St. Scholastica Noyce Teacher Scholarship Program

Two students and instructor reviewing a science lab project.

Applications Due August 4, 2017 

Apply Now (deadline extended)

The St. Scholastica Noyce Teacher Scholarship Program awards funds to students who have or are pursuing a major in biology, chemistry or mathematics, and who commit to teaching in these fields for two years in high-need school districts* for each year of scholarship funding received.

During 2016-2020 we plan to award 34 scholarships to qualified undergraduate students and post-baccalaureate students in our Graduate Teaching Licensure program (GTL). Priority will be given to students who demonstrate a financial need and who are underrepresented among science and math teachers, including students of color, females and first-generation college students.

  • Undergraduate recipients receive $12,000 per year for two years (junior and senior years)
  • Graduate Teaching Licensure program recipients receive $12,000 for one year

Additional Noyce Scholar Benefits

Stem Immersion: The immersion experience gives Noyce Scholars the opportunity to participate in activities to gain exposure to the STEM aspects of local business and industry. Scholars commit to at least 30 hours for the experience and will receive a stipend.

Conferences: Noyce Scholars have the opportunity to attend local professional conferences and receive free registration for the annual 21st Century Teaching and Learning Conference hosted by the CSS School of Education.

Job Search: Noyce Scholars receive help with identifying and securing positions in high-need school districts after graduation.

Induction Support: Noyce Scholars are paired with experienced math and science teachers who serve as mentors during their first years of teaching.

National Science Foundation $1.2 million grant

These Robert Noyce Teacher Scholarships are made available through a $1.2 million National Science Foundation grant to increase the number of new math and science teachers committed to teaching in high-need school districts* in Minnesota. The project focuses on communities in the Duluth, St. Cloud and St. Paul areas.

For more information, visit our eligibility and application requirements.

*High-need school districts have at least one school in which 50% of students are eligible for free or reduced lunch, 34% or more teachers are teaching out of field, or there is a 15% or higher attrition rate for teachers within the last three years.

National Science Foundation logoThis material is based upon work supported by the National Science Foundation under Grant Number 1557249. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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  • "There has never been a better time to become a math or science teacher! We are thrilled that this NSF grant provides financial assistance to aspiring math and science teachers as well as ongoing support as they begin their very rewarding teaching careers."

    – Dr. Brenda Fischer, Dean, School of Education

  • "Like many schools, the Proctor School District has seen teacher candidate pools for science, math and other STEM positions continue to shrink. I am thrilled and excited about the potential of The College of St. Scholastica's grant focused on providing expanded opportunities to recruit teacher candidates to enter STEM fields. I look forward to collaborating with St. Scholastica and to increased prospects for highly qualified teacher candidates to enter our math and science departments."

    – John Engelking, Superintendent, Proctor Public Schools


Contact Us

Beth LaVigne
(218) 733-2236

Donna Kirk
(218) 723-6389

STEM Teacher Shortage

In Minnesota and across the country, K-12 schools are facing a shortage of math and science teachers. In 2015, St. Scholastica conducted an in-depth survey of regional school administrators to determine the extent of the STEM teacher shortage. Nearly half of respondents indicated that teaching positions in chemistry, biology, and mathematics would be difficult or impossible to fill. These results were consistent with statewide data compiled in the Minnesota Department of Education Supply and Demand 2015 Report.