Media Coverage
Project SEEEC in the News
Diana Bonilla
Mary Segreti
Two Teaching Fellows, Diana Bonilla and Mary Segreti, were named 2017 Knowles Science Teaching Foundation Fellows.
Master Teaching Fellow Darrin Collins received the 2016 Educator of the Year Award from the Friends of the Chicago River organization.
Teaching Fellow Tammy Pheuphong (on the left) was selected for, and participated in, the 2016 and 2018 STAR (Star Teacher Researcher) program at the National Renewable Energy Laboratory in Colorado.
Three Teaching Fellows, Ross Hyman (1st from the left), Adilene Aguilera (2nd from the left), and TaRhonda Woods (on the right) were selected to attend the 2016 Midwest Robert Noyce Connections Conference at the Kennedy Space Center.
Flint's Student Investigators
Master Teaching Fellow Mindy Chappell is exploring how lessons on the Flint water crisis foster student learning via autonomously generating research questions and hypotheses and collecting, analyzing and explaining data at Chicago's North Grand High School. Read the story
Seeing Teachers as Scientists
Teaching Fellow Tammy Pheuphong is bringing her experiences as an intern at the National Renewable Energy Laboratory to her science class at Infinity Math and Science Academy. Read the story
Initiative Prepares Urban Science Teachers
UIC News profiles how master teaching fellows pair with teaching fellows in Project SEEEC to develop meaningful science curriculum in urban schools connecting with urban resources and organizations. Read the story
Chicago Needs New Science Teachers
How Project SEEEC is addressing critical shortages of Black and Latino science teachers in Chicago Public Schools. Read the story
Master Teacher Documents Program Impact
Master Teaching Fellow Nina Hike produced a short video describing how her participation in Project SEEEC has impacted her practice and student learning.
Publications & Presentations
2018
Bonilla, D., Butler, M., Cathcara, E., Clay-Akakpo, J., & Chappell, M. (2018, January). The diverse experiences of four first year teachers in urban education. Presentation at the international conference of the Association for Science Teacher Education (ASTE), Baltimore, MD.
Chappell, M. (2018, March). Let’s get PHYSICS-cal: An ethno-dance-o-graphy of Black high school students’ transition from biology to physics. Paper presented at the annual international conference of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, Atlanta, GA.
Chappell, M., & Varelas, M. (2018). Ethnodance and identity: Black students representing science identities in the making. Manuscript submitted for publication.
Childress-Price, T., Collins, D., & Tysiak, K. (2018, March). Increasing student engagement with science practices: Teacher inquiry projects in Chicago Public School science classrooms offer insights. Workshop to be presented at the annual national meeting of the National Science Teachers Association (NSTA), Atlanta, GA.
Ingram, L, Santana, J., & Tabora, J. (2018, March). Promoting student access and equity: Building pedagogical capacity through teacher inquiry projects in Chicago Public Schools high school science classrooms. Workshop to be presented at the annual national meeting of the National Science Teachers Association (NSTA), Atlanta, GA.
Morales-Doyle, D., Varelas, M., Segura, D., & Bernal-Munera, M. (2018). Pre-service secondary science teachers developing sociopolitical understandings: The work-of-teaching and the structure-agency dialectic. Manuscript submitted for publication.
Morales-Doyle, D., Varelas, M., Segura, D., & Mitchener, C. (2018, April). Preservice science teachers and social justice lessons: Negotiating barriers and resources. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Segura, D., Varelas, M., Morales-Doyle, D., Batres, B., Cantor, P., Bonilla, D., Frausto, A., Salinas, C., & Thomas, L. (2018). Negotiating structures and agency in learning to teach science for equity and social justice. In J. Leonard, A. Burrows, & R. Kitchen (Eds.), Recruiting, preparing, and retaining STEM teachers for a global generation. Rotterdam, Netherlands: Sense Publishers.
Varelas, M. (2018). Dialectical relationships and how they shape (in)equitable science learning spaces and places. In L. Bryan & K. Tobin (Eds.), 13 Questions: Reframing Education’s Conversation: Science (pp. 183-191). New York, NY: Peter Lang.
Varelas, M., Morales-Doyle, D., Raza, S., Segura, D., Canales, K., & Mitchener, C. (2018). Community organizations’ programming and the development of community science teachers. Science Education, 102, 60-84.
Varelas, M., Morales-Doyle, D., Segura, D., Mitchener, C., & Bernal-Munera, M. (2018, March). Constructing identities as science teachers seeking equity and excellence. Paper presented at the annual international conference of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, Atlanta, GA.
Varelas, M., Segura, D., & Bernal-Munera, M. (2018). Constructing identities as science teachers seeking equity and excellence. Manuscript submitted for publication.
2017
Batres, B., Cantor, P., Chappell, M., & Hike, N. (2017, April). Culturally responsive mentoring: Building pedagogical capacity through teacher inquiry in Chicago science classrooms. Workshop presented at the annual national meeting of the National Science Teachers Association (NSTA), Los Angeles, CA.
Morales-Doyle, D., Varelas, M., Segura, D., Mitchener, C., & Bernal-Munera, M. (2017, April). Sociopolitical understandings and the structure-agency dialectic in science teacher preparation. Paper presented at the annual international conference of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, San Antonio, TX.
Posters Presented at NSF Noyce Summits
2016 Summit
2018 Summit
