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.

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 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 2027 please view the informational recording below for guidance.

Email pcugcourses@brown.edu if you have any questions. Please submit a Course Proposal form if you are interested in teaching a course that was NOT offered in 2026.

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 2027 Programs

We anticipate offering all of our programs to Pre-College students, including Summer@Brown (includes courses with 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, Postdoctoral Appointees, Exempt Staff with appropriate credentials and teaching experience as well as Tougaloo College. Non-Brown affiliated educators may propose to teach, though preference is given to those currently affiliated with the University. Please note that teaching in Pre-College Instructor constitutes substantial commitments at approximately 20 hours for each week of teaching. 

Graduate Students

All Graduate students are required to receive relevant approval(s) (see below) prior to submitting a Pre-College course proposal. Once the proposal is submitted, the Graduate School Dean’s office will review and determine eligibility, and will communicate with the Graduate Student the final determination. 

These same approvals are required if a Graduate Student is invited back to teach in subsequent summers prior to their appointment.

Questions can be directed to the Graduate School (Graduate_Dean@brown.edu).

Graduate Students receiving a summer stipend or research funding 

Prior to course proposal submission, please first review the Graduate School Policy on Activities Outside of Stipended Appointments, which applies to all graduate students on full summer stipend. In most instances summer Pre-College teaching of up to three weeks or Pre-College employment that is considered equivalent to that amount will be considered within the guidelines of the policy for the summer term. Students wishing to exceed this limit must request an exemption to the policy, with approval from their DGS and the Graduate School (Graduate_Dean@brown.edu). 

Graduate Students whose summer stipend is funded by grants

Prior to course proposal submission, please first review with the Principal Investigator any concerns regarding grant funding and receive written confirmation that such employment is in accordance with the policies of the grant funder and with the grant’s effort certification expectations. 

Graduate Students on summer Research Assistantships

Prior to course proposal submission, please first review with advisor(s) any concerns regarding fulfilling your Research Assistantship responsibilities during periods of summer employment, and receive written confirmation from the advisor that you are able to propose a course. 

Postdoctoral Appointees

All Postdoctoral appointees should first review the OUPA Outside Employment or Activities webpage (section “A Note About Activities at Brown, Including Teaching with Brown Pre-College Programs and Summer Session”), then must submit the OUPA Outside Employment or Activities Request Form and receive written approval from the cognizant Dean’s office prior to submitting a course proposal (this written approval must be included in the course proposal form). Please note: generally, teaching in Pre-College will require a reduction in postdoctoral effort through buyout and compensation for teaching must equal or exceed the salary associated with the effort being bought out. 

Transitioning from one status to another. In some cases, a postdoctoral appointee will transition to a faculty role or an advanced graduate student will transition to a postdoctoral appointment (section “Changes in Appointment, Funding, or Visa Status”) before or during the Pre-College  course they are scheduled to teach. In cases where an appointment changes between roles at the University, the course proposer must secure the appropriate approvals of their new status 30 days prior to that status changing in order to teach.

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 2026 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 2027 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 2027 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).

Pre-College Instructor Workshops

Upcoming 2026-2027 workshops will be announced soon in Today@Brown. 

Instructors who are invited to teach in 2027 will have access to workshop information and recordings on their Instructional Support Portal.

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 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 2026 application has closed and is under review.  Winners will be announced on this page in early November. The 2027 application will open in the spring.

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. 

2025 Teaching Award Winner

Melanie Ortiz Alvarez de la Campa
Recipient of the 2025 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 Melanie Ortiz Alvarez de la Campa, who taught the course “Data to Dialogue: Creative Methods for Communicating Science” this past summer.

Melanie’s course described science communication as a global field with a multiplicity of needs and possibilities depending on the audience. They approached their teaching journey with well-organized course goals and daily objectives and achieved a remarkable balance between detailed preparation and flexibility to pivot around student needs. Melanie paid attention to student feedback and adjusted their plans to include additional collaborative work as the course progressed. Melanie exhibited a generous, open mindset that bolstered both their own confidence and that of their students.

Melanie thoughtfully incorporated science and humanities into their course with a strong focus on language and all aspects of the communication process. They used podcasts and comics as projects to enable a creative, active learning environment, and their content's emphasis on Spanish-speaking and Caribbean cultural contexts made for an inclusive curriculum. The course field trip to the Providence Athenaeum gave students access to historical scientific documents and emphasized the continuing importance of the course content. 

Students felt comfortable and seen within the classroom, and Melanie created a supportive atmosphere even though the course had a short duration. This was reflected in the course evaluations as students noted that their learning experience was meaningful, with many wishing the course could have been longer. The emphasis on civic engagement through the final project resonated with students throughout the entire experience. 

Learning that there is no one-size-fits-all model to communicate important scientific information to specific populations is a powerful and impactful lesson, especially for students who are looking ahead to future higher education and careers in the sciences. Melanie’s creative and thoughtful approach to learning design engaged students in productive, successful conversations with the course content and with each other.