Robert Noyce Teacher Scholarship Program | Apply Online

Frequently Asked Questions (FAQs): Robert Noyce Teacher Scholarship Program (NSF 11-517)

1) What is the Robert Noyce Teacher Scholarship Program (NSF 11-517)?

The Robert Noyce Teacher Scholarship Program (NSF 11-517) is a National Science Foundation (NSF) grant opportunity intended to increase the number of well-prepared K-12 mathematics and science teachers by recruiting strong candidates from science, technology, engineering, and mathematics (STEM) backgrounds and preparing them to teach in high-need school districts.

2) What problem is this program designed to address?

The program is designed to address persistent shortages of qualified mathematics and science teachers, especially in high-need K-12 school districts. It aims to build a pipeline of teachers who are strong in STEM content and prepared for the realities of teaching in under-resourced settings.

3) Does NSF fund individual students or teachers directly through this opportunity?

No. This opportunity primarily funds eligible institutions and consortia. Those funded institutions then create or strengthen teacher preparation pathways and provide financial and academic supports (such as scholarships, stipends, professional development, and salary supplements) to program participants.

4) What are the main tracks or components of the program?

The opportunity is organized around two main tracks: (1) the Noyce Scholarship Track and (2) the NSF Teaching Fellowship/Master Teaching Fellowship Track. The program also emphasizes Capacity Building Projects that strengthen long-term institutional ability to prepare and support math and science teachers.

5) What is the Noyce Scholarship Track?

The Noyce Scholarship Track provides funding to institutions of higher education so they can offer scholarships and stipends, along with structured academic and programmatic supports, to help participants complete requirements for a teaching credential. In return, participants commit to teach in high-need K-12 school districts.

6) Who can be supported under the Noyce Scholarship Track?

Under the Noyce Scholarship Track, supported participants can include (a) undergraduate STEM majors and (b) post-baccalaureate students who already hold STEM degrees. Both groups are supported as they complete teacher credential requirements and prepare to teach in high-need districts.

7) What is the NSF Teaching Fellowship/Master Teaching Fellowship Track?

This track targets STEM professionals and practicing educators through two related mechanisms: NSF Teaching Fellows (prospective teachers who are STEM professionals) and NSF Master Teaching Fellows (exemplary math and science teachers already teaching in high-need districts).

8) Who are NSF Teaching Fellows under this program?

NSF Teaching Fellows, as described here, are prospective teachers who are already STEM professionals and who enroll in masters degree programs that lead to teacher certification. Grant funds can support coursework, professional development, and salary supplements while fellows complete a four-year teaching commitment in a high-need school district.

9) Who are NSF Master Teaching Fellows under this program?

NSF Master Teaching Fellows are exemplary mathematics and science teachers already working in high-need school districts. The program supports them with professional development and salary supplements to help them grow into advanced instructional leadership roles as Master Teachers.

10) What types of support can the grant fund for participants?

Based on the track and participant type, the grant can be used by funded institutions to provide scholarships, stipends, academic and programmatic supports, professional development, and salary supplements. Supports are intended to reduce financial barriers, strengthen preparation, and improve retention and leadership in high-need districts.

11) Is there a service commitment for participants?

Yes. Participants supported through the program are expected to commit to teaching in high-need K-12 school districts. For NSF Teaching Fellows, the description specifies a four-year teaching commitment in a high-need school district.

12) What are Capacity Building Projects in this program?

Capacity Building Projects are efforts aimed at helping institutions develop or expand the ability to run innovative, high-quality teacher preparation programs that can produce effective K-12 math and science teachers over time. Capacity building is a core emphasis across the program.

13) What activities might be included in capacity building efforts?

Examples include designing new recruitment approaches; strengthening partnerships between STEM departments and colleges of education; improving clinical experiences with high-need districts; creating mentoring and induction supports for new teachers; and establishing pathways that make it easier for STEM majors and professionals to transition into teaching. Capacity building also includes developing the ability to prepare and support Master math and science teachers as instructional leaders in high-need schools.

14) What is the funding category and CFDA number for this opportunity?

This is a discretionary grant opportunity in the Science and Technology and other Research and Development activity category. The CFDA number listed is 47.076 (Education and Human Resources).

15) How many awards did NSF anticipate making and what was the total estimated funding?

NSF anticipated making about 46 awards, with an estimated total funding amount of $53.5 million.

16) What was the expected award size range?

Individual awards were expected to range from $300,000 (award floor) to $3,250,000 (award ceiling), suggesting support for both smaller pilot-style projects and larger multi-component programs.

17) Is cost sharing or matching required?

Yes. The opportunity includes a cost sharing or matching requirement. Applicants are expected to plan for institutional or partner contributions consistent with NSF requirements and the solicitation guidance.

18) Who is eligible to apply?

Eligibility is limited to U.S.-based accredited two- or four-year colleges and universities (including community colleges) with a campus located in the United States, as well as consortia of such institutions. U.S. nonprofit entities may also apply if they have established consortia among eligible institutions of higher education.

19) Can consortia apply, and if so, what does that mean here?

Yes. Consortia of eligible U.S.-based accredited two- or four-year colleges and universities may apply. In addition, a U.S. nonprofit entity may apply if it has established a consortium among eligible institutions of higher education.

20) Are there any requirements about who must serve as Principal Investigator (PI) or Co-PI?

Yes. The PI, or at least one Co-PI, must be a faculty member in a mathematics, science, or engineering department. This requirement reinforces the program emphasis on strong STEM disciplinary engagement.

21) What were the key dates for this specific announcement?

The optional Letter of Intent was due February 23, 2011 (by 5 p.m. local time). The full proposal deadline was March 23, 2011. The opportunity was posted December 23, 2010, and the original and current closing dates were both listed as March 23, 2011.

22) Was a Letter of Intent required?

The Letter of Intent was described as optional, with a due date of February 23, 2011 (by 5 p.m. local time).

23) Where were applicants directed for the full solicitation and detailed requirements?

Applicants were directed to NSF Publication 11-517 for the full program solicitation and detailed requirements.

24) Where could applicants get help for access or technical issues with submission?

NSF provided contact guidance through grants.gov support for access or technical issues.

25) What is the overall strategy behind the Noyce program?

The program strategy is to attract academically strong STEM talent into teaching; provide meaningful financial and professional supports during preparation and early career years; require service in high-need districts so the investment benefits schools with the greatest staffing challenges; and help institutions build durable systems that keep producing qualified math and science educators over the long term.