CSU Dominguez Hills Noyce Math/Science Teacher Scholorship Program

CSUDH将在五年内向35名攻读生物、化学、数学或物理专业的三年级和四年级学生提供10,000美元的奖学金，这些学生将成为洛杉矶或林伍德学区高需求中学的数学科学教师。根据CSUDH的STEM本科生，很大一部分奖学金获得者是代表性不足的少数民族：39%的拉丁裔，32%的非洲裔，12%的亚洲/太平洋岛民，6%的白人，11%的未知。Noyce项目以小组形式运作，由两所参与的CSUDH学院的顾问领导。学者参加每月的队列会议，以获得同伴和教师的支持，建议，指导，信息，接触数学科学中学教学和教育专家。通过这些小组，学生们可以获得学术资源、经济援助或其他满足个人需求的项目。Noyce项目利用了1)国家资助的数学专业本科招生项目，该项目提供学术支持，但不提供经济支持；2)联邦政府资助的加速证书项目，向教学过渡（TTT）。诺伊斯和TTT共同提供3年的财政支持，包括最后2年的本科学习和1年的本科后教师培训。Noyce学者过渡到TTT，这使他们能够在一年内获得证书，同时在高需求的洛杉矶联合学区或林伍德学区担任全职大学实习生教学职位，并在队列结构中提供经济援助和实质性支持，从而导致高保留率。在过去三年的113个TTT参与者中；108人（95.5%）在具有挑战性的TTT服务区学校任教，另外4人在其他地方任教（占教学总数的99%）。智力价值：该项目的评估阶段是衡量将本科数学科学培训与奖学金、咨询、学术支持和监测相结合的程度，以队列结构使学生能够专注于学习，保持成绩，留在学校，及时完成学位并成为成功的数学科学教师。该项目还提供了一个机会，利用奖学金为数学科学专业的本科生招聘计划和一个加速证书计划提供杠杆作用，其中包括作为实习教师的就业。研究结果可以帮助制定未来缓解数学科学教师短缺的策略。更广泛的影响：该项目的成功增加了洛杉矶合格数学科学教师的供应，将对学者的学生及其学校的生活和愿望产生积极影响。当这些教师培训的学生将他们的数学科学技能带到工作场所时，这将对社区和当地经济产生积极影响。

Over five years, CSUDH is offering $10,000 scholarships to 35 unduplicated juniors and seniors majoring in biology, chemistry, mathematics or physics who are becoming math-science teachers in high-need secondary schools in the Los Angeles or Lynwood school districts. A large percentage of the scholarship recipients are underrepresented minorities, based on CSUDH's STEM undergraduate pool: 39% Latino, 32% African American, 12% Asian/Pacific Islander, 6% white, 11% unknown. The Noyce program operates in cohorts, led by advisors from the two participating CSUDH colleges. Scholars attend monthly cohort meetings for peer and faculty support, advising, mentoring, information, exposure to math-science secondary teaching and education experts. Through the cohorts, scholars are linked to academic resources, financial aid or other programs that meet individual needs. The Noyce program leverages 1) a state-funded undergraduate recruiting program for mathscience majors, which offers academic support but not financial support; and 2) a federally funded accelerated credential program, Transition to Teaching (TTT). In combination, Noyce and TTT provide 3 years of financial support during the last 2 years of undergraduate study and 1 year of postbaccalaureate teacher training. Noyce scholars transition into TTT, which enables them to earn their credential in one year while holding a full-time teaching position as a university intern in the high-needs Los Angeles Unified or Lynwood school districts and which provides financial assistance and substantial support in a cohort structure, leading to high retention. Of the 113 total TTT participants in the past three years; 108 (95.5%) are teaching in the challenging TTT service-area schools and another four are teaching elsewhere (99% total teaching). Intellectual Merit: The evaluation phase of this project is measuring the extent to which combining undergraduate math-science training with scholarships, advising, academic support and monitoring in a cohort structure enables students to focus on their studies, maintain their grades, stay in school, complete their degree in a timely fashion and become successful math-science teachers. The project also is providing an opportunity to use scholarships to leverage an undergraduate recruiting program for math-science majors and an accelerated credential program that includes employment as an intern teacher. Results can help shape future strategies to alleviate the math-science teacher shortage.Broader Impact: The success of this project in increasing the supply of well-qualified math-science teachers in Los Angeles will have a positive impact on the lives and aspirations of the scholars' students, as well as their schools. It will positively affect the community and local economy when students trained by these teachers bring their math-science skills into the workplace.