Robert Noyce Program in Mathematics at the University of Houston-Clear Lake

休斯顿大学清湖分校（University of Houston at Clear Lake）的学生全部是三年级和四年级学生，该校有一个诺伊斯项目，旨在培养15名在校生和转校生，使他们成为高素质的中学数学教师。数学和教育学院与22个地区的55所当地学校合作，为教师准备一个项目，其中包括两个学期的实习机会，以及与毗邻的NASA约翰逊航天中心和其他当地科学机构互动的机会。学生不仅接受数学内容和教学方法的培训，还学习如何运用批判性思维、教学技术和策略来解决英语学习者的问题。该计划允许潜在的学者通过成功教育计划探索数学教学作为一种职业，并有机会在夏令营或其他以数学为导向的计划中进行实习。一旦被选为诺伊斯学者，学生们在完成数学专业的同时，还要参加教育学课程的学习。在完成学位和认证后，该项目的校友将担任新职前教师的导师，并在入职期间接受持续的专业发展。由于大多数学生都是从社区大学转学来的，所以他们的背景各不相同。UHCL项目有意招收代表性不足的少数民族、低收入家庭或家庭中第一个上大学的学生。由于他们来自当地的中学和社区大学，由于他们的实践教学也将在当地进行，他们很可能会留在该地区，成为下一代的“本土”教师。

The University of Houston at Clear Lake, whose student body is entirely juniors and seniors, has a Noyce project to prepare 15 current and transfer students to become highly qualified secondary-school mathematics teachers. Mathematics and Education faculty collaborate with over 55 local schools in 22 districts to prepare teachers in a program that includes a two-semester internship and opportunities for interaction with the adjoining NASA Johnson Space Center, among other local scientific agencies. Students are trained not only in mathematics content and pedagogy, but are taught to use critical thinking, instructional technology, and strategies to address English-language learners. The program allows potential scholars to explore mathematics teaching as a profession through the Success Through Education Programs and opportunities to conduct internships at summer camps or other mathematically oriented programs. Once selected as Noyce Scholars, the students complete their mathematics major while enrolling in courses to learn pedagogy. After completing their degrees and certification, alumni of the program serve as mentors for newer preservice teachers and receive continuing professional development in their induction period. Since most of the students are transfers from community colleges, they come from diverse backgrounds. The UHCL program deliberately recruits students who are underrepresented minority, low income, or first in their families to attend college. Since they are from local secondary schools and community colleges, and since their practice teaching will also be local, they are likely to remain in the area, "home-grown" teachers of the next generation.