Robert Noyce Scholarship Program

位于长滩的加州州立大学的Robert Noyce奖学金项目，在四年的时间里，每年支持大约10名科学或数学单科（初中或高中）初级证书申请者。作为两年每年1万美元的津贴支持的回报，该项目培养的20名左右的新教师将在他们最初的四年教学生涯中，在长滩联合学区（约97,000名学生）和惠蒂尔联合高中学区或惠蒂尔联合小学学区（约20,000名学生）的高需求学校服务。这两个地区包括通过免费或减少午餐和/或高教师流动率标准满足高需求标准的学校。为奖学金获得者提供职前和在职教师支持计划。这项工作的智力价值在于学生群体参与、保留、指导和相应项目活动的研究理论之间的紧密联系。正在报道对该方案有效性的纵向研究，以加强该领域的现有研究。首席研究员团队完全有资格领导和管理该项目，并代表数学、科学和教育学科的教职员工。该项目利用了加州州立大学长滩分校现有的广泛资源，并以现有的教师培训项目为基础，包括为加州州立大学长滩分校所有数学和科学本科生提供完善的学生支持中心。一种策略是与两所地区社区学院（长滩市和赛瑞都）建立更紧密的合作关系，这两所大学都致力于教师培训，并且经常将大量的数学和科学本科专业和/或职前教师转移到长滩加州州立大学。这项提议的工作的更广泛的影响在于利用奖学金资源来招募、教育和指导大约20（20）名高素质的数学和科学本科专业的学生进入教学行业，否则他们可能不会考虑这样的职业。鉴于参与该项目的机构的多样性，将大大扩大代表人数不足群体的参与，特别是考虑到对代表人数不足群体的奖学金获得者给予优先考虑。通过这种合作，三所高等教育机构和两个大学区之间的伙伴关系正在得到加强。

The Robert Noyce Scholarship program at California State University, Long Beach, issupporting approximately ten (10) science or mathematics Single Subject (middle or high school) preliminary credential seekers per year for four years. In return for two years of stipend support, at the level of $10,000 per year, the twenty or so new teachers produced by this program are each dedicating the initial four years of their teaching careers to service in high-needs schools in Long Beach Unified School District (approximately 97,000 students) and Whittier Union High School District or Whittier Union Elementary District (approximately 20,000 students). Both of these districts include schools that meet the criteria of high-needs through the free or reduced lunch and/or high teacher turnover criteria. Both pre-service and in-service teacher support programs are being provided to Scholarship recipients. The intellectual merit of this proposed work lies in the strong linkages between research theories of student cohort engagement, retention, mentoring, and corresponding program activities. Longitudinal studies of the effectiveness of the program are being reported to augment existing research in this field. The principal investigator team is well qualified to lead and manage the program, and represent faculty and staff from mathematics, science, and education disciplines. This program is leveraging extensive resources already in place at California State University, Long Beach, and is building on existing teacher preparation programs, including a well-developed student support center available to all mathematics and science undergraduate students at California State University, Long Beach. One strategy is to partner more closely with two area community colleges (Long Beach City and Cerritos) who have both a commitment to teacher preparation, and who routinely transfer significant numbers of mathematics and science undergraduate majors and/or pre-service teachers to California State University, Long Beach. The broader impact of this proposed work lies in the leveraging of scholarship resources to recruit, educate, and mentor approximately twenty (20) highly qualified mathematics and science undergraduate majors to enter teaching professions, who might not otherwise consider such careers. Given the diversity of institutions involved in the project, considerable broadening of participation of underrepresented groups will be achieved, particularly in light of the preference given to scholarship recipients from underrepresented groups. Partnerships between and among three higher education institutions and two large school districts are being strengthened through this collaboration.