Institute for Chemistry Literacy through Computational Science (ICLCS)

化学素养和计算科学研究所(ICLCS)的核心合作伙伴是伊利诺伊大学厄巴纳-香槟分校(包括化学系、国家超级计算应用中心和医学院)、A-C中央社区单位学区#262和地区教育办公室(ROE)#38。支持合作伙伴包括位于伊利诺伊州西北部、中西部、中南部和最南端的四个农村ROE(55、3、25和Amp；11)、伊利诺伊州农村事务研究所、伊利诺伊州石油资源委员会、伊利诺伊州科学教师协会、国家农村卫生专业中心、三河教育伙伴关系、伊利诺伊州立大学国家董事会资源中心和阿贡国家实验室。该计划旨在通过培养120名伊利诺伊州9-12年级的农村化学教师来提高学生的成绩，使他们成为教师-领导者，具备基于尖端研究、可视化和交流的计算方法以及广泛的领导力发展经验进行教学和领导的能力。ICLCS确定了以下目标：(1)在21世纪科学研究的背景下，加强农村高中教师和学生对化学的理解；(2)增加教师在教学中使用计算和可视化工具的程度；(3)培养一支由9-12年级和大学一级教师领导组成的干部队伍，他们将成为优秀科学教育的倡导者；以及(4)促进大学和学区合作伙伴的体制改革。该研究所在连续三个夏季举办为期两周的住宅会议，并提供广泛的学年在线支持、两次学年区域会议以及合作伙伴和参与者之间的学年在线互动。该研究所的核心是：使用计算方法描述分子行为，包括基于互联网的分子可视化；通过Access Grid(AG)通信技术和Moodle课程开发工具，建立参与者和项目工作人员的在线社区，作为一种手段，促进关于化学内容和教学的舒适、互惠的持续交流；通过尖端科学研究了解化学；以及培养不同专业水平教师的领导力。本项目采用随机对照试验研究/评价设计，旨在为提高教师素质的研究基础做出贡献。

Abstract 0634423The core partners of the Institute for Chemistry Literacy and Computational Science (ICLCS) are the University of Illinois at Urbana-Champaign (including the Department of Chemistry, the National Center for Supercomputing Applications, and the College of Medicine), A-C Central Community Unit School District #262, and Regional Office of Education (ROE) #38. Supporting partners include four rural ROEs (55, 3, 25, & 11) located in the northwestern, west-central, south-central, and far south sections of Illinois, the Illinois Institute for Rural Affairs, Illinois Petroleum Resources Board, Illinois Science Teachers Association, National Center for Rural Health Professions, Three Rivers Educational Partnership, the National Board Resource Center at Illinois State University, and Argonne National Laboratory. The program intends to improve student achievement by developing 120 rural Illinois 9th -12th grade chemistry teachers to become Teacher-Leaders equipped to teach and lead based on cutting-edge research, computational methods of visualization and communication, and extensive leadership development experiences. The ICLCS has identified the following goals: (1) Strengthen rural high school teachers' and students' understanding of chemistry within the context of 21st Century scientific research; (2) Increase teachers' use of, and comfort with, computational and visualization tools in their teaching; (3) Create a cadre of 9th-12th grade and university-level faculty teacher-leaders who will become advocates for excellence in science education; and (4) Promote institutional change in university and school district partners. The Institute features two-week residential sessions in three successive summers with extensive academic year online support, two academic-year regional meetings, and academic-year on-line interaction among partners and participants. Central to the Institute are: the use of computational methods to describe molecular behavior, including internet-based molecular visualizations; the establishment of an on-line community of participants and project staff via Access Grid (AG) communications technology and Moodle, a course development tool, as a means of fostering comfortable, mutually beneficial on-going interchanges about chemistry content and pedagogy; chemistry understanding informed by cutting-edge scientific research; and leadership development for teachers at various levels of their professional careers. The project employs a randomized control trial research/evaluation design intended to contribute to the research base on improving teacher quality.