**DISCLAIMER: This web page is set up as a courtesy for Columbia graduate students, postdocs, and undergrads who are seeking external opportunities not affiliated with the Department of Mathematics nor Columbia University. The Department and University do not take part in negotiations or disputes related to these opportunities.
The Department of Mathematics and Columbia University bear no responsibility for these opportunities, their sources/associated organizations, or outcome.**
Links are indicated by blue text.
Postings are promptly removed after their deadlines have passed.
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GRADUATE STUDENT & POSTDOC OPPORTUNITIES
Fellowship Opportunities
- Available for: Columbia Arts & Sciences PhD students
- Stipend: $5,000
- Research grant: $1,000
- Contact: William McAllister
In keeping with Incite Institute’s interest in engaging disciplines across the university, in 2024 we launched a dissertation stipend and research grant for PhD candidates in the Graduate School of the Arts & Sciences who recently completed their prospectus.
Incite is now seeking a new cohort of Fellows for 2025–2026. We seek to support students whose projects match Incite’s engagement with producing knowledge both within and outside the university and who can benefit from funds to carry out dissertation-related research activities. We also seek projects that will be enhanced by and contribute to the Incite community and to the work of fellow PhD candidates receiving this grant.
Award amounts and program features
- $5,000 stipend per successful applicant.
- $1,000 research grant per successful applicant.
So that fellows can learn from one another—from one another’s fields and specific projects—and so that fellows can contribute to and participate in the life of Incite, they are expected to participate in a monthly seminar at which a fellow will present their research. From our experience, we view these seminars as opportunities for fellows to learn what fields other than their own can contribute to their dissertations and to their development as scholars in their fields.
We will hold these seminars monthly (Fridays, September 2025 through June 2026) at Incite for 90 minutes each meeting. Each fellow will present once. If you are not able to participate or are not interested in participating in this seminar, please do not apply.
Eligibility
- PhD students in the Columbia University Graduate School of Arts & Sciences.
- Prospectus approved between March 15, 2023 and April 23, 2025.
- Prior winners of this award are not eligible.
Application materials
- Cover page with full name, department, date prospectus approved, name of person providing letter of support.
- No more than 1,000 words (strictly observed; excluding references, if used) that describe the dissertation containing the following six sections:
- Introduction that overviews your dissertation research question, why it matters, and how it will be answered.
- Three sections that expand on the three elements of the Introduction.
- A brief section on how you intend to spend the research funding and how doing so relates to how you will answer your research question. Diverse kinds of expenditures are possible, e.g., going to conferences, purchasing datasets, mucking about in an archive, and so forth.
- Timeline for completing the dissertation.
- Note: Text should be written so that academics from fields outside yours can understand your argument and research approach.
Evaluation criteria
- Quality of articulating research question, why it matters, how it will be answered.
- Strength of letter of support.
- Quality of relationship to Incite’s interest in cross-disciplinarity.
- Expressed interest in participating in the Incite community.
- Note: We will award a total of ten stipends/grants.
Conditions for award acceptance
- Participation in monthly seminar at Incite in which each fellow presents an element of their research.
- Spend stipend and research grant within two years of receipt.
- Within these two years, submit to Incite one to two paragraphs on how the research money was spent and on how it furthered your dissertation.
Materials should be sent to incite.awards@columbia.edu as a single .PDF package by April 23, 2025 at 5:00pm ET with the subject line “Incite Doctoral Dissertation Fellowship Submission”.
Successful applicants will be notified no later than May 31, 2025.
Application Timeline
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March 18: Applications open
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April 23rd: Applications due by 5:00pm ET
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May 31: Applicants notified
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Conferences
Current Developments in Mathematics 2025
When: April 4, 2025 – April 5, 2025
Where: Harvard University, Science Center Hall D, 1 Oxford St, Cambridge, MA 02138, United States
Speaker: Michael Chapman – NYU | Pazit Haim-Kislev – Institute for Advanced Study | Jianfeng Lin – Tsinghua University | Laura Monk – University of Bristol | Ramon van Handel – Princeton University
Registration: In-person registration form here
Funding: Limited funding to help defray travel expenses is available for graduate students and recent PhDs. If you are a graduate student or postdoc and would like to apply for support, please register and send a letter to cdm@math.harvard.edu. A letter indicating your name, address, current status, university affiliation, citizenship, and area of study. F1 visa holders are eligible to apply for support.
If you are a graduate student, please send a brief letter of recommendation from a faculty member to explain the relevance of the conference to your studies or research.
