Noyce Scholars Program
The Noyce Scholars program is designed for undergraduate students who are interested in making an impact through teaching mathematics at the K-12 level. The program is primarily aimed at mathematics majors who may wish to pursue teaching certification or education majors who pursue their specialty in secondary mathematics.
Key features of Noyce Scholars program
- $15,000 in scholarship support per year for one or two years
- Obtain teacher certification and K-12 teaching experience
- Mentorship support and weekly seminar
- Scholars must be in their final two years of undergraduate study
- Scholars teach two years in a high-needs school for each year of scholarship support
- The term high-needs school refers to any elementary, middle, or secondary school located in a school district
where at least one school in the district has one of the following:
- A high percentage of individuals from families with incomes below the poverty line
- A high percentage of teachers not teaching in the content area in which the teachers were trained
- A high teacher turnover rate.
- Additional Learning Assistant program available to first-year and second-year students
Click here to Apply for the Noyce Scholarship Program. Applications are reviewed on a rolling basis. For full consideration for an award in a given semester applications should be received one month before the semester begins.
Learning Assistant program
The Learning Assistant program is a college teaching opportunity that enhances your teaching skills and serves as an ideal recruiting ground for the Noyce Scholars program.
Key features of Learning Assistant program
- Facilitate learning in undergraduate mathematics classes
- Develop teaching skills
- Semester long assistantship of $700
- Available to first-year and second-year students
- No long term commitment required
Click here to Apply for the Learning Assistant Program (coming soon)
For more information, email email@example.com or firstname.lastname@example.org.
This material is based upon work supported by the National Science Foundation under Grant No. 1852944. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
College of Education
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