Societally Relevant Engineering Technologies-Research Experiences for Teachers (SRET-RET)

该奖项为一项为期三年的标准奖提供资金，以支持南加州大学(USC)在工程现场的教师研究经验(RET)项目，该项目名为“与社会相关的工程技术-教师研究经验(SRET-RET)”，由Maja J.Mataric博士指导。这个工程RET项目的愿景是利用南加州大学的大量资源，在世界知名的工程研究人员和洛杉矶市中心学校的K-12教师之间建立长期的合作伙伴关系。为期六周的SRET-RET暑期项目将把科学、技术和工程知识直接带给中学和高中教育工作者(为期3年的10名教师/年)，让他们在包括NSF仿生微电子系统工程研究中心(BMES)在内的最先进的工程研究设施中进行有指导的、基于发现的真实学习和研究经验。除了沉浸在研究环境中，SRET-RET教师还将参加工程、技术、伦理和教育学专业发展研讨会，这些研讨会将促进他们新学到的知识和技能的综合和转化为有意义和严谨的K-12课堂活动，激发人们对科学、技术、工程和数学的热情，使用斯蒂格勒的课堂研究方法来促进发展。SRET-RET计划的学年后续行动部分旨在维持和阐述教师在暑期取得的成就，并促进教师与他们的K-12同事以及他们的大学合作伙伴之间的沟通。SRET-RET教师将成为科学、技术和工程的榜样和渠道，弥合大学研究中心和6-12年级课堂之间的传统差距。

This award provides funding for a three year standard award to support a Research Experiences for Teachers (RET) in Engineering Site program at the University of Southern California (USC), entitled, "Societally Relevant Engineering Technologies-Research Experiences for Teachers (SRET-RET)", under the direction of Dr. Maja J. Mataric. The vision of this RET in Engineering Program is to leverage the considerable resources of the USC to create long-term partnerships among world-renowned engineering researchers and K-12 teachers in Los Angeles inner-city schools. The six week SRET-RET summer program will bring knowledge of science, technology and engineering directly to middle and high school educators (10 teachers/year for 3 years) by involving them in mentored, discovery-based authentic learning and research experiences in state of the art engineering research facilities including the NSF Engineering Research Center for Biomimetic MicroElectronic Systems (BMES). In addition to immersion in the research environment SRET-RET teachers will participate in engineering, technology, ethics, and pedagogy professional development workshops which will facilitate the synthesis and translation of their newly gained knowledge and skills into meaningful and rigorous K-12 classroom activities that sprark enthusiasm for science, technology, engineering and math, using Stigler's lesson study approach to processional development. The academic year follow-up component of the SRET-RET program is structured to sustain and elaborate on the accomplishments the teachers make during the summer and facilitate communication between the teachers and their K-12 colleagues as well as their university partners. The SRET-RET teachers will be role models and conduits of science, technology, and engineering, bridging the traditional gaps between university centers of research and 6-12th grade classrooms.