Northern Illinois Noyce Science Teaching Scholarship and Internship Program

该项目旨在通过招聘和留住在伊利诺伊州北部高需求学校任教的准教师来满足全国培养模范科学教师的需求，伊利诺伊州北部存在STEM教师短缺的情况。这个项目在一定程度上是为了通过两年制和四年制机构之间的强有力的伙伴关系来满足这一需求。沃邦西社区学院(WCC)的学生将在夏季接受培训，并担任北伊利诺伊大学蒸汽夏令营的讲师。为了探索教学作为一条潜在的职业道路，学生们还将担任WCC的同行导师。该项目有可能通过奖学金、高需求学校的早期临床经验以及来自高需求学校的实习教师的指导来加强对未来教师的支持，从而减少人员流失。毕业生将在他们作为实习教师的头两年得到持续的同行支持。作为这一项目的结果，20名新的科学教师将准备在高需求学校任教，这有可能加强伊利诺伊州北部数千名学生的科学学习。北伊利诺伊大学的这个项目包括与为拉美裔服务的机构沃本西社区学院和西奥罗拉高中的合作伙伴关系，西奥罗拉高中是一所种族和社会经济多元化的高中。在五年的时间里，20名生物、化学、地球和空间科学、环境科学和物理专业的大三学生将被选为奖学金获得者。该项目有三个主要目标：(1)招聘和留住成绩优异、多样化的STEM专业学生，使其成为科学教师教育工作者；(2)培养具有文化能力的教师；(3)通过教师资格证书向学者提供社会和专业支持，并使其进入早期课堂。该项目将通过与HSI社区学院、地区性州立大学和同一社区中的一所高需求学校的合作伙伴关系，开发和测试大学教师培训计划(TPP)中招聘和留住不同候选人的模式。项目成果将有助于为那些遇到影响其成功的障碍(例如，财务不安全、儿童保育、健康挑战)的非传统TPP候选者提供支持的知识库。评估数据将强调通过队列模型、社区建设活动、有色人种教师的指导以及社会支持来建立临床学习社区的有效性，以留住非传统准教师，包括那些来自STEM学科代表性不足的群体。项目成果旨在为招聘、留住、发展和支持致力于响应文化的教学和领导能力的中学科学教师提供最佳做法。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，并支持有经验、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的留任和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 meet the national need to prepare exemplary science teachers by recruiting and retaining prospective teachers who are trained and supported to teach in high-need schools in northern Illinois, where there is a documented STEM teacher shortage. This project looks, in part, to address this need through a strong partnership between a two-year and four year institution. Students from Waubonsee Community College (WCC) will receive training and serve as instructors for the Northern Illinois University STEAM camp in the summer. To explore teaching as a potential career path, the students will also serve as WCC peer tutors. This project has the potential to reduce attrition by enhancing support for prospective teachers through scholarships, early clinical experiences in high-need schools, and mentoring from practicing teachers from high-need schools. Graduates will receive ongoing peer support during their first two years as practicing teachers. As a result of this project, twenty new science teachers will be prepared to teach in high-need schools, which has potential to enhance science learning for thousands of students in northern Illinois. This project at Northern Illinois University includes partnerships with Waubonsee Community College, a Hispanic-Serving Institution, and West Aurora High School, an ethnically and socio-economically diverse high school. Over five years, twenty biology, chemistry, earth and space science, environmental science, and physics majors entering their junior year will be selected as Scholars. The project has three main goals: (1) to recruit and retain high achieving, diverse STEM majors to become science teacher educators; (2) to build culturally competent teachers; and (3) to provide embedded social and professional supports to Scholars through their teacher licensure and into their early classroom years. This project will develop and test a model of recruitment and retention of diverse candidates in university-based teacher preparation programs (TPP) through its partnerships with an HSI community college, regional state university, and a high-need school in the same community. Project outcomes will contribute to the knowledge base about supporting nontraditional TPP candidates who experience barriers that impact their success (e.g., financial insecurity, childcare, health challenges). Evaluation data will highlight the effectiveness of building a clinical learning community through a cohort model, community building activities, mentoring from teachers of color, and social support on retention of nontraditional prospective teachers, including those from groups underrepresented in STEM disciplines. Project outcomes aim to inform best practices in recruiting, retaining, developing, and supporting secondary science teachers committed to culturally responsive teaching and leadership. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experience, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the 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.