Brown Pre-College and Undergraduate Programs provide invaluable professional development opportunities for both beginning and well-established educators.

The Division of Pre-College and Undergraduate Programs provides academic opportunities for high school and undergraduate students. The Division engages throughout the year with students from around the world in intellectually and socially formative and challenging experiences in and out of the classroom with a diverse group of peers, instructors and staff. Brown University’s commitment to independent thinking, critical engagement and personal and community responsibility is manifested in our academically rigorous programs, serving a wide range of students.

Brown Pre-College Programs

Vision Statement

Brown University Pre-College Programs provide students with intellectually and socially formative and challenging experiences in and outside of the classroom. Our students learn with a diverse group of peers, instructors and staff in an academically rigorous environment aligned with Brown’s commitment to independent thinking, critical engagement and personal and community responsibility. Students leave their pre-college programs intellectually changed, with a deeper awareness of their own abilities and interests, a broadening of their knowledge of the great diversity of perspectives and experiences and an appreciation of how much more there is to learn.

Mission Statement

Brown University’s Pre-College Program provides students with an educational journey that mirrors what they can expect to experience as they apply to and attend college. Through a thoughtful application process, selection of courses from curricula representative of the best of liberal arts study and engagement with fellow students, instructors and staff who hail from varied backgrounds, students leave their programs with new knowledge, capacities, friends and a broader understanding of their world.


  • Much like Brown’s undergraduate Open Curriculum, the University’s Pre-College Programs aim to create student-centered learning experiences
  • Brown Pre-College Programs shift student focus away from formal grades and credits towards the learning itself.
  • Over 300 courses are offered, ranging in length from one to six weeks and are designed and taught at a first-year college level on campus, online and in domestic and international locations.
  • Brown Pre-College Programs attract roughly 6,000 exceptional, engaged and motivated high school students each year.
A more detailed program snapshot can be found here.

Pre-College Programs

Summer@Brown is the largest of Brown’s Pre-College Programs, featuring well over 200 non-credit courses offered in intensive sessions – both on campus and online – ranging from one to six weeks in duration over multiple terms across the summer. Courses offered span the broad range of academic disciplines at Brown, intentionally reflecting the breadth and depth of Brown’s undergraduate liberal arts curriculum. Courses are designed to expose high school students to first-year undergraduate content, with the attendant academic rigor, and are non-credit in order to encourage students to take risks and explore unfamiliar subjects.

Summer@Brown Online courses take advantage of the benefits of online learning and technology to bring together the best aspects of seminar-style learning in an asynchronous, mostly asynchronous or blended learning environment. Enriching extra-curricular programs – offered to both on-campus and online students – supplement the academic core of the program, providing students with broad exposure to the experience of learning as part of a college community. Students enrolling in these courses must have completed the 9th grade. Click here to learn more about Summer@Brown Online.

Summer@Brown: Course-Based Research Experiences (CREs) provide instructors the opportunity to guide Pre-College students through the process of proposing and conducting independent research, building from questions that are currently unanswered. Instructors interested in facilitating a Pre-College CRE will design a course that provides the student with a research challenge for which the answers are unknown, supports them in a five-week hybrid course and culminates in an opportunity for the student to present and disseminate their findings. The curriculum should be necessarily fluid, with students finding success and experiencing challenges as they progress – much like a true research experience. Students enrolling in these non-credit courses must have completed the 10th grade. Click here to learn more about CREs.

Summer@Brown Language in Context (LiC) courses offer students an opportunity to engage in language learning  while studying a specific academic area or discipline. Course offerings include French, Spanish, Italian, American Sign Language as well as English for students interested in enhancing their command of English within a specific academic area or discipline. Language in Context instructors are familiar with the linguistic nuances of multilingual language learners, and develop their syllabi to include substantial opportunities for students to exercise their listening, public speaking, reading and academic writing skills. Students enrolling in these non-credit courses must have completed the 9th grade.

