Teaching artist jobs near me - 28 jobs

Are you a Tufts doctoral student or postdoc with a research background interested in applying your experience in a mentorship and classroom setting? Are you a teaching faculty member interested in connecting with motivated pre-college students eager to learn about research? Join University College as a Teaching Fellow in the Summer 2026 Tufts Summer Research Experience Program. PROGRAM OVERVIEW This competitive 6-week summer program introduces high-achieving high school students to the culture of research at an R1 institution. Under the guidance of a UC Teaching Fellow, students will gain exposure to real research experiences at Tufts and across Boston, complete a project in a small (5-6 students) cohort, and gain exposure to many foundational skills to conduct primary research across disciplines. Program website to be shared shortly. POSITION OVERVIEW University College is seeking graduate students and post-docs with research experience to serve as Teaching Fellows within UC. Any field of research will be considered, with preference given to applicants who would be able to lead small projects using experimental/ lab-based, fieldwork/ observational, and survey design methodologies. In addition to planning and executing a research project with students, Fellows will also be required to complete a mentorship training program (6 hour) in April and May. We are seeking Teaching Fellows to lead research in the following methodologies. Please indicate your Research Methodology preference in your cover letter. Research Methodology Options: Experimental/Lab-based Fieldwork/Observational Survey Design, Case Studies, Interviews Behavioral Experimental Prototyping/Iterative Design Creative Research & Ethnographic Methods TIME COMMITMENT ESTIMATIONS Program Preparation: Before programming, Fellows can expect to commit approximately 40 hours during the spring 2026 semester for pre-program preparation: they will complete a mentorship training program (8 hours), prepare the cohort research project, meet with the program lead for planning purposes, and arrange research site visits. Total Program Preparation: Jan 2026-June 2026 (flexible days/times, mostly remote), 40 preparation hours estimated Programming Implementation: The Tufts Summer Research Experience will take place for 6 weeks during the summer from July 6th to August 14th, 2026, with students typically participating in their research cohort in the mornings, and full-group programming primarily in the afternoons. Fellows are required to commit approximately 25 hours per week on campus in the summer to lead their research cohorts during the program implementation. Program Dates: July 6th to August 14th, 2026 Program Hours: Monday-Friday Approximately 25 hours/week with students in cohort Please note that program implementation will be in-person on the Tufts Medford campus Total Program Implementation: 150 hours estimated during program dates COMPENSATION Fellow will be paid a total of $7,000 for all efforts required of the program, inclusive of all program preparation and program implementation. HIGHLIGHTS As a Fellow, you will: Gain valuable teaching and mentorship experience Develop marketable program leadership experience Participate in specialized training sessions around mentorship Connect with other Teaching Fellows across disciplines KEY RESPONSIBILITIES Design, prepare, and lead a small research project with a cohort of 6-8 students. Deliver all requested materials on time, including: A detailed project description A developed curriculum plan, including lesson plans and assignments A published Canvas page to facilitate student learning Orchestrate 2-3 small group visits to a research site on campus Contribute to the planning and execution of research-related field trips, in collaboration with the other Fellows and the Program Lead (assisting to find potential sites, communicating information with students, etc.) Collaborate with team during program planning meetings to design cohesive program schedule and prepare program elements such as a student orientation, closing poster session, and workshops Successful completion of Mentorship Badge and all learning outcomes Applicants should meet the following criteria: A current PhD student, or postdoc, or teaching faculty Academic or professional background in research, with the ability to design and lead a small group research project in a chosen methodology Experience developing research questions, completing research project. Preference given to candidates who have published research Ability to contribute approximately 40 hours prep work during the spring semester and 25 hours/ week availability to during programming (July 6- August 14, 2026) Ability to attend mentorship training sessions throughout April and May (6 hours total) Capacity to prepare a research project and associated pre-planning work/ site visits during the spring term Approval to join the program by the academic supervisor (if a current student). Eligible per any relevant union guidelines. Excellent written and verbal communication skills, along with a genuine interest in mentorship around research

APPLICATION INSTRUCTIONS: * CURRENT PENN STATE EMPLOYEE (faculty, staff, technical service, or student), please login to Workday to complete the internal application process. Please do not apply here, apply internally through Workday. * CURRENT PENN STATE STUDENT (not employed previously at the university) and seeking employment with Penn State, please login to Workday to complete the student application process. Please do not apply here, apply internally through Workday. * If you are NOT a current employee or student, please click "Apply" and complete the application process for external applicants. Approval of remote and hybrid work is not guaranteed regardless of work location. For additional information on remote work at Penn State, see Notice to Out of State Applicants. JOB DESCRIPTION AND POSITION REQUIREMENTS The School of Engineering Design and Innovation (SEDI) within the College of Engineering is seeking individuals for part-time teaching positions. A Master's Degree, in engineering or a closely related field, or similar education and experience required. Applicants should be interested in teaching as part of programs that are offered by the School. These include: 1. Engineering Design (EDSGN) Program Courses within the program, particularly the cornerstone engineering design course, assists students in learning design processes, methods, and decision-making tools while engaged in team-based design projects. Effective use of communication skills and computer-aided analysis tools are an integral part of the cornerstone engineering design course. 2. Entrepreneurship and Innovation (ENTI) Minor Courses are taught in support of the Technology-Based Entrepreneurship or the Social Entrepreneurship cluster within the Entrepreneurship and Innovation (ENTI) Minor that assist students in obtaining skills attributed to entrepreneurial behavior and innovative thinking. 3. Engineering Leadership Development (ELD) Program Courses in engineering leadership provide students with the understanding of individual, team, and organizational leadership; business acumen, global competencies and multicultural awareness; and innovation and management. 4. Law, Policy, and Engineering (LPE) Program Courses in Law, Policy, and Engineering aim to provide new cross-disciplinary perspectives and tools required to solve complex multidisciplinary problems and address societal changes. Students will be versed in science and technology policy, legal and regulatory policy, complex systems design, and anticipating technology trends. 5. Doctor of Engineering in Engineering (D.Eng.) Program This online program provides a deep understanding of advanced engineering and high-level leadership principles, helping you prepare to direct high-performing research divisions or companies. This D.Eng. incorporates the rigor of a Ph.D. but shifts the focus of career progression from academic research to leadership in an industrial or commercial setting. 6. Other courses as part of SEDI's growing portfolio. Experience teaching online/remotely is a plus. More information of the School's programs may be found at **************** Penn State is committed to and accountable for advancing diversity, equity, and inclusion in all of its forms. We embrace individual uniqueness, foster a culture of inclusion that supports both broad and specific diversity initiatives, leverage the educational and institutional benefits of diversity, and engage all individuals to help them thrive. We value inclusion as a core strength and an essential element of our public service mission. BACKGROUND CHECKS/CLEARANCES CAMPUS SECURITY CRIME STATISTICS Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and the Pennsylvania Act of 1988, Penn State publishes a combined Annual Security and Annual Fire Safety Report (ASR). The ASR includes crime statistics and institutional policies concerning campus security, such as those concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. The ASR is available for review here. EEO IS THE LAW Penn State is an equal opportunity employer and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. If you are unable to use our online application process due to an impairment or disability, please contact ************. The Pennsylvania State University is committed to and accountable for advancing equity, respect, and belonging. We embrace individual uniqueness, as well as a culture of belonging that supports equity initiatives, leverages the educational and institutional benefits of inclusion in society, and provides opportunities for engagement intended to help all members of the community thrive. We value belonging as a core strength and an essential element of the university's teaching, research, and service mission. Federal Contractors Labor Law Poster PA State Labor Law Poster Penn State Policies Copyright Information Hotlines

