International Approaches To Renewable Energy Education – A Faculty Professional Development Case Study With Recommended Practices For STEM Educators
International Approaches To Renewable Energy Education – A Faculty Professional Development Case Study With Recommended Practices For STEM Educators
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可再生能源教育的国际方法——教师专业发展案例研究以及针对 STEM 教育者的推荐实践
DOI：
10.19030/ajee.v7i2.9841
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发表时间：
2016
期刊：
影响因子：
4
通讯作者：
K. Alfano
中科院分区：
文献类型：
--
作者：
Kenneth A. Walz;M. Slowinski;K. Alfano
提高美国大学毕业生国际竞争力的呼声和可再生能源产业的全球性质要求探索如何将全球视角纳入STEM课程，以及如何最好地培养教师，为他们提供更新和改进现有教学实践所需的全球知识和技能。为了扩大对全球可再生能源领域的认识，来自美国各地的一批可再生能源教育工作者参加了两次到澳大利亚/新西兰和德国/丹麦的国际学习交流。这些交流活动为与会者提供了与技术教育工作者会面、参观教学实验室、回顾行业合作伙伴关系、与政策制定者和政府代表交谈以及分享知识和最佳教学实践的机会。在最初的国际交流三年后，收集了参与者的数据，以衡量经验的延伸影响和各种学习活动的感知价值。结果表明，交流扩大了参与者对美国和国外可再生能源技术和问题的认识，并影响了教学课程和教学以及学术社区的参与。本研究是为STEM教师提供丰富国际经验的示范项目。本文的研究结果强调了建立一个成功的国际专业发展计划的关键组成部分，并说明了这些活动可能产生的影响类型。所吸取的经验教训对在各种学科中规划类似国际活动的其他机构或组织是有意义的。
Calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry require an exploration of how to incorporate a global perspective in STEM curricula, and how to best develop faculty providing them with global knowledge and skills necessary to update and improve existing teaching practices. To expand awareness of the global renewable energy sector, a cohort of renewable energy educators from across the United States participated in two international learning exchanges to Australia/New Zealand and Germany/Denmark. The exchanges provided opportunities for the participants to meet with technical educators, visit teaching labs, review industry partnerships, talk with policy makers and government representatives, and to share knowledge and best teaching practices. Three years after the initial international exchange, participant data was collected to measure the extended impact of the experience and the perceived value of various learning activities. The results show that the exchanges expanded participant’s knowledge of renewable energy technologies and issues both in the U.S. and abroad, and also influenced teaching curriculum and instruction, and academic community engagement. This study serves as a model program for providing STEM faculty with rich international experience. The findings in this manuscript highlight the key components to building a successful international professional development program, and illustrate the type of impacts that can result from these activities. The lessons learned are meaningful to other institutions or organizations planning similar international activities in a variety of disciplines.