Engaging Noyce Scholars in Anti-Racist Community-Based Teaching in Biology, Chemistry, Mathematics, and Physics

该项目旨在满足国家的需要，培养高素质的生物、化学、数学和物理教师，在高需求的学校任教。从学者的招聘到入职，该项目侧重于社区参与。将基于社区的探究作为有效的STEM教学形式，将学校社区定位为力量和知识的来源。该项目旨在培养STEM教师，通过提供反种族主义、基于社区的科学和数学教学，使中学生掌握技能和经验，了解STEM如何对自己的社区产生积极影响，从而提高边缘化群体对STEM的坚持率。该项目开发和评估了一个模型，用于培养高中STEM教师，他们可以利用自己的教学积极解决限制我国学生参与数学和科学的条件。该项目包括国立路易斯大学（NLU），一所私立大学，伊利诺伊理工学院（IIT），一所私立的技术重点本科大学和芝加哥公立学校之间的合作伙伴关系。该项目将提供22个中学级STEM教师候选人（诺伊斯学者）$15，000奖学金在学生的最后两年（4个学期）在生物学，化学，数学或物理学的同界BS/MAT学位课程的课程。除了奖学金外，该项目还将让这些学生参加各种活动，以培养他们进行社区STEM调查的能力。该项目的中心是一种解放性的教育形式，通过培养诺伊斯学者成为反种族主义的、以社区为基础的STEM教师。通过指导的队列，实践社区，以及芝加哥公立学校的结构化和支持的实地经验，学者们将发展三种相互关联的能力，即：1）熟悉并致力于在高需求的学校环境中服务; 2）深入了解STEM中的系统性不平等及其如何影响学生和学生社区;以及3）教学内容知识，以制定与学生生活现实相联系的STEM学习机会，包括他们社区的优势和知识来源。一旦学者毕业，他们将继续通过入门教练，基于网站的学校导师和专业学习社区获得两年的支持和指导。诱导过程将包括社会情感支持诺伊斯学者毕业生，因为他们讨论和围绕有关的实践的不同问题是一个反种族主义的社区为基础的干教育工作者合作。新教师的其他入职主题将包括如何识别和利用财政、人力和社会资本资源，以及如何理解高需求学校或地区的“隐藏”或“未说明”课程和导航。该项目的研究和评估将产生新的知识，并填补与教师准备和建立不同学生的STEM参与有关的文献空白。该项目对社区的承诺通过嵌入式德尔菲研究进一步实现，该研究采用研究过程，以了解基于社区的STEM教学的可能性的广泛观点。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need of preparing high-quality teachers in biology, chemistry, mathematics, and physics to teach in high-need schools. From the recruitment through the induction of scholars, the project focuses on community engagement. The incorporation of community-based inquiry as a form of effective STEM teaching positions school communities as sources of strength and knowledge. This project intends to prepare STEM teachers who will strengthen the STEM persistence rates of marginalized groups by providing anti-racist, community-based science and mathematics instruction that gives secondary students the skills and experiences to understand how STEM can positively impact their own communities. The project develops and evaluates a model for preparing high school STEM teachers who can use their instruction to positively address the very conditions that have limited who in our country takes part in mathematics and science. This project includes partnerships among National-Louis University (NLU), a private university, Illinois Institute of Technology (IIT), a private, technology focused undergraduate university, and Chicago Public Schools. The project will provide 22 Secondary-level STEM teacher candidates (Noyce Scholars) $15,000 scholarships over the course of the students’ last two years (4 semesters) of their coterminous BS/MAT degree programs in Biology, Chemistry, Mathematics, or Physics. In addition to scholarships, the project will engage these students in activities that build their capacity for community-based STEM inquiry. The project centers on a liberatory form of education by preparing Noyce Scholars to be anti-racist, community-based STEM teachers. Through mentored cohorts, communities of practice, and structured and supported field experiences in Chicago Public Schools, scholars will develop three interrelated capacities, namely: 1) familiarity with and commitment to serving in high-need school environments; 2) a deep knowledge of the systemic inequities within STEM and how it impacts their students and their students’ communities; and 3) the pedagogical content knowledge to enact STEM learning opportunities that connect to the reality of students’ lives, including the strengths and sources of knowledge in their communities. Once the scholars graduate, they will continue to receive two years of support and guidance through an induction coach, a site-based school mentor, and a professional learning community. The induction process will include social-emotional support for Noyce Scholar graduates as they discuss and collaborate around different problems of practice related to being an anti-racist community-based STEM educator. Additional induction themes for the new teachers will include how to identify and leverage financial, human and social capital resources and development of an understanding of the ‘hidden’ or ‘unstated’ curriculum of and navigation within a high-need school or district. The project’s research and evaluation will generate new knowledge and fill gaps in the literature related to building engagement with community into teacher preparation and building the STEM engagement of diverse sets of students. The project’s commitment to community is further realized through the embedded Delphi study that applies a research process to understanding a broad range of perspectives on the possibilities of community-based STEM instruction. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on retention and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.