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)项目是一个以探究和项目/问题为基础的学习环境，旨在增强在职K-12科学教师的大气/陆地表面内容知识和地理空间技能，并通过这样做，激发他们的学生对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(文凭院校林登州立学院和费尔班克斯博物馆和天文馆)和纽约州布鲁克林的梅德加·埃弗斯学院(一个历史上为黑人的机构)建立了一个新的全州地区地球科学教育网络和联盟(Regena)，以接触到更多的教师，特别是在佛蒙特州偏远和农村地区。教师将继续参加学年的月度会议，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)方面的教学知识和地理空间技能。在学年和暑期讲习班期间，采用差异化教学是为了最大限度地提高四组教师的学习经验。SWAC是一个变革性的综合科学项目，它使在职的地球科学、物理科学和社会科学教师能够使用SWAC的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 First Nation和有行为障碍的学生是代表不足的受益者。SWAC的成果通过教案分发、数字媒体开发、学术会议和学术同行评议渠道传播。参与的教师还在地方、国家赞助的研讨会、区域和国家会议上介绍他们的研究成果，包括全国科学教师协会会议。

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.