We are pleased to highlight Noyce alumni who are making a difference in high-need schools. If you would like to recommend an alumni from a Noyce program, please contact Betty Calinger, bcalinge@aaas.org.
Jamie MacDonald
John Greenleaf Whittier Middle School, Haverhill School District, Haverhill, MA, 5th grade science and math
The Noyce program at Bridgewater State University provided a strong foundation for understanding and working with students in high-need districts. I developed an Action Research project that identified a need in my student teaching school, located in an immigrant community, based on disadvantages that the student population might face. To prepare, I read Start Where You Are but Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms (Milner, 2010). This book gave me a better understanding of the needs of my students when I was placed in a high-need school.
Brandon Begay
Shiprock High School, Shiprock, NM on the Navajo Nation, Algebra 1-2, Geometry, Financial Literacy, AP Calculus AB, College Success II
The Noyce program has taught me to jump for any opportunities that come my way. I did not do this in my first years of teaching, but now that I am confident stepping outside of my comfort zone, I have been able to attend conferences and workshops and meet many great educators. I am always on the lookout for math workshops in the area. I am currently applying for the Rural School Leadership Academy. If selected, I would travel to schools in rural communities across the southwest and learn about administrative roles in school leadership.
Keeden Mikhail Hopkins
Innovation Early College High School at East Carolina University, Pitt County Schools, Greenville, NC, Biology, Physics, Earth Science
The Noyce program helped reinforce what I learned during my Master’s program--that all students are different and come from various backgrounds and that I need to be aware of and sensitive to this while I am in the classroom. I was taught different exercises that would help students learn on a visual, auditory, and kinesthetic level. I practiced this during my internship to see what worked and what students preferred and found a way to incorporate all styles into the classroom.
Lesley Anderson
High Tech High, San Diego, CA, Instructional Coach
I always wanted to be a science teacher. When I got to college, I realized I wanted to teach from personal experiences, not the text book. This would be difficult without becoming a biologist first. I met a professor at Cal Poly, San Luis Obispo, who talked to me about opportunities through the Noyce Scholars Program. The Noyce STEM Teachers and Researchers (STAR) Program would allow me to conduct research in the summers and transform the research into lessons for my students during the school year as a “teacher-researcher.” I applied to become a Noyce Scholar and have been a teacher-researcher ever since.
Maria Crouse
Dr. Martin Luther King Jr. Early College, Denver Public Schools, Denver, CO, Integrated Math 3
When drafting my weekly lesson plans, I reflect on what I learned as a Noyce scholar. I was surrounded by professors who walked the walk. Seeing them implement strategies informed by research helped me to develop strategies and routines that transform my own classroom into a safe, collaborative, positive learning environment.
Tyler Waters
STEAM Academy, Fayette County Public Schools, Lexington, KY, Geometry, Pre-Calculus, Calculus, College Prep Math
Through its summer summits, University of Kentucky Noyce prepared me to venture outside of the textbook and tackle rigorous projects and problems. Our annual summer summits include nationally recognized STEM professors from the university who introduce us to these unique projects and provide the resources to incorporate them into our classes. By utilizing these projects, I have helped my students to become more engaged with the curriculum.
Rachel Stagner
Madison High School, Portland Public Schools, Portland, OR, Forensic Science and Chemistry
I went into teaching later in life, after deciding that I wanted to share my love of science and the outdoors with youth. I started graduate school with a goal of becoming an environmental educator until the Noyce Program gave me the opportunity to get a teaching credential. Now, I am passionate about encouraging underrepresented groups to pursue careers in STEM fields and teaching students critical thinking skills so that they can be informed global citizens.
Erica Valdez
Del Valle Opportunity Center, Del Valle ISD, Del Valle, TX; Bilingual End-of-Course Biology; Biology Credit Recovery
I carry the things that I learned from Noyce into class every day. Regarding content, I am constantly looking for new and exciting ways to engage my students in their work. Noyce has instilled in me a desire to share my love of science with my students and to inspire them to (at the very least) develop an appreciation and understanding of the natural world.
