THE BIG BANG THEORY SCHOLARSHIP

In the first-ever university scholarship at UCLA created by and named for a television series, “The Big Bang Theory” and The Chuck Lorre Family Foundation established The Big Bang Theory (TBBT) Scholarship to support high-performing undergraduate students with financial need who are pursuing higher education in the fields of STEM at UCLA.

The TBBT Scholarship was launched in 2015 with an initial donation from The Chuck Lorre Family Foundation combined with gifts from nearly 50 individuals associated with “The Big Bang Theory” — including series stars, executive producers, and crew — plus partners such as Warner Bros. Television and CBS, as well as contributions from other industry leaders.

OVERVIEW

OVERVIEW

The TBBT Scholarship is awarded to high-performing UCLA STEM undergraduate students with financial need (as determined by the UCLA Financial Aid Office) who have earned admission to UCLA based on academic merit. TBBT Scholarships are intended to provide additional financial support, up to $10,000 annually, to bridge the gap between typical levels of financial aid and the cost of attendance. The goal for the scholarship is for TBBT Scholars to graduate without incurring tuition-based debt.

ELIGIBILITY

In order to qualify for a TBBT Scholarship, prospective Scholars must be admitted to a UCLA undergraduate STEM program within Life Sciences, Physical Sciences, or Engineering.

Qualifying majors include, but are not limited to: aerospace engineering, atmospheric and oceanic sciences, biochemistry, bioengineering, physiological science, biology, biophysics, chemical engineering, chemistry, chemistry/materials science, civil engineering, computer engineering, computer science and engineering, electrical engineering, geology, geophysics, human biology and society, marine biology, materials engineering, mathematics, mechanical engineering, and physics.

Annual Renewal Eligibility:

In order to maintain annual eligibility for TBBT Scholarship, continuing TBBT Scholars must maintain satisfactory academic progress, full-time academic standing, and maintain studies within a STEM major. TBBT Scholars must also demonstrate financial need (as determined by the UCLA Financial Aid Office).

Annual Progress Update:

The UCLA Chuck Lorre Scholars Program Director gathers annual updates from continuing TBBT Scholars, which are shared with The Chuck Lorre Family Foundation. This progress report includes information on TBBT Scholars’ majors, academic interests, extracurricular activities, and the impact of the TBBT Scholarship and UCLA Chuck Lorre Scholars Program.

PROGRAM FOCUS BY YEAR

Freshman/First-years

New Student Orientation followed by welcome dinner for incoming cohort and their families
Residential Summer Bridge Program
Fall Quarter welcome gathering with fellow first-year TBBT Scholars and Mr. Chuck Lorre
Undergraduate Research Center-Sciences open house
Exposure to STEM undergraduate research opportunities
Enrollment in University Studies 10C: ACE UCLA Critical Strategies to Achieve Undergraduate Excellence (STEM Students) course during Winter Quarter (mandatory)
Academic planning meeting with Director
TBBT Scholars Club activities

Sophomore/Second-years

Explore undergraduate research opportunities and research lab placement
Enrollment in independent research course (SRP-99)
Receive peer mentoring from upper-division TBBT Scholars
Professional development
Academic planning meeting with Director
Individual research plan meeting with Faculty Chair
Research faculty mentor report
TBBT Scholars Club activities

Junior /Third-years

Actively pursue or continue undergraduate research
Enrollment in independent research course (SRP-99) or upper-division tutorial courses (196-199)
Volunteering or peer mentoring of lower division TBBT Scholars
Participate in study abroad programs
Post-graduation preparation
Networking opportunities
Professional development
Academic planning meeting with Director
Individual research plan meeting with Faculty Chair
Research faculty mentor report
TBBT Scholars Club activities

Senior/Fourth-years

Graduate/professional school interview and application workshops
Continue with undergraduate research project
Enrollment in independent research course (SRP-99) or upper-division tutorial courses (196-199)
Enrollment in Research Practice 194B: Research Seminar: Writing Research Proposals and Graduate Applications in the Sciences course during Fall Quarter (recommended)
Networking opportunities
Professional development
Volunteering or peer mentoring of lower division TBBT Scholars
Academic planning meeting with Director
Individual research plan meeting with Faculty Chair
Faculty mentor recommendation letter
TBBT Scholars Club activities

