成果名称：国家战略牵引，优势学科协同，电子材料与元器件研究生培养模式探索与实践完成人：徐卓姚熹周济邓龙江李飞朱京平王晓慧朱建国魏晓勇冯玉军李勃吴家刚毕磊胡庆元王政2022年高等教育（研究生）国家级教学成果奖中，西安交通大学作为第一完成单位获得2022年高等教育（研究生）国家级教学成果奖一等奖1项、二等奖4项。获奖总数量位居全国高校前茅。其中，徐卓教授主持的成果“国家战略牵引，优势学科协同，电子材料与元器件研究生培养模式探索与实践”荣获二等奖。学科历史悠久，面向国家需求，解决电子材料与元器件创新人才培养难题中国是全球制造大国，大约生产了70%的电子整机，但关键元器件国产化率低，高端元器件面临诸多“卡脖子”难题，其主要原因是电子材料与元器件创新人才缺乏。培养大批拔尖创新人才是国家电子信息产业基础性、战略性的根本需求。1958年，无线电元件及材料专业成立，后获批全国首批硕士点、博士点，姚熹院士是该学科全国第一位博士生导师。1986年，专业获批全国唯一国家级重点学科。从1995年起，西安交大、电子科大、清华大学、四川大学四校通过共建课程体系、共担重大项目、共享科研平台、共创校企协同育人和国际合作育人机制，引领了我国电子材料与元器件人才培养发展方向，研究生培养模式与方法成效显著。专家组认为“本成果构建了四校协同的电子材料与元器件高层次人才培养体系，成功地探索出电子材料与元器件研究生人才培养的有效途径，达到国际一流、国内领先水平，具有显著的示范引领作用”。二十多年来，为我国电子材料与元器件行业培养了上千名创新人才，毕业生进入华为、中电科等行业知名企业，在行业龙头企业和科研院所担任重要职位，部分优秀毕业生获得国家科技奖励、入选国家高层次人才计划、担任国家重大重点项目负责人，获全国优博2篇、提名2篇。教学团队中3人当选两院院士，获省级教学奖励6项、国家科技奖励6项。成果在多家高校获推广应用，多次被CCTV、光明日报等全国知名媒体报道。创新教育理念、导入产业需求、科研反哺教学，共建课程教材体系教学团队广泛调研，吸纳国外先进教学理念，将国际学术前沿作为范例融入教材，将产业需求作为问题引入课堂，将团队科研成果作为案例反哺教学，重构课程体系，规划教材体系，与时俱进增加思政元素，解决了早期课程教材体系重书本、轻实践等问题。新增开设学位课及实践课、编写国家级规划教材、建设MOOC在线开放课程，形成了“重基础-强实践”的课程与教材体系，四校共享优质教学资源，并推广到浙江大学、西北工业大学、美国奥本大学、澳大利亚国立大学等国内外著名大学。 查看详细>>

The Duke-Margolis Center for Health Policy was launched in 2016 with seven core faculty and avision to bring the multidisciplinary research and policy analysis needed to address complex health care challenges.A decade later the center now includes 81 core and affiliated faculty from five different schools and asuccessful record of sharing health policy research with policymakers,advancing health care reform and educating anew generation of health policy experts.With that record,Margolis leaders told the Academic Council last week that the next step for the center is to become an institute to help raise Margolis’external reputation,recruit new faculty and grow its educational efforts at amoment when students are looking for additional learning opportunities in health policy.“Our early graduates from our educational programs include three Rhodes scholars and emerging reform leaders across the public and private sectors,”said Gillian Schmidler,Margolis Center deputy director.“Our transition to auniversity-wide institute will be agreat opportunity to further our collaborative work.”Center director Mark McClellan told faculty the center’s strategic approach of connecting scholars to community partners,private enterprise leaders and policymakers to advance evidence-based health policy made the center an ideal candidate to become an institute,the highest level of Duke’s organization of interdisciplinary units.He said the center’s community work had created partnerships around the state to promote health care reform and Medicaid expansion,but that there was more to do in this area.McClellan also noted the prominent work Margolis-affiliated faculty did during the COVID pandemic to address inequities in care and health outcomes.That work both showed the strength of the center’s scholarship and its ability to partner with others at Duke and in community groups.McClellan was asked whether expanding the center into an institute would duplicate the work of other units at Duke Health and the Duke Global Health Institute that work on health policy.He replied that the center’s history of developing joint programs with DGHI and other units,as well as their coordination on initiatives during the pandemic,showed astrong record of cooperation.In this,he received support from Dr.Gavin Yamey,DGHI’s associate director of policy,who listed several efforts,from grant proposals to internships,where cooperation with Margolis benefited both units.“In many ways,our work with Margolis is complementary,rather than duplicative,”Yamey said.The proposal comes as Duke has instituted asystem of reviews for institutes,centers and initiatives.In the past few years one institute has been phased out and two other programs merged into the Nicholas Institute for Energy,Environment and Sustainability.That process included creation of criteria for becoming an institute,criteria that the Margolis Center has met,said Ed Balleisen,vice provost for interdisciplinary studies.The Margolis proposal has been approved by the faculty-led Academic Programs Committee,which reviews all new programs and changes in program status.Following last week’s discussion,the Academic Council has scheduled avote on the proposal at its November meeting. 查看详细>>