UCSF-UC Law Consortium on Law, Science, & Health Policy Class: Level 1 / Class 2038 / Exempt / Full Time / Benefitted / Remote Anticipated Hiring Range: $65,000-$80,000 THE DEPARTMENT UC Law SF is home to a top-ranked health law program, which is supported by the UCSF-UC Law Consortium on Law, Science & Health Policy (“Consortium”), an interprofessional initiative of UCSF and UC Law SF. Founded in 2008, the Consortium leverages law and policy to address the conditions in health care systems and society that together enable health and well-being. The Consortium envisions a world in which all individuals and communities can attain the highest level of health possible, defined on their own terms. To this end, the Consortium builds multidisciplinary and multistakeholder collaborations among faculty and students of UCSF and UC Law SF and the patients, clients, communities, and organizations we serve alongside. Through these collaborations, we engage in education and training, research, and public service that advances health and health equity. In all areas, the Consortium's work is guided by core values of empathy, intellectual and academic integrity, and optimism. The Consortium has a particular focus and expertise in improving care for older adults and their caregivers through medical-legal partnerships. Current projects are focused on providing technical assistance, training, and online tools to support health care teams in identifying and responding to legal and related social care needs of older adults. The topics include estate planning/disability planning, Medicare, Medicaid HCBS/LTSS/LTC, long term care advocacy, housing, alternatives to guardianship/conservatorship, medical-legal capacity, paid family and medical leave, and elder abuse. THE ROLE The Consortium Teaching Fellowship is a one-year, full-time grant funded position for lawyers at any career stage interested in honing teaching and training skills while providing a broad range of outreach, legal research, and other support as part of a small project team. The fellowship offers a unique opportunity to contribute to a dynamic, interprofessional environment and deepen medical-legal knowledge on issues related to aging, caregiving, and health care delivery. The Consortium Teaching Fellow reports to Consortium Executive Director and Associate Dean Sarah Hooper and collaborates with the Medical-Legal Partnership for Seniors team and other Consortium staff. The Consortium Teaching fellow will: Conduct strategic outreach to health systems stakeholders across the United States; Contribute to, independently develop, and/or tailor trainings on legal needs of older adults for health systems trainees and partners; Independently or jointly deliver trainings on topics within areas of subject matter expertise; Track and report on outreach and training efforts using existing databases; Conduct 50-state legal reviews and other legal research projects on specific topics of relevance to care of older adults and caregivers; Draft summaries, reports and other writing products as required. Support planning and hosting of in-person convening in Northern California in fall 2026 The successful Fellow will be comfortable engaging in outreach and training with a range of stakeholders, bringing exceptional communication skills, tact, and a collaborative mindset. The Fellow should have demonstrated expertise or experience in one or more areas of law described above. They should be willing and able to get up to speed quickly on other areas of law and approach teaching and training with a continual learning mindset. The successful fellow will have excellent legal research, analysis, and writing skills and be capable of independently driving assigned projects forward with attention to detail. The Fellow must be highly proficient in project management, possessing the organizational skills and judgment necessary to establish priorities and meet multiple deadlines. The Fellow may work in a hybrid or fully remote manner but must be highly responsive by email and available for meetings during West Coast hours (e.g. San Francisco time). Occasional travel required to attend conferences and convenings. The successful Fellow must be comfortable using online meeting platforms on a daily basis, including Zoom and Teams, as well as standard office software (e.g. Microsoft Outlook, Box, and Google Drive). This position is on an annual contract. Renewal is contingent upon available funding to support the position. RESPONSIBILITIES Typical duties and responsibilities consist of, but are not limited to, the following: Conduct strategic outreach to health systems stakeholders across the United States; Contribute to, independently develop, and/or tailor trainings on legal needs of older adults for health systems trainees and partners; Independently or jointly deliver trainings on topics within areas of subject matter expertise; Track and report on outreach and training efforts using existing databases; Conduct 50-state legal reviews and other legal research projects on specific topics of relevance to care of older adults and caregivers; Draft summaries, reports and other writing products as required. Support planning and hosting of in-person convening in Northern California in fall 2026 REQUIREMENTS EDUCATION AND EXPERIENCE J.D. Required; State Bar admission (any US state); Experience or expertise in Medicaid HCBS/LTSS/LTC preferred; OR ability to get up to speed quickly and experience in at least in one or more of the following areas of law: estate planning/disability planning, Medicare, long term care advocacy, housing, alternatives to guardianship/conservatorship, medical-legal capacity, paid family and medical leave, and elder abuse. Interest in the needs, rights and care of older adults and caregivers Previous health systems, medical-legal partnership, other interprofessional experience preferred but not required. DESIRED KNOWLEDGE, SKILLS & ABILITIES Exceptional communication skills, including communicating legal information to nonlegal audiences Ability to collaborate, network, and develop relationships Excellent legal research and analysis, particularly 50-state statutory reviews and summaries; Excellent project management skills, organizational skills and attention to detail; Ability to work independently to drive tasks and projects to completion Ability to work effectively as part of a small team. BENEFITS Health and Welfare Benefits Comprehensive medical, dental and vision insurance coverage Flexible Spending Accounts for transportation-related, healthcare and dependent care expenses Employee Assistance Program For Your Financial Future Life Insurance, Disability Insurance, and Legal Insurance University of California Retirement Plan (a defined benefit plan) Deferred Compensation Plans/Pre-tax Retirement Savings Programs For Your Work/Life Balance Fifteen paid holidays per year Generous vacation and sick leave Commuter Benefits Program THE HIRING PROCESS This position has been designated as “sensitive” and requires a pre-employment background check. Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please contact Human Resources if you require a reasonable accommodation to apply for a job. Examples of reasonable accommodation include making a change to the application process, providing documents in an alternate format, using a sign language interpreter, or using specialized equipment. WHAT TO EXPECT Applicants who meet the position requirements will be competitively evaluated to identify the individuals whose breadth and depth of experience and education most closely relate to the stated requirements and the needs of the College. Depending on the quality and number of the applications received, only the better qualified applicants may be contacted for an interview. The position is open until filled. UC Law SF is an equal opportunity employer. UC Law SF strives to provide a diverse and inclusive educational environment that fosters cultural awareness, mutual understanding and respect. UC Law SF is interested in candidates who will contribute to diversity and equal opportunity in higher education through their teaching. Qualified women and members of underrepresented minority groups are strongly encouraged to apply.

