Curriculum Coordinator - STEM

Job Description:

The Division for Pre-College and Undergraduate Programs provides academic opportunities for undergraduates and pre-college students. Brown University’s Pre-College Programs are a leader in the field of higher education institutions that provide rigorous academic opportunities to students, and experiential learning through on-site engagement and living and learning among peers from diverse backgrounds. Each summer, these Pre-College programs offer students over ten different programs from which to select over 300 non-credit courses that range in length from 1 to 6 weeks, as well as credit-bearing seven week courses learning alongside Brown undergraduates. The approximately 6,000 pre-college students each summer hail from all 50 states in the U.S. and over 70 countries. The University’s Summer and Winter Sessions offers undergraduate students seven-week and four-week intensive courses, respectively, that provide opportunity to extend their undergraduate study into the summer term, allowing them to focus on a single subject area, take courses that are typically full during the rest of the academic year, catch up on progress to a degree, improve academic standing, or explore new subjects of interest.

The STEM program is a residential experience that runs for two weeks, annually during the last two weeks in July, and attracts between 200 - 300 students. Coupled with an experience of independent living on a university campus alongside a diverse group of otherwise like-minded peers, the program is designed to acquaint the participants with the academic rigor along with social and personal demands they will encounter as students at a selective college or university.

The STEM Curriculum Coordinator for the Rising 9th and 10th Graders Program assists and reports directly to the Associate Director of Pre-College Programs and Director of STEM Programs (Program Director). The candidate for this position provides key support in the area of instructor professional development and works to support both new and returning instructors to provide engaging, developmentally appropriate and academically rigorous courses for Rising 9th and 10th grade students from around the world. Additionally, the STEM Curriculum Coordinator will work closely with the Program Director to design and implement academically focused co- curricular activities that occur outside the classroom and further the learning experience if requested. Lastly, the STEM Curriculum Coordinator assists the Program Director while the program is in session by conducting in-classroom observations, meeting with instructors to provide support as needed and reviewing evaluative data to continue to strengthen the program, student and instructor experience.

Major Tasks:

●    Administrative Team Meetings

• Participate as an active and valuable member of the STEM for Rising 9th and 10th Graders team. Your work will include meetings (both in-person and virtual), phone calls and emails.  The overall role includes opportunities to design, coordinate, implement and evaluate the STEM program

• Work directly with the Program Director to review the schedule and make recommendations every year

• At the beginning of each hiring period, the Curriculum Coordinator will review the prior cycle student evaluations for any returning instructors or other instructional support staff. The Curriculum Coordinator will provide an update to the Program Director about opportunities for growth for each instructor and course. These ideas will be incorporated into the meetings with returning instructors

• Communicate daily with the Program Director while the program is in session to review observations, coordinate schedules or manage logistics or details

• Participate in a final debrief and evaluation meeting to plan for future cycles

●    Instructor/TA Training

• Design and deliver content and techniques for engaging and teaching middle-high school students for the STEM Program Instructor Orientation(s)

• Design and deliver content and techniques specifically for the TA’s in their role as they support both students and instructors in the STEM Program

• Host a series of mini-workshops on topics of interest and professional development for instructors and/or TA’s.

• Conduct meetings with all instructors to review their syllabi, make sure the classes are age-appropriate, and provide examples of strategies or techniques the instructors could use to ensure an inclusive, student-centered and safe learning environment

●    Instructor Spring Preparation

• Coordinate with a variety of instructors and provide differential support depending on their familiarity with the program, pedagogical expertise, and ability to deliver an effective academic project

• Review Academic Project descriptions to ensure the quality and rigor of the academic projects within STEM

• Hold office hours to meet with instructors as needed

• Review STEM course descriptions for content in preparation for instructor meetings. Through the instructor meetings, review and guide the overall curriculum, content and instructional approach using a student-centered lens.  

• Attend and participate in a STEM RA training session as needed.  Final expectations are to be reviewed yearly by the Program Director, Student Life Administration and the candidate.

●    Program Participation/Observations

• Participate in person during the STEM Program daily between 8:30 - 3:30 while afternoon sessions are running.  This equates to approximately seven hours per day during afternoon course sessions. 

• While on campus, the Curriculum Coordinator should observe classes, hold informal and/or formal meetings with instructors, students, and student life staff, and provide feedback from their observations to instructors during the program, at least once per course

• Be available when not on campus, as needed, during STEM via phone and/or email in case of emergency

• Address any curricular issues that arise during summer and provide immediate feedback to Program and Student Life Directors

●      Parent and Student Experiences

• Prepare for and participate in the Orientation and Closing events for the STEM Program

• Coordinate and attend the afternoon Study Hall while the program is in session

• Help support the PPSD/Partner Welcome 

Job Qualifications:

• Bachelor’s degree and 5 to 7 years of experience required or equivalent combination of education & experience. Master’s Degree preferred.

• Significant experience working with Middle and/or High School students in both a formal and informal education setting.

• Demonstrate knowledge and passion for inclusive pedagogy and have experience designing, implementing, and reflecting upon curriculum for the above-mentioned age group

• Significant experience working with instructors to craft and review curricular elements to help train and support instructors so they can craft dynamic, rigorous, and engaging academic experiences for their students.

• The candidate should have a teaching license in grades 5 – 8 and/or 9 – 12 education and an advanced degree in Education/Pedagogy or a combination of associated experience.

PLEASE NOTE:  Since this work involves direct interaction with students who are minors, successful completion of a background check and the Expectations for Working with Minors training is required in order to be hired.

Benefits of Working at Brown:

Information on the Benefits of Working at Brown can be found here.

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Submission Guidelines:

Please note that in order to be considered an applicant for any staff position at Brown University you must submit an application form for each position for which you believe you are qualified. Applications are not kept on file for future positions. Please include a cover letter and resume with each position application.

This position is not eligible for visa sponsorship.

Still Have Questions?

If you have any questions you may contact [email protected].

Brown is an E-Verify Employer.

EEO Statement:

Brown University provides equal opportunity and prohibits discrimination, harassment and retaliation based upon a person’s race, color, religion, sex, age, national or ethnic origin, disability, veteran status, sexual orientation, gender identity, gender expression, or any other characteristic protected under applicable law, in the administration of its policies, programs, and activities. The University recognizes and rewards individuals on the basis of qualifications and performance. The University maintains certain affirmative action programs in compliance with applicable law.