FAQ [Frequently Asked Questions]

Who can apply for a Noyce Scholarship?

The Robert Noyce Teacher Scholarship is available for US Citizens and Permanent Residents who will be entering juniors or seniors in Fall 2018 (Later for Fall 2019 and Fall 2020). The scholars will receive funding for two years for $14,000 each year (junior and/or senior years). Students applying should be STEM majors or working towards a STEM degree.

STEM – Science, Technology, Engineering and Mathematics

What must I do in return for this funding?

This scholarship requires a teaching commitment at a high-needs school district equal to two years for every year that a scholar receives financial support. The teaching obligation must be completed within eight years of graduating from UNC Charlotte or the scholarship must be repaid. Many schools in North Carolina qualify as “high need local educational agencies”. However, it is your responsibility to verify that your school qualifies.

What is a high-needs district?

The National Science Foundation defines a high-need district as one that meets at least one of the following criteria:

1. It has at least one school in which 50 percent or more of the enrolled students are eligible for participation in the free and reduced price lunch program.
2. It has at least one school in which: (i) more than 34 percent of the academic classroom teachers at the secondary level (across all academic subjects) do not have an undergraduate degree with a major or minor in, or a graduate degree in, the academic field in which they teach the largest percentage of their classes; or (ii) more than 34 percent of the teachers in two of the academic departments do not have an undergraduate degree with a major or minor in, or a graduate degree in, the academic field in which they teach the largest percentage of their classes.
3. It has at least one school whose teacher attrition rate has been 15 percent or more over the last three school years.

What is culturally responsive teaching?

According to Gay (2002), “Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. It is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly” (p. 106).