The Robert Noyce Teacher Scholarship Program

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Noyce Scholar Profile

Robert Emery

Undergraduate major or graduate field of study: M.A.T. Mathematics

Subject area(s) and grade level teaching focus: Mathematics, grades 7-12

Category of scholarship/fellowship:
Fifth year or post-baccalaureate Noyce scholar

Name of Noyce institution:
SUNY Cortland

Current academic or teaching status:
Graduate School 1st year

School and school district:
I am currently observing a 7th grade math class at West Hill Middle School

Background:

I am a Connecticut native, went to Maine and received my undergraduate degree in mathematics from Bates College. During that time, I spent a semester in Patagonia with NOLS, the National Outdoor Leadership School. Through NOLS and other tripping programs, I fell in love with the outdoors. After college, I entered the field of Wilderness Therapy with a program called Adirondack Leadership Expeditions. I worked for the next three years with at-risk youth, ages 13-17, on extended wilderness trips before returning to my studies at SUNY Cortland to become a teacher.

Why do you want to teach:

My time with Adirondack Leadership Expeditions fostered in me a desire to work with adolescents. I hope to take on the challenge of the least liked subject in high school with the people who like it the least.

Describe a memorable teaching experience:

I don’t have any (indoor) classroom experience yet. When I think teaching, I think about teaching students how to build a fire. There is nothing like the first time a student lights a tinder bundle with no lighter or matches.

What does the Noyce program mean to you:

The Noyce Scholarship has meant opportunity. The chance to get through graduate school on my own terms and the autonomy to hopefully do some amazing things afterwards.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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