CCEP-I: The Great Lakes Climate Change Science and Education Systemic Network (GLCCSESN)

向东密歇根大学颁发了一项奖金，以与密歇根州立大学探索学院、美国国家海洋和大气管理局五大湖环境研究实验室、阿什兰大学（俄亥俄州）、RISA和格雷厄姆可持续发展研究所、奈特环境新闻中心、五大湖海洋赠款网络和安阿伯动手博物馆合作建立第一阶段气候变化教育伙伴关系。CCEP第一阶段项目的总体目标是建立一个协调的区域或主题合作伙伴关系的国家网络，致力于增加采用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。该项目的重点是五大湖地区的气候变化教育。与该项目相关的正规和非正规教育活动的目标受众包括STEM教育工作者、职前教师、公共和商业利益攸关方以及公众。该项目正在编制一份区域气候变化研究/教育资源清单，并绘制一份现有相互关系和伙伴关系的相关网络图。它正在设计和实施一个连接项目伙伴和协作者的虚拟五大湖社区平台。该项目正在召集一系列社区焦点小组，这些小组正在编写白色文件，概述该地区气候研究的广度和范围，并确定新兴科学的流动途径，以及该地区科学家和实验室向正规和非正规教育提供者学习科学知识的途径。参与者正在制定一份全面的规划文件，为该伙伴关系提供该区域未来气候变化教育工作的现实目标。该项目正在开发的系统网络是：（1）使教育工作者、气候科学家和学习科学家能够建立明确的伙伴关系;（2）通过增加五大湖地区人口的机会，扩大代表性不足群体的参与，其中许多人在经济和教育机会方面受到近期和长期经济衰退的严重影响; 3）加强研究和教育的区域基础设施; 4）通过与正规和非正规教育机构的伙伴关系传播五大湖气候科学; 5）通过在学术、非营利和政府实体之间建立伙伴关系造福社会，这些实体共同努力改善五大湖地区的气候变化教育。欲了解更多信息，请联系：桑德拉卢瑟福博士（srutherf@emich.edu）或访问该项目的网站：www.greatlakesclimate.org。

An award has been made to Eastern Michigan University to establish a Phase I Climate Change Education Partnership (CCEP) in collaboration with the College of Exploration, Michigan State University, the NOAA Great Lakes Environmental Research Laboratory, Ashland University (Ohio), RISA and the Graham Sustainability Institute, the Knight Center for Environmental Journalism, the Great Lakes Sea Grant Network, and the Ann Arbor Hands-On Museum. The overall goal of the CCEP Phase I project 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 project is focusing on climate change education in the Great Lakes region. The formal and informal education activities associated with the project are targeting an audience including STEM educators, pre-service teachers, public and business stakeholders, as well as the general public. The project is implementing an inventory of regional climate change research/education resources and creating an associated network map of existing interrelationships and partnerships. It is designing and implementing a virtual Great Lakes community platform that is linking project partners and collaborators. The project is convening a series of community focus groups that are producing white papers outlining the breadth and scope of climate research in the region and identifying the pathways of movement of emerging science and learning science knowledge from the scientists and laboratories in the region to the formal and informal education providers. The PIs are developing a comprehensive planning document that is providing the partnership with realistic goals and objectives for future climate change education efforts in the region. The systemic network being developed by the project is 1) enabling explicit partnering of educators, climate scientists and learning scientists; 2) broadening the participation of underrepresented groups by enhancing opportunities for populations within the Great Lakes region, many of whom have been significantly affected by both recent and long-standing economic downturns, both economically and in terms of educational opportunities; 3) enhancing the regional infrastructure for research and education; 4) disseminating Great Lakes climate science through partnerships with formal and informal education institutions; and 5) benefiting society by building partnerships among academic, non-profit, and governmental entities that together are working to improve climate change education in the Great Lakes region. For additional information please contact: Dr. Sandra Rutherford (srutherf@emich.edu) or visit the project website at: www.greatlakesclimate.org.