ANNUAL ACTIVITIES

Freshman/First-years

August-September

Summer Bridge Program

Before the beginning of their freshman year, TBBT Scholars will participate in a Summer Bridge Program. The Summer Bridge Program will prepare TBBT Scholars to succeed by exposing them to the rigor and demands of academic life, as well as to undergraduate programs, services and learning resources. Scholars will also receive advanced preparation and early exposure to Fall Quarter Math, Chemistry, or Computer Science curricula through intensive classroom instruction, tutoring, and collaborative learning workshops.
During the Summer Bridge Program, TBBT Scholars will live on campus, participate in cultural and social events, build a network of friends and broaden their life experiences and world outlook.
The Summer Bridge Program will be complemented with additional UCLA Chuck Lorre Scholars Program activities, including a welcome dinner, special tour of the California NanoSystems Institute and the dedicated UCLA Chuck Lorre Scholars Program space. TBBT Scholars will also attend an orientation where they will meet Mr. Chuck Lorre and be apprised of the plethora of program opportunities available to them, including the chance to apply for TBBT Graduate Fellowship for UC graduate student funding.

October; Ongoing

Undergraduate Research Exposure

TBBT Scholars will have frequent engagement with the Undergraduate Research Center-Sciences (URC-Sciences), which serves UCLA undergraduates and faculty in all areas of the life and physical sciences, engineering and mathematics. The primary mission of URC-Sciences is to promote, develop and celebrate undergraduate student research with an overall goal of preparing students for academic and research careers.
Exposing TBBT Scholars to undergraduate research is a primary goal during the first year; engagement with a research lab and project early in college is crucial for sparking interest, instilling confidence and gaining invaluable lifelong skills of critical thinking. To achieve this, each TBBT Scholar will meet with the URC-Sciences staff and the UCLA Chuck Lorre Scholars Program Faculty Chair or Director to identify a lab best suited to their research interests. The Faculty Chair or Director will help ensure TBBT Scholars receive high-quality research experience in the chosen lab. Key indicators of high-quality research experience include working closely on a research project with a graduate student or postdoctoral fellow, participating in lab meetings, presenting research findings at conferences and co-authoring a published research article. TBBT Scholars will also: 1) attend URC-Sciences open house and “Getting into Research” workshops to learn about the services URC-Sciences offers, from lab placement to presentation preparation and courses on research design; 2) have unlimited access to the URC-Sciences Undergraduate Research Portal and office hours to ask questions about research and graduate school preparation; 3) enroll in Research Practice courses about graduate school programs, the graduate school application process and STEM-related career options. The Faculty Chair will be responsible for monitoring the research experience and progress of each TBBT Scholar

Quarterly

Academic Advising

Personalized academic advising is a hallmark of academic success at UCLA. TBBT Scholars majoring in the physical or life sciences will be assigned to one of the four undergraduate advising units administered by the UCLA College: College Academic Counseling, Academic Advancement Program, Honors Programs or Student Athletics. Engineering TBBT Scholars are advised through the Henry Samueli School of Engineering and Applied Sciences. TBBT Scholars can find their advising unit in the upper right hand corner of their Degree Audit Report. Academic advising can help students determine how to fulfill requirements, create degree objectives, or decide on a major. New students should get academic counseling before they enroll in classes.
In addition to meeting with their academic advisors, TBBT Scholars will receive high-touch, personalized advising from the UCLA Chuck Lorre Scholars Program Director throughout their four years. In the first year, the Director supports students’ academic onboarding by helping them plan their academic trajectory, introducing them to STEM opportunities and resources, reviewing course selections, and identifying when interested TBBT Scholars can study abroad while staying on track with their STEM majors. Each quarter, TBBT Scholars meet with the Director for an academic planning session to review courses, assess academic performance, and discuss STEM resources and opportunities, including applying for the TBBT Graduate Fellowship, which supports UC graduate studies. The Director and Faculty Chair will monitor each TBBT Scholar’s research experience and progress.