At one of the many science,technology,engineering and mathematics educational programs run by Argonne National Laboratory over the summer,attendees tackled avariety of data exercises,including investigating London’s 19th century cholera crisis.Just as doctors at the time collected and analyzed data to determine the source of the epidemic,participants discovered the problem-solving potential of data science.But unlike Argonne’s other STEM education programs,the attendees at this data workshop were not students but Chicago Public Schools high school teachers.The teachers’typical subjects ranged from computer science to math to physics,but they all wanted to find ways to bring data science to their classrooms.The three-week-long Data Science Institute for High School Teachers brought eight teachers together with staff members from Argonne,which is aU.S.Department of Energy national laboratory affiliated with the University of Chicago.They met at Hyde Park Academy High School in Chicago,where they learned about computer science,experimented hands-on with coding tools and practiced teaching data science to youth.“Working with teachers allows us to have an exponential impact on communities,”said institute lead and Argonne associate Miranda Kerr.?“By introducing teachers to data science—an essential skill for students—and helping them bring the concepts to their classrooms,we have the potential to introduce more than 800 students to data science.If these teachers continue to spark students’curiosity in data science in subsequent years,there’s ahuge potential for aripple effect of increased STEM learning.”“Making meaning from data has always been an important part of all STEM courses,so it can be easily integrated into the curriculum,”said Deysi Emeterio,who is preparing to teach AP and honors physics at Whitney Young High School.?“Data science is agrowing field widely used in various industries,including marketing,healthcare,finance,banking,policy work and more.As ateacher,I want to help my students develop the knowledge and the set of skills that opens opportunities for them in their future careers.”“I plan to take the activities and skills we were introduced to at the institute,and implement them into my AP computer science classes,”said Emmanuel Medina,a computer science teacher at Curie Metropolitan High School.?“With minor modifications,these lessons will help students develop their analytical skills,build critical thinking skills,and engage their knowledge with real world events and issues.” 查看详细>>

This past spring,the Henderson-Hopkins School found itself with an extra 85 students on campus:Twice aweek,55 undergraduate and 30 graduate students from Johns Hopkins University would travel to the East Baltimore public school to serve as math tutors for grades four through eight.The Henderson-Hopkins Math Tutorial Program first started in fall 2022,with 53 tutors serving nearly three-fourths of all eligible students.Since then,the initiative has grown exponentially,with about 40 Hopkins tutors resuming their roles this fall and plans to hire an additional 60 tutors for the upcoming school year.The idea for the program first arose during avisit to the school by JHU President Ron Daniels.While speaking to Henderson-Hopkins Principal Peter Kannam,Daniels asked what could be done to address learning losses caused by the pandemic."I said,‘I would set up away to engage Johns Hopkins students and bring them in to tutor our students in math,"Kannam recalled."And President Daniels said,‘Let‘s make it happen.‘That‘s the kind of person that President Daniels is."According to the first cohort of tutors,each visit with their Henderson-Hopkins students follows the same routine:After arriving in Lyfts provided by the university,tutors go inside to meet their groups,which are made up of two to three students.Then,after afew minutes of catching up,the lessons begin,with each student receiving personalized attention as they review math concepts and complete practice problems.Some weeks also have special themes,such as Culture Week,where students and tutors were encouraged to share parts of their heritage with each other.One aspect that makes this tutoring program different from past Henderson-Hopkins initiatives is the timing.Rather than keeping the students after school or requiring them to come in early,tutoring occurs during the school day,slotted between the students‘other learning blocks.By structuring the day like this,the program can better retain its college-age tutors,who often have other commitments outside of school hours.As aresult,students receive more consistent instruction and support.According to Charlotte Egginton,a Krieger School junior majoring in the Writing Seminars,maintaining reliable tutors also allows for deeper connections within the program."I saw so many examples of extremely positive relationships forming between the students and tutors,"she said."Part of my duty as atutor was not just to do the math problems and solve the equations but to listen to[my students]when they needed someone to confide in.Because we‘re younger,we have the opportunity to form aclose connection like that." 查看详细>>

