Three Penn State Harrisburg students named Noyce Scholars

MIDDLETOWN, Pa. — In fall 2024, three Penn State Harrisburg students were named Noyce Scholars through a program that aims to address the critical need for secondary mathematics teachers in high-need school districts.

The NSF Noyce Scholarship program at Penn State Harrisburg stems from a $1.2 million National Science Foundation grant awarded in 2022 to a group of researchers at the college.

The goal of the NSF-Noyce scholarship program is to increase the diversity and the number of candidates who complete the secondary mathematics certification program and then work in a high-need district after graduation, said Reuben Asempapa, associate professor of mathematics education and principal investigator for the NSF Noyce grant at Penn State Harrisburg.

For each year of financial support received, a Noyce Scholar must commit to working for two years in a high-need school district — one with a school that demonstrates a high percentage of individuals from families with below-poverty-line incomes, a high percentage of secondary school teachers not teaching in the content area in which they were trained, or a high teacher turnover rate.

Recipients named this fall are Travis Reynard, Michaela Spangler and Quencey Hickerson. Hickerson is the first graduate student to receive the scholarship.

“They are all amazing scholars with a passion to impact the next generation through the power of math modeling and culturally responsive teaching practices and strategies,” Asempapa said.

Here’s what the students had to say about math, teaching and the scholarship.

Travis Reynard, Noyce Scholar for 2023-24 and 2024-25, mathematical sciences major with secondary education option

“In my eyes, (teaching) is a career that is rewarding, as you are inspiring the future generations to come and hoping to encourage academic and life success that will last with them forever. (Math) is the subject that surrounds us in all aspects of daily life and is an area that is losing educators resulting in lower mathematical competence. …

“With the teacher shortage being a national crisis, especially in high needs areas, this initiative to encourage teachers in high needs districts is very important to me, as this is the demographic that is struggling the most on the education side of things. The students in these communities deserve a fair education where they can strive to be the best they can be, but they cannot do that if they do not have an empowering teacher to guide them through the journey.”

Michaela Spangler, Noyce Scholar for 2024-25 and 2025-26, mathematical sciences major with secondary education option

“I have always wanted to be a teacher because I love the process of adolescents learning (and I love) being able to create an environment as a teacher where students want to learn and get excited to thrive with their education.

“I feel very excited to be a Noyce Scholar and I am very grateful for this opportunity and experience. It’s very important to have motivated teachers in high needs school districts. … I feel as if that is where the heart of teaching is, where the students can learn so much and accomplish great things (even) without outside resources and disadvantages.”

Quencey Hickerson, Noyce Scholar for 2024-25, graduate student, master of education and certification in secondary mathematics

“I wanted to become a math teacher due to my deep-seated passion for both the subject and the positive impact that I can have on students through the quintessential subject. Mathematics is often seen as a challenging or intimidating subject, and I am committed to changing the narrative and implying the relevance of mathematical concepts to the real world.

“Being in a high need school, we as educators often feel overlooked, undervalued, and unappreciated. Being a scholar of this program feels rewarding and affirming as it not only provides financial assistance but also connects me with a community of like-minded educators dedicated to impactful teaching.”