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.

Overview

• 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 a 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 students 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 at the CRE Symposium. 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 and be sixteen by the time the on-campus portion of the course begins. 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 and American Sign Language. 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 Alaska, Florida Keys 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 – both on campus and online – utilize an interdisciplinary approach to explore complex, contemporary social issues of pressing global interest. Brown faculty, graduate student instructors and adjunct 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. 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

Brown Pre-College: Teaching Opportunities and Course Proposal Workshop

If you are interested in proposing a new course for summer 2026 please view the informational recording below for guidance.

Email pcugcourses@brown.edu if you have any questions. Please do not use this form if you are interested in revising an existing course.

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 2026 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, and STEM for Rising 9th and 10th Graders.

Why Teach with Us?

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

Eligibility

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 Advisor or PI (principal investigator) in order to teach with Pre-College. Please see below for specific Graduate School policies. 

Graduate School and Related Policies

For any doctoral student receiving a summer stipend or research funding, please review the Graduate School Policy on Activities Outside of Stipended Appointments, which notes that paid activities should not exceed an average of twelve (12) hours per week over the course of the summer. In most instances summer Pre-College teaching of up to 4 weeks, or Pre-College employment that is considered equivalent to that amount, will be considered within the twelve (12) hours per week policy for the summer term. Students wishing to exceed this limit or who are seeking to teach an Undergraduate Summer Session course must request, in advance, an exemption to the policy, with approval from their advisor and the Graduate School (Graduate_Dean@brown.edu). 

Graduate students whose summer stipend is funded by grants should confirm that such employment is in accordance with the policies of the grant funder and with the grant’s effort certification expectations. 

Students on summer Research Assistantships should review with advisors any concerns regarding fulfilling their RA responsibilities during periods of summer employment. Questions can be directed to the Graduate School (Graduate_Dean@brown.edu).

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 2025 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. Please note that for 2025 we are only interested in proposals for in-person courses.  

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 course details (i.e., length, summer schedule, program, etc.). Feel free to reach out to pcugcourses@brown.edu if you would like to connect with a Program Director.

Summer 2026 Course Proposal Dates and Deadlines

Course Proposal Guidelines and Template

Submit a course proposal for Pre-College!

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

About Off-Campus Experiential Programs

There are two types of programs that take place away from the Brown campus; Brown Environmental Leadership Lab (BELL) and Brown Experiential Education (BEE). Both types of programs are immersive and rigorous academic experiences. Program sites are carefully selected to ensure the connection between site and course content offers students a rich experiential learning experience. 

The Brown Environmental Leadership Lab (BELL) offers instructors the opportunity to teach highly motivated high school students while integrating environmental studies, ecology and leadership. With a mission to cultivate socially responsible leaders, BELL courses immerse students in hands-on learning experiences at locations such as Alaska, the Florida Keys and Brown University’s Providence campus.

As a BELL instructor, you will guide students in building the knowledge, skills and perspectives necessary to address pressing environmental challenges in their communities and beyond. Instructors have the flexibility to propose courses for existing BELL sites, with new locations chosen based on Brown University faculty research and teaching. Courses may focus on any area within environmental science or studies, allowing instructors to design content that reflects their expertise and teaching interests.

All instructors receive foundational leadership development resources—including a customizable Action Plan workbook designed by the BELL program director—which can be adapted to fit each course’s themes and objectives. 

Brown Environmental Leadership Lab courses run for 8 or 12 days and are open to students who have completed the 10th grade.

To discuss a potential BELL course, email Jane Winograd (jane_winograd@brown.edu).

Brown Experiential Education - Programs (BEE) are immersive and rigorous academic experiences. 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.

To discuss a potential BEE course, email Rosario Navarro (rosario_navarro@brown.edu).

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 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 2026 Course Proposal Dates and Deadlines

Proposal Timeline

• Course Proposal Opens: August 5, 2025
• Proposal Deadline: September 22, 2025

Proposal Process for All Summer Session Courses:

1. Brown faculty, before submitting a course proposal, connect with your Department Chair to secure approval to teach during the undergraduate Summer Session.
2. Advanced graduate students, before submitting a course proposal, reach out to your DGS, Department Chair and Graduate School to secure approval to teach during Summer Session.
3. If you would like additional information and details, please email summersession@brown.edu to learn more about the course proposal submission process.
4. Submit the Summer Session 2026 proposal form prior to September 22, 2025.

