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1. RECRUTING MATHEMATICS AND SCIENCE TEACHERS: THE UTM NOYCE SCHOLARS PROGRAM

   Elliott S. Elliott (January 2023, Proceedings of the 121st annual convention of the School Scienceand Mathematics Association)

   Herron, Julie; Hammack, Rebekah (Ed.)

   This paper describes the first year of implementation of a Robert Noyce Teacher Scholarship Program project designed to obtain, train, and retain mathematics and science teachers for rural schools. The project explores the effectiveness of financial incentives, teacher preparation and mentorship, and recruiting techniques 

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2. Robert Noyce Teacher Scholarship Program

   O'Brien, A.; Domme, A.; Thompson, T. (November 2018, New Mexico Public Education Fall Summit)

   National Science Foundation Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers. The program invites creative and innovative proposals that address the critical need for recruiting and preparing highly effective elementary and secondary science and mathematics teachers in high need local educational agencies. 

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3. Finding their voice: Support mechanisms to engage and empower future mathematics teachers.

   Gomez Johnson, K. (July 2019, Proceedings of the Eighth Annual Mathematics Teacher Education Partnership Conference)

   Smith, W. M. (Ed.)

   The NebraskaMATH Omaha Noyce Partnership Scholarship awards scholarships funded by the National Science Foundation (NSF) to undergraduate students interested in mathematics education at the University of Nebraska at Omaha (UNO). Scholars, who are dual mathematics and secondary education majors, are engaged and supported by Noyce faculty to not only excel in their college coursework and career preparation, but also to serve the university and community through teaching assistantships and STEM community outreach. The main goal of this program is to strengthen and expand the pipeline for preparing high-quality teachers of mathematics to better meet the responsibilities and demands of local school districts, particularly those serving students with high-need. Cross-campus collaborations between the departments of teacher education and mathematics co-constructed the Noyce infrastructure to emphasize and share the development of future, high-quality secondary mathematics teachers (Mathematics Teacher Education Partnership, 2014). This paper describes our program’s unique design and implementation features aimed to empower, engage, and extend the talents of our undergraduate students. We share lessons learned and recommendations from faculty and participants regarding decisions and facets of the program considered to be most influential in STEM teacher and leadership development. 

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4. Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments (Editor’s Commentary)

   Toldson, Ivory A; Lewis, Chance W (April 2017, Journal of Negro education)

   We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the National Science Foundation (NSF)’s Robert Noyce Teacher Scholarship (Noyce) Program. The Noyce Program addresses the President’s Council of Advisors on Science and Technology (PCAST) goal to support at least 100,000 new STEM middle and high school teachers. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to broaden participation of Noyce to MSIs, with the long-term goal of diversifying the pipeline of new STEM teachers. Results found that of the 335 active Noyce awards, 39 were awards to MSIs. Of the 39, 23 (59%) were awarded to institutions represented in at least one QEM Noyce TA workshop. This study looks at the potential of TA models for HBCUs and MSIs to generalize across a spectrum of initiatives aimed at strengthening the nation’s teacher education programs, and graduating quality STEM teachers. 

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5. How remote teaching impacted our STEM Noyce scholars: Some successes, some struggles.

   Kurz, T. L.; Harris, P. J.; Ganesh, T. G.; Nation, M.; Dyer, P; Clark, P (April 2021, Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E.; Archambault, L. (Ed.)

   Improving the quantity and quality of STEM teachers is one of the goals of the Noyce Scholarship Grant Program implemented through the National Science Foundation. Here, we examine how the change to remote learning impacted ASU'’s Noyce Scholarship program. Our research question was as follows: what kinds of successes and struggles did STEM Noyce (a) in-service and (b) pre-service scholars experience in the first year of remote teaching during the pandemic? We interviewed three different cohorts of Noyce scholars: preservice teachers, first year teachers and second year teachers. Results showed that some scholars saw benefits to remote learning including more free time for other learning activities. They also observed teachers dedicated to student success. Challenges included an inability to reach all students, a continued focus on standardized tests, and a lack of flexibility within the districts. 

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