In May 2019, 10 schools and over 250 students came together in Phoenix, Arizona for the Global Problem Solver Showcase and Competition. The winner? A new type of IoT device that helps to deter drunk driving. The inventors? Ateam三个中学生。

这一切都是通过亚利桑那州立大学（ASU）与思科的合作伙伴关系的一切全球问题解决者：系列程序。基于动画的系列旨在灌输社会企业家精神的宗旨，并负责将技术用于中学。它跟随一群青少年超级英雄团队，他们共同解决世界各地的社会问题。

While teaching entrepreneurship is not a new idea, what is new to many is the introduction of the subject into middle school classrooms; and not to just students, but to teachers as well.

为此，思科和ASU合作为30名凤凰区的老师提供培训，他们在过去两年中指导了1,500多名中学学生参加全球问题解决者计划。

Teachers receive training on all things entrepreneurship, including prototyping, design thinking, pitching, and business modeling tools. And at the end of the school year, school teams come together and pitch their ideas in a final showcase and competition.

The above trailer captures highlights from the May showcase. Watch thefull mini-documentary这是在这些学生在比赛开始的一年中的进步之后。

虽然这些教师资源中有许多可用全球问题解决者：系列网站, the program is designed to be flexible based on student levels and needs. Katie Clemens, former Director of Youth Entrepreneurship at ASU, explains:

“I would say that some of the biggest factors for success that we’ve seen, the first one is probably teacher excitement and engagement…who understand that it’s not an ‘and,’ but it’s really part of what they’re already teaching, and in that sense they’re able to do it fluidly, they enjoy it…..I think some of the benefit for the teachers is that they have the freedom and flexibility to figure out how this program works best. We’re not telling them the how, when, and where. They can use their expertise as an educator to do that on their own…it allows them to combine all the different subject areas into one cohesive project and they can do so pretty easily….Teachers can also customize the curriculum to really fit with their particular subject area. So, they could make it align with biology, with algebra, with an art class. Really, there are endless possibilities with it.”

Sujatha Sankaramancha, a 7th and 8th grade science teacher at Ed and Verma Pastor Elementary School, agrees:

“In traditional classroom instruction, we are confined to our classrooms; and in GPS I think the teacher is getting a kind of exposure towards learning IOT sensors, business models and all those things. And to think about how to incorporate technology into our projects, and I in turn try to bring that into my classroom, and show them how a real world problem can be solved in a very technical way, through a design approach.”

The benefits to students are multifold. From having the opportunity to research a real-world problem, to designing a solution with peers, and to ultimately pitching the idea to judges, students are able to practice lifelong personal and professional skills – at an early age.

校长斯蒂芬妮·阿科斯塔（Stephanie Acosta）详细阐述了这些观点：

“So the thing I like the best about bringing these kinds of projects, and this project in particular, is that it really does give our students a unique opportunity that they wouldn’t otherwise get. And I think that it provides them with so many different sorts of life skills, content skills, presentation skills I think that they’ll need and that will be of great benefit to them in high school, in college, in the workplace. That’s exciting.”

Silvio Delgado, Assistant Principal at Sunland Elementary School, confirms:

“我什至不必问学生他们从该计划中得到什么。因为当我走进教室时，我看到学生的脸对此内容有所照亮。当老师问问题时，我看到25只手抬高，因为学生想与他们的老师互动，并与他们的同学互动。”

In addition to improving the world, some students see it as an opportunity to improve themselves. One 8th grader states:

“I’m more that type of person, like a loner. I like to work by myself. Working with others is really helping me improve my social skills. When the project is over, I hope to learn how to work and cooperate with others even more.”

八年级学生Victor C.也许可以总结一下：

“就像，这都是团体的努力，不仅是一个人这样做。只是，我们是一个团队。我们必须共同努力，以解决这个问题，并分享想法，您知道吗？是的。”

访问我们的网站以了解有关全球问题解决者：系列.