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 be either a current:

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: undergraduate seniors only need to complete 2 from this list): EDUC 110, EDUC 132 (formerly EDUC 116), EDUC 139, EDUC 149 (formerly EDUC 109, 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

Exam Completion: 
CSET science/mathematics Exam(s)  -- (foundation level for credential scholars; 1 subtest for undergraduate senior scholars)

Free Application for Federal Student Aid (FAFSA):
Complete and submit the form by its prescribed deadline and instructions

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.


Undergraduate Senior Scholars:

  • Monday, April 6, 2020 at 12:00 p.m. (noon)

Credential Scholars: 

  • Priority Deadline: Friday, January 17, 2020 at 12:00 p.m. (noon)
  • Regular Deadline: Friday, February 28, 2020 at 12:00 p.m. (noon)



Undergraduate Senior Scholars - Word version, PDF version
Credential Scholars - Word version, PDF version



Duplicate sessions.  Sign-up to attend one.

Monday, November 4, 2019
12:00 p.m. to 12:50 p.m.
1315 Pierce Hall

Thursday, November 7, 2019
11:00 a.m. to 11:50 a.m.
1315 Pierce Hall


****All SMI workshops and seminars require RSVP.  Seats are limited.****


Contact Person

  Leslie Bushong 
  Program Director 
  1315 Pierce Hall 
  Riverside, CA 92521


Selection Criteria:

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:

It has at least one school in which 50% or more of the enrolled students are eligible for participation in free or reduced lunch program.


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 teachers in two of the academic departments who 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.


It has at least one school whose teacher attrition rate has been 15% or more over the last three school years. What the UCR Noyce Program