Curriculum Developer, Deep Thinking in Mathematics Major

Bridge to Enter Advanced Mathematics (BEAM)

7d•$52,000

About The Position

Bridge to Enter Advanced Mathematics (BEAM) creates pathways for students from low-income, low-access backgrounds to become scientists, mathematicians, engineers, and computer scientists. We provide BEAM students the same access to high-quality preparation in STEM as their more affluent peers, and we invest deeply in our students' success, with programming from middle school through college graduation focused on joyous, exciting, and rigorous mathematics, building vibrant communities, and supporting students in key life transitions such as college admissions and financial aid. BEAM has grown from a small summer program serving 17 students in the summer of 2011 to a year-round, national program, serving 450+ students at six summer program sites and 600+ students in year-round programming in New York City and Los Angeles this school year. In addition, our BEAM National pilot program now reaches around 1000 elementary-aged students in seven different states, working to create a new nationwide pathway modeled on our local work. We've seen our students' successes first-hand, and it's backed by data: a quasi-experimental study found that students who attended our 7th grade summer program were 1.3X as likely to declare a STEM major as a matched comparison group. DESCRIPTION OF THE TEAM/DEPARTMENT The team of part-time curriculum developers will be part of BEAM's Curriculum and Design Team. That team has two full-time staff members: a Manager, Curriculum & Design, and a Coordinator, Curriculum & Design. Both will work to support the design of outstanding materials that can be implemented across BEAM's programs. Although each major will be led by one designer, this is a highly collaborative role and you will be part of a team of designers including two 8th grade courses and three high school majors. The team will meet weekly over video for group brainstorming and collective problem solving. There may be opportunities for in-person gatherings and working together as well. The rest of the Curriculum & Design Team, as well as BEAM's Founder and CEO, will be part of the design process and support with brainstorming and refining ideas to help them succeed. In addition to that team, an advisory board for each major will support your work with deep subject matter expertise from researchers and industry experts. Additionally, you will work with and support teachers directly implementing the materials in their first launch. DESCRIPTION OF THE CURRICULUM TO BE DEVELOPED This role is being hired to develop our "Deep Thinking in Mathematics" major. All BEAM courses are designed for students to develop strong skills in mathematical problem solving and reasoning; this major additionally gives students the opportunity to develop skills in more abstract mathematics and to understand the field at a greater level of depth. The major will have three courses, each lasting for one semester with 24 hours of class time each. Courses are designed to build on one-another and connect into a coherent storyline. As a rough outline, here is a likely sequence of topics: Number Theory Linear Algebra Group Theory (or other Abstract Algebra) The courses are not designed to be equivalent to college courses, and are not intended to be comprehensive in their subject. Instead, each course will be narrowly designed to prepare students for their capstone projects. They'll highlight a few ideas or results that give students a greater depth of understanding and paint what the field is like. (For example, the Number Theory course might focus on modular arithmetic and Fermat's Little Theorem.) That focus on key results—rather than covering a broad subject—allows us to foster intellectual excitement, spending less time building up foundations and instead helping students to grasp the most interesting punchlines while still developing the topic in a rigorous way. Finally, the major will culminate in capstone projects. Examples of capstone projects that students might complete include: The BEAM research workshop, a program for students to do math research while in high school Synthesizing several sources into an expository paper, video, or course about a field of mathematics, for example about an application of mathematics (such as group theory in chemistry or physics) Programming a computer to explore solutions to a mathematical problem Implementing an application of mathematics, such as public-key encryption or AI utilizing linear algebra Modeling the Rubik's cube or some similar puzzle using abstract algebra SUPERVISION Each curriculum developer will be supervised by the Manager, Curriculum and Design, who will also review work and support developing materials that can be implemented by multiple instructors. The team will also work directly with the Founder & CEO, to support the design of exceptional materials that align with BEAM's vision and goals.

Requirements

Deep knowledge of mathematics at an advanced undergraduate or graduate level. Comfort with proofs as the language of mathematics and the layered abstraction of the fields of mathematics.
Some experience with mathematical research in either academia or industry, at least to the point of having read and understood some research papers and the ability to navigate mathematics as discussed by mathematicians.
Knowledge of practices of enrichment teaching and different activities and classroom approaches that are effective for teaching in enrichment contexts.
Strong pedagogical skills, especially for teaching high school students. Able to develop exciting and engaging classes that support both rigor and depth. Examples of skills include: designing courses that structure material well for students to learn at a deep level, creating activities that promote active and deeper thinking in a classroom, and structuring classes to have a compelling arc and story to them.
Exceptional writing skills. Able to state and write solutions for problems with precise language and in ways that are engaging and energizing. Able to create clear and compelling materials for other instructors, with clear course goals and lesson plans.
The ability to plan towards a goal and implement independently. Good at tracking larger projects and completing them on-time.
Strong collaboration skills.
At least three years of teaching experience, preferably in contexts outside of the school curriculum.
At least one prior experience creating a course independently rather than teaching from a prescribed curriculum.

Nice To Haves

Experience working in programs that promote educational equity or teaching students from historically marginalized backgrounds. A strong understanding of diverse student backgrounds and needs, and how to design systems to thoughtfully support student needs. Specific knowledge of the barriers that low-income and minority students may encounter.
Experience with educational enrichment programs that support students to do more advanced work.
Experience supporting students in significant independent projects (such as research projects).
A deep understanding of applications of the mathematical topics in this major. We are especially interested in experience with linear algebra as it is applied in AI, but in general are looking for people who can go from the abstract to concrete applications.
Experience writing curriculum for other instructors to use.
Experience with STEM education and opportunities at the collegiate level or beyond, e.g. earned degrees, teaching, etc.

Responsibilities

Develop a roadmap for the Deep Thinking in Mathematics major
Draft capstone projects
Outline the full course sequence
Develop all course materials so that the courses can be successfully implemented by program instructors
Revise materials based on the first run and feedback from instructors
Directly teach each of the classes in its initial launch
Observe other instructors teaching the class and debrief with them to incorporate feedback
Determine hiring needs for instructors within the major, and support hiring
Provide guidance and support to instructors implementing the course material
Other work as needed to support the successful launch of our new academic programming