School Year: 2025-26 Teaching Fellow Campus: United Elementary State St. Grade(s): K-5 Reports to: School Director United Schools (United) is a nonprofit organization in Columbus, Ohio. After founding its first school in 2008, it has worked together with incredible leaders to open three more schools in the span of ten years. Each United campus is an open enrollment, public charter school that works diligently to close the opportunity gap in Columbus. Moreover, the mission of all United campuses is to transform lives and our communities through the power of education, while maintaining our vision: For every child, an open door. United currently operates two high-performing elementary schools (K-5) and two high-performing middle schools (6-8) that serve more than 800 students. We strive to provide students with a rigorous academic experience in a joyful learning environment, and we work hard to ensure that students of all levels grow and succeed by focusing on intentional student support and continual improvement. Position Description At United Schools, the Teaching Fellow position provides a unique opportunity for talented individuals to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Teaching Fellows will have an opportunity to observe and learn from experienced educators, observe best practices in classroom instruction, provide in-house substitute teaching coverage for teachers, co-teach with teacher-leaders, and support teachers with tutoring, grading, and individual or small-group instruction. The aim is for Teaching Fellows to become candidates for full-time teaching positions for the following school year, and they may be called on to gradually assume the role of a classroom teacher as the fellowship year progresses. The Teaching Fellow will be providing coverage in various elementary school classrooms during a parental leave of absence. There will be an onboarding period for a few weeks prior to the start of the leave at which point the Teaching Fellow will start providing building-wide coverage. It is anticipated that this assignment will run from December 8, 2025 through March 13, 2026 although the actual dates may vary. Joining Our Team United Core Traits: Mission-Driven. Team members believe deeply in the United mission: to transform lives and our communities through the power of education. Growth Mindset. Team members believe in their ability, and the ability of all students, to grow and improve. Relationship-Driven. Team members get proximate to students, families, and colleagues to develop authentic relationships that inform work in the classroom. Conscientiousness. Team members are professional, reliable, diligent, and pay attention to detail. Emotionally Constant. Team members maintain a sense of calm while addressing a number of priorities. Qualifications: Holds a B.A./B.S. degree and has the ability to secure the appropriate teaching license. Has prior experience working in urban schools and/or communities (preferred). Knowledge and Skills: Is committed to using data-driven instructional practices and the techniques outlined in Teach Like a Champion 3.0 to improve student outcomes. Is relentless in writing, refining, and internalizing curriculum, lessons, and assessments. Is open and committed to implementing frequent feedback from team members. Communicates effectively with students, families, and colleagues. Comfortability with Google products for effective communication and completion of job responsibilities. Terms of Employment Applications will be considered immediately on a rolling basis until the position is filled. This is a full-time, temporary position. Report times are typically Monday through Friday, 7:30 a.m. to 4:15 p.m., although some job-related tasks can be expected outside of these hours. Salary: The starting salary for a new Teaching Fellow with a Bachelor's degree is $35,000. The starting salary for other applicants will depend on professional experience and education level. Benefits: Medical, dental, vision, life, and disability coverage Employees are eligible to participate in the State Teachers Retirement System of Ohio (STRS) or the School Employees Retirement System of Ohio (SERS). All United campuses are Equal Opportunity Employers. Apply online at unitedschoolsnetwork.org/join.

School Year: 2025-26 Teaching Fellow Campus: United Elementary State St. Grade(s): K-5 Reports to: School Director United Schools (United) is a nonprofit organization in Columbus, Ohio. After founding its first school in 2008, it has worked together with incredible leaders to open three more schools in the span of ten years. Each United campus is an open enrollment, public charter school that works diligently to close the opportunity gap in Columbus. Moreover, the mission of all United campuses is to transform lives and our communities through the power of education, while maintaining our vision: For every child, an open door. United currently operates two high-performing elementary schools (K-5) and two high-performing middle schools (6-8) that serve more than 800 students. We strive to provide students with a rigorous academic experience in a joyful learning environment, and we work hard to ensure that students of all levels grow and succeed by focusing on intentional student support and continual improvement. Position Description At United Schools, the Teaching Fellow position provides a unique opportunity for talented individuals to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Teaching Fellows will have an opportunity to observe and learn from experienced educators, observe best practices in classroom instruction, provide in-house substitute teaching coverage for teachers, co-teach with teacher-leaders, and support teachers with tutoring, grading, and individual or small-group instruction. The aim is for Teaching Fellows to become candidates for full-time teaching positions for the following school year, and they may be called on to gradually assume the role of a classroom teacher as the fellowship year progresses. The Teaching Fellow will be providing coverage in various elementary school classrooms during a parental leave of absence. There will be an onboarding period for a few weeks prior to the start of the leave at which point the Teaching Fellow will start providing building-wide coverage. It is anticipated that this assignment will run from December 8, 2025 through March 13, 2026 although the actual dates may vary. Joining Our Team United Core Traits: Mission-Driven. Team members believe deeply in the United mission: to transform lives and our communities through the power of education. Growth Mindset. Team members believe in their ability, and the ability of all students, to grow and improve. Relationship-Driven. Team members get proximate to students, families, and colleagues to develop authentic relationships that inform work in the classroom. Conscientiousness. Team members are professional, reliable, diligent, and pay attention to detail. Emotionally Constant. Team members maintain a sense of calm while addressing a number of priorities. Qualifications: Holds a B.A./B.S. degree and has the ability to secure the appropriate teaching license. Has prior experience working in urban schools and/or communities (preferred). Knowledge and Skills: Is committed to using data-driven instructional practices and the techniques outlined in Teach Like a Champion 3.0 to improve student outcomes. Is relentless in writing, refining, and internalizing curriculum, lessons, and assessments. Is open and committed to implementing frequent feedback from team members. Communicates effectively with students, families, and colleagues. Comfortability with Google products for effective communication and completion of job responsibilities. Terms of Employment Applications will be considered immediately on a rolling basis until the position is filled. This is a full-time, temporary position. Report times are typically Monday through Friday, 7:30 a.m. to 4:15 p.m., although some job-related tasks can be expected outside of these hours. Salary: The starting salary for a new Teaching Fellow with a Bachelor's degree is $35,000. The starting salary for other applicants will depend on professional experience and education level. Benefits: Medical, dental, vision, life, and disability coverage Employees are eligible to participate in the State Teachers Retirement System of Ohio (STRS) or the School Employees Retirement System of Ohio (SERS). All United campuses are Equal Opportunity Employers. Apply online at unitedschoolsnetwork.org/join.

