CSUDH Robert Noyce Scholarship Program

加州州立大学多明格斯·希尔斯将为30名生物、化学、数学或物理专业的大三和大四学生提供1万美元的奖学金，让他们成为洛杉矶联合学区高需求中学的理科数学教师。诺伊斯奖学金正在增加加州大学伯克利分校理科-数学证书项目的毕业生人数，并提供经济激励措施来吸引学生从教，因为许多低收入的第一代大学生面临着令人望而生畏的经济障碍。学生中有很大一部分是代表性不足的少数族裔。在有工作的同时，他们尝试了一门科学-数学的全程课程，许多人都经历了延误。诺伊斯奖学金减轻了他们的经济负担，使他们能够在不因经济困难而延迟完成学位的情况下完成学业。南加州大学诺伊斯第一阶段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，Noyce第二阶段项目保留了经过改进的项目结构，其中包括：1)由于洛杉矶联合大学的需要，更多地专注于招聘化学和物理专业的学生；2)由Noyce第一阶段毕业生、Noyce硕士教学研究员和Noyce大四学生进行指导；3)为CSUDH创新实验学校的科学-数学教学学者提供更有条理的临床体验；4)通过与社区大学的创造性合作伙伴关系，预先招募感兴趣的一年级和二年级学生。学者们正在与一所实验室学校一起参加每月的队列会议，以获得同行和教职员工的支持、建议、指导、信息和接触教学专家。通过队列，学者与他们需要的学术资源、经济援助或其他援助联系在一起。几乎所有的诺伊斯学者都进入了加速教学过渡(TTT)教学计划，使他们能够在一年内获得文凭，同时在洛杉矶联合大学一所高需求的学校担任全职教学实习生。TTT还在队列中提供大量支持，导致高保留率。Noyce第二阶段项目利用了1)创新的、联邦资助的TTT、加速证书计划、2)NSF Noyce硕士教师研究员计划和3)国家资助的本科生科学-数学教师招聘计划。NOYCE、TTT和TEST助学金加在一起，在过去的两个本科学年和一年的毕业后教师培训期间提供三年的财政支持。该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他们在教师职业中的留存；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；以及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.