Physics Receives Second NSF Noyce Grant
The Physics Department has received a $750,000 Robert Noyce Teacher Scholarship Program grant from the National Science Foundation (NSF). The grant will fund a scholarship and stipend program from January 2011 through December 2015.
This grant is a Phase II Noyce grant, and it follows a successful Phase I Noyce grant for nearly $500,000. The combined funding of $1.2 million supports undergraduate and graduate students who are studying to become math and science teachers in high-needs schools.
Luanna Gomez, assistant professor of physics, is the principal investigator of the new grant. “My biggest role will be helping our graduate students master the content and develop good teaching skills,” she said. “What’s special about the way we prepare our students is that we give them techniques that will help their students understand physics better than traditional methods.” Research shows that the revised techniques improve students’ mastery of science and math.
“We’re raising the bar for highly qualified physics teachers,” said Gomez.
Dan MacIsaac, associate professor of physics, is a co-principal investigator on the current grant and was the principal investigator on the Phase I Noyce grant. He said that 42 teacher candidates—21 males and 21 females—received a scholarship or stipend under the Phase I grant. “In return for receiving financial support,” MacIsaac said, “the students have to agree to teach in a high-needs school for two years.”
To be eligible, undergraduate and graduate students must want to teach in the fields of science, technology, engineering, or mathematics, collectively called the STEM disciplines by NSF. The Noyce funding is intended to encourage students to switch majors from a non-teaching STEM major to a teacher preparation program, or to encourage people working in a STEM career, such as engineering, to attend graduate school to become a STEM teacher. Thirty-five new $15,000 and $10,000 scholarships will be available over the next five years, and qualified applicants are welcome.
Of the 42 students who have received the Noyce Phase I grants, 23 wanted to teach math; 13 wanted to teach physics; and the others pursued biology, earth science, and elementary science and technology certification. Fifteen students either have served or are serving as teachers in high-needs schools; most of the Western New York teachers served in the Buffalo Public Schools. Alumni are teaching in states across the country, including Florida, Nevada, and Texas.
Other current co-principal investigators on the current grant are David Wilson, associate professor of mathematics; Catherine Lange, assistant professor of earth sciences and science education; and Jane Cushman, assistant professor of mathematics.
MacIsaac said, “Thanks to the first Noyce grant, we have already made a significant impact on hundreds of children’s lives. We expect to make an impact on thousands of children’s lives in US high-needs schools by improving the quality of their STEM education. Our newly awarded Noyce II project will continue and extend this activity.”
This grant is a Phase II Noyce grant, and it follows a successful Phase I Noyce grant for nearly $500,000. The combined funding of $1.2 million supports undergraduate and graduate students who are studying to become math and science teachers in high-needs schools.
Luanna Gomez, assistant professor of physics, is the principal investigator of the new grant. “My biggest role will be helping our graduate students master the content and develop good teaching skills,” she said. “What’s special about the way we prepare our students is that we give them techniques that will help their students understand physics better than traditional methods.” Research shows that the revised techniques improve students’ mastery of science and math.
“We’re raising the bar for highly qualified physics teachers,” said Gomez.
Dan MacIsaac, associate professor of physics, is a co-principal investigator on the current grant and was the principal investigator on the Phase I Noyce grant. He said that 42 teacher candidates—21 males and 21 females—received a scholarship or stipend under the Phase I grant. “In return for receiving financial support,” MacIsaac said, “the students have to agree to teach in a high-needs school for two years.”
To be eligible, undergraduate and graduate students must want to teach in the fields of science, technology, engineering, or mathematics, collectively called the STEM disciplines by NSF. The Noyce funding is intended to encourage students to switch majors from a non-teaching STEM major to a teacher preparation program, or to encourage people working in a STEM career, such as engineering, to attend graduate school to become a STEM teacher. Thirty-five new $15,000 and $10,000 scholarships will be available over the next five years, and qualified applicants are welcome.
Of the 42 students who have received the Noyce Phase I grants, 23 wanted to teach math; 13 wanted to teach physics; and the others pursued biology, earth science, and elementary science and technology certification. Fifteen students either have served or are serving as teachers in high-needs schools; most of the Western New York teachers served in the Buffalo Public Schools. Alumni are teaching in states across the country, including Florida, Nevada, and Texas.
Other current co-principal investigators on the current grant are David Wilson, associate professor of mathematics; Catherine Lange, assistant professor of earth sciences and science education; and Jane Cushman, assistant professor of mathematics.
MacIsaac said, “Thanks to the first Noyce grant, we have already made a significant impact on hundreds of children’s lives. We expect to make an impact on thousands of children’s lives in US high-needs schools by improving the quality of their STEM education. Our newly awarded Noyce II project will continue and extend this activity.”
Media Contact:
Mary A. Durlak, Senior Writer | 7168783517 | durlakma@buffalostate.edu