Meet ’s first Noyce Scholarship Program recipient
Math major Erica Fitch is the University’s first Noyce scholar, a program offering financial support and mentorship for new middle and high school mathematics teachers.
The premise of the is simple: provide scholarship incentives to students interested in teaching K-12 science, technology, engineering, mathematics (STEM) and computer science and, at the same time, address the critical shortage of teachers in high-need and underserved areas.
In spring 2024, the Department of Teaching, Learning and Educational Leadership (TLEL) received a five-year $1.2 million federal National Science Foundation (NSF) funding award to recruit 4+1 mathematics majors into secondary math teaching positions at middle and high schools in high-need areas. Scholarship funds, totaling more than $29,000, are distributed over five semesters beginning in the spring semester of the junior year and continue through completion of the Master of Arts in Teaching in year five. In return, recipients agree to teach in a high-need area for two years every year they receive funding.
Associate Professor Amber Simpson, one of the project’s co-investigators, and David Biddle, undergraduate advising liaison and lecturer, developed the proposal in partnership with several local school districts. This program, grounded in the principles of community schools, offers more than just scholarship funding. One of its main goals, explains Simpson, is to expand the understanding of the school’s role in supporting the growth and development of students in grades 7-12. By offering learning experiences and mentorships outside of the specific academic content area, including with school counselors or community school coordinators, Noyce scholars will develop teaching competencies that extend beyond their area of expertise.
In spring 2024, welcomed its first cohort of one into the Noyce Scholarship Program: Vestal, N.Y., native Erica Fitch, a senior majoring in mathematical sciences and minoring in education.
“Erica was selected because she demonstrates a strong commitment to teaching, especially in high-need school districts where she knows she can make a meaningful impact,” Simpson said. “Her passion for mathematics stands out as well; she sees math not only as essential to everyday life, but also as an art that can be made engaging and accessible through creative approaches like gamification. Equally important, Erica understands the role teachers play as role models for students facing challenges outside of school. Her academic dedication and genuine care for students make her an excellent fit for the program.”
Fitch was familiar with the University, having grown up nearby, but it was the secondary education programs that convinced her to attend. Still, she arrived on campus as an undeclared major. During the spring semester of her first year, when the only math class on her schedule was statistics, she realized what she was missing and the direction she wanted to pursue.
“I realized how much I missed doing math homework,” she said. “I knew then that I wanted to study math for the rest of my academic career and teach it to others. Shortly after making this decision, the 4+1 program landed on my radar. I was thrilled to see I had the chance to graduate earlier than I expected with my Master of Arts in Teaching.”
As an undergraduate, Fitch has stayed busy. She was involved in multiple research projects on campus, including Source Project, the Innovation Scholars program, and the Learning and Representation in Cognition Lab. She has also worked as an advisor and program assistant for New Student Programs Orientation and serves on the executive board of the Teachers in Mathematics Association. Fitch is an athlete who plays softball and intramural basketball and is a member of the Athletics Department events staff. She is also a substitute teacher for the City of School District.
All of these experiences have helped Fitch hone in on her love of teaching.
“I have always been interested in how students learn, from mentoring new college students as an orientation advisor to explaining math problems to middle schoolers as their substitute teacher,” she said. “Overall, these experiences taught me that I want to help students understand the joy of learning how to do something and then succeeding at it.”
As part of the Noyce Scholarship Program, Fitch has already had an opportunity to observe a local high school math teacher in action and attend department meetings. This comprehensive experience demonstrated teaching styles, classroom management and strategies for engaging and supporting students. It also confirmed that she was on the right track.
“Most students in the 4+1 MAT program do not get to shadow a teacher before their senior year. However, the Noyce Scholarship gave me a head start by allowing me to observe a high school math teacher weekly during the spring semester of my junior year,” she said. “I saw what it was like in a high-need school before my actual MAT fieldwork placement. Seeing how a classroom was run in a low-stakes environment taught me invaluable lessons and inspired me every time I was there.”
The Noyce Scholarship Program offers more than just classroom experience; it also pairs student teachers with community schools staff members. This pairing helps them gain insight into how schools can serve as essential community resources that support both students and families. That, along with a collaborative community of teachers and scholars, is a benefit Fitch looks forward to.
“I find comfort in knowing I have knowledgeable mentors to rely on and a supportive community of like-minded and motivated colleagues,” she said.
For Fitch, the giving-back aspect of the Noyce program—teaching in an underserved district—is already part of what she loves about education.
“School is much more than a place to learn academic material,” she explained. “I have witnessed how, for many students, school serves as a home away from home. It is a space where they can foster meaningful relationships, build a community and connect with adults who can provide support. The Noyce scholarship offers opportunities to gain new perspectives and promotes personal and professional growth. I believe it will help shape me into the teacher I aspire to be.”