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GTA Philadelphia 2025
When: Friday, May 30th – Sunday, June 1st
Where: Temple University in Philadelphia
GTA Philadelphia 2025, our 10th annual graduate student conference in algebra, geometry, and topology, will take place from Friday May 30 to Sunday June 1 2025 at Temple University in Philadelphia. The plenary speakers are:
Samit Dasgupta (Duke University)
Marissa Loving (University of Wisconsin)
André Arroja Neves (University of Chicago)
Tian Yang (Texas A&M University)
We will also feature a panel discussion surrounding math communication.
Graduate students have the opportunity to give ~20 minute research talks. We have NSF funding to support US-institution-based student participants, and particularly encourage members of underrepresented groups to apply.
For more information please see our website: GTA Philadelphia 2025. Participants should register by Wednesday, April 24th.
Titles and Abstracts must also be submitted by Wednesday, April 24th.
If you have any questions, please feel free to email us at gta.temple.math@gmail.com.
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When: 25 – 27 April, 2025
The goal of this conference is to bring young mathematicians together, both as speakers and as participants. The talks will cover an array of subject areas that are well-represented in the Duke Mathematical Journal. There will be nine colloquium-style talks by young mathematicians. These speakers are:
- Jennifer Balakrishnan (Boston University)
- Semyon Dyatlov (MIT)
- Elena Giorgi (Columbia University)
- June Huh (Princeton University)
- Tom Hutchcroft (Caltech)
- Akhil Mathew (University of Chicago)
- Lisa Piccirillo (University of Texas, Austin and MIT)
- Yao Yao (National University of Singapore)
- Shou-wu Zhang (Princeton University)
Organizing Committee:
- Hubert Bray (Duke)
- Alexander Kiselev (Duke)
Support:
All those planning to attend should register. There are limited funds to offset travel and hotel expenses for some participants who are not invited speakers. Priority will be given to early career participants.
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Rutgers Gauge Theory, Low-Dimensional Topology, and Geometric Analysis Conference 2025
When: Monday May 19 and Tuesday May 20, 2025
Where: Rutgers, The State University of New Jersey
New Brunswick
Registration is free but is required of all participants. The conference will be an in-person meeting on the College Avenue campus of Rutgers University, New Brunswick.
Invited speakers for the conference include:
Jacob Bernstein (Johns Hopkins University)
Theodora Bourni (University of Tennessee, Knoxville)
Christine Breiner (Brown University)
Riccardo Caniato (Caltech)
Adrian Chu (Cornell)
Camillo De Lellis (IAS)
Dylan Galt (Stony Brook University and Harvard University)
Robert Haslhofer (University of Toronto)
Ovidiu Munteanu (University of Connecticut)
Doug Stryker (Princeton University)
To register (required for our planning and for participants to receive conference updates) or apply for funding for in person participants (only very limited funding is available), please complete the following short registration form.
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Job Opportunities
Pre-College Summer Program 2025 ‣ Mathematics Instructor (Columbia University On-Campus)
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- Part-time
- Term: 2025 SUMMER
- Department: High School Programs
- Division: Non-Degree
- Program: High School Summer Programs
- Academic Program: High School Programs
Company Description
Columbia University’s Pre-College Programs offer high-achieving high school students the opportunity to engage in exploratory coursework at the college level, studying alongside peers from around the world. This highly selective program is open to students entering grades 9 and through the summer after their senior year.
Job Description
Columbia University’s Pre-College Programs for High School Students is seeking qualified candidates to develop and teach on-campus courses during Summer ’25.
Reporting to the Senior Director of Instruction and Curriculum for Pre-College Programs, Pre-College Instructors develop and deliver immersive non-credit courses for high-achieving high school students. They guide and supervise students when classes are in session, and write a holistic evaluation of each course participant after classes conclude. For more information on the program–including course sessions and times–please see here.
Course Descriptions
A Bridge to Higher Mathematics
This course focuses on theoretical mathematics that is not typically part of a traditional high school curriculum. The course covers a variety of topics including: logic, set theory, number theory and combinatorics. An emphasis is placed on proof throughout the course and different techniques of proof, including mathematical induction, direct proof and proof by contradiction will be discussed. While some applications will be considered, this course will primarily focus on theoretical concepts.
This course is titled A Bridge to Higher Mathematics because it helps teach students the reasoning and proof-writing skills needed for higher-level university mathematics, and more generally, STEM courses. It gives students a path for learning the skills needed to succeed in higher-level mathematics.