The Brown Environmental Leadership Lab (BELL) combines concepts in environmental studies, ecology and leadership with a mission of developing socially responsible leaders. BELL courses take place in a number of domestic locations including South Central Alaska, Mammoth Lake, California and Brown University’s Providence campus. At BELL, a small cohort of students develop the knowledge, skills and attitudes necessary to create positive change on environmental issues facing their local communities and the planet as a whole. BELL students engage with a wide variety of content, including work in environmental science, social science and leadership development. Students enrolling in these non-credit courses must have completed the 10th grade.

The Leadership Institute believes that all students have the capacity to effect positive change for their communities. This innovative program integrates three foundational components: study of a compelling academic topic, exploration of socially responsible leadership and development of a meaningful Action Plan. Courses – on campus and online – utilize an interdisciplinary approach to explore complex, contemporary social issues of pressing global interest. Brown faculty and graduate student instructors work closely with the program director to develop a course syllabus that effectively integrates and supports programmatic goals, including the development of an Action Plan. Students enrolling in these non-credit courses must have completed the 9th grade.

Brown Experiential Education - Programs (BEE) are immersive and rigorous academic experiences. Domestic and international program sites are carefully selected to enhance course content. The connection between site and course content offers a small cohort of students a rich experiential learning experience. The program’s interdisciplinary approach helps prepare students for the increasingly complex challenges of the 21st century by exploring the interconnectedness of the global community and exposing students to varied perspectives. Students enrolling in these non-credit courses must have completed the 10th grade.

STEM for Rising 9th and 10th Graders is an immersive academic experience that allows students to explore the STEM disciplines. Students can indulge their passion for learning as they dive into content in science, technology, engineering or mathematics focused courses. The courses provide students with some understanding of the foundational material for that discipline from which they can springboard to areas for exploration such as more advanced content or current areas of research. In addition to the academic experience, students participate in supplemental programming that promotes and supports social and academic growth as they prepare for success in their future academic experiences. The students spend time working on a comprehensive academic project and the program culminates in a final presentation of their work. Students enrolling in these non-credit courses must have completed the 8th grade.

Pre-Baccalaureate Program for rising or recently-graduated High School Seniors. Pre-baccalaureate students enroll in online credit-bearing courses alongside Brown and Visiting Students in the University’s undergraduate Summer Session.

Undergraduate Summer Session

Summer Session extends the undergraduate curriculum into a seven-week session in the summer. Offering a wide range of courses across the disciplines, Summer Session provides students with an intensive learning experience. 

Learn More Here

The 2024 Course Catalog is now finalized. Please check back in early fall 2024 to submit a course proposal for 2025.

Brown Pre-College: Teaching Opportunities and Course Proposal Workshop

If you are interested in proposing a new course for summer 2024 please view the informational recording below for guidance.


Email if you have any questions.

What is Brown Pre-College?

Brown University Pre-College Programs provide students with intellectually and socially formative and challenging experiences in and out of the classroom with a diverse group of peers, instructors and staff. Courses provide an academically rigorous environment aligned with Brown’s commitment to independent thinking, critical engagement and personal and community responsibility. Students leave their pre-college programs intellectually stimulated having been exposed to a great diversity of perspectives and experiences and with an appreciation of how much more there is to learn.

Summer 2024 Programs

We anticipate offering all of our programs to Pre-College students, including Summer@Brown (includes courses with Summer@Brown Language in Context and Summer@Brown Course-Based Research Experiences), the Leadership Institute, STEM for Rising 9th and 10th Graders, Brown Environmental Leadership Lab (BELL) and a range of Brown Experiential Education (BEE) Programs across the globe.

Why Teach with Us?

Teaching with Brown Pre-College Programs provides invaluable professional development opportunities, whether one is just beginning a career or is a well-established educator.

Teaching in our programs provides instructors opportunities to:

  • Design one’s own course;
  • Experiment with new curricular or pedagogical methods;
  • Practice the craft of teaching in a highly supportive environment; and
  • Enhance one’s professional development through workshops focused on best practices and effective teaching strategies.

Pre-College instructors experience the energizing joy of teaching bright and engaged high school students who are embracing the challenges of college-level learning. The students’ journey mirrors what they can expect to experience as they apply to and attend college.

