RET Site: Climate Changemakers in Waste Upcycling, Water Justice and Sustainable Energy

新的三年期RET网站：废物升级循环，水正义和可持续能源的气候变化制造者（RET_CCM）由圣地亚哥大学主办。 每年将有8至10名教师和职前教师参加。一个“变革工程”的模型，准备未来的从业者在一个背景框架内创新工程解决方案，该框架将人道主义，可持续和社会正义的方法与技术技能相结合，将使这些未来和当前的中学科学教师以及他们的学生能够使用。这些教师学者将参与为期一年的过程，以解决与废物，水或能源有关的当地，以社区为基础的气候变化挑战。此外，教师学者还将接受反思实践的培训和指导，以提高对自己专业实践的认识和实施;并通过课程研究，为K-12气候变化相关工程教育的教学方法提供信息。 这种方法可能会产生一个工程专业和实践范例，支持学习者和毕业生负责任地将工程方法和社会意识应用于当地和全球环境中的解决方案。新的三年期RET网站：废物升级循环，水正义和可持续能源的气候变化制造者（RET_CCM）由圣地亚哥大学主办。 每年将有8至10名教师和职前教师参加。一个“变革工程”的模型，准备未来的从业者在一个背景框架内创新工程解决方案，该框架将人道主义，可持续和社会正义的方法与技术技能相结合，将使这些未来和当前的中学科学教师以及他们的学生能够使用。STEM教师将得到指导和支持，以实现以下计划成果：1）通过生态社会正义的透镜和社会技术工程研究和开发的实践，对废物，水或能源周围的当地气候变化挑战以及相关缓解和/或适应解决方案的先进研究为基础的理解; 2）进行三层社会技术研究模式的经验和能力，包括参与以社区为中心的废物，水或能源气候变化问题的持续应用研究和开发;教学行动研究，系统地调查并最终改善气候变化主题的教学/学习;和反思性实践，以提高自己的专业方法的认识和实施; 3）为学生制作相应的原创，动手和NGSS对齐的工程学习经验;以及4）在学校、学区和大学社区内的气候变化教育中发挥领导作用。RET_CCM计划将使社会技术工程教育和实践范式适用于K-12环境中的学习经验。这种方法可能会产生一个工程专业和实践范例，支持学习者和毕业生负责任地将工程方法和社会意识应用于当地和全球环境中的解决方案。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

The new three-year RET Site: Climate Changemakers in Waste Upcycling, Water Justice and Sustainable Energy (RET_CCM) is hosted by the University of San Diego. Eight to ten teachers and pre-service teachers will participate each year. A model of “Changemaking Engineering,” that prepares future practitioners to innovate engineering solutions within a contextual framework that embeds humanitarian, sustainable and social justice approaches with technical skills will be made accessible to these future and current middle school science teachers, and in turn their students. These teacher-scholars will engage in a year long process to address a local, community-based climate change challenge related to either waste, water, or energy. In addition, teacher-scholars will also receive training and mentorship in reflective practice, to improve awareness and implementation of their own professional practice; and lesson study to inform K-12 pedagogical approaches in climate-change related engineering education. This approach may yield an engineering profession and practice paradigm that is supportive of learners and graduates to responsibly apply engineering methods and social awareness to solutions in local and global contexts.The new three-year RET Site: Climate Changemakers in Waste Upcycling, Water Justice and Sustainable Energy (RET_CCM) is hosted by the University of San Diego. A cohort of eight to ten teachers and pre-service teachers will participate each year. A model of “Changemaking Engineering,” that prepares future practitioners to innovate engineering solutions within a contextual framework that embeds humanitarian, sustainable and social justice approaches with technical skills will be made accessible to these future and current middle school science teachers, and in turn their students. STEM teachers will be mentored and supported to achieve the following program outcomes: 1)An advanced research-based understanding of local climate change challenges around waste, water or energy, and related mitigation and /or adaptation solutions through the lens of eco-social justice and the praxis of socio-technical engineering research and development; 2) Experience and competency in conducting a three-tiered socio-technical research model that includes engaging in ongoing applied research and development on a community-centered climate change issue in either waste, water or energy; pedagogical action research to systematically investigate and ultimately improve the teaching/learning of climate-change topics; and reflective practice to improve awareness and implementation of one’s own professional approach; 3) Production of corresponding original, hands-on and NGSS-aligned engineering learning experiences for their students; and 4) Leadership roles in climate change education within their school, district and the university community. The RET_CCM program will make the socio-technical engineering education and praxis paradigm applicable to learning experiences in K-12 settings. This approach may yield an engineering profession and practice paradigm that is supportive of learners and graduates to responsibly apply engineering methods and social awareness to solutions in local and global contexts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.