Thinking and Problem Solving: Math in the Real World
In this course intended for students who enjoy mathematics and logical reasoning, participants explore innovative ways in which math is used in the real world, in fields such as economics, computer science, media, and the physical sciences. By engaging with challenging practical problems, students hone their independent thinking and problem-solving skills.
Areas covered include the following:
- Graph theory, a topic heavily developed by both mathematicians and computer scientists. We explore algorithmic ways to compute, for example, the optimal path between two points on a map (minimizing cost, time, or another parameter). Another application is minimizing the cost of an electrical network which has to provide power to all residents in a new neighborhood.
- Probability and its numerous applications. We look at how probabilities are applied in economics and in popular media, and examine how they can sometimes be counter-intuitive or even deceptive.
- Various counting methods, combinatorics, and examples of Nash equilibria. We study applications of these techniques in economics (the prisoner’s dilemma), computer science (assessing the complexity of an algorithm), finance (loans and investments), and biology (population growth).
Students work individually and in groups to find creative solutions to given problems. Each student also works on a project of his or her own choosing, on a topic about which he or she is passionate.
Course Schedules
A Bridge to Higher Mathematics
Summer A: June 30th to July 18th – 11:10am-1:00pm & 3:10pm- 5:00pm EST (no class July 4th)
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Summer B: July 22nd to August 8th – 11:10am-1:00pm & 3:10pm- 5:00pm EST
Thinking and Problem Solving: Math in the Real World
Summer A: June 30th to July 18th – 9:10am – 11:00am & 1:10 – 3:00pm (no class July 4th)
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Summer B:July 22nd to August 8th – 9:10am – 11:00am & 1:10 – 3:00pm
Please Note: Course(s) and course availability is subject to change. Dates and class times are tentative and subject to change.
Responsibilities
- Develop course content, syllabus, lesson plans, and assigned work, in accordance with Pre-College templates and regulations
- Lead and attend all class sessions, including escorting students to and from campus for field trips
- Establish and maintain a dynamic in-class environment tailored for our high school population
- Evaluate student work and write a holistic evaluation of each participant after the course ends
- Monitor and address student concerns and inquiries (you will have around 20-24 students)
- Attend and complete all required online trainings
Qualifications
- Graduate degree or equivalent professional or academic background
- Expertise in the pertinent subject matter
- Aptitude for teaching
Additional Information
Hiring Salary
- Summer A & B (On-Campus): $7,000 – $9,000
- A one-time course development fee will be paid to first time instructors. Development fee rates are $1,500 for 3-week courses and $750 for all other courses.
Other Requirements
- Please specify the course (either Bridge to Higher Mathematics or Thinking and Problem Solving) and session(s) you would be interested in teaching in the Message to the Hiring Team field
- Please submit a resume inclusive of teaching experience as well as formal teaching evaluations (if available)
- Applicants must have U.S. work authorization and will need to be in the U.S. while teaching. Employment eligibility is contingent upon valid work authorization. Individuals on STEM OPT or holders of the following visa types are ineligible to teach Pre-College: B-1, E-3, H-1B, J-1, and O-1.
- Applicants may not hold a concurrent appointment with Columbia for the duration of their appointment
- Once hired, applicants are required to submit to a third party background check and complete Protection of Minors training in addition to other training(s) mandated by the University and Pre-College Program
All your information will be kept confidential according to EEO guidelines.
Columbia University is an Equal Opportunity/Affirmative Action employer.
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Thrive Scholars ‣ Academies College Readiness Teaching Assistants (Commuter Program Sites)
Location: Los Angeles, CA; New York, NY; or Chicago, IL
Employment Type: Full-Time, Temporary, Non-Exempt
Compensation: $21/hour
Application deadline: April 18th
Still hiring for a few remaining Teaching Assistant positions at our commuter program sites. Openings are listed below:
- Los Angeles: 1 Math
- New York: 4 Math
Please note:
- These positions do not include housing, as both programs are commuter-based.
- The Los Angeles program will be hosted at the University of Southern California (USC).
- The New York program will be hosted at Mercy University’s Manhattan campus.
The Organization
At Thrive Scholars, we provide high-achieving students from under-resourced communities the opportunities they need to thrive at top colleges and in meaningful careers.
