With your support, high school students from underserved communities across the nation can access a rigorous Duke course at no cost, gaining the opportunity to earn pre‑college credit and build confidence for future success.

Spring 2027 Application

Applications are now open for spring 2027 NEON Teaching Fellow and Lead Teaching Fellow positions. We are recruiting for both Medical Sociology | SOCIOL 250, taught by Dr. Tyson Brown, and The Self and Social Identities | PSY 223, taught by Dr. Sarah Gaither.

As a Teaching Fellow, you will engage students in synchronous virtual discussions, grade student work, join weekly team meetings, and be part of a national community working to advance education equity. As a Lead Teaching Fellow, you will facilitate course sections, guide team meetings, and support other Teaching Fellows in their work.

Teaching Fellows

Essential Responsibilities

  • Lead weekly 45-minute synchronous recitation sections over the 12-week term via Zoom. The baseline student-to-TF ratio will be approximately 30 students per Teaching Fellow.  
  • Learn the materials (reading assignments and lecture videos) and be prepared to answer content-related questions. 
  • Lead class activities, grade assignments, and provide feedback on student work.
  • Participate in weekly Teaching Fellow check-ins and provide feedback throughout the semester.
  • Build a community with scholars, co-teachers, and the national Teaching Fellow Corps.
  • Complete Teaching Fellow Onboarding Modules.

Knowledge, Skills, and Qualifications

  • Content knowledge and/or coursework in a field related to the NEON course you'll help teach.
  • A deep conviction in students’ capacity to excel in their academic endeavors.
  • Excellent engagement, team-building, and communications skills.
  • Demonstrated ability to flexibly navigate challenges, supporting co-teachers and students as needed.
  • Commitment to providing consistent support to students.
  • Interest in distance learning challenges and opportunities.
  • Prior teaching experience is a plus, with preference given to those who have experience working with high-school students.
  • We are committed to building a Teaching Fellow cohort that is inclusive of all backgrounds present in the program’s high school student body.

Eligibility

  • Applicants must have completed at least one year of undergraduate study at the time of application.
  • If selected as a finalist, you will be asked to provide your availability. Final selection decisions may be based in part on scheduling needs, particularly the ability to attend synchronous virtual sessions at times designated by participating high schools.

Compensation

  • The compensation for this role is $20/hr paid bi-weekly. This position requires an average commitment of approximately 5-8 hours per week for 12 weeks, ending in mid-May (after Duke courses end).
  • Fellows will be awarded the distinction of National Education Opportunity Teaching Fellow, with opportunities to contribute to the National Ed Opportunity Network learning community and connect with education justice leaders from across the nation.

Lead Teaching Fellows

Responsibilities

Course Operations & Curriculum Support

  • Support preparation and organization of class materials and modules.
  • Serve as the point of contact for questions about course logistics and content. Respond to Slack channel.
  • Participate in weekly Course Team check-ins and provide feedback throughout the semester.
  • Lead weekly Teaching Fellow meetings with guidance from the professor.
  • Liaise with Teaching Fellows to clearly communicate grading expectations and ensure timely grade submission based on established deadlines.
  • Maintain the course Canvas site, including updating and distributing all course documents.

Leading Your Course Section

  • Lead weekly 45-minute synchronous recitation sections over the 12-week term via Zoom. The baseline student-to-TF ratio will be approximately 30 students per Teaching Fellow.  
  • Learn the materials (reading assignments and lecture videos) and be prepared to answer content-related questions. 
  • Lead class activities, grade assignments, and provide feedback on student work.
  • Build a community with scholars, co-teachers, and the national Teaching Fellow Corps.
  • Complete Teaching Fellow Onboarding Modules.

Knowledge, Skills, and Qualifications

  • Content knowledge and/or coursework in a field related to the NEON course you'll help teach.
  • Commitment to directly advancing education equity for scholars in underserved communities.
  • Excellent engagement, team-building, and communications skills.
  • Ability to excel in changing or challenging circumstances.
  • Commitment to providing consistent support to students.
  • Interest in distance learning challenges and opportunities.
  • Prior teaching experience is a plus, with a preference for experience working with high-school students.
  • We are committed to building a Teaching Fellow cohort that is inclusive of all backgrounds present in the program’s high school student body.

Compensation and Benefits

  • The compensation for this role is $24/hr for undergraduate and master's level students, $28/hr for PhD students. This position requires an average commitment of approximately 6 hours per week for 12 weeks, ending in mid-May (after Duke courses end).
  • Fellows will be awarded the distinction of National Education Opportunity Lead Teaching Fellow, with opportunities to contribute to the National Ed Opportunity Network learning community, and connect with academic, and education, and racial justice leaders from across the nation.

Eligibility

  • Undergraduate students who have prior experience as a NEON teaching fellow or as a teaching assistant for a Duke University course and graduate students currently enrolled in a master’s or doctoral program at Duke can apply for Lead Teaching Fellow roles.
  • If selected as a finalist, you will be asked to provide your availability. Final selection decisions may be based in part on scheduling needs, particularly the ability to attend synchronous virtual sessions at times designated by participating high schools.

Course Content

SPRING 2027

  • Medical Sociology | SOCIOL 250, with Dr. Tyson Brown: This course explores the interface between sociology and health-related issues. Analysis of macro, mezzo, and micro perspectives as they apply to health and illness. Examination of the social and cultural context in which health care in the United States is delivered, particularly in terms of racial and age disparities, as well as disparities in rural and urban healthcare settings. Objective and subjective experience of health and illness, political, economic and environmental issues, including engagement with ethical issues around end of life care, physician assisted suicide, health rights versus health privileges.
  • The Self and Social Identities | PSY 223, taught by Dr. Sarah Gaither: This course broadly explores definitions of 'the self' and how different social identities develop, change, and overlap with each other across the lifespan. Using both theory and a large body of empirical research from psychology, we investigate how our own sense of self as well as our perceptions of other people's identities guide behavior. Using media examples, peer-reviewed research, and news articles we will examine both personal and societal views of identity that contribute toward the intersectional nature of social existence. 

FALL 2026

  • 'Our Protein-Rich World' with Dr. Gustavo Silva: This course shows how proteins power nearly every process that keeps us alive, helping students understand the real biological reasons behind everyday experiences like eating, moving, healing, and fighting infections. By exploring how proteins work—and how they malfunction in disease—students gain insight into their own health and the science behind medical breakthroughs. The course also builds scientific literacy, preparing students to ask big questions, evaluate scientific claims, and pursue future opportunities in biology and health research.

How to Apply

About the Cook+NEON Partnership

Duke+NEON Program

Talent is evenly distributed, opportunity is not. It is this shared belief that has united Duke University, The Samuel DuBois Cook Center on Social Equity and the National Education Opportunity Network (NEON) to partner on the Duke+NEON program.
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