Planning Committee:Transformation of Undergraduate Curricula in Energy

这个项目是一个研讨会，旨在开始将能源教育从一个由炉子管道、技术驱动的领域转变为一个吸引许多学生和机构的多元化跨学科企业。它响应了蓝丝带组织对改善能源教育的呼吁。国家科学委员会(2009年)和加利福尼亚州科学和技术理事会(2011年)注意到建设新能源经济的困难挑战，并确定扩大和改进教育资源是解决这些挑战的一部分。目前，工程学校和社区大学为能源专家提供了大量的教育和培训，但大多数其他学术单位和机构提供的服务很少。研讨会讨论了五个关键问题：(1)确定需要的课程创新，(2)确定创新的行政障碍，(3)促进跨学科教师团队，(4)确定开发新教师专业知识的需求，以及(5)评估方法的规划。研讨会结束后，学员将返回自己的机构，实施新的和改进的课程和计划。两年后，与会者将组成一个全国会议的核心，报告并进一步促进能源教育的创新。这项提议的更大愿景是在一个智力连贯的框架内满足对新的、经过市场测试的课程、实习和服务学习的迫切需求。这项工作将建立在更大的STEM社区的发现基础上，并通过一个由四年制和社区学院的教员组成的持久联盟来传播这些创新。整个项目由国家科学与环境委员会(NCSE)能源研究和教育领导人委员会(CEREL)赞助。CEREL包括来自35个拥有能源项目的机构的领导人，并将改善能源教育确定为高度优先事项。NCSE有150多所附属大学和学院，因此在促进课程创新的广泛传播方面处于有利地位。

This project is a workshop to begin transforming energy education from a stove-piped, technology-driven field to a diverse interdisciplinary enterprise engaging many students and institutions. It responds to calls for improved energy education from blue ribbon groups. The National Science Board (2009) and the California Council on Science and Technology (2011) have noted the difficult challenges of building a new energy economy and have identified expanded and improved educational resources as part of the solution to these challenges. Currently, engineering schools and community colleges provide substantial education and training for energy specialists, but most other academic units and institutions offer little. The workshop is addressing five key issues: (1) identification of needed curricular innovations, (2) identification of administrative barriers to innovation, (3) promotion of interdisciplinary faculty teams, (4) identification of needs to develop new faculty expertise, and (5) planning of assessment methods. After the workshop, participants will return to their home institutions to implement new and improved courses and programs. After two years, participants will form the core of a national conference to report on and further promote innovation in energy education. The larger vision for this proposal is to address the critical need for new, market-tested courses, internships, and service learning within an intellectually coherent framework. The work will build upon the findings of the larger STEM community and spread the innovations through an enduring consortium of faculty from four-year and community colleges. The overall project is sponsored by the Council of Energy Research and Education Leaders (CEREL) of the National Council for Science and the Environment (NCSE). CEREL includes leaders from over 35 institutions with energy programs and has identified improvement of energy education as a high priority. NCSE has over 150 affiliated universities and colleges and is thus in an excellent position to foster wide dissemination of curricular innovations.