OnRamp Summer Academy Writing Professor

Summer Academy 1: Friday, June 21st - Thursday, August 1st

Faculty Move-In: Wednesday, June 19th

The Organization

At Thrive Scholars, our goal is to see talented low-income students of color develop inter-generational wealth and financial security and become the diverse corporate, civic, and academic leaders our country so desperately needs. To learn more, please read Thrive’s Economic Mobility Statement below. 

Our comprehensive and data-driven program model focuses on the key inflection points that can be the difference between graduating from any college and graduating from a top college with the grades, degree, career skills, and network needed to thrive in any career. 

Thrive Scholars originated in Los Angeles as South Central Scholars (“SCS”) twenty years ago. Over this time, the organization has refined its program model and, in the last five years, has focused on expanding nationally; reaching more high-achieving underrepresented students, growing the number of Scholars we serve; and deepening our program impact.  Looking ahead, Thrive Scholars is embarking on a new strategic plan which will include launching new program offerings and continued organizational growth. Thrive Scholars has approximately 85 permanent employees and 170 summer employees. 

The Program

OnRamp brings together 25 Black, male, rising high school Juniors for an intensive six-week residential program hosted on the campus of Amherst College; Summer Academy. At its core, Summer Academy is an immersive academic experience. During the program, OnRamp scholars will participate in two college-level courses, where students learn the quantitative and writing skills they need to excel in college and in their preferred majors, with additional time devoted to personal and professional development topics. Outside of class, students participate in various activities, including group-wide discussions, field games, college tours, and excursions. 

The Position

We are seeking a Writing professor to design and teach a challenging six-week seminar course for 25 OnRamp students. The course will meet between 12-15 hours per week. Through topical exploration of their respective disciplines, faculty will introduce students to critical thinking, academic reading and writing.  Scholars will gain experience creating unique arguments in their analytical writing (rather than merely reporting or commenting on others’ ideas). Scholars will leave the course more confident in their preparedness to succeed on written assignments in college. Applicants should have a track record of excellent teaching and either an advanced degree or a history of exemplary cultural work or intellectual production. Successful proposals often employ interdisciplinary approaches and creative pedagogical methods. 

The Writing Professor will be expected to participate in virtual pre-summer onboarding sessions as well as an on-campus orientation at the beginning of the summer.  The Professor will also be accountable for administering a pre and post-course assessment,  growth-oriented common assessments, and meeting shared learning outcomes, while still maintaining autonomy over instructional methods and day-to-day coursework. 

It is crucial to note that the Summer Academy environment bridges high school and college – it is not exactly one or the other.  The majority of Scholars in our programs are minors. We want Scholars to experience and practice a new level of agency and freedom, but we are also responsible for their well-being and their full participation in our program. Professors must maintain Thrive’s expectations for Scholar attendance and engagement, and they should act as partners in our mission. Professors are also expected to participate fully in required meetings and collaboration sessions and to interact collegially with Thrive's permanent staff and seasonal staff as well as with campus employees.

Course Expectations: 

  • Courses provide an onramp into a particular issue or topic and feature experiential learning opportunities where scholars can engage the campus and community resources. These opportunities should be designed in consultation with the OnRamp Director. 

  • Course content and delivery is designed for learners who are ready to be intellectually challenged, but might not have all the building blocks of a more experienced scholar. 

  • Homework, projects, papers, or other assignments are designed to enhance a scholar’s college preparedness, with the required skills to produce end-of-course work scaffolded by the course.  

  • Course modules include a variety of teaching modalities, provide a mixture of lectures, small group work and discussion,  skills workshops, varied forms of active engagement, and acquaint scholars with the rich resources available on campus. 

  • Outside-of-class work is engaging, pointed, and directly connected to in-class learning.  Students should spend at least an hour preparing for each class meeting. 

  • At the end of the term, instructors provide each student with a formal written evaluation of their growth and recommendations for further pre-college preparation.  

Salary: The Writing Professor will be paid $15,450 for course preparation, six weeks of instruction ( five days a week at 12-15 hours of instruction per week),  weekly office hours, and written summative evaluations for each scholar 

Housing: Room and board will be provided, and covered by Thrive Scholars, for non-local faculty and assistant instructors. Non-AC housing, with potential for necessary accommodations.

Qualifications and Experience

  • Track record of success teaching writing-based courses in a selective college setting preferred

  • Track record of success teaching high school students or first-year college students required

  • Passion for and experience in working with a diverse, historically marginalized community

  • Applicants must be authorized to work in the United States

Required Application Materials

1. CV including a complete list of courses taught or other pedagogical experiences. 

2. Teaching Statement, including:

  • 300-600 words about your teaching philosophy, focusing on your experience and philosophy for teaching a classroom that is diverse in race, gender, class, educational background, etc.

  • Short (200-300 words) narrative descriptions of 1 - 2 classes that you are able to offer. Descriptions should include the course title, main themes, titles of 3 key readings, and descriptions of 1-2 assignments. 

Please upload these documents as one PDF using the Cover Letter link in the application.

If the committee finds a fit, we will contact you about arranging an interview in Spring 2024. Please direct any inquiries to creid@thrivescholars.org 

COVID-19 Vaccine Requirement

Thrive has instituted a COVID-19 vaccine mandate for all employees, including remote staff. Individuals selected for job opportunities must be fully vaccinated and up to date, per CDC guidelines, and will be required to provide proof of vaccination status in advance of your hire date. 

If you are unable to be vaccinated for medical reasons or sincerely-held religious beliefs, Thrive will consider requests for reasonable accommodations consistent with our policy.  Accommodation requests cannot be guaranteed, Thrive will consider requests where we are able to provide such accommodations without undue hardship to the organization pursuant to applicable law.  Any such accommodation must be approved in advance of signing an offer letter.


Thrive Scholars provides equal employment opportunities (EEO) to all employees and applicants for employment and prohibits discrimination and harassment based on race, color, religion, gender, gender identity, national origin, sexual orientation, age, disability, or veteran status. Knowing their importance to the success of our work, Thrive Scholars is committed to diversity, equity, and inclusion, and we aspire to build a diverse staff team and community. We strongly encourage people of all backgrounds to apply.

For more information, please visit thrivescholars.org

Thrive Scholars’ Economic Mobility Statement:

We know that everywhere in our country, there are incredibly high-achieving BIPOC students from economically disadvantaged communities who have big aspirations for their future. By virtue of everything they have achieved—academically, personally, and extracurricularly—these students demonstrate tremendous promise to continue to achieve at great levels in college and in their careers. However, as a result of structural barriers they encounter during the pivotal transitions from high school to college to career, we know that many are hindered from reaching their career ambitions and their goals of economic mobility and financial security. We understand these barriers to be complex and rooted in deep societal inequities and in systemic racism, and we believe they must be addressed at all levels—individual, institutional, and systemic.    


At Thrive Scholars, we have found that we are well-equipped to make a meaningful impact on the individual student level. As an organization, we have identified some of the main barriers that get in the way of Scholars getting that first job out of college that will position them to realize economic mobility. We have developed, over the last twenty years, key interventions, delivered through our College Access, Summer Academy, College Success, Mentorship, and Career Development programs - all aimed at helping high-achieving students from economically disadvantaged communities overcome these obstacles to experience economic mobility. This is our North Star. We do not believe that is all of the work that needs to be done at a societal or even individual level in order to promote a just society where every individual can succeed holistically, but we believe this part of it is where we as an organization should focus. 


Amherst, MA

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