Winter Quarter

University Studies 10C Course

In Winter Quarter of their freshman year, TBBT Scholars will enroll in University Studies 10C: ACE UCLA Critical Strategies to Achieve Undergraduate Excellence (STEM Students). University Studies 10C course supports first-year STEM students in navigating the academic, personal, and professional aspects of their UCLA experience. Through discussions, guest presentations, and reflective assignments, students will gain a deeper understanding of UCLA’s structure and resources, explore diverse STEM pathways, and build essential skills in goal-setting, time management, and communication. The course emphasizes community-building, personal growth, and strategies for academic success, including evidence-based learning techniques and critical conversations around common challenges such as imposter syndrome and the fixed mindset.

Sophomore/Second-years

October; Ongoing

Undergraduate Research Engagement

By the beginning of their second year, TBBT Scholars will start working in research labs to learn lab techniques, how to read scientific literature, and how to conduct thorough literature reviews to understand the purpose and context of their lab’s research. This is essential to innovative, high-quality research, and useful for graduate school applications and future STEM-related endeavors. In the summer following their second year, TBBT Scholars are encouraged to work in a research lab full-time. With this level of time commitment, TBBT Scholars can dedicate their full attention to conducting experiments, asking questions and learning from unexpected research results.

Quarterly

Academic Advising

Sophomores continue to meet with their assigned academic advising units. TBBT Scholars majoring in the physical or life sciences will be assigned to one of the four undergraduate advising units administered by the UCLA College: College Academic Counseling , Academic Advancement Program , Honors Programs or Student Athletics . Engineering TBBT Scholars are advised through the Henry Samueli School of Engineering and Applied Sciences .TBBT Scholars can find their advising unit in the upper right hand corner of their Degree Audit Report. Academic advising can help students determine how to fulfill requirements, create degree objectives, or decide on a major.
In addition to meeting with their academic advisors, TBBT Scholars continue to receive high-touch, personalized advising from the UCLA Chuck Lorre Scholars Program Director.

September; Ongoing

Peer Mentoring

In their second year, TBBT Scholars may begin receiving peer mentoring from upper-division TBBT Scholars – if additional academic support is needed.

Quarterly

Independent Research and Research Practice Courses

Beginning in their second year, TBBT Scholars participating in undergraduate research will enroll in a lower-division independent research course—Student Research Program (SRP-99)—to formalize their research experience and receive university credit for conducting research under the supervision of a UCLA faculty member. Additionally, TBBT Scholars may enroll in courses of their choosing from the Research Practice course series . Offered through the Division of Undergraduate Education, these courses cover the development of research questions and the application of methodologies, as well as forms of qualitative and quantitative analysis, research communications and publications. The courses combine the theoretical and the practical, and emphasize experiential learning, helping students gain knowledge and skills in their discipline, as well as an understanding of how knowledge is created and applied across the university.

Quarterly

Individual Research Plan Meeting

Each quarter, TBBT Scholars will complete, reflect on, and revise an Individual Research Plan (IRP) that they review with the Faculty Chair. The purpose of the IRP is to reflect on the previous year’s goals, outline new goals, update the Chair on their research progress, identify potential roadblocks and share successes. This frequent engagement with the Chair will ensure that the TBBT Scholars make progress on their research projects and receive high-quality research experience.
The IRP also serves as a living document in which TBBT Scholars record the skills they amass, including lab-specific skills (e.g. electrophoresis, PCR-DNA amplification, Western blotting, cell culture) and broader skills (e.g. public speaking, writing a scientific manuscript, communicating research, research design, and project management). Documentation of such skills is useful when applying to graduate programs, jobs, grants and scholarships as a demonstration of the expertise gained during their UCLA Chuck Lorre Scholars Program research experience.

Quarterly

Professional Development

Throughout the academic year, TBBT Scholars will engage in professional development and leadership training. The topics covered will include collaboration-building, communication skills, time management, navigating group dynamics, and designing collaborative scientific projects. All these topics will be centered on how they apply in scientific and research settings.

