UCR Robert Noyce Scholarships for Excellence in STEM Teaching

该奖项是根据2009年美国复苏和再投资法案(公法111-5)资助的。加州大学河滨分校诺伊斯奖学金计划侧重于加州大学自然与农业科学学院、教育研究生院和阿尔法学术合作中心与快速增长、表现不佳的莫雷诺山谷联合学区的内部合作伙伴关系，以培养优秀的科学和数学本科专业，为中学教师的职业生涯做准备。在UCR现有的独特课程和培训基础设施的基础上，正在扩大专业发展机会，并启动新的服务，以建立一个教师培训和发展的连续系统，从而在伙伴关系地区培养43名有准备和积极主动的中学数学和科学教师。该计划影响到六所初中和五所高中的56个教室，每年支持14名学区导师和大约2,000名学生。在遴选过程中嵌入了有效的招聘战略，以吸引服务不足人群中的本科生，为诺伊斯学者提供预证书、证书和入职研究经验，旨在培养对主题的掌握、教学专业知识和领导技能。该计划的进展将被纵向跟踪，以确定该计划对教师表现、对服务学区的承诺、作为学生榜样的影响、对职业的持续时间以及领导能力的影响。该计划更广泛的影响在于诺伊斯学者教师做出重大、持久改变的影响力。通过建立金融、学术和指导路径的可复制模式，培养数学和科学教学专业人员积极实施变革，使学生更好地为21世纪的成功做好准备，该计划有可能对K-12科学和数学教育界产生积极影响。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The UC Riverside Noyce Scholarship Program focuses on the University's internal partnership among the College of Natural and Agricultural Sciences, the Graduate School of Education and the ALPHA Center for Academic Partnerships with the rapidly growing, low-performing Moreno Valley Unified School District to prepare exceptional science and mathematics undergraduate majors for secondary school teaching careers. Building on the unique curricular and training infrastructure available at UCR, professional development opportunities are being expanded and new services initiated to create a continuum of teacher preparation and development resulting in 43 prepared and motivated secondary mathematics and science teachers within the partnership district. The program impacts 56 classrooms in six middle and five high schools and supports 14 district mentor teachers and approximately 2,000 students per year. Effective recruitment strategies are embedded into the selection process to attract undergraduates from underserved populations, providing Noyce scholars pre-credential, credential and induction research-based experiences designed to develop subject-matter mastery, pedagogical expertise and leadership skills. Progress will be followed longitudinally to determine the impact of the program on performance as a teacher, commitment to serving the district, impact as a student role model, longevity to the profession and ability to assume leadership. The broader impacts of the program lie in the Noyce scholar teachers' influence to make significant, durable change. By establishing a replicable model of a financial, academic and mentoring pathway that develops mathematics and science teaching professionals proactive in implementing change that will better prepare students for success in the 21st century, the program has potential to positively influence K-12 science and math education community.