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

该项目旨在服务于培养高素质的生物、化学、数学和物理教师到高需求学校任教的国家需求。从招募到学者的上岗，该项目的重点是社区参与。将以社区为基础的探究作为一种有效的STEM教学形式，使学校社区成为力量和知识的来源。该项目旨在培养STEM教师，他们将通过提供反种族主义的、以社区为基础的科学和数学教学，让中学生掌握技能和经验，了解STEM如何对他们自己的社区产生积极影响，从而提高边缘群体的STEM持久率。该项目开发和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指导来积极解决我国限制谁参与数学和科学的非常条件。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。该项目将为22名中学水平的STEM教师候选人(诺伊斯学者)提供15,000美元的奖学金，用于学生在生物、化学、数学或物理方面的学士/MAT学位课程的最后两年(4个学期)。除了奖学金，该项目还将让这些学生参与活动，以培养他们进行基于社区的STEM调查的能力。该项目的中心是一种解放形式的教育，让诺伊斯学者成为反种族主义的、以社区为基础的STEM教师。通过芝加哥公立学校有指导的群体、实践社区以及有组织和得到支持的实地经验，学者们将培养三个相互关联的能力，即：1)熟悉并致力于在急需服务的学校环境中服务；2)深入了解STEM内部系统性的不平等及其对学生和学生社区的影响；3)教学内容知识，以创造与学生生活现实相联系的STEM学习机会，包括其社区的优势和知识来源。一旦这些学者毕业，他们将继续通过入职教练、现场学校导师和专业学习社区获得两年的支持和指导。入职过程将包括对诺伊斯学者毕业生的社会情感支持，因为他们讨论并围绕与成为一名反种族主义社区STEM教育者有关的不同实践问题进行合作。针对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，以及发展对高需求学校或地区的“隐藏的”或“未陈述的”课程和导航的理解。该项目的研究和评估将产生新的知识，并填补文献中与培养社区参与教师培训和培养不同群体学生的STEM参与有关的空白。该项目对社区的承诺通过嵌入的德尔福研究进一步实现，该研究应用了一个研究过程，以了解基于社区的STEM教学的可能性的广泛视角。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的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，通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为是值得支持的。

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.