June

Faculty Mentor Report

Beginning in the second year, each TBBT Scholar’s research faculty mentor (i.e. the Principal Investigator of the lab the TBBT Scholar has joined) will be asked to submit a report to the UCLA Chuck Lorre Scholars Program articulating the student’s progress, successes and opportunities for growth. This type of report is common in graduate programs to ensure the mentor is knowledgeable about the student’s progress and so that the UCLA Chuck Lorre Scholars Program can help as needed. For example, if the mentor reports poor writing, time management or technical skills, the Director can identify resources to help strengthen these areas.

Junior /Third-years

October; Ongoing

Peer Mentoring

Beginning in the third year, TBBT Scholars will be assigned a first- or second-year TBBT Scholar to help mentor. A key element in science and research is learning how to be an effective mentor, which is embedded in the culture of leadership. Mentors are required to participate in monthly training led by the Faculty Chair on best practices, including giving feedback, establishing structure and expectations, and building strong relationships with mentees.

Fall Quarter; Summer Session

STEM-specific Study Abroad

For TBBT Scholars who wish to study abroad, the Fall Quarter of their third year or the summer following it is ideal. Since the beginning of their freshman year, TBBT Scholars receive academic advising from the Director and plan an academic program that integrates a study abroad experience without delaying graduation. Two common barriers that prevent STEM students from studying abroad are difficulty in mapping out a four-year academic plan and the associated costs. As TBBT Scholars, these barriers are eliminated.
The International Education Office (IEO) (Study Abroad) is housed within the Division of Undergraduate Education, making program selection seamless. The Director and TBBT Scholars will partner with IEO to select a program that suits the Scholar’s research and cultural interests. (Examples include the UCLA Global Internship Program, offered to UCLA Engineering students in Indonesia, Germany or Japan; and STEM-specific Education Abroad Programs in Hong Kong, Brazil, France, Belgium, Mexico, Italy, Korea, etc.)

Quarterly

Academic Advising

Juniors continue to meet with their assigned academic advising units. TBBT Scholars majoring in the physical or life sciences will be assigned to one of the four undergraduate advising units administered by the UCLA College: College Academic Counseling , Academic Advancement Program , Honors Programs or Student Athletics . Engineering TBBT Scholars are advised through the Henry Samueli School of Engineering and Applied Sciences . TBBT Scholars can find their advising unit in the upper right hand corner of their Degree Audit Report. Academic advising can help students determine how to fulfill requirements, create degree objectives, or decide on a major.
In addition to meeting with their academic advisors, TBBT Scholars continue to receive high-touch, personalized advising from the UCLA Chuck Lorre Scholars Program Director.

Fall Quarter

Post-Graduation Preparation

As juniors, STEM students are ready to plan life after college graduation. The Director and Faculty Chair will host workshops discussing the graduate school process and requirements in partnership with the Career Center, URC- Sciences and Division of Graduate Education.

Winter Quarter

Networking Opportunities

The Director will host career panels in partnership with the UCLA Career Center and arrange opportunities for TBBT Scholar alumni to share their post-college experiences.

Quarterly

Upper-Division Tutorials and Research Practice Courses

TBBT Scholars continuing with their research may enroll in upper-division tutorial courses (196-198), to work on an independent research project under the guidance of a faculty mentor. Upper-division research courses offer advanced opportunities for research through faculty-supervised apprenticeships as well as honors research, directed research, and senior projects. Typically, juniors and seniors enroll in these courses after completing one to three quarters of SRP-99 with their faculty mentor. Additionally, TBBT Scholars may enroll in courses of their choosing from the Research Practice course series . Offered through the Division of Undergraduate Education, these courses cover the development of research questions and the application of methodologies, as well as forms of qualitative and quantitative analysis, research communications and publications. The courses combine the theoretical and the practical, and emphasize experiential learning, helping students gain knowledge and skills in their discipline, as well as an understanding of how knowledge is created and applied across the university.