As with many of Caltech‘s time-honored traditions,the annual ME72 Engineering Design Competition pushes students to the limits of possibility.Unlike other Caltech traditions,ME72 involves ball-launching,self-driving,all-terrain robots—which occasionally burst into flames.Every year from September to March,third-year mechanical engineering undergraduates take ME 72,a two-term,hands-on lab course.Advised by instructor Michael Mello(PhD‘12),teaching professor of mechanical and civil engineering,student teams each design and build three robots to participate in aunique competition created by that year‘s teaching assistants(TAs).This year,the"Rubble Rush:Rabblerousing Racquetball Rustlers"competition on March 9challenged five teams of five to seven students to build one mobile robot to collect racquetballs from adispenser,one stationary robot to shoot those balls into goals,and another mobile robot to traverse an obstacle course.Points were awarded for successful goals,and balls worth extra points went to teams whose robots navigated the obstacle course autonomously,without the need for remote control.A round-robin tournament pitted each team‘s robots against one another in four-minute matches,and teams that scored the most points advanced to afinal bracket playoff."I‘ve been surprised by the variety of robots we‘re seeing this year,"said TA Martin Peticco at this year‘s competition.Peticco‘s team won the competition last year."One team is trying to use computer vision to navigate the obstacle course autonomously,and another team is using ultrasonic signals,which work kind of like echolocation."Students gain the necessary technical knowledge in prior mechanical engineering courses at Caltech."ME14 was agood starting ground to learn the basics of the engineering process,"says Jonah Rolfness,from team Purple Prickly Pineapples."ME72 is kind of like abeefed-up version of that."Students begin the class designing their robots in computer-aided design(CAD)software.Then they build prototypes,test,fail,go back to the drawing board,and build again."Every team goes through the forming,storming,norming,and performing stages of group dynamics,"Mello says.Assisted by co-instructor Paul Stovall,lecturer in mechanical engineering and supervisor of the mechanical engineering shop;and Trent Wilson,lab machining assistant;students spend many hours constructing their robots."We advise them on how to manufacture parts,troubleshoot,and fix things that are broken,"Stovall says."Most students spend at least six hours aday in the shop."This time commitment is no easy feat.When asked how long it took to build their three bots,one member from team Candace said it felt like"100 million hours."Though ME72 is known to take over third-year mechanical engineering students‘lives,they come away with invaluable skills."I had an internship last year at OffWorld,a company that builds smart robots for space and mining applications,"says TA Logan Hayes,a fourth-year undergraduate who took the class last year."ME72 was very helpful in preparing me for that and getting experience in the full design process."All the students‘labor came to fruition on March 9.Cheered on by acrowd of Caltech peers and around 40 visiting students from Sierra Madre Middle School,teams faced off on the grassy battlefield of Beckman Mall.Mello and competition announcer Gunnar Ristroph(BS‘06)narrated the play-by-play for the audience.In an energetic start to the day,team MechE Wednesdays faced off against team[REDACTED].MechE Wednesdays employed the unique strategy of parking their shooting robot under the racquetball dispenser,allowing it to collect balls with an extended arm and volley off goal shots immediately.[REDACTED]‘s robots were among the most reliable of the bunch but couldn‘t manage to outscore MechE Wednesdays.In the second match,team Squeezable and Bouncy started off with astrong lead against Purple Prickly Pineapples.But in the middle of play,one of Squeezable and Bouncy‘s robots caught fire and an acrid smell filled the air.A TA swooped in and removed the bot‘s battery to around of applause from the audience.Eighth-grader Angelica Melchor and her classmates enjoyed the action from front-row bleacher seats next to the course."It‘s super cool to see what Caltech students can build,"Melchor said."I‘m on the robotics team at school,and I‘d love to go to Caltech someday and do this competition." 查看详细>>

