Adult Education Teacher Proposals

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THANKS FOR PROPOSING A CLASS AT HUGO HOUSE
This application has 3 pages. Please fill out the course information as completely as possible.
Submit by June 23rd for priority consideration for the FALL 2024 catalog. If you have any questions, contact the Education team: education@hugohouse.org
If you haven't yet taught at Hugo House, we recommend familiarizing yourself with our previous course offerings and reading all selection criteria/logistical information before submitting. Be sure to attach your resume/CV and teaching philosophy. We will not accept class proposals with incomplete applications.
If we are interested in programming your class, we will be in touch with you.
SELECTION CRITERIA & LOGISTICAL INFORMATION
Based on student feedback, most students come to Hugo House for writing instruction, accountability, and community connection. We encourage all of our teachers to foster community and ongoing growth (ex. independent reading & resources) in and beyond their classrooms.
When selecting courses, we look for the following:
  • Overall strength of proposal – is the course focused and reflective of student outcomes & experiences? Do class readings reflect a variety of authors working within the genre/form?
  • Fit with current curricular needs - in terms of genre, student skill level, course type, and offering
When hiring teachers, we consider the following:
  • Prior teaching experience & teaching philosophy
  • Relevant industry experience
  • Strength of teaching evaluation from Hugo House or other institutions
Class proposals are reviewed and selected by Hugo House staff.
The basics:
  • These are the different session lengths we offer:
    • Yearlongs (30 sessions)
    • Half-yearlongs (16 sessions)
    • Quarterly classes with sessions of 1, 2, 4, 6, 8 or 10
  • Alternate schedules may be possible. Please ask.
  • Class enrollment was previously set at a minimum of 5 and maximum of 15 students. When filling out your class proposal, you will be asked to provide your own minimum and maximum registration size. While Hugo House staff do their best to market and fill classes, please keep in mind that a higher minimum enrollment increases the likelihood that a class proposal will be rejected or that the class will not run.
  • Starting pay rate for classes is $10.50 per teaching hour multiplied by the number of registered students in your class. In other words, a 3-hour class with 15 students at the $10.50 rate will be $10.50 x 15 x 3 = $472.50. If you are co-teaching a class with another instructor, the pay will be split between the two instructors. Pay increases to $11.00 per teaching hour after teaching at Hugo House for 30 course hours, over at least 4 classes.
Fall 2024 Application Schedule
Fall Term 2024  - September 23 - December 15

·  Sunday June 23 - Proposals Due

·  Monday June 24 -  Course Selection Begins

·  Monday July 15 -  Instructors notified about status of their course proposal


TIPS & SAMPLE COURSE DESCRIPTIONS
When submitting a course description, please consider it your job application. It should be clear, concise, and free of typos. If you're including writers you'll be reading, their names should be spelled correctly. When a student reads your class description, they should think, "I like the way this person writes! I bet I could learn something from them!" Not: "I'm not sure how this person got a job as a writing teacher!" Our team may edit your course description for clarity and/or length, but we strongly prefer when course descriptions come in the door having been thoroughly thought through and proofread.
Here are some tips for a great course description: The description should tell us what the class is about, why the topic is worth investigating, what's going to happen (generative writing? workshopping? discussion?), and what students can expect to come away with (a new story? three new poems? a better understanding of metaphysics?). Here are a couple of great examples:
Minor Feelings: An Asian American Reckoning Each week we will discuss an essay from Cathy Park Hong’s provocative new book of essays, Minor Feelings, and freewrite about our own personal experiences as Asian Americans, interrogating themes such as: coming of age, the model minority myth, class, the white gaze, microaggressions, shame, family, language, and community. Let’s get personal and political as we examine what connects us or holds us apart in a candid and safe space for exploration.
Intro to the Short Story “Where does one begin?” asks Amy Hempel in an essay on short stories. Her answer: “With obsession and nerve and ground worth reporting on.” This two-day introduction lays down a few simple but fundamental craft concepts related to writing short stories. Students will generate and share new work in class while we look at the bold and felicitous work of pros like Hempel, Denis Johnson, Amy Tan, Jamaica Kincaid, Donald Barthelme, and Sandra Cisneros. Students should be willing to risk vulnerability and intimacy. They can expect to come away with two beginnings to new short stories.
Finally, we're often asked about what gaps need to be filled in our catalog. We can't know this until class proposals come in each quarter, but one good way to answer this question for yourself is to look at the current quarter's catalog. What gaps do you see? What unique knowledge or viewpoint can you offer? What have you been reading that's really wound you up? What's happening in the world or around town that you'd like to interrogate? We love fresh, weird ideas and classes that aren't the same old, same old. World literature, translation, and multilingual courses are encouraged. Courses for beginning writers, or folks who don't even think of themselves as writers are encouraged. Courses in partnership with or inspired by other groups or organizations in town are encouraged (such as a writing or reading class based on an exhibition at the Wing Luke or NW African American museum, a writing class in conjunction with the launch of a book like Recipes for Refuge, or the like); we're happy to help arrange a collaboration if applicable.
Instructor Details
Name




Please include your pronouns if you would like us to know those and if you would like those reflected on your teacher profile.


