New GK-12: Engineering for Society - An Energy and Environmental Sustainability Research Pathway to Cultivate Engineering Leaders and Enrich Education for Disadvantaged Youth

新GK-12：社会工程？2010年美国国家科学基金会提案摘要，科罗拉多大学博尔德分校该项目培养多样化的工程博士研究生，使其成为未来的工程领袖，同时为传统上在工程领域代表性不足的K-12学生提供服务。通过与K-12学生的广泛接触，每年有10名研究员将他们的工程研究转化为K-12 STEM课程，通过将工程设计与科学和数学研究联系起来，吸引K-12学生和教师。这些K-12的经历通过将现实世界的机会与他们的研究相结合来影响研究员，研究员通过创建和交付K-12 STEM课程来交流他们的研究，从而获得沟通和教学技能。我们的经验表明，通过教学方法和主题的交流，教师对STEM的信心得到加强，学生对STEM的学习得到加强，为青少年进入高中工程预科课程做好准备。关于智力价值的问题：博士生是怎样的？通过与非技术观众分享他们的研究对他们的影响的理解？K-12的经历如何促进工程研究员？成为STEM领域的领导者？老师对同学有贡献吗？教育继而在理工科教学中实现更深层次的激情和独立性？提供动手工程经验的学区是否实现了更高的毕业率和STEM大学入学率？大学如何将K-12的教学制度化？创新方法：以多样性为重点，在全国范围内招聘有专业背景的未来工程教育工作者，从而使多样化的博士毕业生进入劳动力市场，并在更广泛的背景下应用研究兴趣；通过以工程为重点的专业发展工作坊，丰富教师的STEM内容；提高高需求学校的STEM素养；并通过美国国家科学基金会资助的TeachEngineering数字图书馆在全国范围内传播课堂测试课程。

New GK-12: Engineering for Society ? An Energy and Environmental Sustainability Research Pathway to Cultivate Engineering Leaders and Enrich Education for Disadvantaged Youth2010 NSF Proposal Abstract, University of Colorado at BoulderThis project cultivates diverse engineering PhD students to become future engineering leaders while serving K-12 students traditionally underrepresented in engineering. Through extensive K-12 student contact, ten fellows annually translate their engineering research into hands-on K-12 STEM curricula, engaging K-12 students and teachers through connecting engineering design to the study of science and math. These K-12 experiences impact fellows through the pairing of real-world opportunities with their research, and fellows gain communication and pedagogy skills as they communicate their research through the creation and delivery of K-12 STEM curriculum. Our experience has shown that teacher STEM confidence is strengthened by the exchange of pedagogy and subject matter, and student STEM learning is enhanced, preparing youngsters for high school pre-engineering programs. Questions of intellectual merit addressed: How is PhD students? understanding of their research impacted by sharing it with non-technical audiences? How do K-12 experiences promote engineering fellows? becoming STEM leaders? Do teachers who contribute to fellows? education subsequently realize deeper passion and independence in teaching science and engineering? Do school districts that provide hands-on engineering experiences realize higher graduation rates and STEM college matriculation? How can colleges institutionalize K-12 teaching in PhD engineering graduate programs?Innovative approaches: Diversity-focused national recruitment of professoriate-bound future engineering educators, resulting in diverse PhD graduates entering the workforce with a research interest applied in a broader context; enrichment of teacher STEM content through engineering-focused professional development workshops; fellows improvement of STEM literacy in high-needs schools; and nationally disseminated classroom-tested curriculum via the NSF-funded TeachEngineering digital library.