CCEP-I: Partnership for Education on Climate Change, Engineered Systems, and Society

CCEP-I：气候变化、工程系统和社会教育合作伙伴关系

• 批准号: 1043289
• 负责人: Rachelle Hollander
• 金额: $ 100万
• 依托单位: National Academy of Sciences
• 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: 2010-09-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1043289&HistoricalAwards=false
• 关键词: CCEP; Partnership; Education; Climate; Change

This award to the US National Academy of Engineering establishes a Phase I Climate Change Education Partnership (CCEP) in collaboration with Arizona State University, Museum of Science-Boston, University of Virginia, Colorado School of Mines, and the Phoenix Union High School District. The overall goal of CCEP Phase I is to establish a coordinated national network of regionally- or thematically-based partnerships devoted to increasing the adoption of effective, high quality educational programs and resources related to the science of climate change and its impacts. This award focuses on the impacts of climate change for engineered systems. The goal is to catalyze and transform engineering education in K-12, science museums, and undergraduate engineering departments to prepare current and future engineers, policymakers, and the public to meet these challenges. In coming decades, climate change and society's responses to it will require enormous transformation of the nation's technological infrastructure. Current US education falls short of preparing the country for this challenge. Educational platforms must focus on the multiple, complex interactions between engineered systems and the Earth's climate system. At the same time, transformation raises societal challenges, including trade-offs among benefits, costs, and risks, and opportunities for building public trust, confidence, and engagement. New education must integrate technical and normative learning, knowledge, and skills, in formal and informal educational venues. This partnership will develop a comprehensive vision focused on three themes: (1) climate impacts on engineered systems and their adaptation; (2) changes in engineered systems required to mitigate greenhouse gas emissions; and (3) the creation of novel technological systems to engineer the Earth's climate system. Cutting across themes, it will examine challenges of: (1) governance; (2) justice; (3) sustainability; and (4) public engagement and trust. It will reach out to engineering professional societies, educators and deans, K-12, informal science institutions, industry, non-governmental organizations, media, and policymakers. Working with the Phoenix Union High School District, whose 25,000 students are 78% Hispanic, 10% African American, and 3.2% Native American, allows the Partnership to devise appealing programs for students of diverse backgrounds. Phase I involves working groups organized by theme and target audience. One or more content working groups focus on developing an inventory of climate education materials integrating technical and normative education. By the end of Phase I, the Partnership will have marshaled a broad network of stakeholders from the target audiences and submitted a proposal to NSF for Phase II. It will have published and disseminated material from the three thematic meetings, as well as results from the project working groups, so content and approaches needed to initiate new formal and informal educational efforts are widely available. More information on this project is available at http://www.nae.edu/21302.aspx, or by contacting the PI, Rachelle Hollander at [e-mail].

该奖项授予美国国家工程院，与亚利桑那州立大学、波士顿科学博物馆、弗吉尼亚大学、科罗拉多矿业学院和菲尼克斯联合高中区合作建立第一阶段气候变化教育合作伙伴关系 (CCEP)。 CCEP 第一阶段的总体目标是建立一个协调的国家区域或主题伙伴关系网络，致力于增加与气候变化及其影响科学相关的有效、高质量的教育计划和资源的采用。该奖项重点关注气候变化对工程系统的影响。目标是促进和转变 K-12、科学博物馆和本科工程系的工程教育，让当前和未来的工程师、政策制定者和公众做好应对这些挑战的准备。未来几十年，气候变化和社会应对气候变化将需要国家技术基础设施进行巨大变革。目前的美国教育不足以让国家做好应对这一挑战的准备。教育平台必须关注工程系统与地球气候系统之间多重、复杂的相互作用。与此同时，转型带来了社会挑战，包括利益、成本和风险之间的权衡，以及建立公众信任、信心和参与的机会。新的教育必须在正式和非正式的教育场所整合技术和规范学习、知识和技能。这一伙伴关系将制定一个全面的愿景，重点关注三个主题：（1）气候对工程系统及其适应的影响； (2) 减少温室气体排放所需的工程系统的变化； (3) 创建新颖的技术系统来设计地球气候系统。它将跨越主题，探讨以下方面的挑战：（1）治理； (2) 正义； (3) 可持续性； (4) 公众参与和信任。它将覆盖工程专业协会、教育工作者和院长、K-12、非正式科学机构、行业、非政府组织、媒体和政策制定者。菲尼克斯联合高中学区有 25,000 名学生，其中 78% 是西班牙裔、10% 是非裔美国人、3.2% 是美洲原住民，通过与该学区合作，该合作伙伴关系能够为不同背景的学生设计有吸引力的项目。第一阶段涉及按主题和目标受众组织的工作组。一个或多个内容工作组专注于开发整合技术和规范教育的气候教育材料清单。到第一阶段结束时，该合作伙伴关系将汇集来自目标受众的广泛利益相关者网络，并向 NSF 提交第二阶段提案。它将出版和传播三个专题会议的材料以及项目工作组的成果，以便启动新的正式和非正式教育工作所需的内容和方法得到广泛利用。有关该项目的更多信息，请访问 http://www.nae.edu/21302.aspx，或者通过 [e-mail] 联系 PI Rachelle Hollander。