Internship Program The CareSource Intern is responsible for providing support on special projects, initiatives, and specific activities which will vary by assignment. We offer a 12-week, paid summer internship program for college students who want to separate themselves from the pack. This is an exciting opportunity to obtain real-world experience and prepare yourself for your career after college. The program offers: The opportunity to work on projects that truly impact the company Journey-to-the-Job seminars with CareSource leaders to network and learn about their career paths An assigned mentor and access to former interns who earned full-time positions with CareSource An opportunity to test what you have learned and discover where you want to go The satisfaction of working with smart and motivated people while building new skills Essential Functions: Help enhance and elevate the community teaching kitchen Support with sourcing and allocating kitchen supplies Support Daily Operations of the community teaching kitchen Build and support SERV Safe initiatives and implementation Understand Chronic Conditions, and Meal Planning Elevate the inventory system for community kitchen. Perform gap analysis for the operational processes to identify enhancement opportunities. Develop/enhance a standard class attendee intake system Taking on a host of other responsibilities that our team is currently unable to fulfill. Education and Experience: High School Diploma or equivalent is required Current Rising Junior or Senior in an accredited degree program or graduated within the last 6 months is required Competencies, Knowledge and Skills: Proficient with Microsoft Office Suite to include Outlook, Word, Excel and PowerPoint Good written and verbal communication skills Ability to work in a fast-paced environment Ability to work independently and within a team environment Effective listening and critical thinking skills Dependable, flexible and ability to maintain confidential information Effective problem-solving skills with attention to detail Licensure and Certification: None Working Conditions: General office environment; may be required to sit or stand for extended periods of time Personalized orientation and mentoring programs Company and job-specific training Feedback opportunities throughout your first 90 days Inclusive culture with employee resource groups Flexible work environment with remote opportunities and paid volunteer hours Performance and personal growth goals with defined success metrics Ongoing feedback process with your manager to discuss your progress and identify actions for continued growth Potential for internal and external training and development programs, stretch assignments, expanded responsibilities and more Compensation Range: $35,200.00 - $56,200.00 CareSource takes into consideration a combination of a candidate's education, training, and experience as well as the position's scope and complexity, the discretion and latitude required for the role, and other external and internal data when establishing a salary level. In addition to base compensation, you may qualify for a bonus tied to company and individual performance. We are highly invested in every employee's total well-being and offer a substantial and comprehensive total rewards package. Compensation Type (hourly/salary): Hourly Organization Level Competencies Fostering a Collaborative Workplace Culture Cultivate Partnerships Develop Self and Others Drive Execution Influence Others Pursue Personal Excellence Understand the Business This is not all inclusive. CareSource reserves the right to amend this job description at any time. CareSource is an Equal Opportunity Employer. We are dedicated to fostering an environment of belonging that welcomes and supports individuals of all backgrounds.#LI-JH1

**Discover Your Career at Emory University** Emory University is a leading research university that fosters excellence and attracts world-class talent to innovate today and prepare leaders for the future. We welcome candidates who can contribute to the excellence of our academic community. **Description** We invite applications for a Teaching Postdoctoral Fellow position, beginning August 2026. Field of specialization is open. The postdoctoral fellow will teach a 2/2 load, primarily at the introductory and intermediate levels for non-majors and prospective majors. The position offers the opportunity to engage with students in a liberal arts environment that emphasizes active learning and close faculty-student interaction, as well as to contribute to the intellectual life of the college. Oxford's Postdoctoral Teaching Fellowship Program Oxford College strives to become a model of the future of liberal arts education by investing in, advancing, and innovating high-impact teaching practices, redefining the teacher-scholar model, and elevating "beyond the classroom" experiences for our first- and second-year undergraduate students. To achieve our vision, we aim to recruit world-class instructors who are teachers first and committed to academic excellence, compelling pedagogy, and positive social change. The fellowship is a one-year fellowship, renewable annually pending a successful performance review, for up to 3 years total. This opportunity will help prepare postdoctoral fellows for a longterm position at a teaching-focused liberal arts institution. The fellow will receive professional development and mentorship to prepare for a full-time faculty position at a teaching-intensive institution; training in inclusive pedagogy and support for research and grant writing; financial support for scholarly and pedagogical development activities; and opportunities to engage in the academic, social, and cultural life of Oxford College. The fellow will receive mentorship and guidance in their field(s) and other areas of pedagogy from a primary mentor-a tenured member of the History & Social Sciences division most aligned with the fellow's academic profile-and from related specialists across campus. Additionally, the Fellow will have access to a network of faculty on the Atlanta (Emory College) campus. Salary and Benefits The salary for the postdoctoral teaching fellowship is $60,000. Additionally, Fellows will receive the same benefits that are provided to regular faculty. Qualifications Applicants should hold a doctorate in Economics awarded within the last three years. Candidates who are ABD at the time of application must complete all doctoral requirements by August 1st, 2026. Applicants should have a demonstrated interest in teaching first- and second-year courses to non-majors/prospective majors within a liberal arts setting. Please apply to this position via Interfolio at *********************************** . NOTE: Position tasks are required to be performed in-person at an Emory University location; working remote is not an option. Emory reserves the right to change this status with notice to employee. **Additional Details** Emory is an equal opportunity employer, and qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, protected veteran status or other characteristics protected by state or federal law. Emory University does not discriminate in admissions, educational programs, or employment, including recruitment, hiring, promotions, transfers, discipline, terminations, wage and salary administration, benefits, and training. Students, faculty, and staff are assured of participation in university programs and in the use of facilities without such discrimination. Emory University complies with Section 503 of the Rehabilitation Act of 1973, the Vietnam Era Veteran's Readjustment Assistance Act, and applicable executive orders, federal and state regulations regarding nondiscrimination, equal opportunity, and affirmative action (for protected veterans and individuals with disabilities). Inquiries regarding this policy should be directed to the Emory University Department of Equity and Civil Rights Compliance, 201 Dowman Drive, Administration Building, Atlanta, GA 30322. Telephone: ************ (V) | ************ (TDD). Emory University is committed to ensuring equal access and providing reasonable accommodations to qualified individuals with disabilities upon request. To request this document in an alternate format or to seek a reasonable accommodation, please contact the Department of Accessibility Services at accessibility@emory.edu or call ************ (Voice) | ************ (TDD). We kindly ask that requests be made at least seven business days in advance to allow adequate time for coordination. **Connect With Us!** Connect with us for general consideration! **Job Number** _157315_ **Job Type** _Regular Full-Time_ **Division** _Oxford College_ **Department** _Oxford College_ **Campus Location (For Posting) : Location** _US-GA-Oxford_ **_Location : Name_** _Oxford College_ **Remote Work Classification** _No Remote_ **Health and Safety Information** _Not Applicable_

Minimum Qualifications Knowlege of complimentary colors, spatial awareness, and shading. Must understand the five basic elements of art: line, shape, color, texture, and space. Preferred Qualifications Master's degree in forestry.

