Robert Noyce Teacher Scholarship Program | Apply Online

Opportunity Summary:

The Robert Noyce Teacher Scholarship Program is a National Science Foundation (NSF) grant opportunity designed to increase the number of well-prepared K-12 mathematics and science teachers in high-need school districts by recruiting strong candidates from science, technology, engineering, and mathematics (STEM) fields. Rather than funding individual students directly, NSF provides grant awards to eligible institutions of higher education so they can build or expand teacher-preparation pathways that make it financially and academically feasible for talented STEM majors, STEM degree holders, and STEM professionals to enter and stay in K-12 teaching. A central requirement across the supported pathways is a clear commitment to teach in high-need K-12 settings, aligning the program with workforce needs in schools that often face persistent teacher shortages.

A major focus of the program is scholarship and stipend support paired with structured academic and mentoring components. Institutions use awarded funds to provide scholarships for undergraduate STEM majors who commit to becoming math or science teachers, as well as stipends and program supports for post-baccalaureate participants who already hold STEM degrees and are pursuing teacher preparation or certification. Beyond financial aid, the program emphasizes the design of strong academic programs, meaning institutions are expected to offer coherent preparation that can include coursework aligned with certification, clinical experiences, induction support, mentoring, and other evidence-based elements that help new teachers succeed and remain in the profession.

The solicitation also highlights expanded tracks aimed at STEM professionals transitioning into education, reflecting an effort to tap experienced talent already working in STEM industries. Under the NSF Teaching Fellows component, STEM professionals can enroll in masters degree programs leading to teacher certification and receive not only academic coursework and professional development, but also salary supplements while they complete a four-year teaching commitment in a high-need district. This approach is meant to reduce the financial barrier of mid-career change and provide sustained support during the early years of teaching, when attrition is often highest.

In addition, the program includes support for developing NSF Master Teaching Fellows, an advanced teacher-leader pathway for exemplary math and science teachers working in high-need districts. Through professional development and salary supplements, these experienced educators are prepared to serve as Master Teachers, strengthening instructional quality and building local capacity by mentoring peers, supporting instructional improvement, and contributing to broader school or district STEM teaching initiatives. In practical terms, this component is about retention and leadership: keeping effective teachers in high-need schools while expanding their ability to influence teaching and learning beyond their own classrooms.

The announcement also references a connected initiative called Innovation through Institutional Integration (I3). I3 projects are intended to help institutions think strategically about integrating multiple NSF-funded efforts, particularly those funded through NSF's Directorate for Education and Human Resources (EHR). For FY 2009, I3 proposals were solicited across nine EHR programs, including Noyce, with the goal of promoting coordinated, institution-wide impact rather than isolated projects. In other words, the I3 portion is about institutional strategy and synergy across grants and programs, while the Noyce portion is specifically centered on STEM teacher recruitment, preparation, and support in high-need contexts.

From the funding and administrative details provided, this opportunity (Funding Opportunity Number 09-513) is a discretionary NSF grant program within the Science and Technology and other Research and Development activity category, with an estimated total funding amount of $14,000,000 and an expected 24 awards. Individual awards range from $75,000 to a ceiling of $1,500,000, and the solicitation indicates a cost sharing or matching requirement. Key dates in the posted information include a posted date of January 26, 2009, and proposal deadlines that vary by track: the Noyce Scholarship and NSF Teaching Fellowship/Master Teaching Fellowship proposals list a deadline of March 10, 2009, while I3 proposal deadlines are listed as February 24, 2009 and August 25, 2009 (with a letter of intent date also noted for certain components). The listing is archived as of March 5, 2010, which signals these dates are historical for that specific announcement, though the program itself has continued in later years under newer solicitations.

Eligibility is primarily aimed at U.S.-accredited higher education institutions. Universities and two- or four-year colleges (including community colleges) with a U.S. campus, consortia of such institutions, or U.S. nonprofit entities that have established consortia among such institutions are eligible to submit Noyce proposals. For I3, eligibility is limited to accredited U.S. institutions of higher education, unless the proposal is exclusively for I3 STEM educational or related research, in which case the broader range of proposer categories in the NSF Grant Proposal Guide may apply. The solicitation also sets leadership requirements: for Noyce Scholarship proposals, the principal investigator (PI) or at least one co-PI must be a faculty member in a mathematics, science, or engineering department, reflecting the program's emphasis on deep STEM disciplinary engagement. For I3 proposals, the PI must generally be the university provost or equivalent chief academic officer, reinforcing I3's institution-level integration and strategic leadership focus.

Overall, the Robert Noyce Teacher Scholarship Program is structured to address STEM teacher shortages and improve teacher quality where needs are most acute by combining financial support, rigorous preparation, and sustained professional development. It supports multiple entry points into teaching (undergraduate, post-baccalaureate, and mid-career professional transitions) and also invests in experienced teacher leadership through Master Teaching Fellows, all while encouraging institutions to build durable partnerships and programs that strengthen the pipeline of effective STEM educators for high-need K-12 districts.

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