Our comprehensive and data-driven program model focuses on the key inflection points that can be the difference between graduating from any college and graduating from a top college with the grades, degree, career skills, and network needed to thrive in any career. Thrive Scholars originated in Los Angeles as South Central Scholars (“SCS”) twenty years ago. Over this time, the organization has refined its program model and, in the last five years, has focused on expanding nationally; reaching more high-achieving students from under-resourced communities, growing the number of Scholars we serve; and deepening our program impact. Thrive Scholars has begun to grow its footprint with new summer program offerings in three additional cities. The organization has approximately 75 year-round employees and close to 200 summer employees.
The Program:
Summer Academy has long been the keystone of Thrive Scholars’ Six-Year Program, offering a signature summer experience through intensive college-preparatory courses taught by college instructors. Thrive’s current strategic direction builds on the success of Summer Academy to expand our impact by establishing community-based Thrive Academies in cities across the United States. We launched our first two Thrive Academies as commuter programs in Los Angeles and New York City in 2024 while simultaneously continuing to offer the residential Summer Academies for Scholars who are part of our Six-Year Program. We are gearing up to open a third Thrive Academy in Chicago and expect to continue extending our reach to other cities in the coming years.
The Students:
Our students are high-achieving and identify as first-generation college-goers and individuals from under-resourced communities, with an average high school GPA of 3.9 on a 4.0 scale. They are eager to learn, inquisitive, and highly motivated to succeed. In general, they see themselves as good students who perform well in school and are determined to live up to that expectation. Students in SA 1/TA 1 are rising high school seniors, while students in SA 2/TA 2 are rising college freshmen.
The Position:
Thrive Scholars is seeking a College Readiness Teaching Assistant who can work with a faculty member to administer a college math or writing course to our students preparing for the rigor of courses at selective institutions. The math courses include a range from Statistic and Precalculus to Multivariable Calculus. The writing courses are Introduction to Creative and Expository Writing and Introduction to Academic Writing.
The uniqueness of this position lies in its dual focus on supporting students both inside and outside the classroom. Teaching Assistants will foster a sense of community with their assigned students, emphasizing belonging, connectedness, and resilience in a new environment. In practice, this includes creative ways to start the class period, developing shared meanings and motivational mantras to encourage resilience, and conducting personal check-ins with students who miss class. This role provides the opportunity to co-create and nurture a culture of safety that maximizes student engagement and learning.
College readiness teaching assistants serve as both teachers and mentors, combining instructional support with personal guidance.
A strong understanding of and commitment to Thrive Scholars’ ‘North Star’—Economic Mobility—is essential. Please review our position statement on economic mobility here.
TA’s will be supported by their faculty members, the Site Director, Assistant Site Director, and Thrive’s Director of Faculty. The tentative schedule is outlined below:
University of Southern California Location Overview – Commuter
Tentative Dates: Summer 1: June 15th – August 1st; Summer 2: June 15th- July 19th
Mercy University Manhattan Campus Location Overview- Commuter
Tentative Dates: Summer 1: June 29th – August 16th
University of Chicago Location Overview- Commuter
Tentative Dates: Summer 1: June 22nd – August 8th
Once the program begins, College Readiness Teaching Assistants are expected to work 40 hours per week Monday through Friday with a set class schedule and more flexible hours for work outside of class. There may be occasional weekend or evening work for special events, such as college tours or program celebrations. Full staff training and orientations will begin mid June, schedule TBD in collaboration with the Site Director and Program Director.
Primary Responsibilities:
Teaching Responsibilities:
- Serve as the Teaching Assistant for two sections of a college-level math or writing course in collaboration with a faculty member.
- Administer lessons, lectures, and interactive activities to ensure students grasp key concepts.
- Provide support during class hours, addressing student questions and clarifying complex topics.
- Collaborate with the faculty member to design and implement effective teaching strategies for college readiness.
Guidance Responsibilities:
- Build a supportive community among assigned students, fostering a sense of belonging and connectedness.
- Implement unique and engaging methods to start each class period, creating a positive and inclusive learning environment.
- Develop shared meanings and motivation mantras with students to promote resilience and a growth mindset.
- Communicate concerns for students who may display signs of disengagement to the Site Director
- Co-create and facilitate a culture of safety that encourages deep engagement and participation in the learning process.
- Serve as a mentor to students, providing guidance on academic and personal development in preparation for the challenges of selective institutions.
- Foster a collaborative learning environment that encourages peer support and knowledge sharing among students.