Contact Information



Mailing Address Information







Teacher Publicity Information

Please provide an up-to-date bio if we do not already have it OR if you need to update your current bio. Max. 40 words. If your class proposal is accepted, this information will appear publicly on the Hugo House website.

Please upload a square (in shape) picture file if possible. If you already have a headshot on our website and do not need it changed, please leave blank. File types allowed are .bmp, .gif, .jpg, .jpeg, .png, .tif

Please add your author website if you would like that reflected on your teacher profile.

Acknowledgements

If you haven't yet taught at Hugo House, PLEASE read the following prompts and upload your responses here.
We're interested to know about your teaching experience and your approach to teaching.

In two paragraphs, tell us about a class you taught recently. Specifically, tell us one thing that went well and one thing you wish you’d done differently.

Then, include a syllabus for the class you'd like to propose to us and tell us in a few paragraphs (1-2 pages):
  • how you're going to approach this class i.e. what content you're going to cover and how students will engage with each other,
  • why this topic is something you're excited about,
  • and how this class might be similar to or different from other classes we've offered.

File types allowed are .doc, .dox, .pdf and pages
Co-Taught Class?
Co-Instructor Details

Name



Please include your pronouns if you would like us to know those and if you would like those reflected on your teacher profile.


Contact Information



Mailing Address Information







Teacher Publicity Information

Please provide an up-to-date bio, max. 40 words, even if we already have it. Please include your artist name in the short bio. This will be published in the print catalog. To update your online bio, request your unique bio form from the Education team.

No file chosen Please upload a square (in shape) picture file if possible. If you already have a headshot on our website and do not need it changed, please leave blank. File types allowed are .bmp, .gif, .jpg, .jpeg, .png, .tif

Please add your author website if you would like that reflected on your teacher profile.

Acknowledgements

If you haven't yet taught at Hugo House, PLEASE read the following prompts and upload your responses here.
We're interested to know about your teaching experience and your approach to teaching. In two paragraphs, tell us about a class you taught recently. Specifically, 
  • tell us one thing that went well and one thing you wish you’d done differently,
  • include a syllabus for this class and tell us in a few paragraphs (1-2 pages) how you're going to approach this class i.e. what content you're going to cover and how students will engage with each other,
  • why this topic is something you're excited about,
  • and how this class might be similar to or different from other classes we've offered.

File types allowed are .doc, .dox, .pdf and pages
Course Details




This is copy for the class catalog - go to first page for more information on how to format this.


Wet Ink (Asynchronous) is only an option for classes 4 sessions or more.

Please suggest an exact time and date you would like this class to run. If you do not have a preference, please be very specific about when you cannot teach, as we will assign you a time and date. If there are holidays or days you know you can't teach, please let us know. If you require a higher number of minimum students to be enrolled in the class for you to wish to run the class, please let us know here.

Choose the length you'd like for this course to run. If the length is flexible, you can note this in the "Scheduling Restrictions" box above.

 

Please select all applicable areas of writing this course covers.


Not sure where to place your class? Here are a couple aspects to consider when choosing your level: 

  • What is the genre-specific level of your target writer? If someone is a master prose writer but has never written a poem before, their level may be “introductory” for all poetry-related classes.
  • What levels are you comfortable teaching? Some teachers may not feel comfortable coaching newbies and vice versa, and that’s OK!

Introductory: These are your shiny-eyed writers who have never taken a writing and/or workshop class before. The aim of these classes is to give the students a solid foundation in creative writing fundamentals and encourage their love of writing. Because this is their first foray into the writing workshop, these writers may not know the “conventions” of the writing workshop and may require some concrete classroom guidelines and/or modeling in order to succeed.


Intermediate: These writers have a strong understanding of the writing fundamentals AND some workshop experience. Intermediate writers know the lay of the writing land and are now learning to push craft boundaries and forming their writerly identity through independent projects. Many of our intermediate writers benefit from workshops about highly specific craft elements (specific forms, subgenres, etc.) and workshops in which they can receive feedback about their WIPs.


Advanced: These writers have an established writing and reading practice and are eager to make writing a career. They are getting ready to publish or are in the early stages of publishing and are looking to hone skills that will take them to the next level in the literary industry. Advanced writers are willing to put a lot of work into the class and expect their classmates and teachers to do the same. They gravitate toward discussion-driven workshops that are tailored to student needs more so than generative or lecture-based classes.


All Levels: Select this option if you are comfortable wrangling students from all three levels. Historically, this label is most effective for generative classes and least effective for craft-specific classes. 


Choose all options that apply



Providing a syllabus before the first day of class helps students know what they can expect. It can also help market your class. If you already have a syllabus ready, and would like it included on the online course catalog, please attach it here.
Once you click Submit, you will be taken to a review page where you can review your answers.  Because this form has many questions, it can take sometime.  Please be patient.  Thank you.
Marketing Materials
The following questions will be used publicly to market your class. While all these questions are optional, this information is tremendously helpful to our team and will help us to market your class to our students.







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