The Robert Noyce Teacher Scholarship Program

NSF
NSF
  • Home
  • The Program
    • NSF Noyce Program Directors
    • NSF Noyce Program Solicitation
    • Consider Becoming an NSF Noyce Principal Investigator
    • Become a Noyce Scholar or Teacher Leader
      • Noyce Scholar Profiles
      • Noyce Alumni Profiles
    • Voices From the Field Videos
  • Project Locator
    • Select from Map
    • Advanced Search
    • Submit Information
  • In the News
    • In the News
  • Meetings
    • 2022 Noyce Summit
    • 2021 Noyce Summer Events
    • 2020 Virtual Noyce Summit
    • Archived Noyce Summit Materials
    • Noyce Regional Meetings
  • Resources
    • Noyce Track 4 Research Book
    • Proposal Preparation Toolkit
    • Noyce Project Videos
    • Noyce Summit Abstract Catalogs
    • Reports
    • Toolkits
    • ARISE Research Community
  • Contact

Jasmine

RETURN TO SCHOLAR LIST

Noyce Scholar Profile

Jasmine Johnson

Undergraduate major or graduate field of study: B.A., Mathematics

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

Category of scholarship/fellowship:
Noyce Scholar

Name of Noyce institution:
University of Texas at Arlington

Current academic or teaching status:
2nd year of teaching experience

School and school district:
Williams High School, Plano ISD

Background:
I received my Bachelors of Arts in Mathematics with a secondary teacher’s certification at the University of Texas at Arlington. I currently have a 7-12 Mathematics teacher certification. I am in my second year of teaching at Williams High School in Plano ISD.

Why do you want to teach:
I enjoy teaching and am pleased to have the chance to excite students about mathematics.

Describe a memorable teaching experience:
I taught one lesson on exponential functions. My students went outside and bounced different types of balls that were made of different compositions (golf balls, basketballs, tennis balls, and nerf balls). They discovered how the composition of the ball affects the height of the ball after each bounce. They found that the heights of the balls represented exponential functions. After collecting data outside, they came back in and created a table, graph, and equation for each ball. The students had a blast, and I also had a blast watching them have fun and learn at the same time.

What does the Noyce program mean to you:
The Noyce program has meant so much to me. Not only did the program help me financially with the opportunity to finish my undergraduate degree, but it also has supported me in the classroom. Any questions that I have about teaching strategies or professional development to go to to help me in specific areas are answered by the Noyce staff. Everyone is great with giving me that support.

What’s New

  • 2023 Noyce Summit
  • 2022 Noyce Summit
  • Noyce by the Numbers: 20 Years of Noyce
  • Proposal Preparation Webinars
  • Frequently Asked Questions for the Robert Noyce Teacher Scholarship Program
  • Become a Noyce Scholar or Teacher Leader
  • Consider Becoming an NSF Noyce Principal Investigator
  • Noyce Alumni: Where Are They Now?

Check out our ARISE website for research & opportunities!

Checking In

NSF

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.

AAAS

The World's Largest General Scientific Society

  • About Noyce Program
  • AAAS ISEED
  • Subscribe to ARISE
  • Contact Us
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science