Part-Time K-12 STEM & Coding Instructor

Rutgers University; New Brunswick (NJ); On-site; USD 568,000 - 809,000; Part time

Benefits offered by this job

Medical, prescription drug, and dental

Paid vacation and holidays

Competitive retirement benefits

Job summary

Rutgers University in New Jersey seeks non-credit part-time instructors for the Center for Mathematics, Science, and Computer Education. Instructors will contribute to the university’s educational mission by delivering or co-delivering workshops across K-12 STEM topics and bridging classroom learning with industry needs.

Responsibilities include creating course materials, delivering engaging sessions, and providing constructive feedback to participants, with emphasis on inclusive pedagogy and

Qualifications

• Requires a Masters/PhD. degree in K-12 Mathematics or STEM field and at least two years of K-12 instructional experience.
• Excellent communication and interpersonal skills.
• Knowledge of classroom management, adult learning, and effective communication/facilitation techniques.
• We are an inclusive learning community, and classroom spaces should reflect that.

Responsibilities

• Instructing/co-instructing mathematics, STEM, STEAM, maker education, or coding workshops for teachers and/or students at the K-12 level.
• Prepare course materials (i.e., syllabi, presentations, hand-outs, reading materials, etc.).
• Provide constructive feedback to participants.
• Practice innovative educational methodology.

Skills

Communication

Interpersonal skills

Education

Master's or PhD in K-12 Mathematics or STEM

Job description

Rutgers University in New Jersey seeks non-credit part-time instructors for the Center for Mathematics, Science, and Computer Education. Instructors will contribute to the university’s educational mission by delivering or co-delivering workshops across K-12 STEM topics and bridging classroom learning with industry needs.

Responsibilities include creating course materials, delivering engaging sessions, and providing constructive feedback to participants, with emphasis on inclusive pedagogy and