This part-time, seasonal position will serve as teaching artist in the Chautauqua Arts Education Young Playwrights Project (YPP). This program is a 3-phase program. Phase 1 involves school visits where the YPP Teaching Artists present an assembly followed by an in-class lesson for each classroom at each participating school that teaches 3rd and 4th grade students how to write a play. Phase 2 involves YPP Teaching Artists leading teams of volunteers as they rehearse and then stage a play reading in each participating classroom. Phase 3 involves students visiting Chautauqua Institution to see a select number of plays chosen from all submitted, with the Teaching Artists serving as the performing theater company. The YPP Teaching Artist/Actor will work under the leadership of the Young Playwrights Project Lead Teaching Artist/Director of Plays to implement the program curriculum in the schools. This person will also serve as actor in the Phase 3 plays, working with the Young Playwrights Project Lead Teaching Artist/Director of Plays to present the final performances of student plays. This position will report to the Director of Arts Education. About Your Compensation The compensation for this role is $23.05/hour Travel to and from Chautauqua Institution will be reimbursed, as well as some costs incurred for travel throughout Chautauqua County specific to school visits. About Your Work Day Responsibilities Implement program curriculum as directed by the Director of Arts Education and the Lead Teaching Artist, including performing scripted and improvisational work in the school assembly and leading classes through the playwriting process as detailed in the curricular materials Lead volunteer play reading groups in rehearsal and during school visits Coordinate processing plays for play reading groups, typing plays from handwritten scripts Acting in the Phase 3 performance With the rest of the company, creating props/costumes/set design for the Phase 3 performances Education and Experience Required experience: Theater for youth programs Acting Formal training in theater arts Theater improvisation Skills and Abilities Collaboration and strong team player “Yes and” approach Supervision and Guidance Teaching Artists will be trained and supported by the Director of Arts Education. Program implementation and development will be coordinated in collaboration between the Teaching Artist and the Director of Arts Education. About the Referral Program Chautauqua Institution's Referral Bonus Program is a talent solution to recruit, develop, and retain a diverse workforce that encompasses all the skills and experience necessary to deliver on our goals and objectives. Chautauqua Institution will provide a $500 referral bonus (less taxes) for active employees referring a new candidate who is hired and remains employed for at least 90-days from the first physical date of work. In the case of seasonal positions working less than 6-months, the new candidate must remain actively employed for at least 30-days from the first physical date of work and until the closing date of the season. The closing date of the season is the last Sunday in August. About Your Schedule Chautauqua Institution and Chautauqua Hotel Company offer flexible schedules, full and part-time, for seasonal employment during summer operations starting annually each June and concluding in August. Seasonal employment may be available earlier (pre-season) and beyond season (post-season) based on business needs and candidate availability. Schedules typically include evenings, weekends, and/or holidays as a requirement. While you will confirm your final schedule with management at the time of an interview and offer of employment, you should generally anticipate the following schedule options for this position: During Phase 1 and Phase 2 visits to the schools, expect between 30-40 hours per week. During pre-Phase 1 and pre-Phase 2 play preparation, expect between 10-20 hours per week. During Phase 3, expect between 30-40 hours per week. Schedule: Phase 1 School Visits: January 12-16, 2026 Play Preparation for Phase 2: February 27-March 20, 2026 Phase 2 on-site rehearsals and school visits: March 20-April 2, 2026 Play selection process: March 25-May 1, 2026 Phase 3 production needs shared with Arts Ed staff: May 1-7, 2026 Phase 3 onsite rehearsals and performances: June 13-18, 2026 About Living on the Grounds Chautauqua Institution may provide limited housing options on our grounds or assist you with locating nearby housing arrangements for selecting opportunities based on business needs. Housing is not an option for many positions and may be of a cost to you. Candidates should assume there are no employer-provided or employer-assisted housing options available for this position unless it is otherwise stated. Housing/accommodations will be provided, with preference towards private room with shared bath and common areas, possibility of shared room with approval from artist. Potential for Remote Work: Aspects of this position may be eligible for remote work, specific to the play preparation and play selection process. About Chautauqua Institution Chautauqua Institution is a not-for-profit global convener of dialogue on the most significant issues of the day through engagement across four pillars of the arts, education, religion, and recreation. The Chautauqua community is located on the shores of Chautauqua Lake in southwestern New York State and comes alive each summer with a unique mix of visual and performing arts, lectures, interfaith worship/programs, and recreational activities. Chautauqua Institution owns and operates Chautauqua Hotel Company, a comprehensive hotel, food & beverage, conference and events organization. The Institution's office in Washington, DC is located strategically for an ongoing role in the cultural conversations of the nation. Discovering Your Chautauqua Experience There are countless ways that our talent will engage with our mission, vision, and diverse communities, and you are invited to immerse yourself in our programming as a gateway to this experience. Employees will receive a traditional Chautauqua gate pass, free of cost, which provides access to many of our programs at the Amphitheater. Our Commitment to IDEA Chautauqua Institution values Inclusion, Diversity, Equity, and Accessibility (IDEA) as a priority in our strategic plan, 150 Forward. One of our five core values is “The dignity and contributions of all people.” We are committed to creating conditions where everyone can engage as complete and valued participants in the Chautauqua experience. The Institution is an equal opportunity employer committed to equitable and inclusive hiring practices. Applicants and employees will not be discriminated against based on any status protected under federal, state, or local law. We especially welcome applications from those who can demonstrate experience, engagement, and professional expertise in IDEA. Joining Our Talent Community Join our talent community online at CHQ.org/employment. You are encouraged to learn more about Chautauqua Institution at CHQ.org and view the 150 Forward Strategic Plan at 150fwd.CHQ.org.

Job Description Do you love to teach? The Sylvan Learning Center of Fremont is looking for ENTHUSIASTIC, HAPPY, FLEXIBLE TEAM PLAYERS WHO LOVE WORKING WITH KIDS. We specialize in providing personalized 3:1 instruction to students grades pre-K through 12th grade in the following subjects: Study Skills, Reading, Math, and SAT/ACT Prep. We are seeking part time experienced teachers/tutors at our Fremont location, who... -Hold a bachelor's degree and teaching certificate -or- are a college junior/senior working towards your degree in Math or Education -Are able to work with kids of all ages -Have the ability to multitask-Enjoy working with children -Have a reliable form of transportation Pay: $14.00-$15.00 an hour based on experience No lesson planning, grading, or parent meetings......do what you love to do --- teach kids! We are looking for a commitment for two to four days per week during the following times: Monday through Thursday afternoons/evenings and Saturday mornings. For additional information about Sylvan, please visit our website: **********************

This award is named in honor of the late Marilyn Yarbrough, Kenyon parent and trustee. A legal scholar and university administrator who was a former editor of the Black Law Journal and a member of the Pulitzer Prize Board, Marilyn Yarbrough often addressed gender and racial discrimination in her scholarship and teaching. In order to encourage such scholars to consider college rather than university teaching, Kenyon College offers the Marilyn Yarbrough Dissertation/Teaching Fellowship. The program is for scholars in the final stages of their doctoral work who need only to finish the dissertation to complete requirements for the Ph.D. We hope the experience of living and working for a year at Kenyon will encourage these fellows to consider a liberal arts college as a place to begin their careers as teachers and scholars. To apply, candidates should visit the online application site found at ************************* A complete application will be composed of 1) a cover letter discussing the applicant's research and scholarship undertaken, its relevance to the field or discipline, prior teaching experience, and the applicant's eligibility for the fellowship; 2) a Curriculum Vitae; and 3) contact information for three professional recommendations (system will automatically email reference writers). All application materials must be submitted electronically through Kenyon's employment website at ************************* The MYDF search will accept applications from mid-October through Dec. 31. Eligibility to apply for the Marilyn Yarbrough Dissertation/Teaching Fellowship is limited to those meeting all of the following four criteria who are citizens or nationals of the United States or otherwise "protected individuals" as defined in 8 USC 1324b(a)(3)(B).