Outcomes of atwo-year STEM learning pilot program that the Institute for School Partnership at Washington University in St.Louis(ISP)completed in partnership with St.Louis Public Schools(SLPS)and The Little Bit Foundation are encouraging.Participating teachers indicated that they felt better prepared to provide high-quality instruction and empowered to step out of their comfort zones,and students achieved higher scores than their peers on science exams.In addition,the benefits of the pilot increased over time as participating teachers had the opportunity to learn and grow.Teachers reported changing their instructional practices and providing more opportunities for hands-on,inquiry-based learning for students.Other encouraging outcomes included:Students of teachers who participated in the pilot had an average growth two times higher than their classmates in the same schools and outpaced the district average.Students in the pilot achieved higher scores than their peers on science exams,with the largest increases among those students in the most impoverished schools.Students in classrooms supported by the pilot made up 90%of third,fourth,and fifth grade entries in the second annual SLPS Virtual Science Fair.Students continued to engage in science through remote learning,despite the ongoing impacts of the pandemic. 查看详细>>

The public launch of ChatGPT has led to considerable dismay at schools and universities.However,a position paper authored by more than 20 scientists at TUM and Ludwig-Maximilians-Universität(LMU)working in educational,social,computer and data sciences shows that the so-called language models also present many opportunities for education.In this interview,the coordinator Prof.Enkelejda Kasneci explains how the new technology could benefit learners and make teachers’work easier.The New York School District has banned the use of ChatGPT.It that the right way forward?We think it’s the wrong way.It’s also the easy way out.The development of language models like ChatGPT is atechnological milestone.There is no going back.The tools are in the world.They will get better and we have to learn how to use them constructively.We’re convinced that they offer big opportunities for the empowerment of previously disadvantaged people.ChatGPT and similar programs can lead to greater educational equity.Who could benefit from ChatGPT applications?First,this is atool that makes it possible for everyone in the world with internet access to learn–regardless of the quality of the education system in their own country.Second,it can help people to express themselves better in writing who otherwise have difficulty doing so,for example due to adisability.That can offer them new opportunities to participate in society.And how about at school?Here we see major potential for the personalized use of such tools to overcome the individual weaknesses of each child,to bring out strengths and contribute to constructive learning successes.We’re talking about an AI-based tool that can recognize and produce various forms of text.Pupils could get suggestions for alternative wordings or better text compositions.That can help them improve their ability to express themselves.My research chair team has just developed atool that can analyze an essay using large language models and provide feedback such as:“It would be better to use aconsistent verb tense”or“You could pay more attention to the subjunctive.”This feedback could be adjusted to the age and skill levels of the individual children.At present people seem to be worried that language learning will deteriorate.We don’t see it like that.On the contrary,applications like this can promote the understanding of language.But they can also be helpful in other subjects,for example by creating questions on acertain topic.Students preparing for exams at home could use it as astudy partner that would focus on points where more work is needed.That is alevel of individualized learning that would be difficult to achieve in the classroom.So AI could make teachers’work easier,too?We think so.Artificial intelligence could also support them in correcting schoolwork.…that are generated with ChatGPT for pupils who want better grades.Of course nobody can be certain that written homework is done without outside help.But these discussions remind me very much of the debates when Wikipedia was launched.Back then,people were worried that most homework would be copied from the internet.Then,as now,we have to start teaching children from the elementary school level the importance of not relying on the information of just one internet portal and that they need to check information and back it up with sources.If atext automation program can write the answers for an exam,this also says something about the quality of the exam itself.We have to ask ourselves what teaching methods we are using and to what extent we are helping learners to acquire competencies such as critical