Track 2: Satellites, Weather and Climate: A professional development teacher collaborative to enhance literacy in the climate, atmospheric and geospatial sciences

佛蒙特大学（UVM）的卫星，天气和气候（SWAC）项目是一个基于调查和项目/问题的学习环境，以提高在职K-12科学教师的大气/地表内容知识和地理空间技能，并通过这样做，激发学生对STEM学科和职业的兴趣。与佛蒙特州教育部、佛蒙特州东北部的两个机构（林登州立学院，一个学士学位机构，和费尔班克斯博物馆和天文馆）和Medgar Evers学院（纽约布鲁克林的一个历史上的黑人机构）一起创建了一个新的全州范围的区域地球科学教育网络和联盟（ReGENA），以接触更多的教师，特别是佛蒙特州偏远和农村地区的教师。教师将继续参加学年每月会议，以发展和深化他们在气候学，气象学，电气工程，统计分析，地质统计学，遥感和地理信息系统（地理信息系统）方面的内容知识和地理空间技能。在学年和暑期讲习班期间，采用差别教学，以最大限度地增加四批教师的学习经验。SWAC是一个变革性的综合科学计划，它使在职地球科学，物理科学和社会科学教师能够使用SWAC核心概念作为其课程的基本框架，并增强他们的系统思维和思维习惯。农村、Abenaki第一民族和有行为障碍的学生是代表性不足的受益者。SWAC的成果通过课程计划分发、数字媒体开发、学术会议和学术同行评审渠道传播。参与教师还在地方，国家主办的研讨会，区域和国家会议，包括全国科学教师协会会议上介绍他们的研究结果。

The Satellites, Weather and Climate (SWAC) project at the University of Vermont (UVM) is an inquiry- and project/problem-based learning environment to enhance the atmospheric/land surface content knowledge and geospatial skills of in-service K-12 science teachers and by so doing, stimulate their students' interest in STEM disciplines and careers. A new statewide Regional Geoscience Education Network and Alliance (ReGENA) has been created with the Vermont Department of Education, two institutions in northeastern Vermont (Lyndon State College, a baccalaureate institution, and Fairbanks Museum and Planetarium) and the Medgar Evers College, a Historically Black institution in Brooklyn, NY to reach more teachers, especially in isolated and rural parts of Vermont. Teachers will continue to participate in academic year monthly sessions to develop and deepen their content knowledge and geospatial skills in climatology, meteorology, electrical engineering, statistical analyses, geostatistics, remote sensing and GIS (Geographic information systems). Differentiated instruction is used to maximize the learning experience of each of the four cohorts of teachers during both the academic year and summer workshops. SWAC is a transformative, integrated science program that equips and empowers in-service geoscience, physical science and social science teachers to use SWAC core concepts as the underlying framework for their curriculum and enhance their systems thinking and habits of the mind. Rural, Abenaki First Nation and students with behavioral challenges are among the under-represented beneficiaries. SWAC results are disseminated by lesson plan distribution, digital media development, at scholarly conferences and in academic peer-reviewed outlets. Participating teachers also present their findings at local, state-sponsored workshops, regional and national conferences, including the National Science Teachers Association meeting.