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Internship Math Curriculum Developer Jobs in Albuquerque, NM

US Department of the Army

Civil Engineer

Albuquerque, NM · On-site

$104K/yr

... a curriculum leading to a bachelor's degree in an appropriate scientific field, e.g., engineering technology, physics, chemistry, architecture, computer science, mathematics, hydrology, or geology ...

Varsity Tutors

AP Calculus BC Tutor

Albuquerque, NM · Remote

$18 - $40/hr

Emphasizes recognizing when to apply specific techniques and connects advanced calculus to physics, engineering, and computational mathematics applications. * Curriculum Awareness & Adaptive ...

Varsity Tutors

Calculus 3 Tutor

Albuquerque, NM · Remote

$18 - $40/hr

Curriculum Awareness & Adaptive Instruction: Familiar with Calculus III curricula and common ... engineering-focused problems for STEM majors and advanced mathematics students. * Effective ...

Intel

Foundry Strategic Industrial Engineer

Albuquerque, NM · On-site

$67K - $91K/yr

... internship experiences. Minimum Qualifications: * A Bachelor's degree in an Engineering, Mathematics, or Statistics discipline and 3+ years of relevant experience OR; * A Master's degree in an ...

Sandia

Jill Hruby Fellowship 2027

Albuquerque, NM · On-site

$47K - $64K/yr

Curriculum Vittae If invited for full proposal, you will be assigned a Sandia mentor and required ... and mathematics; earth, energy, and environmental science; engineering science; materials and ...

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All JobsMath Curriculum Developer JobsInternship Math Curriculum Developer JobsInternship Math Curriculum Developer Jobs in Albuquerque, NM

Internship Math Curriculum Developer information

See Albuquerque, NM salary details

$24.7K

$58.3K

$80.5K

How much do internship math curriculum developer jobs pay per year?

As of Jul 25, 2026, the average yearly pay for internship math curriculum developer in Albuquerque, NM is $58,279.00, according to ZipRecruiter salary data. Most workers in this role earn between $46,500.00 and $62,500.00 per year, depending on experience, location, and employer.

What types of projects and responsibilities can I expect as an Internship Math Curriculum Developer?

As an Internship Math Curriculum Developer, you can expect to participate in a variety of hands-on projects, such as creating lesson plans, developing educational resources, and aligning materials with state or national standards. Your daily work may include collaborating closely with experienced educators, providing feedback on instructional materials, and assisting in the design of engaging classroom activities. This role also offers opportunities to gain experience with curriculum mapping and to learn best practices in educational content development, making it ideal for those interested in both teaching and instructional design.

What are the key skills and qualifications needed to thrive as an Internship Math Curriculum Developer, and why are they important?

To thrive as an Internship Math Curriculum Developer, you need a solid understanding of mathematics, knowledge of educational standards, and experience with lesson planning or instructional design. Familiarity with curriculum development software, learning management systems (LMS), and tools like Google Workspace or Microsoft Office is typically expected. Strong communication, creativity, and collaboration skills help in translating complex concepts into engaging, accessible learning materials. These skills are essential for creating effective, relevant curricula that support student learning and align with educational goals.

What does an Internship Math Curriculum Developer do?

An Internship Math Curriculum Developer assists in creating, revising, and improving math lesson plans, activities, and educational materials under the supervision of experienced curriculum developers or educators. They help research best teaching practices, align materials with educational standards, and may pilot lessons with students or gather feedback. Interns often work with a team to ensure that the curriculum is engaging, effective, and accessible to diverse learners. This role is ideal for individuals interested in education, math, and instructional design.
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Internship Math Curriculum Developer jobs near you
Infographic showing various Internship Math Curriculum Developer job openings in Albuquerque, NM as of July 2026, with employment types broken down into 55% Full Time, 42% Part Time, 1% Temporary, and 2% Contract. Highlights an 71% Physical, and 29% Remote job distribution, with an average salary of $58,279 per year, or $28 per hour.
GENERAL ENGINEER