To be considered, students complete a thoughtful application process that culminates with selecting courses of study from a broad variety of disciplines found in the liberal arts. They engage with fellow students, instructors and staff who hail from varied backgrounds and lived experiences. Students gain new knowledge, skills, friends and a broader understanding of their world. They leave the programs inspired to take the next steps in their academic career.


All Brown faculty, graduate students, post-docs, staff with appropriate credentials and teaching experience and Tougaloo College faculty are eligible to propose a course. Non-Brown affiliated educators may likewise propose to teach, though preference is given to those currently affiliated with the University. All graduate students need approval from their DGS (director of graduate studies) and/or PI (principal investigator) in order to teach with Pre-College.

Propose a Course

Prior to proposing a new course:

  • Familiarize yourself with the programs we offer. Program goals as well as the intended student audience differs between programs, and proposals should be aligned accordingly. 
  • Review the 2023 course catalog to view prior course offerings in your academic area as well as identify gaps in the curriculum. Consider your own interests, experience and availability.  Courses across programs can be taught in two formats - online and in person - and the hours of direct student interaction and engagement differ between programs.   

After you submit your course proposal, you may hear back from a Pre-College Program Director with questions or suggestions, including feedback about your course materials, course learning outcomes or format for your course (i.e., length, online vs. in-person, etc.). Feel free to reach out to if you would like to connect with a Program Director.

Summer 2024 Course Proposal Dates and Deadlines

Proposal Review Timeline
New Course Proposal Opens September 2023
Proposal Deadline November 15, 2023

Course Proposal Guidelines and Template

Course Name
(80 characters max, including spaces)
Note that students select courses in large part based on the title. Make yours catchy and understandable for a lay audience!
(500 characters max, including spaces)
Please provide a concise and engaging synopsis for your course (500 characters maximum, roughly 75-100 words). This is the first information students will read in the course catalog preview, but will not be included in your full course description. This synopsis may also be used for marketing purposes and should serve as a tool to help students quickly understand your course and generate excitement for the course content. You can see examples of course synopses here.
Course Description
(500 words max)

Make sure that you are writing the text to your student audience (2nd person). Text should include: 

  • Course Introduction (Overarching Theme and Main Objective)
  • Course Focus
    • What material will be covered (i.e., theories, principles, concepts, topics)?
    • How will students engage with the material throughout the course?
    • Are there elements that make this course unique?
  • Establish Learning Goals: In a bulleted list form, outline 3-5 areas of knowledge, skills and/or expertise the students will gain through completing this course successfully. Objectives can be expressed directly to interested students, for example stating, “By the end of this course you will be able to.”
  • Conclusion: How does the course provide a foundation for further study?
Course prerequisite(s)
Being clear on the academic background you expect your students to have crucial to the success of your course. Indicate as clearly as you can your expectations of any prior knowledge, level of content proficiency or maturity level your course will require. (e.g., high school biology, second year algebra, AP or honors level English, etc. and/or the high school grade level and/or age of students who enroll in this course).
Proposed length of course What length do you envision for this course?

Submit a course proposal for Pre-College!

Please do not use this form if you are interested in revising an existing course.

Teaching in the Summer Session Program

Brown’s Summer Session extends the undergraduate curriculum into the summer months, offering a wide range of courses from across the disciplines, from those that are in regular high demand or are prerequisites for further study to those that are uniquely attractive to students. All courses offered must be currently approved courses or be submitted via the course proposal portal and approved by this committee as well as by the offering department.

The compressed, seven-week session provides students with an intensive learning experience, enabling them to achieve a degree of focus that is for many a challenge during the fall and spring semesters. Since students have chosen their classes freely and are typically taking only one course or no more than two over the summer, they are able to commit to the material in a focused way. Indeed, students regularly report that the compressed session, the small class size, the availability of the instructors and the absence of distraction during the summer session significantly facilitates their learning. The engagement of students, the compressed session and the (relative) freedom from distraction also provide faculty an opportunity to experiment with new material and new pedagogies and to practice teaching new courses. For these reasons, Brown faculty also report high levels of satisfaction with summer teaching.

In addition to serving Brown undergraduates, the Summer Session is open to qualified rising high school seniors and recent high school graduates.The instructional staff of Summer Sessions consists primarily of Brown faculty, supplemented by visiting faculty and graduate students.

