Schools throughout America face a national shortage of highly qualified science, technology, engineering, mathematics (STEM) and computer science teachers. The National Science Foundation’s Robert Noyce Scholarship Program aims to address the shortage. At ̽̽, more than 60 Noyce Scholars have earned their master's degree and licensure to teach in high need school districts across Vermont and nationwide.
Qualified applicants with a STEM degree who enroll in ̽̽'s Master of Arts in Teaching (MAT) in Secondary Education Program are eligible to apply for the scholarship. Vermont students can receive $20,000.00 per academic year, while out-of-state students are eligible for $32,000.00 per academic year. Over the span of just one year, students complete the MAT that includes a full-time internship before earning licensure to teach (grades 7-12) in their respective STEM education field.
Led by Principal Investigator Regina Toolin and Co-Principal Investigators Rory Waterman, Carmen Smith, and Lisa Dion, ̽̽'s Noyce program is a collaborative partnership between Vermont school districts and nationally recognized programs in the College of Education and Social Services, the College of Arts and Sciences, and the College of Engineering and Mathematical Sciences.
Meet this year's cohort of Noyce Scholars working their way through the program, and find out what inspires them to teach.
Jesse Carse: Community Connection and Service
After growing up in Israel, Jesse Carse moved to the United States in 2013 to pursue a career in music performance and audio engineering. Despite his passion for music, he began feeling the need to pursue a new direction after a few years in the profession.
“I changed course to find a path that would fulfill my need for more social interactions and address my community service-oriented virtues,” says Carse. “Teaching was perfect.”
After completing his BS in Biology in Israel, Carse came to Vermont to work on the MAT focusing on biology education for grades 7-12. “Working with high school students gives me an opportunity to impact students’ lives at a crucial moment of their development as they explore the dynamics between a growing sense of self and their role in the community,” he says.
Carse views biology as a unique discipline within the sciences because it allows for an intriguing intersection of the physical sciences, philosophy, psychology, and even sociology. He sees biology as a tangible structure to help students learn about systems thinking that emphasizes the complex interconnectedness of our world.
“In the future, I hope to diversify my teaching activities, remaining in the high school as a main focus, but expanding to middle school and possibly higher education,” he says. “But playing music will also never really disappear from my life – it's in my blood.”
Caroline Wood: Maximizing Human Potential
Caroline Wood was intent on pursuing a master’s degree in the environmental realm after earning her BA in Environmental Science from the University of Indianapolis in 2022. But she struggled to find a graduate program that felt like a good fit.
“Through some soul-searching and reflection, I discovered that I could envision myself teaching,” she recalls. “Throughout my high school and college years I had been a lacrosse coach and swim instructor, and absolutely loved it. I really enjoy capitalizing on their individual skills and helping them achieve the best possible version of themselves. In my last semester of college, I was a teacher’s assistant, a role that solidified my desire to become an educator.”
Originally from Rochester, New York, Wood knew that she wanted to return to the Northeast for graduate school. “Going from the Midwest to the Green Mountains, I could not be more ecstatic,” she says. “In my free time you will often find me walking around Burlington with my dog, hiking a mountain, or down by Lake Champlain.”
Wood’s student teaching internship placement is at Montpelier High School where she teaches advanced placement biology and 10th grade biology. The experience has been everything she hoped it would be. “I am beyond happy with my internship placement and my time at ̽̽ thus far,” she says enthusiastically.
Clarissa Gold: Sharing a Passion for Discovery
Growing up in Columbia, South Carolina, Clarissa Gold has fond memories of her experience as a student at A.C. Flora High School. “It was there, under the guidance of brilliant and caring teachers, that I found a love of learning,” says Gold. After graduating from high school with an International Baccalaureate diploma, they headed to Vermont in pursuit of a BS in Chemistry at ̽̽.
As an undergraduate, Gold was an American Chemical Society Hach future teacher scholar, conducting research on particulate matter in the atmosphere, teaching chemistry labs, and serving as president of the ChemCats Chemistry Club.
