LIGHTES-Leading Innovation through Green High Tech Engineering & Sustainability

在美国劳工部和非常成功的NSF S-STEM学者计划的当前绿色/可再生能源拨款的基础上，通过绿色高科技工程可&持续性（LIGHTES）项目的领先创新正在加强和扩大与五所地区高中，斯托尼布鲁克大学（SBU）工程学院，布鲁克海文国家实验室（BNL）LIGHTES项目的目标是：（1）创建新的和修订的替代能源/绿色技术课程，以丰富电气技术（ELT）和工程科学（ENS）学位课程;（2）开发一系列清晰的绿色技术教学和学习经验，从长岛的高中到学士学位，从而增加熟练ATE毕业生的绿色/可持续技术职业的储备;以及（3）与NSF ATE绿色技术受赠者布里斯托社区学院（BCC）合作，建立实践社区。与英国气候变化委员会的合作活动是：（1）通过开发四门新的英语教学和环境科学课程，并修改四门现有的英语教学和环境科学课程，设计新的替代能源/绿色技术副学士学位选择;（2）在两个机构的科学、技术、工程和数学教师中建立实践社区;（3）利用绿色技术讲习班指导地区高中的高中科学和技术教师;（4）在BNL和SBU提供新的学生实习机会;（5）在学院，SBU和霍夫斯特拉大学的工程学院之间创建新的管道活动;以及（6）将绿色技术教育与S-STEM学院奖学金相结合。智力优势：该项目正在使用或调整现有的示范性绿色技术，能源和可持续性课程开发的BCC和其他NSF-和能源部（DOE）-验证的来源。课程由工程科学，工程技术和数学教师组成的经验丰富的跨学科团队开发，并由科学家，学术教师和行业代表组成的咨询委员会验证。课程、活动和练习方法都是以实证为基础的做法为指导的，包括以探究为基础的学习和以问题为基础的学习。更广泛的影响：为了与全国趋势保持一致，纽约州（NYS）正在加大对绿色工业增长的承诺。在纽约州经营的250家绿色企业中，约有50%位于大都会纽约市/长岛地区。需要从高中到学士学位授予机构的明确管道，以吸引更多的STEM学生，以满足当前和未来地方和国家在绿色和可持续能源方面的劳动力需求。该学院正在与BCC建立一个实践社区，在区域咨询委员会的指导下在长岛地区创建一个新的2+2+2 STEM管道，让高中教师和学生参与LIGHTES活动，并在国家ATE会议上传播项目成果。计划出版一份同行评审的出版物，以传播成果，并增加STEM教育知识库。

Building upon the current green/renewable energy grant from the U.S. Department of Labor and the highly successful NSF S-STEM Scholars Program, the Leading Innovation through Green High Tech Engineering & Sustainability (LIGHTES) project is enhancing and expanding ongoing science, technology, engineering, and mathematics (STEM) collaborations with five regional high schools, the College of Engineering at Stony Brook University (SBU), and Brookhaven National Laboratory (BNL). The goals of the LIGHTES project are to: (1) create new and revised alternative energy/green technology courses to enrich the Electrical Technology (ELT) and Engineering Science (ENS) degree programs; (2) develop a sequence of articulated green technology teaching and learning experiences that reach from high school to the baccalaureate level on Long Island, thus increasing the pool of skilled ATE graduates for green/sustainable technology careers; and (3) collaborate with NSF ATE green technology grantee, Bristol Community College (BCC), to establish a community of practice. The collaborative activities with BCC are: (1) designing new alternative energy/green technology associate degree options by developing four new ELT and ENS courses and modifying four existing ELT and one ENS course; (2) forming a community of practice among STEM faculty at both institutions; (3) mentoring high school science and technology teachers at regional high schools using green technology workshops; (4) providing new student internships at BNL and SBU; (5) creating new pipeline activities among engineering faculty at the college, SBU and Hofstra University; and (6) integrating green technology education with the S-STEM college scholarships award. Intellectual Merit: The project is using or adapting existing exemplary green technology, energy, and sustainability curricula developed by BCC and other NSF- and Department of Energy (DOE) -validated sources. Curricula are being developed by an experienced interdisciplinary team of engineering science, engineering technology, and mathematics faculty and validated by an Advisory Board comprised of scientists, academic faculty, and industry representatives. Curriculum, activity, and exercise methods are being guided by evidence-based practices including inquiry-based and problem-based learning. Broader Impacts: In keeping with national trends, New York State (NYS) is stepping up its commitment to green industrial growth. Approximately 50% of the 250 green businesses operating in NYS are located in the metropolitan New York City/Long Island area. A well-articulated pipeline from high school to baccalaureate degree-granting institutions is needed to engage greater numbers of STEM students to meet current and future local and national workforce needs in green and sustainable energy. The college is establishing a community of practice with BCC, creating a new 2+2+2 STEM pipeline in the Long Island region guided by a regional Advisory Board, engaging high school teachers and students in LIGHTES activities, and disseminating the project results at national ATE conferences. A peer-reviewed publication is planned to disseminate results and add to the STEM education knowledge base.