Program Dates: July 6 – July 27, 2024 (additional dates required for training and wrap up)
The High School Summer Program is three weeks in length and provides rising high school juniors and seniors an introduction to college living and learning. This a great opportunity for high school students to grow academically and socially. Students will attend a development course, writing course, elective choice, and activities. By the end of the program, students will have discovered strategies and tools for academic success, improved interpersonal communication, developed oral and written expression skills, and learned how to advocates for their needs.
The academic portion of the High School Summer Program is designed to introduce students to a curriculum that is developmentally appropriate, relevant, and engaging. Instructors are encouraged to be creative and innovative in both pedagogy and curriculum to meet the needs of a diverse group of students.
The program curriculum is separated into three segments of course work: a study skills course that will provide a foundation for other coursework and activities in the program; a writing class that covers the basics of good writing; and general electives that will provide students with an opportunity to apply what they learn in both the core and the writing class. Students take these three academic courses each weekday, and each course meets for 1 hour and 15 minutes.
The writing courses in the High School Summer Program introduce the elements that make up good writing: coherent thinking, expressive presentation, and strong organization. Students have the option to select a writing course that meets their interests: 1. Research Writing, 2. Building Confidence as Writers, and 3. Writing the Effective Essay.
Course Descriptions:
Research and Writing: For students who are comfortable with the basics of essay writing, this course introduces students to the requirements and expectations of college-level writing. Students will learn how to structure and develop essays for college, including how to write research papers with in-text citations and lists of sources. Research and Writing will focus on active reading and on opportunities to research and write the research essay. Students will write two or more essays. The first essay will be a description of and reflection on one or more personal adventures of special significance. The second essay will concentrate on an investigation and analysis of a journey of historical importance.
Building Creative and Confident Writers: For many people, producing writing on a deadline is a challenge. This course is designed for students who find it difficult to generate effective writing in an academic setting despite their honest efforts to do so. By focusing on structure, process, and self-understanding, students can develop strategies and approaches to increase their success. High interest topics and assignments are designed to engage students and to encourage them to find meaningful connections to their writing.
Writing the Effective Essay: Writing that is clear, honest, concise, and persuasive is a general requirement for academic success at the college level, and it is what colleges look for in application essays. Students will be introduced to the goals and structures of personal and persuasive writing and will work to develop a personalized and strategic approach to their own writing process. Using prompts typically found on college applications, students will write an essay that can be used as a model for their own college application essay.
Specific Responsibilities:
- Design and implement lesson plan consistent with goals and outcomes of High School Program session.
- Collaborate with Academic Director, other program instructors, and staff to design and deliver effective academic curricula.
- Attend scheduled meetings of instructors and staff, including planning session, instructor orientation sessions, regular instructor meetings, and post-program debriefings.
- Generate course syllabus.
- Provide instruction and course related support, facilitate student participation, and manage learning activities.
- Provide students with supplemental instruction as needed.
- Communicate to program administrators regarding disruptive or concerning student behaviors in and out of the classroom.
- Communicate with the Academic Director and other administrators regarding student difficulties.
- Assess student performance using end-of-session written reports to individual students outlining their academic strengths and areas for further development.
Required Qualifications & Skills:
Essential qualifications include a bachelor’s degree in English or related field. Experience teaching students with LD/ADHD and/or Autism, including those with executive function difficulties is preferred; experience and a genuine commitment/desire to work with high school students; ability to practice effective classroom management skills and serve as a role model. Familiarity with Canvas course management system a plus. Instructors in this program should be highly effective classroom managers with strong interpersonal and communications skills. Furthermore, instructors should possess a genuine love of working with high school-aged students of varying academic and developmental levels.
Physical Demand:
The work is sedentary. Typically, the employee may sit comfortably to do the work. However, there may be some walking, standing, bending, carrying of light items such as papers, books, small parts. Some repetitive motions performed in typing and word processing. No special physical demands are required to perform the work.
Working Conditions:
General office and campus conditions. The work environment involves everyday risks or discomforts, which require normal safety precautions typical of such places as offices, meeting and classroom and libraries. The work area is adequately lighted, heated, and ventilated.
Compensation:
$5,200 for 3 sections, $3,800 for 2 sections and $2,400 for 1 section. Section assignments depend upon enrollment and program needs.
Application Procedure:
Qualified applicants should submit a letter of interest and resumé to [email protected]