Qualifications and Experience:
- Bachelor’s degree required
- Can demonstrate competency in college level calculus (ranging from pre-calculus to multivariable calculus, including a high comfort level with statistics) or college level writing
- Can demonstrate effectiveness in supporting and teaching assigned course subjects in a university setting
- Experience in a learning environment such as a summer camp, school, academic summer program, a residential high school strongly preferred
- Experience in and passion for working with a diverse community of high school & college students
- Superior interpersonal skills & ability to build effective relationships with students, faculty, & staff
- High level of dependability & strong commitment to ensuring the health & safety of participants at all times
- Enthusiasm & ability to work in a high-energy environment, foster positivity & energy among high-school & college students
- Ability to independently manage multiple priorities
- Uphold and enforce the values, policies, and procedures of Thrive Scholars as outlined in the program manual
- Ability to exercise sound decision-making and maintain confidentiality
- Ability to maintain professional boundaries
- Professional dress is required
- CPR & First Aid certification preferred
- Must pass a background check and complete required safety trainings
Working Environment & Physical Requirements
- The physical demands described here are representative of those that must be met by a seasonal employee to successfully perform the essential functions of this role:
- Frequent sitting, talking and listening and occasional walking, bending, stooping, and pulling
- Handle and operate computers, tools or controls
- Occasionally lift and/or move up to 25 pounds
- See clearly in an indoor and outdoor environment
- Work in an indoor classroom environment that may not have air conditioning in the summer
- Travel off campus (transportation will be provided and advance notice will be given if required)
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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Thrive Scholars provides equal employment opportunities (EEO) to all employees and applicants for employment and prohibits discrimination and harassment based on race, color, religion, gender, gender identity, national origin, sexual orientation, age, disability, or veteran status.
For more information, please visit thrivescholars.org
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To apply for a stay at the MPIM, please fill out the online application form and provide all required documents. If you have any questions, please contact us at application@mpim-bonn.mpg.de.
The selection committee meets twice per year (summer and fall). The deadline for the next application round is May 24, 2025. Please note that also the letters of recommendation (two) should have been uploaded by the time of the deadline.
Important practical issues:
You need 2 letters of recommendation. It is very important to input current email addresses for the recommendation letter writers, as once you upload your application (and only then!) a request for writing a recommendation letter is sent automatically to these addresses. A timely uploading of your application is therefore essential for the letter writers to have sufficient time to finish their work before our deadline.
Guest program applications (for mathematicians with tenure):
It is best to apply about one year before the intended starting date of your stay. During June-July we are usually overbooked and hence have to be very strict with invitations for that period. The application period can be up to one year.
Postdoc applications:
Please try to apply in our fall meeting if you plan to come in the fall after you received your PhD. In this case you can apply for up to two years and we will assign a Mentor to you, who will introduce you to their research group in Bonn.
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Prestige Institute ‣ Call for Instructors
Deadline: N/A
Prestige offers instruction in a variety of middle school and high school mathematics topics, including the AMC competitions, AP Statistics and Calculus, and SAT/ACT mathematics preparation. We are actively seeking instructors who are comfortable teaching any of these subjects and can provide high-quality instruction to our students!
While we are primarily looking for instructors who can teach in person at our Westchester location at least once a week. We also welcome online instructors as a more flexible and convenient option.
If any graduate students are interested in this opportunity, we would be happy to set up a call to discuss rates, scheduling, and any other relevant details. Please let us know if you have any questions – contact westchester@prestigei.com | 914-881-9191.
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Thinking Caps Group ‣ Call for Tutors
Deadline: N/A
Compensation: $27-$50/hr. depending on education level.
Application Process: Learn More Here; Applicants should send resumes to tutors@thinkingcapsgroup.com. We ask that candidates include a little information about themselves and why they’re interested in tutoring.
Contact for questions: William Scarlett (Academic Liaison) <wscarlett@thinkingcapsgroup.
Job Description:
Thinking Caps is a boutique tutoring company that provides the following services to NYC-area students:
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Study and executive functioning skills instruction
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Individualized subject tutoring (including English, math, foreign languages, and science)
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Test prep support (ISEE, SSAT, SAT, ACT, SHSAT, SAT subject tests, etc.)
We’re currently seeking to hire qualified instructors who can help students study smarter, not harder. The work is done at the students’ homes or schools. Please note that we request that all applicants are prepared to take on at least three students for the duration of an academic year. Compensation is $27-$50/hr. depending on education level. Finally, we ask that all applicants have a cumulative GPA of 3.5 or higher, but can work with exceptions if provided with requisite explanation.
