Neven Holland

Memphis, TN | K-6, Mathematics, 2022

What motivates you to contribute to excellence in STEM teaching?

My motivation to contribute to excellence in STEM teaching stems from a belief that STEM is not just a driver of global innovation—it’s a foundation for students’ personal growth, agency, and success in today’s rapidly changing world. Some students may not have access to that foundation, which is why excellence must remain the expectation. STEM is foundational; whether they become scientists or storytellers, it begins with a teacher who sparked curiosity and built the groundwork.

What has been the most transformative moment that affirmed your impact on STEM education?

The most transformative moment that affirmed my impact in STEM education was watching students who began with limited conceptual understanding and shaky procedural fluency grow into confident mathematicians, smiling as they reached their goals. Small hand-written notes from those students thanking me for believing in them remind me daily of the beauty and power of this profession. Through persistence, joy, curiosity, and teamwork, I saw them make two years of growth and reach levels of proficiency that reflected their full potential.

Using your platform as a Presidential Awardee, how do you hope to advance our nation in STEM?

This platform, as a Presidential Awardee, means the work is just getting started. It's not finished; it's a continuous journey of learning how to get better to advance our nation in STEM. I hope to collaborate and learn from my PAEMST network, support local school districts through teacher trainings on high-quality STEM instruction, partner with federal agencies like NASA and the NSF to enhance instructional policy, and create pipelines that open doors for students to explore STEM careers.

Biography

Neven Holland is currently pursuing a Ph.D. in Education at the UCLA School of Education and Information Studies. He previously taught fourth-grade mathematics at Treadwell Elementary School within Memphis-Shelby County Schools, beginning in 2015. A graduate of the Memphis Teacher Residency, Neven developed his foundation in effective instruction for diverse learners. He is passionate about helping students find joy in mathematics through collaborative, purposeful exploration. With close attention to cognitive load, he designed lessons that supported memory, minimized distractions, and built deep understanding through well-sequenced tasks. This commitment has led to significant student achievement and numerous leadership opportunities, including roles as mentor teacher, department chair, and mathematics content lead. While teaching, he also served remotely as a research assistant for the Chicago Arts Partnerships in Education, focusing on classroom-based STEAM integration. Neven integrated students' lived experiences into the mathematics curriculum through explicit instruction, where they solved meaningful, real-world problems using concrete tools. His students engaged both independently and collaboratively through connections to art, technology, and community service. He is a member of the American Educational Research Association and the National Council of Teachers of Mathematics. He has authored publications and led presentations aimed at helping educators improve their math instruction. Neven holds a B.A. in Psychology from Indiana University, an M.A. in Urban Education from Union University, and a graduate certificate in Educational Research Methodology from the University of Illinois Chicago. He is a certified elementary teacher in both Tennessee and Illinois.

High-resolution version of the teacher profile photograph

The views expressed in awardee profiles are those of the author and do not necessarily reflect the views of NSF or the PAEMST program.