Do you love to teach? The Sylvan Learning Center of Fremont is looking for ENTHUSIASTIC, HAPPY, FLEXIBLE TEAM PLAYERS WHO LOVE WORKING WITH KIDS. We specialize in providing personalized 3:1 instruction to students grades pre-K through 12th grade in the following subjects: Study Skills, Reading, Math, and SAT/ACT Prep. We are seeking part time experienced teachers/tutors at our Fremont location, who... -Hold a bachelor's degree and teaching certificate -or- are a college junior/senior working towards your degree in Math or Education -Are able to work with kids of all ages -Have the ability to multitask-Enjoy working with children -Have a reliable form of transportation Pay: $14.00-$15.00 an hour based on experience No lesson planning, grading, or parent meetings......do what you love to do --- teach kids! We are looking for a commitment for two to four days per week during the following times: Monday through Thursday afternoons/evenings and Saturday mornings. For additional information about Sylvan, please visit our website: **********************

APPLICATION INSTRUCTIONS: CURRENT PENN STATE EMPLOYEE (faculty, staff, technical service, or student), please login to Workday to complete the internal application process. Please do not apply here, apply internally through Workday. CURRENT PENN STATE STUDENT (not employed previously at the university) and seeking employment with Penn State, please login to Workday to complete the student application process. Please do not apply here, apply internally through Workday. If you are NOT a current employee or student, please click “Apply” and complete the application process for external applicants. Approval of remote and hybrid work is not guaranteed regardless of work location. For additional information on remote work at Penn State, see Notice to Out of State Applicants. JOB DESCRIPTION AND POSITION REQUIREMENTS The School of Engineering Design and Innovation (SEDI) within the College of Engineering is seeking individuals for part-time teaching positions. A Master's Degree, in engineering or a closely related field, or similar education and experience required. Applicants should be interested in teaching as part of programs that are offered by the School. These include: 1. Engineering Design (EDSGN) Program Courses within the program, particularly the cornerstone engineering design course, assists students in learning design processes, methods, and decision-making tools while engaged in team-based design projects. Effective use of communication skills and computer-aided analysis tools are an integral part of the cornerstone engineering design course. 2. Entrepreneurship and Innovation (ENTI) Minor Courses are taught in support of the Technology-Based Entrepreneurship or the Social Entrepreneurship cluster within the Entrepreneurship and Innovation (ENTI) Minor that assist students in obtaining skills attributed to entrepreneurial behavior and innovative thinking. 3. Engineering Leadership Development (ELD) Program Courses in engineering leadership provide students with the understanding of individual, team, and organizational leadership; business acumen, global competencies and multicultural awareness; and innovation and management. 4. Law, Policy, and Engineering (LPE) Program Courses in Law, Policy, and Engineering aim to provide new cross-disciplinary perspectives and tools required to solve complex multidisciplinary problems and address societal changes. Students will be versed in science and technology policy, legal and regulatory policy, complex systems design, and anticipating technology trends. 5. Doctor of Engineering in Engineering (D.Eng.) Program This online program provides a deep understanding of advanced engineering and high-level leadership principles, helping you prepare to direct high-performing research divisions or companies. This D.Eng. incorporates the rigor of a Ph.D. but shifts the focus of career progression from academic research to leadership in an industrial or commercial setting. 6. Other courses as part of SEDI's growing portfolio. Experience teaching online/remotely is a plus. More information of the School's programs may be found at **************** Penn State is committed to and accountable for advancing diversity, equity, and inclusion in all of its forms. We embrace individual uniqueness, foster a culture of inclusion that supports both broad and specific diversity initiatives, leverage the educational and institutional benefits of diversity, and engage all individuals to help them thrive. We value inclusion as a core strength and an essential element of our public service mission. BACKGROUND CHECKS/CLEARANCES CAMPUS SECURITY CRIME STATISTICS Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act and the Pennsylvania Act of 1988, Penn State publishes a combined Annual Security and Annual Fire Safety Report (ASR). The ASR includes crime statistics and institutional policies concerning campus security, such as those concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. The ASR is available for review here. EEO IS THE LAW Penn State is an equal opportunity employer and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. If you are unable to use our online application process due to an impairment or disability, please contact ************. The Pennsylvania State University is committed to and accountable for advancing equity, respect, and belonging. We embrace individual uniqueness, as well as a culture of belonging that supports equity initiatives, leverages the educational and institutional benefits of inclusion in society, and provides opportunities for engagement intended to help all members of the community thrive. We value belonging as a core strength and an essential element of the university's teaching, research, and service mission. Federal Contractors Labor Law Poster PA State Labor Law Poster Penn State Policies Copyright Information Hotlines

If you are interested in a future teaching opportunity at Moeller and we currently have no openings in your content specialization, please submit a resume to this job bank. We will continually review these resumes as faculty openings become available. Thank you for your interest!

Overview of Internship Role The Teaching and Learning Support Division (TLC & eLearning) Intern will gain hands-on experience in teaching and learning practices, educational technology, and instructional design. This role supports faculty development and instructional excellence through collaborative projects, technology integration, and the creation of professional learning resources. Key Responsibilities and Tasks TLC Technology Assistance: Assist with setup, troubleshooting, and user guidance for visitors using the technology within the TLC space. Communication & Outreach: Support crafting clear and engaging written communications such as newsletters, announcements, and "Tuesday Teaching" messages; Greet and assist faculty and staff with professionalism and excellent oral communication. Instructional Design & Content Creation: Collaborate with TLC and eLearning teams to design and develop multimedia content, including PowerPoint slides, video, and graphics; Support the development and maintenance of Canvas course shells and training modules. Professional Learning & Facilitation: Assist in the planning and/or delivery of professional development sessions for faculty and staff; Contribute to workshop logistics, co-facilitate sessions, and provide instructional resources. Teaching & Learning Practice: Research and apply evidence-based pedagogical strategies to support effective teaching and learning; Contribute to projects related to instructional planning, teaching strategies, assessment design, and classroom management. Resource Development: Create and organize training guides, tip sheets, and digital resources for faculty related to instructional methods and technology use. Learning Goals By the end of the internship, the intern will be able to: Utilize verbal and written communication skills; Apply instructional theories to real-world projects in teaching and learning; Design and deliver learning experiences in multiple modalities; Use various educational technologies; Develop a professional portfolio.

