Robert noyce teacher scholarship program track 1 project: a place-based learning initiative to recruit, train, and retain rural math and science teachers

Federal Grant Award Summary

The University of Wisconsin-Platteville received $807,641 in funding from the National Science Foundation's STEM Education program (CFDA 47.076) under the Robert Noyce Teacher Scholarship Program (Track 1) beginning October 1, 2025, through September 30, 2030. This Project Grant supports the recruitment, training, and retention of highly qualified secondary mathematics and science teachers for rural school districts in the tristate region of Illinois, Iowa, and Wisconsin. The primary products and services delivered include scholarships and stipends for 11 undergraduate and post-baccalaureate STEM majors, comprehensive pedagogical training emphasizing culturally relevant and place-based instruction methods tailored to rural communities, mentorship programming, and collaborative partnerships with high-need rural school districts and regional community colleges to facilitate teacher placement and professional development.

The project's implementation is guided by three central research questions examining how place-based learning experiences influence teacher identity and commitment to rural settings, the impact of geographic location and personal connection on teacher recruitment and retention, and the effectiveness of place-based instructional approaches on student engagement and learning outcomes. Through structured scholarships, mentorship, and practical training experiences grounded in local rural contexts, the initiative aims to develop a pipeline of effective STEM educators equipped to serve underserved rural student populations while advancing the national need for qualified secondary science and mathematics teachers.

Abstract

The NOYCE track 1 project aims to serve the national need of preparing highly qualified stem teachers for rural school districts. This project will support 11 scholars majoring in mathematics and science by providing scholarships, mentorship, and place-based learning experiences. The proposed project components will enable high-achieving prospective teachers to become secondary stem educators with deep expertise in culturally relevant, place-based instruction tailored to rural communities. This project at the university of wisconsin-platteville includes partnerships with high-need school districts in the tristate region of illinois, iowa, and wisconsin, as well as regional community colleges. Project goals include recruiting and preparing 11 new stem teachers over five years, specifically in mathematics and science, and supporting them through a comprehensive program of scholarships, pedagogical training, and mentorship. The project intends to support undergraduate students and post-baccalaureate stem majors committed to teaching in rural settings. Evaluation of the project are projected to be guided by the following research questions: (a) how does participation in place-based learning experiences influence the development of teacher identity and commitment to rural teaching? (B) how does the effect of location and personal connection to a region impact the recruitment and retention of mathematics and science teachers? (C) what is the perceived impact on student engagement and learning when place-based investigations are implemented? This track 1: scholarships and stipends project is supported through the robert NOYCE teacher scholarship program (NOYCE). The NOYCE program supports talented stem undergraduate majors and professionals to become effective K-12 stem teachers and experienced, exemplary K-12 teachers to become stem master teachers in high-need school districts. IT also supports research on the effectiveness and retention of K-12 stem teachers in high-need school districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are not planned for this award.