Quarterly

Individual Research Plan Meeting

Each quarter, TBBT Scholars will complete, reflect on, and revise an Individual Research Plan (IRP) that they review with the Faculty Chair. The purpose of the IRP is to reflect on the previous years’ goals, outline new goals, update the Chair on their research progress, identify potential roadblocks and share successes. This frequent engagement with the Chair will ensure that the TBBT Scholars make progress on their research projects and receive high-quality research experience.
The IRP also serves as a living document in which TBBT Scholars record the skills they amass, including lab-specific skills (e.g. electrophoresis, PCR-DNA amplification, Western blotting, cell culture) and broader skills (e.g. public speaking, writing a scientific manuscript, communicating research, research design and project management). Documentation of such skills is useful when applying to graduate programs, jobs, grants and scholarships as a demonstration of the expertise gained during the UCLA Chuck Lorre Scholars Program research experience.

Quarterly

Professional Development

Throughout the academic year, TBBT Scholars will engage in professional development and leadership training. Topics covered will include collaboration-building, communication skills, time management, navigating group dynamics, and designing collaborative scientific projects. All these topics will be centered on how they apply in scientific and research settings.

June

Faculty Mentor Report

Each TBBT Scholar’s research mentor will continue to submit a report to the UCLA Chuck Lorre Scholars Program articulating the progress, successes and opportunities for growth of the TBBT Scholars. This type of report is common in graduate programs to ensure the mentor is knowledgeable about the student’s progress and so that the UCLA Chuck Lorre Scholars Program can help as needed. For example, if the mentor reports poor writing, time management or technical skills, the Director can identify resources to help strengthen these areas.

Senior/Fourth-years

Fall Quarter; Ongoing

Post-Graduation Preparation

As seniors, STEM students submit most post-graduation applications in the Fall, ranging from graduate school to medical school, to seeking employment in a research setting (e.g. research lab, pharmaceutical company). Regardless of TBBT Scholar’s path, the UCLA Chuck Lorre Scholars Program will play a primary role in scaffolding their process, from application support to financial support, to interview preparation.
The Director and Faculty Chair will host workshops that cover both the application and interview processes. Topics include common interview questions, appropriate attire, and how to follow up after interviews. TBBT Scholars will also participate in mock interviews and receive guidance on delivering an “elevator pitch” of their research. The ability to clearly communicate research is a vital part of the interview process, regardless of the academic program or career path.

Quarterly

Upper-Division Tutorials and Research Practice Courses

TBBT Scholars continuing with their research, may enroll in upper-division tutorial courses (196-198), to work on an independent research project under the guidance of a faculty mentor. Upper-division research courses offer advanced opportunities for research through faculty-supervised apprenticeships as well as honors research, directed research, and senior projects. Typically, juniors and seniors enroll in these courses after completing one to three quarters of SRP-99 with their faculty mentor.
In their Fall Quarter, TBBT Scholars interested in pursuing graduate studies are encouraged to enroll in Research Practice 194B: Research Seminar: Writing Research Proposals and Graduate Applications. This course is for undergraduates applying in Fall for STEM PhD or MS programs. Topics include preparation of research proposals for graduate school fellowships, research summaries, graduate school and application materials.

Quarterly

Academic Advising

Seniors continue to meet with their assigned academic advising units. TBBT Scholars majoring in the physical or life sciences will be assigned to one of the four undergraduate advising units administered by the UCLA College: College Academic Counseling , Academic Advancement Program , Honors Programs or Student Athletics . Engineering TBBT Scholars are advised through the Henry Samueli School of Engineering and Applied Sciences . TBBT Scholars can find their advising unit in the upper right hand corner of their Degree Audit Report. Academic advising can help students determine how to fulfill requirements, create degree objectives, or decide on a major.
In addition to meeting with their academic advisors, TBBT Scholars continue to receive high-touch, personalized advising from the UCLA Chuck Lorre Scholars Program Director.

Ongoing

Peer Mentoring

TBBT Scholars will continue to help mentor first- or second-year TBBT Scholars. A key element in science and research is learning how to be an effective mentor, which is embedded in the culture of leadership. Mentors are required to participate in monthly training led by the Faculty Chair on best practices, including giving feedback, establishing structure and expectations, and building strong relationships with mentees.