The Rock & Roll Hall of Fame is seeking experienced Northeast Ohio performing songwriters to join us for the summer of 2026 as part of our Artist in Residence program. This emerging artist program is presented by the Kulas Foundation and will allow two or three songwriting performers to advance their careers by working with the Hall of Fame professional staff and external partners and by regularly performing live sets on the Rock & Roll Hall of Fame's popular outdoor Local Artists Stage. Thanks to the Kulas Foundation the Rock Hall is excited to enhance the inclusion and promotion of local musicians and deepen their involvement with the Cleveland community. The program has the power to shape artists, inspire new musical passions, and grow the influence of contemporary music in Northeast Ohio. Through an application process we will select two or three Artists in Residence who will have the opportunity to advance as songwriters, improve their stage presence, learn about the music industry, and gain valuable hands-on marketing experience. In addition to the invaluable learning experience, the Artists in Residence will receive a paid stipend. This is your chance to perform for audiences of all ages in a positive space, write new songs, try new material, learn the skills necessary to advance in the music industry and improve your knowledge in the history of rock and roll. As part of the program, Artist in Residence will: * Work with the Rock Hall team to create a road map for their music career development and create a plan to achieve their goals during the program. They will also walk away from the program with tangible items such as photos, merch art, and recorded songs. * Learn from mentors in the field about performing, songwriting, audio production, contracts, performing rights organizations, and booking gigs to advance as artists, and then take actionable steps in these various areas. * Play weekly sets at the Rock & Roll Hall of Fame, as well as possible offsite venues, over the course of the summer. * Work with our dynamic and creative Marketing team to develop and elevate the Artist's social media, receive media training, and learn other marketing techniques. * Gain experience marketing themselves and a venue from digital/social to hands on grassroots direct marketing and points between. * Learn performance stage setup and gain hands on audio experience so they can confidently work with sound professionals in venues and studios. * Work with artists to build on specific music skills, such as instrument proficiency or songwriting. * Record tracks and a music video onsite in the Hall of Fame. * Learn to augment solo performance with musicians that sit in and/or electronic enhancements. * Commit to providing 20-30 hours each week to the program either virtually or onsite for a minimum of 10 weeks. * Present on the internship experience, including a live performance of music created during the program. * Collaborate with the other Artist in Residence for an end of summer showcase concert. Requirements: * Must be an active musician producing original music that is commercially available. * High level proficiency with at least one instrument, multiple instrumentalists will be preferred. * Proven experience performing full solo sets of primarily original music to a live audience in a night club, festival stage, or related venue. * Proven songwriting experience. * Experience moving from demo to finished tracks. * Have graduated High School (or attained GED) and are in the midst of pursuing your musical career, and/or in a related college level academic program. * Prior customer service experience preferred. Application process: * Prepare a cover letter that explains your journey as a musician, what you will bring to this opportunity, and what you are looking to learn as part of this experience. * Provide files or links to samples of your original music. Perks & more: * Discounts at Rock Hall store and café * Paid parking * Additional training and professional development opportunities as part of the Rock Hall's Summer Internship Program Please note, although we have opened the application portal for the 2026 Artist in Residence program, the interview and audition process might not start until early 2026

Job Description We are growing! Fred Astaire Dance Studios is excited to be adding to our team of professionals. We are currently hiring for Performing Arts Professional. Whether you have years of dance and/or dance instructor experience or none at all, you could have a successful future with us! If you love interacting with people, having fun, helping others, staying VERY active, and having control over what you earn, you will love a career with Fred Astaire! As a high energy, customer-focused instructor, you will conduct private and group dance classes throughout the week. You and your Fred Astaire team will help students to reach their personal dance goals through many different ways - from a single event to a lifelong journey of dance growth. You will have a unique honor to enhance people's lives every day. You will meet and work closely with people from all walks of life which will give you a level of personal enrichment you could never experience in any other environment. We maintain regular studio hours throughout the week; however, we host many events that take place on some weekday evenings and some weekends as well which you will need and want to attend with your students. Who we are: Enriching lives - physically, mentally, emotionally & socially, through the positive, transforming power of dance. Fred Astaire Dance Studios is the leader in ballroom dance instruction across the country and around the world. Founded in 1947 with one studio on Park Avenue in Manhattan, we have grown our franchise network to 180 dance studio locations serving over 25,000 students! We are global family, proudly honoring the legacy of Mr. Fred Astaire, committed to pursuing excellence of life through dance. We welcome everyone who is interested in starting their dance journey because we believe that dance is for everybody and for every BODY! People ask “Why do students stay with Fred Astaire Dance Studios ?” It is because of the atmosphere of kindness, warmth and care given and received at every location. It's what our students tell us they notice from the first time they step inside our studio - an energy and sense of “FADS community” that is welcoming, non-judgmental, and FUN! Fred Astaire Dance Studios has something for everyone. We offer group and private lessons, choreograph wedding dances or just prepare the happy couple and wedding party for the big day, provide opportunities to perform in beautiful venues, host local parties for dance practice and comradery and we host an average of 35 spectacular branded National, Inter-Regional and Regional Dance Competitions annually giving our students and professionals opportunities to compete in a variety of categories. Requirements Successful Performing Arts Professional: Are self-motivated, enthusiastic and 100% passionate about dance. Have outstanding customer service skills. Understand what it takes to be successful and are willing to commit to the work. Hold themselves accountable. Are unselfish team players. Eagerly accept coaching and feedback for improvement. Have a positive outlook - cup is always half full. Establish exceptional physical fitness/endurance levels to perform this role successfully. Have strong interpersonal skills and the ability to work with students of all ages. Benefits As a Fred Astaire Certified Professional, you can expect us to provide you: A high energy-fun filled work environment! A variety of activities to participate in and offer students such as group and private lessons, performances, parties and competitions. The best initial and ongoing professional dance training in the country. A robust and well-established dance curriculum and program to teach the students. Access to top-level national dance coaches to help further your dance skills. Expert training programs to develop both your dance and business skills. Professional advancement at all management levels including studio ownership! Opportunities to compete and earn championship titles and prize money in both Pro and Pro-Am categories. Beautiful venues to perform with another professional and with your students. Travel opportunities. Our compensation plan includes multiple components: Salary commensurate with experience Multiple opportunities to earn bonuses. Competition winnings Benefits including: PTO/Vacation, Continuing Education, Health and Wellness Benefits

