CSUDH Robert Noyce Scholarship Program

加州州立大学多明计斯山分校向 30 名生物、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，让他们成为洛杉矶联合学区高需求中学的科学数学教师。诺伊斯奖学金正在增加 CSUDH 科学数学证书课程的毕业生人数，并提供经济激励措施来吸引学生（其中很大一部分是少数族裔）从事教学工作，因为许多低收入的第一代大学生面临着令人畏惧的经济障碍。 在保有工作的同时，他们尝试完成科学数学的全部课程，许多人都遇到了延误。 诺伊斯奖学金减轻了他们的经济负担，使他们能够顺利完成学位，而不会因经济困难而延误学业。中南大学诺伊斯一期项目成功地缩短了大三学生获得学位的时间，实现了招生目标，留住了该项目的所有学者，并为低收入学校提供了高质量的教师。 因此，诺伊斯二期项目保留了项目结构并进行了改进，其中包括1）由于洛杉矶联合学区的需要，更加注重招募化学和物理专业的学生，2）由诺伊斯一期毕业生、诺伊斯硕士教学研究员和诺伊斯高年级学生进行指导，3）为CSUDH创新实验学校的科学数学教学学者提供更结构化的临床经验，以及4）通过与社区的创造性合作伙伴关系预先招募感兴趣的新生和大二学生诺伊斯项目以小组形式进行，由教育学院和自然与行为科学学院的顾问领导。学者们每月与实验室学校一起参加队列会议，以获得同行和教师的支持、建议、指导、信息和接触教学专家。 通过这些群组，学者们可以获得学术资源、经济援助或他们需要的其他帮助。 几乎所有诺伊斯学者都转入教学过渡 (TTT) 加速教学计划，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学校担任全职大学实习生。 TTT 还为群组提供了大量支持，从而提高了保留率。 诺伊斯第二阶段项目利用 1) 联邦资助的创新型 TTT 加速证书计划，2) NSF 诺伊斯硕士教师研究员计划和 3) 国家资助的科学数学教师本科生招聘计划。 诺伊斯、TTT 和 TEACH 补助金相结合，为本科生的最后两年和一年的学士后教师培训提供三年的财政支持。 评估正在审查诺伊斯奖学金计划对以下方面的影响：1）第一阶段诺伊斯学者的教师表现、教学要求的完成情况以及在教师职业中的保留； 2）第二阶段诺伊斯学者的有效性，以他们在课堂上的表现来衡量； 3）第二阶段诺伊斯学者的有效性，以他们对学生学习的影响来衡量； 4）部门和机构。

California State University, Dominguez Hills is offering $10,000 scholarships to 30 juniors and seniors majoring in biology, chemistry, mathematics, or physics to become science-math teachers in high-need secondary schools in the Los Angeles Unified School District. Noyce scholarships are increasing the number of graduates from CSUDH's science-math credential program and offer financial incentives to attract students, a large percentage of whom are underrepresented minorities, into teaching because many low-income, first-generation college students face daunting economic barriers. While holding a job, they attempt a full course load in science-math, and many experience delays. Noyce scholarships ease their financial burden and enable them to complete their degrees without delays caused by financial hardship.CSUDH's Noyce Phase I was successful in reducing the time to earn a degree for students who entered as juniors, meeting recruitment goals, retaining all scholars in the program, and providing high-quality teachers to low-income schools. Thus, the Noyce Phase II project retains the project structure with enhancements, which include 1) more focus on recruiting chemistry and physics majors due to the need in LAUSD, 2) mentoring by Noyce Phase I graduates, Noyce Master Teaching Fellows and Noyce seniors, 3) more structured clinical experiences for scholars in science-math teaching in CSUDH's innovative lab school and 4) pre-recruitment of interested freshmen and sophomores through creative partnerships with community colleges.The Noyce project is operating in cohorts, led by advisors from the colleges of Education and Natural and Behavioral Sciences. Scholars are attending monthly cohort meetings in conjunction with a lab school for peer and faculty support, advising, mentoring, information, and exposure to teaching experts. Through the cohorts, scholars are linked to academic resources, financial aid or other assistance they need. Nearly all Noyce scholars transition into the Transition to Teaching (TTT) accelerated teaching program, enabling them to earn their credential in one year while holding a full-time teaching position as a university intern in a high-need LAUSD school. TTT also provides substantial support in cohorts, leading to high retention. The Noyce Phase II project leverages 1) the innovative, federally funded TTT, accelerated credential program, 2) the NSF Noyce Master Teacher Fellows program and 3) the state-funded undergraduate recruiting program for science-math teachers. In combination, the Noyce, TTT and TEACH grants are providing three years of financial support during the last two undergraduate years and one year of post-baccalaureate teacher training. The evaluation is examining the impact of the Noyce Scholarship program on: 1) Phase I Noyce scholars in terms of their performance as teachers, their completion of the teaching requirement and their retention in the teaching profession; 2) The effectiveness of Phase II Noyce scholars as measured by their performance in the classroom; 3) The effectiveness of Phase II Noyce scholars as measured by their impact on student learning; and 4) Departments and the institution.