Programs
Boston University's Noyce scholars program in Mathematics
- Noyce scholars must have majored in mathematics or majored in a STEM field and have taken 6-7 courses in mathematics or have taken mathematics courses starting with Calculus I equivalent to a minor in mathematics.
- Noyce scholars must be United States citizens, nationals, or permanent resident aliens.
- Noyce scholars must commit to teach for at least two years in a high-need district upon successful completion of the teacher certification program.
Noyce Scholars receive:
- A full scholarship to Boston University’s Master of Arts in Teaching (MAT) degree program in mathematics.
Noyce Scholars commit to:
- Teaching for at least two years in a high-need district upon successful completion of the MAT degree program.
Recipients of the Noyce Scholarship also will engage in the following activities:
1. Clinical Experiences in Schools under the Guidance of Master Teachers
Noyce scholars have a range of field experiences that help them prepare to teach in high needs districts. All placements are in one of Boston University’s partner school districts under the supervision of teachers who have been involved in coursework, professional development sessions or degree programs at BU. Supervising teachers are school leaders in mathematics who have professional licensure and have met rigorous standards.
2. Membership in a Mathematical Community
Boston University is proud of the strong collaboration that exists between the mathematics department and the mathematics education department. Noyce scholars participate with undergraduate and graduate students, teachers, mathematics educators and mathematicians in a rich mathematical community that comes together regularly to do mathematics and discuss the teaching of mathematics. Activities include day-long workshops where students link content and pedagogy as well as informal meetings and social events.
3. Preparation for High-Need Settings
To help Noyce scholars support a student population that is increasingly diverse in race and ethnicity, social class, immigrant status, and proficiency in English and other languages, they enroll in ME 530 Teaching Math in Urban Schools. Noyce scholars study issues such as student mobility, stereotypes, tracking, equity of opportunities, minority achievement, and methods of working with English language learners. School practices and reform strategies as well as the life of inner city youth are addressed through relevant readings and discussion. Noyce scholars also tutor a Boston Public Schools high school student in mathematics one day each week.
4. Teaching Materials and Resources
Noyce scholars are provided funds to purchase books, teaching materials, and professional journal subscriptions (The Mathematics Teacher) to support their work in the classroom. They are able to attend conferences held by the National Council of Teachers of Mathematics and seminars on mathematics education.
5. Mentoring and Support
Two types of mentoring and support are offered to Noyce scholars. During their year as graduate students, Noyce scholars meet weekly with the Noyce Program Director. They discuss current events in education, watch and discuss video of classroom instruction, analyze student work, and receive coaching on how to secure a teaching job.
Once Noyce scholars are teaching, they return to campus for monthly “Noyce Teacher” seminars, which are held in the late afternoon or early evening. They are able to discuss with other scholars pertinent issues relevant to first year teaching such as classroom management, lesson planning, and grading. Scholars learn how to communicate effectively with parents or support English language learners in their classes. Scholars learn how to communicate effectively with parents and support English language learners in their classes.
