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ARISE / Annotated Bibliography / Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment

Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment

Summary

This study examined the first 3 years of the University of Portland Noyce program to determine its effectiveness in attracting science, technology, engineering, and mathematics majors to the teaching profession, using surveys and focus group interviews. The internship portion of the program, which sponsors a summer experience, was successful in opening the eyes of the interns to the teaching profession. Only one of the interns went on to enroll in the MAT program; others expressed an interest in teaching in some form: as an outreach volunteer, in higher education, or down the road as a second career. In terms of actual change in career pathways, however, the internship program was not an effective use of Noyce funding. Over the past 3 years, 16 students have completed the scholars portion of the Portland Noyce Program. All scholars indicated the grant funds influenced their decision to become a teacher but to differing degrees. All scholars who completed the program currently teach in high-need schools. The Robert Noyce Teacher Scholarship Program does appear to assist in transitioning those with an undergraduate STEM background into the teaching profession.

Authors

Patricia D. Morrell, Ph.D., Stephanie Salomone

Organization/Affiliation

University of Queensland, University of Portland

Year

2017

Noyce Award Number

1240040

Discipline

Mathematics, Science, Technology

Resource Type

Article - Peer-reviewed Journal

URL

https://eric.ed.gov/?id=EJ1161359

Citation

Morrell, P.D., & Salomone, S. (2017). Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment. Journal of College Science Teaching 47(2), 16-21.

Content Focus

Clinical Preparation and Partnerships, Recruiting and Supporting Candidates, Retention and support of teacher candidates during in preparation, Retention, Support, and Tracking of Graduates

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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