Following graduation, they worked as a mass spectrometrist for the proteomics core of the Vermont Biomedical Research Network, a grant funded non-profit that aims to bolster the biomedical research infrastructure of rural states. In their time as a working chemist, they co-authored several papers that were published in peer-reviewed journals.
Working as a research chemist was rewarding, but Gold's true calling was to become a teacher. “I love engaging young people in the dialogue of science,” they explain. “Young people are curious and eager. It is invigorating to be around them. Students have all of these burning questions about the nature of science. They are constantly asking ‘why does this happen?’ These are the conversations I want to spend my life participating in throughout my career.”
̽̽’s MAT program and the Noyce Scholarship allow Gold to share their passion for learning with others – spending their days designing and engaging students in a rigorous and fun science curriculum. “My students and I teach each other something new every day. This is a two-way street. We are trying to untangle the mysteries of the universe together.”
Scott Benerofe: Injecting Excitement into Learning
Originally from New Jersey, Scott Benerofe has enjoyed living in New England over the last several years. After graduating from Northeastern University in 2018 with a B.A. in Mechanical Engineering, he started on a career path as an engineer.
During his undergraduate years, Benerofe spent time as a teaching assistant and an orientation leader. “Those experiences sparked an interest that eventually led me to pursue a career teaching," he says. "Looking back even further, my high school physics class was exciting and fun. I want to bring that same excitement into a physics classroom as a teacher."
Now he has an opportunity to do just that during his student teaching internship at U-32 High School. "I enjoy the varied classes, and I learn every day from connecting with the students at U-32."
Along with a rewarding career trajectory to become a teacher, Benerofe also enjoys the beauty and recreational benefits of Vermont's natural landscape where he can pursue his interests as an avid hiker and rock climber exploring the Green Mountains.
Eleni Karabesini: Combining Passions into a Profession
A 2022 graduate of ̽̽ with a BS in Biochemistry, Eleni Karabesini always had a strong interest in teaching while being drawn to lab work. “After spending much of my Junior and Senior years working in a pharmacology lab, I found myself wondering how to bridge my interests in a fulfilling way,” she says. “This led me to reevaluate my plans for the future, and then I found ̽̽’s MAT in Secondary Education program and the Noyce Scholarship.”
Karabesi’s student teaching placement is at Montpelier High School where she teaches chemistry and physics. “The internship has been a fulfilling experience and I look forward to learning more throughout the year,” she says. “Over the summer I moved to Winooski, so I have been exploring a side of the Burlington area that I had not seen much of during my undergraduate years.”
Cora Delucia: Outdoor and Environmental Education
Born and raised in Vermont, Cora Delucia went on journey after high school traveling around the country and learning about different people and cultures. Eventually she decided to pursue her BA in Coastal Environmental Studies at Stony Brook University. After earning her degree, she gained experience working with AmeriCorps teaching Colorado youth about resource management in coordination with the U.S. Forest Service and local land management organizations.
“I loved teaching the students, and decided that I wanted to pursue a career in education," explains Delucia. "So I moved back to the east coast to work with Nature’s Classroom teaching outdoor education to middle school students from all over New England while based in sites in Maine and Massachusetts. That experience solidified my desire to teach, and I decided to pursue my teaching licensure through ̽̽.”
About the ̽̽ Noyce Scholarship
To be considered for a Noyce Scholarship, candidates must hold an undergraduate and/or graduate degree in a STEM field, including biology, chemistry, earth science, geosciences, engineering, physics, mathematics and computer science. Applicants must demonstrate a commitment to teach in a high need school district for two years for every year of scholarship received within four years after graduation from the MAT in Secondary Education Program. Other funding support is available for those who don't qualify for the Noyce Scholarship.
Master of Arts in Teaching Licensure Pathways at ̽̽
̽̽'s nationally accredited provides an opportunity to earn a master's degree and endorsement for teaching licensure within one year. An Accelerated Master's Pathway (AMP) is available for ̽̽ students. Teaching licensure options are based on a student's previous education/degree. The MAT offers licensure pathways in Middle Level Education or Secondary Education. Both pathways offer tuition scholarships and full-year teaching internships supported by nationally recognized faculty and local professionals.
