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, a junior mathematics and secondary education double-degree student at the University of �˻�ֱ��, was awarded the 2024 National Council of Teachers of Mathematics (NCTM) . Granted to only one recipient nationwide annually, this competitive scholarship recognizes outstanding university students preparing to become middle or high school mathematics educators. This year, Chabria was awarded the maximum amount of $10,000 to financially support her tuition and living expenses as she completes her studies at �˻�ֱ��.

Chabria’s achievement also marks the second consecutive year that a �˻�ֱ�� student enrolled in won this national scholarship. Terrapin Teachers—a joint initiative between �˻�ֱ��’s College of Computer, Mathematical, and Natural Sciences and College of Education—aims to increase the number of high-quality science and mathematics teachers in middle and high schools. Based on the nationally recognized program, Terrapin Teachers enables undergraduate students in science, technology, engineering and mathematics (STEM) fields to receive a subject-matter degree and a teaching certification simultaneously.

“I’m thankful to not only the donors who funded the award but my professors, my advisor, my family and friends who supported me throughout the process,” Chabria said. “I’m also very proud to represent Terrapin Teachers and �˻�ֱ�� with this achievement. It’s truly an honor.”

Dana Grosser-Clarkson, an associate clinical professor in the College of Education, senior lecturer in the Department of Mathematics and Chabria’s Terrapin Teachers advisor, praised her work and her passion for mathematics education.

“Zoe is an outstanding student, which is why I encouraged her to apply for the scholarship. I am always impressed by her work ethic in the classroom and her ability to communicate her thinking with her peers,” Grosser-Clarkson said. “The Terrapin Teachers community is more than happy to celebrate Zoe’s achievement.”

From Chicago to College Park

Originally from Chicago, Chabria grew up with a natural affinity for math. She participated in and led math teams from fourth grade through high school, developing a passion for numerical puzzles and problem-solving. She developed an interest in teaching when she began tutoring her peers in math and chemistry after a classmate asked her for help.

“The first time I got to help someone else do math, I was just telling them what I knew and how I would personally solve a problem,” she recalled. “But then, I really started thinking. What are the different ways they can go about learning and thinking about the problem? �˻�ֱ�� can I make it easier for them to understand? I tried out different teaching methods to better help them once I understood what they needed.”

Just like a puzzle piece sliding into place, Chabria realized that she had a knack for teaching, a skill that she wanted to develop further. She paid closer attention to her favorite teachers and as she noticed their different approaches to instructing students, she was inspired to incorporate some of their teaching styles in her own tutoring work.

“My teachers were inspirational because of how they empowered students every day,” Chabria said. “Watching them at work solidified my desire to teach and my plans to pursue a career in education. I got very interested in what it takes to be an effective math teacher, so I asked my own teachers and kept looking for colleges that could help prepare me to become one.”

Chabria was instantly drawn to �˻�ֱ�� after learning about the Terrapin Teachers program, which offered a unique learning model and teaching certification process.  After speaking to the director and a student participating in the program, Chabria joined Terrapin Teachers and never looked back.

“You could say I specifically came to �˻�ֱ�� to be part of Terrapin Teachers,” Chabria said. “It was really cool that I found a school that catered to exactly what I wanted to do and had high-quality math and education programs that I could be a part of. I felt like the people I spoke with were passionate about teaching and that they genuinely wanted to support both me and my goals.”

Once she got to �˻�ֱ��, Chabria worked to improve her teaching skills at every level, both in and out of the classroom—from tutoring peers in the Department of Mathematics to speaking at the Early Career Teaching Conference held at Towson University, where she presented on the topic of magic squares to local educators (pictured at right). Chabria is president of the , a student organization dedicated to supporting future math teachers by providing a space to share ideas about teaching and learning math on �˻�ֱ��’s campus.

Being part of Terrapin Teachers also helped Chabria gain field experience as a teacher. She worked as a teaching assistant for introductory courses in the program, learning how to prepare for lessons and work with students from local schools.

“I’d recommend any undergrad take TLPL 101 and TLPL 102 if they’re interested in making use of their technical knowledge to help younger STEM students. The classes aren’t locked to education majors or Terrapin Teachers students,” she said. “We’re a small but tightly knit community, so we’ve always supported each other by sharing our problems and working together to solve them.”

Looking ahead, Chabria hopes to continue developing innovative teaching methods for middle and high school students. She plans to stay in �˻�ֱ�� to teach after she graduates in 2026.

“Even though Chicago will always be my hometown, I really love it here in �˻�ֱ��—you guys don’t get much snow, which is nice,” she joked. “I’d like to stay here, continue my growth as an educator and build on the community connections I made through Terrapin Teachers. Growing up, I had inspirational teachers who made positive impacts on my life and I want to do the same for new generations of students.”

This story first appeared on the �˻�ֱ�� College of Computer, Mathematical, and Natural Sciences’ .