George Washington University alumna Sonya Gelfand, B.S. ’24, knew teaching would always be a part of her life.
She grew up helping her younger siblings with their homework, and in high school, she began tutoring other students and finding ways to take on mentorship roles. Gelfand especially loved science. It made her happy to share that passion with others, with the goal of inspiring them to be more curious about the world around them.
When it came time to select a major Gelfand knew she also wanted to incorporate teaching into her future career, even if her sights were always set on medical school.
“I figured that even if I didn't pursue teaching full time for the rest of my life, I was very committed to integrating education and teaching into my future career, whatever that was going to be,” Gelfand said.
When she enrolled at GW as a freshman in 2020, Gelfand majored in neuroscience while taking classes through GW Teach, a teacher preparation program for undergraduate students with a focus on Science, Technology, Engineering and Mathematics (STEM).
Through GW Teach, she learned about the Robert Noyce Teacher Scholarship Program. The federally funded program, supported by the National Science Foundation, works to recruit, prepare and retain STEM teachers, particularly in high-need school districts. Recipients of the scholarship receive up to $40,000 and commit to teaching for up to four years in a local high-need school once they graduate.
As part of the scholarship program, Gelfand spent two years teaching chemistry full time at Jackson-Reed High School in Washington, D.C., after graduating in the spring of 2024 with a bachelor's degree in neuroscience and a minor in STEM teaching.
Now, a first-year student at UMass Chan Medical School, Gelfand couldn't be happier with her decision to teach before beginning medical school.
“I think that experience of teaching is going to make me a better physician,” Gelfand said. “It taught me so much about patience and collaboration, not just with the students, but with their families. Really personalizing education has sort of taught me the importance of personalizing care as well. And I don't think there's a single skill that I learned as a teacher that I won't take with me as I pursue this new career.”
Gelfand still remembers her first day in the classroom. “It was surreal to know that people had entrusted me with educating about 130 kids,” she said.
Gelfand took that responsibility seriously. She wanted to help her students develop an enthusiasm for science and make her classroom a place where students enjoyed learning.
One of her favorite parts of teaching was the relationships she built with her students.
Her classroom was always open during lunch, and students would stop by, sometimes asking for homework help and other times just wanting to talk or spend the period playing board games.
She’s still in touch with some of her former students, who email her to share updates about their school year or accomplishments. Those connections, she said, were among the most rewarding parts of helping students navigate the ups and downs of high school.
Avani Gandhi, B.S. ’22, a GW graduate and Noyce scholarship recipient, also said she found her experience in the program fulfilling.
One of the most fulfilling outcomes of teaching, Gandhi said, is watching students learn a complicated concept in real time.
“One thing that I love about teaching is how quickly students learn and especially for younger ages, you see the impact that you're making right in front of your eyes, which is so rare for other fields,” Gandhi said.
She also loves the unpredictability of the classroom. Each day brings a new laugh, an unexpected comment from a student or a challenge to navigate.
“I slowly realized that I did not want to sit at a desk on a computer all day,” Gandhi said. “I would much rather be in the classroom with a bunch of kids that are just so funny.”
Gandhi entered GW interested in teaching but undecided on her major. She settled on psychology and math and committed to GW Teach. After she graduated, she taught math at Jefferson Middle School Academy for four years.
She is now pursuing a master's degree in teaching, learning and leadership at the University of Pennsylvania and plans to return to the classroom once she graduates.
Reflecting on the Noyce scholarship, Gandhi said a big part of the program’s value is the mentorship from educators who helped her navigate the challenges of being a new teacher.
“Historically, that first year of teaching can be very difficult and challenging,” Gandhi said. “So really, that mentorship is invaluable. It’s really nice to talk to somebody who knows exactly where you were in your teaching journey.”
The support she received through GW Teach and Noyce played a major part in her decision to remain in education.
“It took time for me to gain my confidence as a young teacher. So, Noyce and GW Teach were a big part of that,” Gandhi said. “And now, my research that I'm about to start in grad school is going to be centered around teacher retention and what we can do to keep young teachers. And a lot of that is inspired by my own experience.”
Gandhi also appreciates that the Noyce program focuses specifically on STEM education. Teaching middle school, she saw how early on students would develop doubts about whether they belonged in STEM fields.
“Specifically in math, students really have a moment where they feel like they got it or they understood something and I loved seeing that ‘aha’ moment,” Gandhi said. “It would encourage them to keep going.”
That belief made her passionate about helping students from underrepresented backgrounds see themselves in those fields.
“Because of those field experiences and going in and seeing students that had a lot of imposter syndrome around STEM subjects, I wanted to make sure these subjects felt accessible to them,” Gandhi said. “STEM fields are so important, but it’s common for many people to feel like it’s not for them. But why shouldn't it be for everybody?”