CCEP-I: Partnership for Education on Climate Change, Engineered Systems, and Society

该奖项授予美国国家工程院，与亚利桑那州立大学、波士顿科学博物馆、弗吉尼亚大学、科罗拉多矿业学院和凤凰城联合高中学区合作，建立了第一阶段气候变化教育伙伴关系（CCEP）。CCEP第一阶段的总体目标是建立一个协调的区域或主题合作伙伴关系的国家网络，致力于增加采用与气候变化及其影响科学相关的有效，高质量的教育计划和资源。该奖项侧重于气候变化对工程系统的影响。我们的目标是催化和改造K-12，科学博物馆和本科工程系的工程教育，为当前和未来的工程师，政策制定者和公众应对这些挑战做好准备。在未来几十年，气候变化和社会对气候变化的反应将需要对国家的技术基础设施进行巨大的改造。美国目前的教育福尔斯不足以让这个国家为迎接这一挑战做好准备。教育平台必须关注工程系统与地球气候系统之间的多重复杂相互作用。与此同时，转型带来了社会挑战，包括利益、成本和风险之间的权衡，以及建立公众信任、信心和参与的机会。新的教育必须在正规和非正规教育场所整合技术和规范学习、知识和技能。这一伙伴关系将围绕三个主题制定一个全面的愿景：（1）气候对工程系统的影响及其适应;（2）减少温室气体排放所需的工程系统的变化;（3）创造新的技术系统来工程地球的气候系统。它将跨主题审查以下方面的挑战：（1）治理;（2）司法;（3）可持续性;（4）公众参与和信任。它将接触到工程专业协会，教育工作者和院长，K-12，非正式科学机构，行业，非政府组织，媒体和政策制定者。与凤凰联盟高中区，其25,000名学生是78%的西班牙裔，10%的非洲裔美国人和3.2%的美洲原住民，使合作伙伴关系，以制定有吸引力的方案，为不同背景的学生。第一阶段涉及按主题和目标对象组织的工作组。一个或多个内容工作组侧重于编制一份将技术和规范教育结合起来的气候教育材料清单。到第一阶段结束时，该伙伴关系将从目标受众中召集一个广泛的利益相关者网络，并向NSF提交第二阶段的提案。它将出版和散发三个专题会议的材料以及项目工作组的成果，以便广泛提供开展新的正式和非正式教育工作所需的内容和方法。有关该项目的更多信息，请访问http：//www.nae.edu/21302.aspx，或通过r霍兰德@ nae.edu联系PI，Rachelle霍兰德。

This award to the US National Academy of Engineering establishes a Phase I Climate Change Education Partnership (CCEP) in collaboration with Arizona State University, Museum of Science-Boston, University of Virginia, Colorado School of Mines, and the Phoenix Union High School District. The overall goal of CCEP Phase I 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 award focuses on the impacts of climate change for engineered systems. The goal is to catalyze and transform engineering education in K-12, science museums, and undergraduate engineering departments to prepare current and future engineers, policymakers, and the public to meet these challenges. In coming decades, climate change and society's responses to it will require enormous transformation of the nation's technological infrastructure. Current US education falls short of preparing the country for this challenge. Educational platforms must focus on the multiple, complex interactions between engineered systems and the Earth's climate system. At the same time, transformation raises societal challenges, including trade-offs among benefits, costs, and risks, and opportunities for building public trust, confidence, and engagement. New education must integrate technical and normative learning, knowledge, and skills, in formal and informal educational venues. This partnership will develop a comprehensive vision focused on three themes: (1) climate impacts on engineered systems and their adaptation; (2) changes in engineered systems required to mitigate greenhouse gas emissions; and (3) the creation of novel technological systems to engineer the Earth's climate system. Cutting across themes, it will examine challenges of: (1) governance; (2) justice; (3) sustainability; and (4) public engagement and trust. It will reach out to engineering professional societies, educators and deans, K-12, informal science institutions, industry, non-governmental organizations, media, and policymakers. Working with the Phoenix Union High School District, whose 25,000 students are 78% Hispanic, 10% African American, and 3.2% Native American, allows the Partnership to devise appealing programs for students of diverse backgrounds. Phase I involves working groups organized by theme and target audience. One or more content working groups focus on developing an inventory of climate education materials integrating technical and normative education. By the end of Phase I, the Partnership will have marshaled a broad network of stakeholders from the target audiences and submitted a proposal to NSF for Phase II. It will have published and disseminated material from the three thematic meetings, as well as results from the project working groups, so content and approaches needed to initiate new formal and informal educational efforts are widely available. More information on this project is available at http://www.nae.edu/21302.aspx, or by contacting the PI, Rachelle Hollander at rhollander@nae.edu.