Reynisfjara black sand beach, where dramatic basalt formations meet crashing waves.

Catalog Description: This course is designed as an introduction to Iceland. The area is well known for geothermal activity, glaciers, waterfalls and north Atlantic culture. The combination of daily hiking, visiting historical and cultural sites will provide both background information and hands-on learning experience. This course will integrate many aspects of biology, ecology, physical geology, and geography.

Expected learner outcomes: At the end of the course students will be able to:

• Evaluate the rich and interconnected nature of Iceland societies, cultures and environments they encounter as well as define the personal interactions needed to sustain them.
• Describe the impact of globalization on local communities and ecosystems.
• Compare and contrast the educational system of Iceland and their own classrooms.
• Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.

Daily Schedule of Events (subject to change at any time):

Day 1 (March 18): Arrive in Reykjavik
Day 2 (March 19: Reykjavik Peninsula
Day3 (March 20): Snaefellsnes, Snaefellsjokull National Park
Day 4 (March 21): Golden Circle, Thingvellir National Park, Geysir Hot Springs
Day 5 (March 22): Golden Circle, Kerid Glacier, Fridheimar Greenhouse
Day 6 (March 23): South Coast, Keldur Turf Houses, Solheimajokull Glacier, Seljalandsfoss & Skogafoss Waterfalls
Day 7 (March 24): Skaftafell & Galcier Lagoon, Fjallsarlon & Jokulsarlon Ice Fields, Svartifoss Waterfall
Day 8: Reykjavik, Reynisfjara Black Sand Beach, Hellisheidi Power Plant
Day 10: Depart Reykjavaik

One to three credits may be taken as MSSE 593: Iceland Expedition. 

Assessments:

Online reading and assignments (all credit options): 15%

Daily Participation:  60%

Final Reflection Project:  25%

Performance Requirements for 1, 2, or 3 credits:

1 Credit 

At the end of the course, for1 credit, students will submit a presentation of the  expedition.  This can be a Powerpoint, Google slide show, Keynote, infographic, etc.   It must contain photos of the expedition, with one (1) of the following woven into the presentation:

• An evaluation of the rich and interconnected nature of societies, cultures and environments they encounter as well as define the personal interactions needed to sustain them.
• A description of the impact of globalization on local communities and ecosystems.
• A description comparing and contrasting the educational system of Iceland and their own classrooms.
• Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.

2 Credits 

At the end of the course, for2 credits, students will submit an assignment that includes a photo presentation of the  expedition.  This can be a Powerpoint, Google slide show, Keynote, infographic, etc.   At least 2 of the following should be woven into the presentation:

• An evaluation of the rich and interconnected nature of societies, cultures and environments they encounter as well as define the personal interactions needed to sustain them.
• A description of the impact of globalization on local communities and ecosystems.
• A description comparing and contrasting the educational system of Iceland and their own classrooms.
• Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.

AND

In a separate document,design two (2) 5 E lesson plans for use in the classroom specific to content learned in the course. If you are not a classroom teacher, choose one additional item to address from the list above.

3 Credits 

At the end of the course, for3 credits, students will submit an assignment that includes a photo presentation of the  expedition. This can be a Powerpoint, Google slide show, Keynote, infographic, etc.   At least 3 of the following should be woven into the presentation:

• An evaluation of the rich and interconnected nature of societies, cultures and environments they encounter as well as define the personal interactions needed to sustain them.
• A description of the impact of globalization on local communities and ecosystems.
• A description comparing and contrasting the educational system of Nepal and their own classrooms.
• Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.

AND

In a separate document,design three (3) 5 E lesson plans for use in the classroom specific to content learned in the course. If you are not a classroom teacher, address all the items from the list above.

Performance Assessment:

Submitted assignments will be assessed based on content and formatting standards.

The writing component rubric and guidelines for each writing assignment should be viewed as the minimum standard for that assignment.

The content and writing scores will be based on the standards and feedback will indicate if the standard was met and/or exceeded, met or not met.

Standards that are met and exceeded = 100%

Standards met = 95%

1 standard not met = 85%

2 standards not met = 80%

3 standards or more not met = 75%

4 standards or more not met = 50%

All assignments can be redone for a maximum score of 100%. The goal is to achieve and/or surpass the standard.

Content Standards are described/implied for each assignment through the assignment content, podcasts, examples, webinar content, etc.

Writing Standards:

Writing is clear, coherent, and unambiguous. It includes all required elements and communicates effectively to the intended audience. The writing is free of grammatical, spelling and other errors.

Course Grading

• A    (94-100%)
• A-   (90-93%)
• B+  (87-89%)
• B   (84-86%)
• B-   (80-83%)
• C+  (77-79%)
• C   (74-76%)
• C-   (70-73%)
• D+  (67-69%)
• D   (60-66%)
• F   (0-59%)     

  
Maintaining Intellectual Integrity (Plagiarism)

Paraphrasing or quoting another’s work without citing the source is a form of academic misconduct. Even inadvertent or unintentional misuse or appropriation of another's work (such as relying heavily on source material that is not expressly acknowledged) is considered plagiarism. All sources of information that are not your original thoughts need to be cited.  This includes, but is not limited to, journal articles, textbooks and online resources. Adapted from the MSU Syllabus language page.

Student Conduct

All students are required to review, and abide by, Montana State University's Code of Student Conduct, Policies, Regulations, & Reports  available here:

http://catalog.montana.edu/code-conduct-policies-regulations-reports/

In addition, all students are expected to adhere to Montana State University's student Conduct Guidelines, available here: 

https://www.montana.edu/policy/student_conduct/#s330.10

In addition to the above, broad policies, the following rules regarding academic misconduct are in effect for this course: First offense will result in a zero grade for that particular assignment and communication with the MSSE Program Director and the Dean of Students. Subsequent violations will result in course failure and referral to the Dean of Students for possible further action.  

You may utilize AI language models, including ChatGPT, as a resource to support your writing. Be mindful that when utilizing AI language models, it is essential to ensure that your writing remains original and properly attributed, including citing outputs or text generated by ChatGPT. Please see the How to cite ChatGPT in APA Style resource.  You are required to cite any use of AI. 

Physical fitness requirements The course requires moderate to strenuous outdoor physical activity. Students are expected to walk several miles, often in relatively steep terrain without established hiking trails. Temperatures are often in the 32°F-41°F range. Please contact the instructor before signing up for this class if you have concerns about the required physical fitness level and your ability to meet these requirements.

IMPORTANT Your passport must be good for at least 6 months beyond our departure date, or you may be refused entry into Iceland. Given current delays in passport processing, this should be addressed at least 6 months prior to our departure.

Gear (subject to change)

- Hiking boots

- Trail running shoes for daily non-hiking use

- Long sleeve shirts

- Long and short pants, preferably quick-drying synthetic.

- Winter jacket

- Winter hat

- Winter gloves

- Other clothing layers: long underwear, long sleeve shirts, vests, etc

- Sunglasses

- Daypack

- Field notebook and pencils,

- Water container/s (3-4 liters total capacity).

- Swim suit

- Camera. Something like a GoPro works well for both above and below water pictures and video.

- Notebook, computer, or tablet.