thinking and problem solving skills.What is needed to ensure that ChatGPT and similar models are actually used in beneficial ways in the classroom?Researchers must deliver more robust conclusions on the effects of the language models on learning,how they can be used in acertain learning context and when they will be ready for use.Holistic teaching concepts and continuing education opportunities will also be needed for teachers.All of us need to work together and bring about arapid response.And the providers must take issues surrounding data protection,security,bias and distortions in machine learning,intellectual property and transparency very seriously.It will take some time before these goals are achieved.How can teachers deal with ChatGPT in the meantime?We advise all teachers:try out these tools!Discover them together with your students.There are no limits on creativity as long as you maintain acritical perspective. 查看详细>>

The Harvard Culture Lab Innovation Fund(HCLIF)has awarded grants to 13 teams that have designed and created projects aimed at fostering diversity and equity on campus while helping advance aculture of inclusion.“Changing culture around equity,diversity,inclusion,and belonging at Harvard and elsewhere requires new ideas not just from leaders,but also from those with the daily lived experiences of their communities,”said Sherri Charleston,Harvard’s chief diversity and inclusion officer.“I’m inspired by all the individuals who have received agrant and commend their collective ambition to make Harvard amore equitable and inclusive space.I’m looking forward to seeing the outcomes of each project.”This year’s recipients include undergraduates,graduate students,postdoctoral researchers,staff,and faculty,representing arange of Harvard’s Schools and units,with several teams made of up of representatives from more than one School.The awardees include new projects like To Be Seen,which aims to add signs acknowledging Indigenous lands on public trails,thereby interrupting the dominant colonizer narratives that devalue the lived experiences of Indigenous community members,and redesign signage that acknowledges Indigenous land.The project is acollaboration between apostdoc,undergraduate students,the Harvard Forest,Harvard University Native American Program,and the Nipmuc community to amplify Indigenous voices on public lands.Other projects include more established initiatives that are developing new ways to engage the community,like the Inclusive Teaching Institute,which helps faculty and instructors explore inclusive and blended teaching.The group plans to use the grant to expand their network into Harvard Extension School and Harvard Summer School.Mary DiSalvo,whose project,the Language Exchange,was awarded agrant,and who works as the language support manager and IT liaison at Harvard’s Language Center,spoke about why the program that helps people practice speaking other languages will make adifference.“The Language Exchange provides ashared social and linguistic space like no other at Harvard,”she said.“When used to its full potential,the Language Exchange allows Harvard community members to take full advantage of the breadth of cultural and linguistic experience,just afew clicks away.”Octavious Talbot,a Ph.D.candidate in biostatistics at the School of Public Health and the leader of StatStart,another awardee,said his project to bring STEM learning to underrepresented high school students will continue to improve learning outcomes with support from the grant.“StatStart has demonstrated that,in ashort month,students from adiverse background can be motivated to pursue STEM by focusing on their strengths,fellowship,and mentorship,”he said. 查看详细>>

The summer between high school and college is often filled with fleeting farewells and nervous energy as students prepare themselves for their lives ahead in anew home.At Harvard,one of the most transformative aspects of the college experience is students sharing their own formative experiences and perspectives with one another.That’s where the SPARK program has been atremendous catalyst for learning and growth.SPARK is an immersive six-week public service program for incoming first-year students where students work on apublic service project of their own design at home while receiving ongoing support from the Harvard community.The program began in 2019 to create greater awareness and visibility of public service work at Harvard College.Incoming students meet with student leaders from Phillips Brooks House Association and the Institute of Politics,along with campus leaders including Dean Rakesh Khurana and Michael Brown,past president of the Harvard College Board of Overseers and co-founder of City Year.Ally Phillip from the Social Innovation and Change Initiative(SICI)led aworkshop on helping students identify sources of power,focusing on SICI’s 3P framework for social change:1)understanding the problem 2)demonstrating personal ability to lead change 3)and offering apromising pathway for change.Leah Robinson led aworkshop to help students cultivate efficacy.Many students among the 100 participants in the 2022 SPARK cohort provided critical term-time support to community-based programs.While the students provided critical services and support to their neighbors,they also learned more about themselves.