Jack, Joseph and Morton Mandel Center for Studies in Jewish Education

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Undergraduate Teaching Fellows Program

MCSJE's Undergraduate Teaching Fellows program offers professional learning to undergraduates who are working in supplemental Jewish education. Working in collaboration with other student fellows, under

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the mentorship of a master educator, they explore their own Jewish journeys, reflect on their teaching, develop new inquiry skills, and gain insight into their students’ learning.

The UTF program brings together Jewish students from diverse backgrounds with varied levels of observance, and those with day school, supplemental educational and Jewish camp experiences. United by a shared interest in Jewish education and a commitment to supporting Jewish youth, UTF students engage in meaningful learning. The program creates a pluralistic environment in which participants gain a deeper appreciation for the diversity within the Jewish community and recognize the unique perspectives they each bring. They also have the opportunity to learn from one another about the different practices found in various synagogues and communities.

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Group of students around a table at a Seder

Fellowship Highlights

Explore educational theory and pedagogy
Investigate best practices for classroom management
Share challenges & dilemmas in a safe space
Learn how to support students with special needs
Reflect on & hone your unique teaching styles and lesson plans
Benefit from the mentorship of teacher educators

Participants meet 12 times per year. Each presents a lesson to peers and provides thoughtful feedback to others.

Submissions for the 2025-26 fellowship are now closed.

Students interested in learning more about the program can complete our information form or nominate themselves to participate. Community leaders can nominate a student for participation.

Learn more about the UTF program from past Fellows

“These seminars helped me gain a great amount of perspective because they gave me tips on how to be proactive about situations that might arise in my classroom. I especially enjoyed conversations when they were centered around another teacher’s issues, so that I could take time to reflect on my class.” Leah '25