Summer Session Course Dates  
Wednesday, June 19, 2024 Juneteenth Holiday observed according to University regulations
Monday, June 17, 2024 Summer Session classes begin
Thursday, July 4, 2024 Fourth of July Holiday observed according to University regulations
Friday, July 26, 2024 Last day of classes
Friday, August 2, 2024 Summer Session ends

Summer Session 2023 Course Proposal Dates and Deadlines

Proposal Timeline
  • Course Proposal Opens: September 25, 2023
  • Proposal Deadline: November 10, 2023
Proposal Process for All Summer Session Courses:
  1. Connect with your Department Chair, to secure approval to teach during the summer undergraduate session.
  2. Submit the Summer Session 2024 proposal form prior to November 11, 2023.

Submit a course proposal for Summer Session!

Program Director: Carrie Nordlund

Pre-College Instructor Workshops

Upcoming 2023-2024 workshops will be announced soon in Today@Brown

Instructor Resources

There are a number of resources available to instructors to assist in designing engaging residential, online and blended courses.

Sheridan Center for Teaching and Learning

The Sheridan Center promotes evidence-based teaching to create an inclusive environment where all learners can succeed. To encourage innovation and interdisciplinary collaboration, the Sheridan Center cultivates dynamic partnerships with all members of Brown’s teaching and learning communities. The Center advances effective liberal learning, encourages ongoing professional development and fosters reflective teaching and learning.

For Pre-College instructors, The Sheridan Center offers various resources including consulting services, access to teaching resources and certificate or workshop programs throughout the academic year.

For more information, please contact the Sheridan Center at 401-863-1219 or

Digital Learning and Design

Digital Learning & Design (DLD) is a team of learning designers, technologists and media professionals who aim to help instructors innovate, expand their reach and deepen their impact through teaching and engagement. DLD partners with instructors to create engaging learning experiences and design captivating online, residential and blended courses.

Canvas Course Management System

Canvas is Brown’s online course management system and offers tools to supplement an instructor’s course syllabus, including content upload, collaboration, student communications, assignments and assessments.

Brown Writing Center

The Writing Center provides writing assistance for all members of the Brown community. Staffed by graduate students from a variety of disciplines who are experienced in writing and teaching and undergo ongoing training. Associates are prepared to review a variety of types of writing and to discuss your specific writing concerns. Individual conferences are available as well as workshop sessions. Walk-in hours are available, but appointments in advance are preferable. For more information, please call 401-863-3524.

Brown University Libraries

The Brown University libraries are a wonderful resource for both instructors and students. Summer instructors have access to the Online Course Reserves Access (OCRA) to request digital and physical course reserves for articles, book excerpts, audio and video materials.

University libraries also offer independent or collaborative study and work spaces for students, in addition to subject specialists who can assist with their academic work. Instructors are encouraged to steer their students to take advantage of the University Libraries extensive resources.

Over the summer, University Libraries operate on a restricted schedule. Check here  for the most-up-to-date hours of operation.

Haffenreffer Museum of Anthropology

The Haffenreffer Museum of Anthropology is Brown University’s teaching and research museum. A resource across the university, the Haffenreffer Museum inspires creative and critical thinking about culture by fostering interdisciplinary understanding of the material world. The Museum also provides opportunities for faculty and students to work with collections and the public, teaching through objects and programs in classrooms, in the CultureLab in Manning Hall, and at the Collections Research Center. 2

The Heffenreffer Museum is an incredible way to enhance your curriculum and course content.  If you are interested in incorporating a visit or guided experience to the museum into your summer course, please contact

The 2024 application will open in the spring.
Full application details can be found in your Instructional Support Portal.

The Reginald D. Archambault Award for Teaching Excellence recognizes, rewards and promotes excellence in teaching in the Division of Pre-College and Undergraduate Programs. The award is named in recognition of Reginald D. Archambault, Professor of Education emeritus and inaugural Dean of Summer Studies, 1984-1992. Professor Archambault served as Chair of Brown’s Education Department from 1967 through the early eighties, contributing greatly to the M.A.T. program and developing the Brown Summer High School as a teaching laboratory. He remains dedicated to advancing the craft of pedagogy.

