The National Science Foundation’s Robert Noyce Scholarship Program strives to address the shortage of highly qualified science, technology, engineering, mathematics (STEM) and computer science educators in high need schools (grades 7-12) throughout the United States.
Over the past 10 years, ̽̽ has awarded 54 Noyce scholarships while providing professional learning and mentoring experiences to qualified STEM majors and professionals enrolled in the Master of Arts in Teaching (MAT) in Secondary Education Program.
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 nationally recognized STEM and education programs in the College of Education and Social Services, the College of Arts and Sciences, the College of Engineering and Mathematical Sciences, and regional high-need school districts in Vermont.
In-state students from Vermont are eligible for a scholarship in the amount of $20,000.00 per academic year, while out-of-state students are eligible for $32,000.00 per academic year. Within one year, students complete program requirements including a full-time teaching internship before earning licensure in a STEM teaching field.
Here we introduce a few ̽̽ Noyce Scholars who share their inspiration to teach.
Amy Trivelpiece
Until the spring of her senior year as a Biology major at Lewis and Clark College in Portland, Oregon, Amy Trivelpiece (G'21) planned to pursue a graduate degree in research biology. But she gained a new career interest after spending her college summers working as both a camp counselor and an outdoor educator in her hometown of Bolinas, California.
"I really enjoyed passing on what I was learning in my biology classes to my campers,” she remembers, “and finally realized that the part of biology that I loved the most was the discoveries I could guide others to make for themselves.”
After receiving her undergraduate degree in 2019, Trivelpiece spent a gap-year volunteering in four high school science classes in Port Angeles, Washington. It was an experience that solidified her ambition to become a teacher.
The MAT program was a perfect fit to blend her love of science and passion for teaching. She especially enjoyed the feeling of generating excitement among the middle schoolers in her classroom during her student teaching internship.
"I loved how my students were absolutely floored by the science I could teach them. It was their first time being introduced to some of the most incredible phenomena in our world. They were silly and kind and curious and fun."
Trivelpiece says the Noyce Scholars program is also an excellent opportunity to connect and share ideas with science education experts in a supportive community.
"I ultimately chose to attend ̽̽ because of the close-knit nature of the program. It was incredible to use the connections of the interns in our cohort. My mentor teachers were amazing, and our MAT professors did a great job opening my eyes to a multitude of issues, concerns, and new ideas that are whipping through the education world right now. I feel well prepared to best support my students and impact the future of science education."
Jonah Francke
Though he was born in Massachusetts, Jonah Francke lived in Vermont since he was 3 years old. He always entertained the idea of becoming an educator, but it wasn’t until the wake of the COVID-19 pandemic that he made the commitment to follow his dream.
"I fully expected to pursue a career in a research lab," says Francke, who earned a B.S. in Biology from the the University of New Hampshire in 2019. "But I did some serious soul-searching while working from home for a doctor’s office, and decided that I wanted to become a teacher. Both my parents are educators. Having observed their impact and the joy they brought to kid’s lives, I wanted to do the same.”
Francke says the hands-on nature of ̽̽’s MAT program and the opportunity to teach in Vermont were the motivating factors in his decision to apply.
“I have found great joy in building connections with students at Mount Abraham Union Middle and High School where I am a student teacher in an 8th grade science classroom.”
Sarah Davis
Originally from Massachusetts, Sarah Davis spent her time after high school studying math part time and working as a project accountant in Boston. After relocating in California, she volunteered for School on Wheels, a program that helps bridge educational gaps for students experiencing homelessness.
“While tutoring students in reading, English, and math, I found my love for teaching,” she recalls. “Eventually I found my way to Burlington, Vermont in search for more adventure and nature.”
Davis graduated from ̽̽ with a B.S. in Mathematics and then decided to pursue an accelerated master’s pathway for the MAT. “I am student teaching in a 7th and 8th grade math class and truly enjoying the experience. As a Noyce Scholar, I am excited to make a difference in math education.”
Josh Solomon
Originally from suburban Maryland, Josh Solomon (G'21) spent eleven years after high school learning, working, and traveling across the globe while searching to find a place to call home and a profession to commit to long term.
After earning a B.A. in Geology from Colgate University in 2014, Solomon worked as a geoscientist for a major corporation in Texas. He then moved on to work as a guide and naturalist for a coastal Alaskan based mountaineering and sea kayaking company, followed by time as an outdoor educator.
Pursuing the MAT was a natural way to connect his love of science and experiential education with his desire to provide meaningful and engaging learning experiences for students in public school science classrooms.
Solomon says Vermont's progressive educational philosophies, strong local community bonds, and accessibility to the outdoors make it an ideal place to lay down roots of his own. The experience of being a 9th grade earth science teaching intern reinforced his beliefs that the MAT program and Vermont were the right fit.
After completing the program and receiving his licensure to teach science, Solomon accepted a full-time position at Mount Abraham Middle School.
“As a Noyce Scholar, I get to be a part of a supportive community of STEM educators who are just as passionate about exploring, understanding, and sharing the world with others as I am.”
Jonna Keith
“Up until this past spring, I was planning to pursue a law degree,” says Jonna Keith. “But, after some personal reflection, and inspired by many years as a camp counselor and an undergraduate chemistry teaching assistant, I decided that teaching was the right path for me.”
Keith graduated with B.A. in Biology and Environmental Studies from Middlebury College in 2021. Fond memories of high school AP Biology and her passion for wetlands and outdoor education led to her decision to apply for ̽̽’s MAT program and the Noyce Scholarship.
“Connecting with students has been my favorite part of teaching so far,” says Keith about her experience as a 9th grade teaching intern at Missisquoi Valley Union High School. “I’m excited to be a part of that community as our class dives into chemistry and biology.”
Nick Patel
After graduating with a B.A. in Biology from Swarthmore College in 2018, Nick Patel (G'21) worked in a variety of seasonal jobs. In one of those jobs he served as a teaching assistant and research facilitator for undergraduate students in an immersive environmental science program at the Marine Biological Laboratory in Woods Hole, Massachusetts.
“The incredibly meaningful and positive experience I had in that role inspired me to pursue ̽̽’s MAT program and become a science teacher,” says Patel, who currently teaches Biology to 9th graders at Sturgis Charter Public School in Hyannis, Massachusettts.
"I still talk to some good friends from my MAT cohort. Our relationships definitely helped us navigate the first year in the profession. We are uniquely positioned to provide great emotional support for each other since we are all going through the same experience with the transition to being high school teachers. There are some challenges to overcome, but the joy of working and interacting with my students will always be there."