Job Description This part-time, seasonal position will serve as teaching artist in the Chautauqua Arts Education Young Playwrights Project (YPP). This program is a 3-phase program. Phase 1 involves school visits where the YPP Teaching Artists present an assembly followed by an in-class lesson for each classroom at each participating school that teaches 3rd and 4th grade students how to write a play. Phase 2 involves YPP Teaching Artists leading teams of volunteers as they rehearse and then stage a play reading in each participating classroom. Phase 3 involves students visiting Chautauqua Institution to see a select number of plays chosen from all submitted, with the Teaching Artists serving as the performing theater company. The YPP Teaching Artist/Actor will work under the leadership of the Young Playwrights Project Lead Teaching Artist/Director of Plays to implement the program curriculum in the schools. This person will also serve as actor in the Phase 3 plays, working with the Young Playwrights Project Lead Teaching Artist/Director of Plays to present the final performances of student plays. This position will report to the Director of Arts Education. About Your Compensation The compensation for this role is $23.05/hour Travel to and from Chautauqua Institution will be reimbursed, as well as some costs incurred for travel throughout Chautauqua County specific to school visits. About Your Work Day Responsibilities Implement program curriculum as directed by the Director of Arts Education and the Lead Teaching Artist, including performing scripted and improvisational work in the school assembly and leading classes through the playwriting process as detailed in the curricular materials Lead volunteer play reading groups in rehearsal and during school visits Coordinate processing plays for play reading groups, typing plays from handwritten scripts Acting in the Phase 3 performance With the rest of the company, creating props/costumes/set design for the Phase 3 performances Education and Experience Required experience: Theater for youth programs Acting Formal training in theater arts Theater improvisation Skills and Abilities Collaboration and strong team player “Yes and” approach Supervision and Guidance Teaching Artists will be trained and supported by the Director of Arts Education. Program implementation and development will be coordinated in collaboration between the Teaching Artist and the Director of Arts Education. About the Referral Program Chautauqua Institution's Referral Bonus Program is a talent solution to recruit, develop, and retain a diverse workforce that encompasses all the skills and experience necessary to deliver on our goals and objectives. Chautauqua Institution will provide a $500 referral bonus (less taxes) for active employees referring a new candidate who is hired and remains employed for at least 90-days from the first physical date of work. In the case of seasonal positions working less than 6-months, the new candidate must remain actively employed for at least 30-days from the first physical date of work and until the closing date of the season. The closing date of the season is the last Sunday in August. About Your Schedule Chautauqua Institution and Chautauqua Hotel Company offer flexible schedules, full and part-time, for seasonal employment during summer operations starting annually each June and concluding in August. Seasonal employment may be available earlier (pre-season) and beyond season (post-season) based on business needs and candidate availability. Schedules typically include evenings, weekends, and/or holidays as a requirement. While you will confirm your final schedule with management at the time of an interview and offer of employment, you should generally anticipate the following schedule options for this position: During Phase 1 and Phase 2 visits to the schools, expect between 30-40 hours per week. During pre-Phase 1 and pre-Phase 2 play preparation, expect between 10-20 hours per week. During Phase 3, expect between 30-40 hours per week. Schedule: Phase 1 School Visits: January 12-16, 2026 Play Preparation for Phase 2: February 27-March 20, 2026 Phase 2 on-site rehearsals and school visits: March 20-April 2, 2026 Play selection process: March 25-May 1, 2026 Phase 3 production needs shared with Arts Ed staff: May 1-7, 2026 Phase 3 onsite rehearsals and performances: June 13-18, 2026 About Living on the Grounds Chautauqua Institution may provide limited housing options on our grounds or assist you with locating nearby housing arrangements for selecting opportunities based on business needs. Housing is not an option for many positions and may be of a cost to you. Candidates should assume there are no employer-provided or employer-assisted housing options available for this position unless it is otherwise stated. Housing/accommodations will be provided, with preference towards private room with shared bath and common areas, possibility of shared room with approval from artist. Potential for Remote Work: Aspects of this position may be eligible for remote work, specific to the play preparation and play selection process. About Chautauqua Institution Chautauqua Institution is a not-for-profit global convener of dialogue on the most significant issues of the day through engagement across four pillars of the arts, education, religion, and recreation. The Chautauqua community is located on the shores of Chautauqua Lake in southwestern New York State and comes alive each summer with a unique mix of visual and performing arts, lectures, interfaith worship/programs, and recreational activities. Chautauqua Institution owns and operates Chautauqua Hotel Company, a comprehensive hotel, food & beverage, conference and events organization. The Institution's office in Washington, DC is located strategically for an ongoing role in the cultural conversations of the nation. Discovering Your Chautauqua Experience There are countless ways that our talent will engage with our mission, vision, and diverse communities, and you are invited to immerse yourself in our programming as a gateway to this experience. Employees will receive a traditional Chautauqua gate pass, free of cost, which provides access to many of our programs at the Amphitheater. Our Commitment to IDEA Chautauqua Institution values Inclusion, Diversity, Equity, and Accessibility (IDEA) as a priority in our strategic plan, 150 Forward. One of our five core values is “The dignity and contributions of all people.” We are committed to creating conditions where everyone can engage as complete and valued participants in the Chautauqua experience. The Institution is an equal opportunity employer committed to equitable and inclusive hiring practices. Applicants and employees will not be discriminated against based on any status protected under federal, state, or local law. We especially welcome applications from those who can demonstrate experience, engagement, and professional expertise in IDEA. Joining Our Talent Community Join our talent community online at CHQ.org/employment. You are encouraged to learn more about Chautauqua Institution at CHQ.org and view the 150 Forward Strategic Plan at 150fwd.CHQ.org.

The Rock & Roll Hall of Fame is seeking experienced Northeast Ohio performing songwriters to join us for the summer of 2026 as part of our Artist in Residence program. This emerging artist program is presented by the Kulas Foundation and will allow two or three songwriting performers to advance their careers by working with the Hall of Fame professional staff and external partners and by regularly performing live sets on the Rock & Roll Hall of Fame's popular outdoor Local Artists Stage. Thanks to the Kulas Foundation the Rock Hall is excited to enhance the inclusion and promotion of local musicians and deepen their involvement with the Cleveland community. The program has the power to shape artists, inspire new musical passions, and grow the influence of contemporary music in Northeast Ohio. Through an application process we will select two or three Artists in Residence who will have the opportunity to advance as songwriters, improve their stage presence, learn about the music industry, and gain valuable hands-on marketing experience. In addition to the invaluable learning experience, the Artists in Residence will receive a paid stipend. This is your chance to perform for audiences of all ages in a positive space, write new songs, try new material, learn the skills necessary to advance in the music industry and improve your knowledge in the history of rock and roll. As part of the program, Artist in Residence will: Work with the Rock Hall team to create a road map for their music career development and create a plan to achieve their goals during the program. They will also walk away from the program with tangible items such as photos, merch art, and recorded songs. Learn from mentors in the field about performing, songwriting, audio production, contracts, performing rights organizations, and booking gigs to advance as artists, and then take actionable steps in these various areas. Play weekly sets at the Rock & Roll Hall of Fame, as well as possible offsite venues, over the course of the summer. Work with our dynamic and creative Marketing team to develop and elevate the Artist's social media, receive media training, and learn other marketing techniques. Gain experience marketing themselves and a venue from digital/social to hands on grassroots direct marketing and points between. Learn performance stage setup and gain hands on audio experience so they can confidently work with sound professionals in venues and studios. Work with artists to build on specific music skills, such as instrument proficiency or songwriting. Record tracks and a music video onsite in the Hall of Fame. Learn to augment solo performance with musicians that sit in and/or electronic enhancements. Commit to providing 20-30 hours each week to the program either virtually or onsite for a minimum of 10 weeks. Present on the internship experience, including a live performance of music created during the program. Collaborate with the other Artist in Residence for an end of summer showcase concert. Requirements: Must be an active musician producing original music that is commercially available. High level proficiency with at least one instrument, multiple instrumentalists will be preferred. Proven experience performing full solo sets of primarily original music to a live audience in a night club, festival stage, or related venue. Proven songwriting experience. Experience moving from demo to finished tracks. Have graduated High School (or attained GED) and are in the midst of pursuing your musical career, and/or in a related college level academic program. Prior customer service experience preferred. Application process: Prepare a cover letter that explains your journey as a musician, what you will bring to this opportunity, and what you are looking to learn as part of this experience. Provide files or links to samples of your original music. Perks & more: Discounts at Rock Hall store and café Paid parking Additional training and professional development opportunities as part of the Rock Hall's Summer Internship Program Please note, although we have opened the application portal for the 2026 Artist in Residence program, the interview and audition process might not start until early 2026