CSUDH Robert Noyce Scholarship Program

加州州立大学多明格斯山分校为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科学数学教师。诺伊斯奖学金增加了我校科学数学证书项目的毕业生人数，并提供经济激励，以吸引学生从事教学工作，因为许多低收入的第一代大学生面临着巨大的经济障碍。这些学生中有很大一部分是代表性不足的少数民族。在工作期间，他们试图完成科学数学的全部课程，但许多人都遇到了延迟。诺伊斯奖学金减轻了他们的经济负担，使他们能够完成学业，而不会因经济困难而延误。CSUDH的Noyce第一阶段成功地缩短了大三学生获得学位的时间，达到了招聘目标，保留了项目中的所有学者，并为低收入学校提供了高质量的教师。因此，Noyce二期项目保留了原有的项目结构，并进行了一些改进，包括：1)由于LAUSD的需要，更注重招收化学和物理专业的学生；2)Noyce一期的毕业生、Noyce硕士教学研究员和Noyce高年级学生进行指导；3)在CSUDH创新实验室学校为科学数学教学的学者提供更结构化的临床经验；4)通过与社区学院的创造性合作，预先招收感兴趣的大一和大二学生。Noyce项目由来自教育学院和自然与行为科学学院的顾问领导，以小组形式运作。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，学者们可以联系到他们需要的学术资源、财政援助或其他援助。几乎所有的Noyce学者都进入了过渡到教学（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LAUSD学校作为大学实习生担任全职教学职位。TTT还在队列中提供大量支持，从而导致高留存率。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)国家资助的科学数学教师本科招聘计划。Noyce， TTT和TEACH赠款将在本科最后两年提供三年的财政支持，并在学士学位后提供一年的教师培训。评估主要考察Noyce奖学金项目对以下方面的影响：1)第一阶段Noyce学者作为教师的表现、完成教学要求的情况以及在教学行业的留任情况；2)第二阶段Noyce学者在课堂上的表现；3)第二阶段Noyce学者对学生学习的影响；（四）部门和单位。

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.