Enabling More Science Teachers

诺伊斯奖学金使52名原本没有财力继续攻读研究生的学生能够在加州大学洛杉矶分校攻读理科教师证书。该项目面向并招募对教学感兴趣、在合作学校的当地社区有家庭联系和承诺、希望留在地理区域的理科专业高年级学生。这些持证教师的坚持不懈源于一项以研究为基础的科学教师教育计划，该计划旨在培养教师在STEM学科中代表性不足的不同人口学校任教的承诺、能力和韧性。作为该项目的学生，他们从课程工作的第一个文凭年，到具有挑战性的教学和硕士毕业的最初一年，一直到随后的职业生涯早期，都得到了一批教员和同行的支持。解决教师隔离的办法是在目标学校内建立队列，并成对地安排教师进入这些学校，提供内置的同伴支持网络。

Noyce Scholarships are enabling 52 students who would not otherwise have the financial resources to continue as graduate students to pursue a science teaching credential at UCLA. This project targets and recruits senior science majors who are interested in teaching, who have family ties and commitments in the local communities of our partner schools, and who wish to remain in the geographical region. The persistence of these credentialed teachers stems from a research-based Science Teacher Education Program that prepares teachers to have the commitment, capacity, and resilience to teach in schools with diverse populations who are underrepresented in STEM disciplines. As students in this program, they are supported by a cadre of faculty and peers from the first credential year of coursework, through the challenging initial year of teaching and M.Ed completion, and into the subsequent early career years. Teacher isolation is addressed by developing cohorts within the targeted schools and placement into the schools in pairs, providing a built-in peer support network.