2023 Teaching Award Winners

Yiran Hua
Recipient of the 2023 Reginald D. Archambault Award for Teaching Excellence in Summer Session Education

This year’s Reginald D. Archambault Award for Teaching Excellence in Undergraduate Summer Session Education recipient is Yiran Hua, who taught the course “Feminism, Fetishes, and Objectification” this past summer.

Yiran utilized a thoughtful, flexible and intentional approach to teaching the course, providing all students an equal opportunity for success by providing detailed, clear expectations and meticulous feedback. Yiran carefully balanced the structure of class meetings to ensure that each student could learn effectively. Within Yiran’s class, students discussed potentially contentious topics generously and without rancor. Students had the freedom to explore their own ideas and bolster their arguments effectively, supported by thoughtful guidance that enhanced their understanding. 

Yiran excelled in providing students with thorough and useful course-related feedback, noting each student’s strengths and pushing them towards improvement in areas that were meaningful to them as individual learners. Students noticed the effort and care that Yiran put into developing and teaching this course. Students felt that they were respected, valued and challenged. The student evaluations for this course were overwhelmingly positive, reflecting the course’s emphasis on rigor, clarity and inclusivity.

Amanda Ruiz
Recipient of the 2023 Reginald D. Archambault Award for Teaching Excellence in Pre-College Education

This year’s Reginald D. Archambault Award for Teaching Excellence in Pre-College Education recipient is Amanda Ruiz, who taught the course “Laboratory Medicine: Using Model Organisms in Biomedical Research” this past summer.

Amanda crafted a rigorous, approachable and inclusive course. Her experience as a Sheridan Center consultant was evident as she was able to bring additional thoughtfulness and reflective practice to the curriculum design and implementation. The intentionality she showed in honing the course objectives translated to an in-class experience where students maintained a clear focus on elements important for their future growth and academic success. Amanda generated pathways for students to be reflective and develop their problem-solving abilities. She encouraged students to submit feedback to improve the course and worked with the students to cultivate an inclusive and collaborative environment which was critical to their learning.  

Amanda worked with the students to craft shared community norms with a focus on Diversity, Equity, Inclusion and Belonging. By showcasing scientists who would typically be underrepresented within the field, she encouraged students to consider their own path and recognize that they too could be future scientists or academics. This effort contributed to a welcoming environment where students felt seen, heard and connected to their classmates. Together with her students, Amanda was deeply engaged in both the teaching and learning in the course. Amanda provided the students with concrete and detailed feedback so they could understand how to improve as the course continued, and she asked them to participate in a reflective practice that mirrored her own. The consideration and time Amanda put into this course were reflected in the course evaluations. The overwhelmingly positive response from all of her students is a tremendous endorsement of Amanda’s teaching style and intentional efforts to redesign the course.

Rudra Trivedi
Honorable Mention of the 2023 Reginald D. Archambault Award for Teaching Excellence in Pre-College Education

This year’s Reginald D. Archambault Award for Teaching Excellence in Pre-College Education Honorable Mention is provided to Rudra Trivedi, who taught the course “Therapeutic Innovation: From Discovery to Commercialization” this past summer.

Rudra thoughtfully developed a unique course that brought students through the theory and practice of drug development in a creative and innovative way. Students were presented with tangible learning goals and daily support to achieve a design and commercialization plan for their intended molecules. Along the way, Rudra crafted an inclusive and rigorous learning environment that pushed students to consider the entire lifecycle of a drug from the perspective of all the associated stakeholders.  The daily curriculum included dynamic in-silico activities using VR to review the physical molecule, skill building during wet-lab experiments, critical thinking development during debates on the ethics associated with therapeutic design and drug development, case studies and the culminating pitch day presentations where students shared their business model and commercialization plan. 

Rudra incorporated students’ voices into the course via a collaborative learning model. Students had influence over the ongoing development and overall shape of the course through a daily feedback loop where they provided their input and Rudra considered and incorporated the students’ thoughts before the next class session. Overall, the course was a dynamic teaching and learning journey with a significant emphasis on student learning and engagement.