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

已授予威斯康星大学与探索学院、密歇根州立大学、NOAA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、五大湖赠款网络和安娜堡动手博物馆合作建立第一阶段气候变化教育伙伴关系(CCEP)。CCEP第一阶段项目的总体目标是建立一个区域或主题伙伴关系的协调全国网络，致力于更多地采用与气候变化科学及其影响有关的有效、高质量的教育方案和资源。该项目的重点是大湖区的气候变化教育。与该项目相关的正式和非正式教育活动面向的受众包括STEM教育工作者、职前教师、公众和企业利益攸关方以及普通公众。该项目正在实施区域气候变化研究/教育资源清单，并创建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虚拟五大湖社区平台，将项目伙伴和合作者联系起来。该项目正在召集一系列社区重点小组，编写白皮书，概述该区域气候研究的广度和范围，并确定新兴科学和从该区域的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。私营部门正在制定一份全面的规划文件，为该区域未来气候变化教育工作的伙伴关系提供现实的目标和目的。该项目正在开发的系统网络是：1)促进教育工作者、气候科学家和学习科学家的明确合作；2)通过增加大湖区人口的机会，扩大代表性不足群体的参与，他们中的许多人在经济和教育机会方面受到最近和长期经济衰退的重大影响；3)加强区域研究和教育基础设施；4)通过与正规和非正规教育机构建立伙伴关系，传播大湖区气候科学；以及5)通过在学术、非营利组织和政府实体之间建立伙伴关系，使社会受益，这些实体共同致力于改善大湖区的气候变化教育。欲了解更多信息，请联系：桑德拉·卢瑟福博士(srutherf@emich.edu)或访问该项目网站：www.Great lakeClimate ate.org。

An award has been made to University of Wisconsin 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.