Submit a course proposal for Summer Session!

Program Director: Carrie Nordlund

Pre-College Instructor Workshops

Upcoming 2025-2026 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.

• Sheridan Center Teaching Resources: Resources for instructors to use while planning and implementing their course.  Resources include specifics on course design, classroom practices and more.
• Sheridan Center Inclusive Teaching Resources: Inclusive teaching-related terms, strategies, syllabi, diversity statements and more, provided by the Sheridan Center at Brown University.
• Sheridan Center English Language Support: A suite of services to help instructors support students whose primary language is not English.
• Sheridan Center Certificate Programs:
  • Sheridan Teaching Seminar (Certificate I) Program
  • Sheridan Center Teaching Consultant Program

For more information, please contact the Sheridan Center at 401-863-1219 or sheridan_center@Brown.edu.

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 Course Reserves) 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. The Heffenreffer Museum is an incredible way to enhance your curriculum and course content.

The 2025 application has closed and is under review.  Winners will be announced on this page in early November. The 2026 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 (1984-1987). Dr. Archambault taught at Brown from 1965-1995, was twice Chair of the Education Department and directed the Masters of Arts in Teaching, developing the Brown Summer High School as a teaching laboratory. 

2024 Teaching Award Winner

Abigail Culpepper
Recipient of the 2024 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 Abigail Culpepper, who taught the course “Ghosts of the Avant-Garde: The Legacy of French Modernism in the Internet Age” this past summer.

Abigail crafted a creative and thoughtful course that provided students with a foundational understanding of the avant-garde movement that they could then apply while exploring current trends in contemporary society. Abigail created a welcoming environment where students felt seen, heard and connected to their classmates. Beginning each day with a student-led presentation on contemporary trends elevated the students to leadership positions while allowing them to exercise critical thought and exchange ideas with their peers. Additionally, Abigail’s emphasis on diversity in her curricular materials allowed for a deeper consideration of how others see the world and contributed to fruitful discussions within the course.  

Abigail challenged students to work through the assigned material, provided concrete and scaffolded examples for success, guided them in peer review, and encouraged them to produce an op-ed and storyboard that would form the basis for their final summative video essay project. She provided exceptionally clear guidelines for the course, including rubrics for large projects. The review committee was particularly struck by how well she actively responded to the overall cohort, including many non-native English language speakers. Through the transition from studying literary works of art to visual work, she responded directly to the students' needs by crafting a vibrant learning environment that supported their academic success. 

Students spoke highly of the course and the overall experience. The positive feedback, which made mention of enriching RISD museum field trips and a creative collaborative writing activity, underscored Abigail’s commitment to creating meaningful learning experiences. Students shared that the course went above and beyond their expectations and invited them to think in new ways. Abigail’s skill and effort as an educator was evident throughout the entire course

Pablo Seward Delaporte
Honorable Mention of the 2024 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 Pablo Seward Delaporte, who taught the course “Asylum: Finding Sanctuary in a Bordered World” this past summer.

Pablo developed a timely and effective course that considered multiple types of learners and ensured that every student could share their experiences and opinions. Pablo’s meticulous course design enabled students to achieve an understanding of asylum as a concept through multiple perspectives including academic texts as well as journalism and media. Throughout the course, students were asked to share group presentations in which they not only discussed course content but also led the class in a learning activity that they developed. Students appreciated the diverse perspectives shared within the readings and in the class discussions, and they were able to effectively organize and write their own paper at the end of the course, thanks to Pablo’s clear direction, scaffolding and detailed feedback. Pablo also took the time to talk with students who reached out about their broader interests and projects, offering help and encouragement to those who sought advice and feedback.

Particularly notable in this course was Pablo’s own practice of improvement as an instructor. He took daily notes about each class meeting to make adjustments to better address the needs of the students. Pablo’s dedication to the topic, to his students and to teaching provided students with a dynamic experience throughout the course.