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

让诺伊斯学者参与生物、化学、数学和物理方面的反种族主义社区教学

• 批准号: 2150961
• 负责人: Vishodana Thamotharan
• 金额: $ 109.91万
• 依托单位: National-Louis University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150961&HistoricalAwards=false
• 关键词: Engaging; Noyce; Scholars; Anti; Racist

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.

该项目旨在满足国家培养高素质生物、化学、数学和物理教师的需求，以便在高需求学校任教。从招募到引进学者，该项目注重社区参与。以社区为基础的调查作为一种有效的STEM教学形式，将学校社区作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、以社区为基础的科学和数学教学，为中学生提供技能和经验，使他们了解STEM如何对自己的社区产生积极影响，从而提高边缘化群体的STEM坚持率。该项目开发并评估了一种培养高中STEM教师的模式，这些教师可以利用他们的教学积极解决限制我国学生参加数学和科学的条件。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），一所以技术为重点的私立本科大学，以及芝加哥公立学校之间的合作伙伴关系。该项目将为22名中等水平的STEM教师候选人（Noyce学者）提供15,000美元的奖学金，用于学生在生物，化学，数学或物理的最后两年（4个学期）的学士/硕士学位课程。除奖学金外，该项目还将让这些学生参与活动，培养他们以社区为基础的STEM探究能力。该项目以解放形式的教育为中心，将诺伊斯学者培养成为反种族主义、以社区为基础的STEM教师。通过在芝加哥公立学校的指导小组、实践社区和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内部的系统性不平等，以及它如何影响学生和学生社区；3)教学内容知识，以制定与学生生活现实相关的STEM学习机会，包括其社区知识的优势和来源。一旦这些学者毕业，他们将继续接受为期两年的支持和指导，包括一名入职教练、一名实地学校导师和一个专业学习社区。导入过程将包括对诺伊斯学者毕业生的社会情感支持，因为他们将就与成为一名反种族主义社区STEM教育者相关的实践问题进行讨论和合作。新教师的其他入门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，并填补与在教师准备中建立社区参与和建立不同学生群体的STEM参与相关的文献空白。该项目通过嵌入式Delphi研究进一步实现了对社区的承诺，该研究过程应用于了解基于社区的STEM教学可能性的广泛观点。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的保留和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。