The Service, Teaching, and Research (STaR) Program provides mentorship and networking opportunities for faculty members at U.S. institutions who are in their first or second year of an appointment at the time of application. The program has now expanded to allow applications from both tenure-track and clinical, instructional, or other continuing track faculty members, with an active research program. Clinical/instructional/continuing track applicants must be in a continuing or long-term position that includes opportunities for promotion or advancement.

The program provides an opportunity for early career faculty members to develop a network of peers and to interact with more experienced colleagues around issues of service, teaching, and research. The program includes a week-long retreat (June 12 -17, 2027), and a follow-up meeting at the 2028 AMTE conference. Please encourage eligible mathematics education faculty members to learn more about STaR. Program and application information can be found on the AMTE website. The application deadline is Friday November 6; decisions will be announced by January 31, 2027.

The STaR program is sponsored by AMTE, with funding being provided through two main sources:

• The generous support of various professional organizations (including AMTE, AMTE state affiliates, NCTM, SIG/RME, PME-NA, ASA, CPM and CMP) and private individuals. These funds are used to provide STaR Fellows with lodging and some meals.
• The support of STaR fellows’ home institutions. These funds provide funding for transportation to and from the summer retreat, some meals, and expenses associated with attending a follow-up meeting prior to AMTE in 2028. Institutional expenses are estimated at $2,500 - $3000.

The STaR program has supported 17 cohorts since 2010 and has worked with hundreds of early career mathematics educators. These STaR Fellows come out of more than 100 different doctoral programs and hold positions at close to 200 different institutions of higher education. These STaR Fellows and the 2027 Institute Director, Belinda Edwards (avpstarprograms@amte.net; bedwards@kennesaw.edu ), are happy to answer questions from prospective applicants. Feedback from the 2026 Fellows illustrates what one can expect from the program:

About the structure of the program

The whole structure of the program was helpful and I found it meaningful to find people who speak the "same language (which is math)". This allowed me to learn from the program leaders and my cohort. I felt I am around people with wisdom and were inspired by their intelligence and passion. Additionally, I felt my voice was heard and acknowledged, and it was meaningful to feel a sense of belonging in this professional community. I am particularly grateful for having this opportunity and being in this space. STaR truly made me a better scholar, so as a person. 

The benefits of STaR

• Participating in the AMTE STaR Institute was a truly transformative experience for me as an early-career mathematics educator in higher education. The institute provided invaluable opportunities to collaborate and network with other novice mathematics teacher educators from across the country, allowing me to build meaningful professional relationships and learn from diverse perspectives. Beyond the connections, the quality of the learning was exceptional. The sessions on scholarship, service, and teaching in higher education were thoughtfully designed, practical, and immediately applicable to my work as a faculty member. I left the institute with a stronger understanding of the expectations of the profession, renewed confidence in my abilities, and a clear vision for my future growth as a mathematics teacher educator. The mentorship, support, and sense of community fostered through the STaR Institute have had a lasting impact on both my professional development and my commitment to the field.

• STaR has been one of the most amazing experiences in my entire professional career. The community we were able to create in such a short amount of time was incredible. Even since STaR I have had others reach out to check-in on me and see how I am doing. I genuinely feel like I could reach out to any of them if I needed anything and they would try to support me in the best way they could. 

Aside from the community the learning and professional development was more than I could have hoped for. The manuscript writing group helped me to move a manuscript forward I have been putting off for a year! Not only that, the quality of the work is so much better because of the feedback I received. My research interest group is starting a large cross-institutional project that I would have never thought possible prior to STaR. The opportunity to collaborate with other early career faculty who have similar interests to myself is a unique and career changing experience. Through STaR I was able to find my people and because of this I know I will have a long, and successful, career in mathematics education. STaR is something I would recommend to any new MTE because it really will change your life!

• As a first generation college graduate, I regularly navigate internal questions of belonging. STaR supported a sense of belonging--both of me among the group of STaR scholars and within the field of Math Education. I now have people--beyond my institution--whom I can reach out to for advice and support and who may reach out to me. I am excited for the seeds of collaboration that have been planted, and I look forward to growing these relationships throughout my career. 
• Attending the STaR program was one of the most valuable professional experiences I have had as an early-career faculty member. It gave me the opportunity to build meaningful relationships with mathematics educators from across the country who are at similar stages in their academic journeys. Those connections have already become an important part of my professional network, providing opportunities for collaboration, mentorship, and honest conversations about teaching, research, and navigating the tenure process. The experience also helped me refine my research agenda. Through feedback from mentors and discussions with peers, I gained greater clarity about my long-term research goals, identified new directions for future projects, and made connections that I expect will lead to collaborative scholarship.

Beyond research, STaR offered practical guidance for succeeding as a faculty member. Sessions on publishing, grant writing, and balancing the responsibilities of teaching, research, and service gave me strategies that I can immediately apply in my work. Equally valuable were the informal conversations with mentors and colleagues, where we shared ideas, experiences, and lessons learned. I returned from STaR with renewed motivation, increased confidence in my research, and a strong network of scholars that will continue to support my growth. The experience not only strengthened my development as a mathematics education researcher but also better prepared me to contribute to my department, my students, and the broader mathematics education community.

• One of the most meaningful ways STaR benefited me was by modeling what an intentionally inclusive professional learning community can look like. Throughout the program, different leaders encouraged me—as both an individual and a member of a marginalized group—to share my ideas and experiences, helping me feel that my voice genuinely mattered. I especially appreciated that we ended the program in a community circle where participants were invited to reflect on their experiences in a safe and supportive space. 

I also appreciated that the STaR leaders modeled bringing their full selves into the professional community. For example, one leader openly shared about speaking multiple languages and warmly talked about his grandparents. Another reflected on how their identities as a member of the LGBTQ+ community and the Latinx and Indigenous communities intersected with their research interests and professional journey in mathematics education. These examples reinforced that our identities are strengths that belong in our professional lives. Finally, I appreciated that presentations included live captions, demonstrating a thoughtful commitment to accessibility for all participants.

• Before attending STaR, I often felt like I was trying to navigate academia by piecing together advice from different places. STaR changed that. For the first time, I found myself surrounded by mathematics teacher educators who genuinely understood both the excitement and the uncertainty of being early in an academic career. The conversations extended far beyond manuscript feedback or grant writing. We talked openly about balancing research, teaching, service, collaboration, and personal well-being, and I left with a much clearer sense of the kind of scholar I want to become. Perhaps most importantly, I no longer feel like I have to figure it all out alone.

The experience also challenged me to think more intentionally about the impact I want my work to have. My research spans learning trajectories, inclusive mathematics education, embodied cognition, and global teacher preparation, and STaR helped me see how these interests can come together into a coherent long-term research program. I returned to my university with renewed confidence, new professional relationships that I expect will last throughout my career, and a stronger commitment to preparing preservice teachers who can create equitable and meaningful mathematics learning experiences for every student. I am deeply grateful for the opportunity to have been part of the STaR community.

The STaR program is dependent on donations to ensure the future of this vibrant program. Of significance is the fact that over half of past STaR Fellows have contributed to the AMTE STaR fund. PLEASE consider giving $25, $50, $100 or more.

Visit the STaR Fellows Program Donation Page for information on how to donate to the STaR Program.