Navigating shifting funding challenges in STEM teacher preparation

Abstract

The preparation of qualified STEM teachers remains a critical national priority, particularly in regions experiencing acute shortages. A university-based STEM teacher preparation program in the Southeast was developed to address local STEM teacher shortages through a collaborative model combining strong content knowledge and practical pedagogical preparation, supported by Robert Noyce Teacher Scholarship funding. However, recent shifts in National Science Foundation (NSF) priorities, including the suspension and termination of some Noyce grants, have created significant challenges for such programs. This manuscript explores the local context of STEM teacher shortages, the impact of Noyce funding on recruitment and retention, and the consequences of shifting federal priorities. It highlights the importance of comprehensive teacher preparation that balances content expertise and pedagogy and addresses the seeming contradiction between NSF’s stated goals and funding actions. The case program illustrates resilience and innovation in navigating funding uncertainty while advocating for sustained investment in STEM teacher education to ensure all students have access to quality STEM instruction.