The TCG Process
At Thinking Caps we pay special attention to tutor interests and teaching style to make sure we match instructors with students they’ll really “click” with. We work primarily with middle and high school students, some of whom have learning differences such as ADHD, dyslexia, dysgraphia, etc.
Benefits
While working for Thinking Caps tutors can expect:
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Advanced training to help develop students’ study/executive functioning skills
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Opportunities to teach material from their particular field(s) of study
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Access to our comprehensive Resource Library to help you prepare for lessons
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Flexible hours and travel compensation when applicable
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Academic support from our team of Academic Directors and Liaisons
The work is done at the students’ homes or schools. Please note that we request that all applicants are prepared to take on at least three students for the duration of an academic year.
Applicants should send resumes to tutors@thinkingcapsgroup.com. We ask that candidates include a little information about themselves and why they’re interested in tutoring.
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NYC Math-M-Addicts ‣ Assistant Teachers for Saturday math enrichment program
Additional information: Program link | Teacher list
Deadline: N/A
Application Process: 1) Submit a resume and cover letter to careers@mathmaddicts.org. Include in your cover letter information about your math background which you feel will help us determine the student group level best matched to your experience. 2) (Optional) Visit the program 3) Present solutions to two problems from a former entrance exam to a couple of MMA teachers.
Contact for Questions: Ruvim Breydo <ruvim@mathmaddicts.org>
Job Description:
A Head Teacher and one or more Assistant Teachers work together to instruct students in grades 5-12 using the teaching methods and curriculum developed by MMA’s founders. The program aims to provide insight into advanced-level math. After one or more semesters in an Assistant Teacher role, candidates may be invited to become a Head Teacher.
Assistant Teacher Responsibilities:
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Assist the Head Teacher in leading classes
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Help maintain student engagement by assisting in discussions
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Give Head Teacher feedback on which students may need extra help
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Work with students individually and in small groups
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Assume Head Teacher responsibilities in his/her absence
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Meet with MMA founders to review course materials
Assistant Teacher Qualifications:
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A degree in math, science, or engineering
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Fluency in areas such as combinatorics, number theory, the pigeon-hole principle, graphs, mathematical induction, geometry, and game theory
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Experience with a math circle or math team is a plus
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Experience teaching in a collaborative environment is a plus
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Research Opportunities
The Erdős Institute Summer 2025 Career Launch Cohort enrollment window is now open!
The Erdős Institute is a multi-university consortium that helps graduate students and PhDs get rewarding jobs in industry and off-loads non-academic professional development mentorship from graduate school programs. We provide fully remote Boot Camps and asynchronous mini-courses taught by former academics for current academics. We also provide career coaching and industry placement services.
The Summer 2025 Cohort runs from May 7 through August 15, 2025.
Graduate students and PhDs may create their account and enroll by Thursday, May 1st by 11:59pm ET @ https://www.erdosinstitute.org/cohort/summer-2025/enrollment.
Summer programming includes:
Training: May 7 – July 2
- Choice of one of the following Project-Based Certificate Boot Camps (lectures 2x/week):
We also offer a Deep Learning Boot Camp for advanced participants who pass our assessment by April 21, 2025.
- Mini-Courses (Asynchronous)
- Job Help: workshops on application materials, networking, and interview fundamentals
Intensive Interview Prep and Career Connections: July 7 – August 15
- One-on-one career advising
- Work with small groups and career advisor on behavioral and technical interview preparation
- Connect with Erdős Alumni and industry partners at your target companies
All programming is fully remote. Synchronous lectures are recorded in case of time conflicts.
Enrollment Fees:
- New Members: $500/individual for graduate students, postdocs, and other academics unaffiliated with our sponsoring academic institutions*
- Free for graduate students and academics affiliated with our sponsoring academic institution
- Erdős Alumni: additional benefits in future cohorts as an Alumni Club member at $25/month
*We strongly encourage prospective participants to seek external sources of funding, both from their institution and through grants. Several faculty, departments, and graduate schools choose to support their Erdős participants through grants and professional, travel, or conference funds.
We also write letters of support for faculty who wish to write Erdős professional development support into the Broader Impacts section of their grant applications.
Students who wish to connect with Erdős but are not ready to commit to Boot Camps may enjoy select FREE programming with the creation of an account!
Free programs include:
- Career Exploration Seminars: attend remote talks by Erdős Alumni and Industry Partners
- Job Board
- Python Prep asynchronous mini-course
For any questions, please reach out to Head of Academic Sponsorships, Amalya Lehmann, at amalya@erdosinstitute.org.
Mentorship Opportunities
N/A
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