GENERAL ENGINEER

US Department of the Air Force

Kirtland Air Force Base, NM • On-site

$127K/yr

Other

Posted 4 days ago

Job description

Click on "Learn more about this agency" button below to view Eligibilities being considered and other IMPORTANT information.
The primary purpose of this position is to provide developmental experience designed to broaden the skills and/or enhance the leadership perspective of an identified high-potential, mid-level manager/executive; it is not a continuing position, assignment duration is NTE 36 months.Qualifications:In order to qualify, you must meet the specialized experience requirements described in the Office of Personnel Management (OPM) Qualification Standards for General Schedule, Professional and Scientific Positions.
BASIC REQUIREMENT OR INDIVIDUAL OCCUPATIONAL REQUIREMENT:
A. Degree: Engineering. To be acceptable, the program must: (1) lead to a bachelor's degree in a school of engineering with at least one program accredited by ABET; or (2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics.
OR
B. Combination of education and experience -- college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. The adequacy of such background must be demonstrated by one of the following:
  1. Professional registration or licensure -- Current registration as an Engineer Intern (EI), Engineer in Training (EIT), or licensure as a Professional Engineer (PE) by any State, the District of Columbia, Guam, or Puerto Rico. Absent other means of qualifying under this standard, those applicants who achieved such registration by means other than written test (e.g., State grandfather or eminence provisions) are eligible only for positions that are within or closely related to the specialty field of their registration. For example, an applicant who attains registration through a State Board's eminence provision as a manufacturing engineer typically would be rated eligible only for manufacturing engineering positions.
  2. Written Test -- Evidence of having successfully passed the Fundamentals of Engineering (FE) examination or any other written test required for professional registration by an engineering licensure board in the various States, the District of Columbia, Guam, and Puerto Rico.
  3. Specified academic courses -- Successful completion of at least 60 semester hours of courses in the physical, mathematical, and engineering sciences and that included the courses specified in the basic requirements under paragraph A. The courses must be fully acceptable toward meeting the requirements of an engineering program as described in paragraph A.
  4. Related curriculum -- Successful completion of a curriculum leading to a bachelor's degree in an appropriate scientific field, e.g., engineering technology, physics, chemistry, architecture, computer science, mathematics, hydrology, or geology, may be accepted in lieu of a bachelor's degree in engineering, provided the applicant has had at least 1 year of professional engineering experience acquired under professional engineering supervision and guidance. Ordinarily there should be either an established plan of intensive training to develop professional engineering competence, or several years of prior professional engineering-type experience, e.g., in interdisciplinary positions. (The above examples of related curricula are not all inclusive.)
FEDERAL TIME-IN-GRADE (TIG) REQUIREMENT FOR GENERAL SCHEDULE (GS) POSITIONS: Applicants must have served at least 52 weeks at the GS-13 or higher grade (or equivalent in an alternate pay system) within the Federal Civil Service to be considered for referral. TIG applies if you are in a current GS position or held a GS position within the previous 52 weeks.
KNOWLEDGE, SKILLS AND ABILITIES (KSAs): Your qualifications will be evaluated on the basis of your level of knowledge, skills, abilities and/or competencies in the following areas:
  1. Knowledge and mastery of professional engineering principles, theories, procedures, and applications and skill in using those principles and applications to meet mission requirements.
  2. Knowledge and mastery of a broad range of methods, techniques, and processes used in Air Force Civil Engineering and the ability to integrate asset management, project/program management, planning, and acquisition in the following fields: Real Estate, Environmental, Installation Management/Planning, Facilities Operations, or Engineering/Architecture.
  3. Knowledge of the AF Corporate Structure, Federal Planning, Programming, and Budgeting System and acquisition processes and contracting provisions.
  4. Skill in evaluating state-of-the-art technologies and incorporating these into the planning or design, budgeting, programming, life cycle, operation, maintenance, repair, upgrade, and cost estimates of installations natural and built infrastructure.
  5. Ability to gather, assemble, and analyze facts, draw conclusions, conduct analysis, devise recommended solutions, and package the entire process in briefings, papers, or reports suitable for top management use and decision making.
  6. Ability to communicate effectively, both orally and in writing, to negotiate complex issues and maintain good working relations.
Education:This job does not have an education qualification requirement.Employment Type: OTHER

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