Winter Quarter

Networking Opportunities

The Director will host career panels in partnership with the UCLA Career Center and arrange opportunities for TBBT Scholar alumni to share their post-college experiences.

Quarterly

Individual Research Plan Meeting

TBBT Scholars will continue to complete, reflect on, and revise an Individual Research Plan (IRP) that they review with the Faculty Chair. The purpose of the IRP is to reflect on the previous years’ goals, outline new goals, update the Chair on their research progress, identify potential roadblocks and share successes. This frequent engagement with the Chair will ensure that the TBBT Scholars make progress on their research projects and receive high-quality research experience.
The IRP also serves as a living document in which TBBT Scholars record the skills they amass, including lab-specific skills (e.g. electrophoresis, PCR-DNA amplification, Western blotting, cell culture) and broader skills (e.g. public speaking, writing a scientific manuscript, communicating research, research design and project management). Documentation of such skills is useful when applying to graduate programs, jobs, grants and scholarships as a demonstration of the expertise gained during The UCLA Chuck Lorre Scholars Program research experience.

Quarterly

Professional Development

Throughout the academic year, TBBT Scholars will engage in professional development and leadership training. Topics covered will include collaboration-building, communication skills, time management, navigating group dynamics, and designing collaborative scientific projects. All these topics will be centered on how they apply in scientific and research settings.

June

Faculty Mentor Recommendation Letter

In lieu of the end-of-year faculty mentor report, the faculty mentor will submit a confidential recommendation letter to the UCLA Chuck Lorre Scholars Program. Recommendation letters are frequently required in academia and research careers for a range of purposes—from academic programs to scholarships and grants. Faculty mentors are often asked to write these letters long-after a student has left the lab, which can make it difficult to provide a meaningful recommendation. By retaining this letter, the UCLA Chuck Lorre Scholars Program helps ensure that TBBT Scholars are always prepared.

To build a community of scholars and friends, TBBT Scholars will participate in a variety of activities designed to foster connection, collaboration, and engagement throughout the year. These activities will occur each year of the program (from freshman to senior year) and may include:

Annual and Ongoing Program Activities

July
New Student Orientation for the incoming cohort of TBBT Scholars, followed by a welcome dinner for the Scholars and their families.

September
Tour of the California NanoSystems Institute and Lorre Scholars Lounge as part of the Summer Bridge Program for the incoming cohort of TBBT Scholars.

Fall Quarter Zero Week
UCLA Recreation Challenge Course team-building activity to foster connections among the cohort, followed by a picnic lunch.

September/October
Welcome and orientation session with Mr. Chuck Lorre in the California NanoSystems Institute for the new Freshman cohort

October
Visit Warner Bros. Studios to attend a taping of one of Mr. Chuck Lorre’s television series.

Monthly
TBBT Scholars will engage in peer mentoring and volunteering to enrich their learning experience through meaningful, hands-on community service. A variety of opportunities will be available through the Center for Community Engagement and the UCLA Volunteer Center.

March
TBBT Scholars participate in field trips to various STEM-related sites. In the past, these have included the California Science Center, the La Brea Tar Pits, and the Jet Propulsion Laboratory.

Quarterly
In partnership with UCLA Resilience In Your Student Experience (RISE) Center, TBBT Scholars will be provided mindfulness tools, workshops, and resources that support resilience, connection, and overall well-being.

March
TBBT Scholars are encouraged to invite their peers to visit their research labs to learn about different projects, lab cultures, and scientific techniques.

May
TBBT Scholars present their research projects at UCLA’s annual Undergraduate Research Week, a week-long celebration of undergraduate research and creative inquiry at UCLA. Students from all disciplines gather to share their innovative and impactful work with the UCLA community.

May/June
End-of-Year graduation celebration recognizing graduating TBBT Scholars. The event includes awards and features participation by Mr. Chuck Lorre and his team, held at the California NanoSystems Institute.

UCLA Chuck Lorre Scholars Program
Contact: Dr. Ziba Razinia and Dr. Gina Poe

The Big Bang Theory Scholarship
The Big Bang Theory Fellowship
About
News