New GK-12: Engineering for Society - An Energy and Environmental Sustainability Research Pathway to Cultivate Engineering Leaders and Enrich Education for Disadvantaged Youth

新GK-12：社会工程——培养工程领袖和丰富弱势青年教育的能源和环境可持续发展研究途径

• 批准号: 0946502
• 负责人: Jacquelyn Sullivan
• 金额: $ 283.53万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-03-15 至 2018-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0946502&HistoricalAwards=false
• 关键词: New; GK; 12; Engineering; Society

New GK-12: Engineering for Society ? An Energy and Environmental Sustainability Research Pathway to Cultivate Engineering Leaders and Enrich Education for Disadvantaged Youth2010 NSF Proposal Abstract, University of Colorado at BoulderThis project cultivates diverse engineering PhD students to become future engineering leaders while serving K-12 students traditionally underrepresented in engineering. Through extensive K-12 student contact, ten fellows annually translate their engineering research into hands-on K-12 STEM curricula, engaging K-12 students and teachers through connecting engineering design to the study of science and math. These K-12 experiences impact fellows through the pairing of real-world opportunities with their research, and fellows gain communication and pedagogy skills as they communicate their research through the creation and delivery of K-12 STEM curriculum. Our experience has shown that teacher STEM confidence is strengthened by the exchange of pedagogy and subject matter, and student STEM learning is enhanced, preparing youngsters for high school pre-engineering programs. Questions of intellectual merit addressed: How is PhD students? understanding of their research impacted by sharing it with non-technical audiences? How do K-12 experiences promote engineering fellows? becoming STEM leaders? Do teachers who contribute to fellows? education subsequently realize deeper passion and independence in teaching science and engineering? Do school districts that provide hands-on engineering experiences realize higher graduation rates and STEM college matriculation? How can colleges institutionalize K-12 teaching in PhD engineering graduate programs?Innovative approaches: Diversity-focused national recruitment of professoriate-bound future engineering educators, resulting in diverse PhD graduates entering the workforce with a research interest applied in a broader context; enrichment of teacher STEM content through engineering-focused professional development workshops; fellows improvement of STEM literacy in high-needs schools; and nationally disseminated classroom-tested curriculum via the NSF-funded TeachEngineering digital library.

新的GK-12：社会工程学？能源和环境可持续性研究途径，以培养工程领导者并为处境不利的青年提供教育。2010NSF提案摘要，科罗拉多大学Bouldererththis Thinthis Project培养多元化的工程博士生，以成为未来的工程领导者，同时为K-12学生提供传统的工程服务不足。通过广泛的K-12学生联系，每年有十名研究员将其工程研究转化为动手的K-12 STEM课程，通过将工程设计与科学和数学研究联系起来，吸引K-12学生和老师。这些K-12经验通过将现实世界的机会与他们的研究配对相结合，并通过创建和提供K-12 STEM课程来传达研究时就会影响研究员。我们的经验表明，通过教学法和主题的交换来增强教师的信心，并且学生STEM的学习得到了增强，为高中毕业预设计课程做好了准备。智力优点问题：博士学位学生如何？了解他们的研究会影响与非技术观众分享的影响？ K-12体验如何促进工程研究员？成为STEM领导者？为研究员做出贡献的老师吗？教育随后在教授科学和工程学方面意识到更深的热情和独立性？提供动手工程经验的学区是否实现了更高的毕业率和STEM大学入学？大学如何使K-12教学在博士学位工程研究生课程中进行制度化？创新方法：以多样性为中心的全国性招聘教授结合的未来工程教育者，从而导致多样化的博士学位毕业生进入劳动力，并以更广泛的环境中的研究兴趣进行研究；通过以工程为重点的专业发展研讨会来丰富教师STEM的内容；研究员改善了高需求学校的STEM素养；并通过NSF资助的Teachengineering数字图书馆进行了全国传播的教室测试课程。