“After seeing students fearlessly chart new territory into unexplored career paths,I became more motivated to embrace the same liberty and confidence.I began exploring more options for what career path Imight go down and imagining ways these careers would intersect with public service.Learning from the students Iworked with was empowering both for me and for them and really at the heart of what SPARK is all about!”said Mukta Dharmapurikar’26,who worked with Durham County Cooperative Extension in North Carolina.The opportunity to learn and reflect with staff,faculty,and fellow incoming students in the SPARK community was also agreat benefit.“I am forever grateful for this program and the incredible community Ifound along the way,”said Rosie Couture’26,who worked at Generation Ratify in Arlington,Virginia.The SPARK program also gave many students the opportunity to thank the communities that nurtured their growth.Maya Dummett’26 worked with Oasis,an organization that provided social services,educational support,and basic needs to women and girls in New Jersey.“As ayoung Black girl who grew up in aneighboring town of Paterson,the community that Oasis serves reminded me so much of my own.Truly,the children of Oasis reminded me so much of myself too.However,I never had my own Oasis growing up.I knew then and there that Iwanted to pour all of myself into supporting their work,”she said. 查看详细>>

Seven members of the MIT faculty are among 118 early-career researchers recently named recipients of the 2022 Sloan Research Fellowships by the Alfred P.Sloan Foundation.Representing the departments of Chemistry,Economics,Electrical Engineering and Computer Science,Mathematics,and Physics,the honorees will each receive atwo-year,$75,000 fellowship to advance their research.Including this year’s recipients,a total of 309 MIT faculty have received Sloan Research Fellowships since the first fellowships were awarded in 1955."Today‘s Sloan Research Fellows represent the scientific leaders of tomorrow,"says Adam F.Falk,president of the Alfred P.Sloan Foundation."As formidable young scholars,they are already shaping the research agenda within their respective fields—and their trailblazing won‘t end here."2022 Sloan Fellow Netta Engelhardt,the Biedenharn Career Development Assistant Professor of Physics,is aresearcher in the Center for Theoretical Physics.She researches the dynamics of black holes in quantum gravity,and uses holography to study the interplay between gravity and quantum information.Her primary focus is on the black hole information paradox—that is,black holes seemed to be destroying information that,according to quantum physics,cannot be destroyed.She also studies the thermodynamic behavior of black holes and the validity of so-called cosmic censorship conjecture,which hypothesizes that singularities that result from gravitational collapse are always hidden behind event horizons.Manya Ghobadi is aTIBCO Career Development Assistant Professor in the Department of Electrical Engineering and Computer Science and an investigator in the Computer Science and Artificial Intelligence Laboratory.A computer systems researcher with anetworking focus,she has worked on abroad set of topics;many of the technologies she has helped develop are part of real-world systems.Her research interests include reconfigurable networks,networks for machine learning,data center networks,high-performance cloud infrastructure,network optimization,hardware-software co-design,optical networks.Phillip Isola,the Bonnie and Marty(1964)Tenenbaum Career Development Assistant Professor in the Department of Electrical Engineering and Computer Science and an investigator in the Computer Science and Artificial Intelligence Laboratory.He explores why we represent the world the way we do,and how we can replicate these abilities in machines through computer vision,machine learning,and artificial intelligence.His group’s current research topics include representation learning,generative modeling,and multiagent systems—as well as the applications and misuses of these systems. 查看详细>>