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1. FOUR CORNERS NOYCE PROGRAM

   O'Brien, A.; Choate, J. (July 2019, NSF Noyce Summit 2019)

   The Four Corners Noyce Program seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become high school mathematics and science (including engineering and computer science) teachers in the Four Corners area. The geographic area includes both tribal and public K-12 school districts. The program seeks to serve high schools in these districts. 

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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. What Keeps Noyce Scholars Going?--Tentative Results from a Noyce Track IV Project (Personal Characteristics Focus)

   Niedermeyer, W; Carr, K (February 2024, Workshop presented at the 2024 Western Regional Noyce Conference, Portland, OR, Feb 17, 2024.)
4. 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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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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