Robert Noyce Teacher Scholarship
The National Science Foundation Robert Noyce Teacher Scholarship Program provides scholarships, stipends, and programmatic support to recruit and prepare talented STEM graduates and professionals from all economic circumstances to serve as STEM teachers in high-need school districts. New York Institute of Technology has received a grant of $1.2 million covering scholarships for 16 scholars over the next five years.
About Our Program
Science and mathematics professionals and majors who have completed a B.A. or B.S. in a STEM discipline are eligible to apply for a full-tuition Robert Noyce Teacher Scholarship as they work towards an M.A.T. degree. While completing their coursework, our Noyce Scholars will undergo additional training in cultural competency, hands-on activities for STEM learning, and teaching with technology.
After earning initial New York State teaching certification in biology, chemistry, math, or physics, we will help our Noyce Scholars find placement in schools where they will continue to receive mentoring. Scholarship recipients must agree to teach for at least two years in high-need school districts.
The university has existing partnerships at Valley Stream Central, Roosevelt, Westbury, and Academy Charter high schools. Students may also arrange teaching placements in other area schools.
- Must be U.S. citizen or permanent resident alien.
- Overall GPA above 3.0; STEM discipline GPA above 3.0.
- Two letters of recommendation.
- Personal statement.
- Competitive GRE or MAT scores.
- Interview with the program chair and faculty.
- Completed New York Tech Robert Noyce application.
Students from minority communities that are typically underrepresented in high school science classrooms are encouraged to apply.
The New York Institute of Technology's Noyce Scholars Program presents an opportunity for our university to enhance our understanding of how best to train and retain STEM-educated teachers in high need schools. We will gather information from the scholars throughout their time in the program, identifying areas for improvement in the process of preparing teachers. We will then follow our graduates' teaching careers to examine how being trained as Noyce Scholars affects their subsequent commitment to teaching in high-need schools. Findings will be shared in both peer review journals and training workshops, where we will teach intervention strategies for teacher preparation and retention.
Minaz Fazal, Ph.D.
Assistant Professor, Teacher Education