Noyce Scholars Program
Objectives of the program:
To recruit qualified SMI undergraduate seniors majoring in mathematics or science disciplines and SMI alumni pursuing single-subject credential program dedicated to teaching middle or high school mathematics or sciences in a high-need school district with readiness to promote STEM success for English Language Learners (ELL).
To provide support for strengthening content and pedagogical knowledge via intense classroom experiences, mentoring and professional activities.
Facilitate connections to public school districts to secure internships/teaching positions during and after completion of a teaching credential program.
Academic Focus: Recipient must have one of the affiliations listed immediately below:
1) UCR SMI alumni entering the Single-Subject Science or Mathematics Teaching Credential Candidate in the UCR teaching credential program and have already earned or expected to earn a STEM Bachelor's Degree (B.A. or B.S.)
2) UCR SMI undergraduate senior pursuing to complete a STEM Bachelor's Degree Program in either BCOE or CNAS.
Academic Status: Good Standing
GPA: 3.0 or above (cumulative for credential candidates and completion of 90+ units for senior level students)
Early (monitored) field experience completion: Early field work experiences - EDUC 3 and EDUC 4 or equivalent
Early methods course completion: EDUC 104 (math) OR EDUC 105 (science)
Early pedagogical course completion (special note to undergraduate scholarship applicants: only need to complete 2 from this list): EDUC 132 (formerly EDUC 116), EDUC 139, EDUC 147 (formerly EDUC 109), EDUC 162 (formerly EDUC 110) EDUC 178 (formerly EDUC 174), EDUC 179A (formerly 175)
Teaching Credential Potential: Demonstrate eligibility (credential scholars) or progress toward meeting eligibility (undergraduate senior scholars) for UCR Teaching Credential Program
Teaching Commitment: Demonstrate interest and commitment to teach in a low performing, high poverty/high ELL school
Citizenship: U.S. Citizen, U.S. National, or Permanent Resident Alien
CSET science subtest I/mathematics subtests I & II exam(s) -- (foundation level for credential scholars; 1 subtest for undergraduate senior scholars)
CSET preferred completion: science subtests I & II (at least one content)/ math subtests I & II & III
Free Application for Federal Student Aid (FAFSA):
Complete and submit the FAFSA form as instructed on the FAFSA application by March 2, 2020.
Agreement to Teaching Terms and Condition stated below: Accepting the Noyce award requires the recipient to commit to teaching in a high-need school district for two years for each year of Noyce Program support. If the teaching obligation is not met, the scholarship (remaining amount) must be repaid with interest.
- Priority Deadline: Friday, January 15, 2021 at 12:00 p.m. (noon)
- Regular Deadline: Friday, February 26, 2021 at 12:00 p.m. (noon)
Undergraduate Senior Scholars:
- Friday, May 17, 2021 at 12:00 p.m. (noon)
Credential Scholars - coming soon
Undergraduate Senior Scholars - coming soon
1114 Pierce Hall
Riverside, CA 92521
Noyce Scholarship selection review will be based on:
Academic Merit (Primary Consideration)
- Demonstrated academic excellence as confirmed by academic transcripts
- Meet/Potential to meet UCR credential program requirements
- Personal Narrative Essays
- Motivation and interest to the teaching profession
- Professional references
- Commitment to teach in high-needs/ELL school districts
- Financial need (secondary consideration)
What is a high-needs school district
NSF defines a school district as high-need if it meets at least one of the following criteria:
1. It has at least one school in which 50% or more of the enrolled students are eligible for participation in the free and reduced price lunch program.*
2. It has at least one school in which:**
i) more than 34% of the academic classroom teachers at the secondary level (across all academic subjects) do not have an undergraduate degree with a major or minor in, or a graduate degree in, the academic field in which they teach the largest percentage of their classes; OR
ii) more than 34% of the teachers in two of the academic departments do not have an undergraduate degree with a major or minor in, or a graduate degree in, the academic field in which they teach the largest percentage of their classes.
3. It has at least one school whose teacher attrition rate has been 15% or more over the last three school years.**
*To verify if a school meets criterion 1, search for it in the Teacher Cancellation Low Income Directory.
**To assess criteria 2 and 3, see the School Accountability Report Card for the school of interest.