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Stem Assistant information

What is the difference between Stem Assistant vs STEM Technician?

AspectStem AssistantSTEM Technician
Required CredentialsHigh school diploma or equivalent; some roles may require certificationAssociate degree or technical certification in STEM fields
Work EnvironmentEducational settings, laboratories, or research facilitiesLaboratories, manufacturing plants, or technical support environments
Employer & Industry UsageSchools, educational programs, research institutionsTech companies, research labs, industrial settings
Common Search & ComparisonOften compared for entry-level STEM support rolesCompared for technical support and laboratory work

In summary, a Stem Assistant typically supports educational or research activities with basic credentials, while a STEM Technician often requires technical certifications and performs more specialized technical tasks in laboratories or industrial settings.

What are some common challenges faced by a STEM assistant when supporting classroom activities?

STEM Assistants often encounter the challenge of adapting complex scientific or mathematical concepts into engaging and accessible activities for students of varying skill levels. They must also manage classroom dynamics, ensuring all students are included and actively participating in hands-on projects. Additionally, STEM Assistants frequently collaborate with lead teachers to troubleshoot technical issues with equipment or materials, requiring quick problem-solving skills and flexibility. Building positive relationships with students and fostering their curiosity are essential aspects of overcoming these challenges.

What is a STEM assistant?

STEM Assistants are individuals who support educators, researchers, or organizations in the fields of Science, Technology, Engineering, and Mathematics (STEM). Their responsibilities often include helping with laboratory work, providing tutoring or mentoring to students, setting up equipment, and assisting with data collection or analysis. STEM Assistants play a vital role in enhancing learning experiences, maintaining laboratory safety, and ensuring that projects run smoothly. They may work in educational institutions, research labs, or outreach programs, contributing to STEM education and research.

What are the key skills and qualifications needed to thrive as a STEM assistant, and why are they important?

To thrive as a STEM Assistant, you need foundational knowledge in science, technology, engineering, or mathematics, often supported by relevant coursework or a degree. Familiarity with lab equipment, data analysis software, and educational tools like Microsoft Office or Google Workspace is typically required. Strong organizational skills, teamwork, and clear communication make you stand out in this role. These skills are important for supporting STEM projects, ensuring accurate data handling, and effectively collaborating with educators or researchers.
What are the most commonly searched types of Stem jobs in California? The most popular types of Stem jobs in California are:
What are popular job titles related to Stem Assistant jobs in California? For Stem Assistant jobs in California, the most frequently searched job titles are:
What job categories do people searching Stem Assistant jobs in California look for? The top searched job categories for Stem Assistant jobs in California are:
What cities in California are hiring for Stem Assistant jobs? Cities in California with the most Stem Assistant job openings:
Stem Assistant jobs near you
Infographic showing various Stem Assistant job openings in California as of August 2026, with employment types broken down into 100% Part Time. Highlights an 100% In-person job distribution.

Teacher - UOP Reach for the Stars Summer STEM Academy - Stockton (Temporary Pool)

University of the Pacific

San Francisco, CA

Part-time

Re-posted 26 days ago

Job description

Position Information
Job Title Teacher - UOP Reach for the Stars Summer STEM Academy - Stockton (Temporary Pool) Union Level Department Engineering - Administration Campus Stockton Posting Number 201304254P Full or Part Time Part Time Number of Months 4 Work Schedule
Most work is performed during standard business hours. Must be flexible to work on a selected evening and weekend.
This is a temporary non-benefit eligible position. 
Position End Date Open Date 01/13/2026 Close Date Open Until Filled Yes Special Instructions to Applicants
For Applicants Seeking Job Opportunities within the University
Internal: Internal applicants will be considered within the first five (5) business days of the posting period.
External: External applicants will be considered on the sixth (6) business day of the posting period.
Sponsorship
This position is not eligible for a visa sponsorship now or in the future.
Position Summary Information
Primary Purpose
The Project Based STEM Teacher (PBST) is a creative, energetic, and engaging middle or high school math and/or science teacher. Under the direct supervision of the School of Engineering Assistant Dean for Student Success, and in collaboration with the Project-based Coordinator and Lead teacher, the PBST will join the University of the Pacific's & Stockton Unified School District's collaboration to implement the Reach for the Stars STEM Academy (RFTSSA) for the summer of 2026 on the Stockton University of the Pacific campus.
  • Program service areas and location: The RFTSSA serves students in the Stockton Unified School District. This academy will be held in person on the Stockton Campus.
  • Academy Overview: Our STEM academies are academically intense, mathematics-based, summer enrichment programs designed for students who lack access to resources that would enable them to accelerate their learning and move into college preparatory coursework in high school.
  • Academic goals of our academies are designed to develop and enhance skills in abstract & critical reasoning, problem-solving through interpretation, making connections, explanation & demonstration, study techniques, technological skills, methods, and processes used to achieve goals and essential skills for college and career.
  • Life goals of our academies are developed with each student and designed to help them develop purpose through building leadership skills and increasing self-esteem/confidence via real-life application of solving practical-everyday problems that often have an impact on life, work, health, and overall well-being. Identified students have the potential to become scientists, engineers, and leaders in their community, yet lack access to academic enrichment programs that support their aptitude during the longest period's collaboration school is not in session, summer. Our STEM academies reinforce and encourage students to consider STEM careers, take STEM classes during high school, participate in their school-site MESA program and pursue STEM fields as college majors.
  • Student Profile-RFTSSA: Student participation in the RFTSSA is based on academic criteria. Recruitment starts while students are current 6th graders. Currently, students in grades 7-12 participate in the Stockton academy. Once enrolled, students continue their summer participation through their 12th-grade year.
  • Program Design: The program, presented over the course of six summers, introduces students to progressively challenging STEM concepts at each returning grade level (rising 7th - rising 12th). The college-level curriculum methodology covers concepts students typically experience during post-secondary education. The instructional delivery model is project-based and focuses on introducing students to STEM via themed topics. Inclusive are pre/post-tests, guest speakers, team projects, class presentations, library research, field trips, special events, homework, and skill assessments.

The PBST will work closely with academy Project Based STEM Lead teacher, the Project Based STEM Coordinator, other teachers, and classroom Teaching Assistant to deliver the daily curriculum. Teachers are required to attend staff orientation, Minors on Campus Training, staff meetings, and other program preparation activities.
The PBST will be responsible for teaching either:

  • STEM introductory themed core topics in Logic and Engineering to a cohort of up to 25-7th grade students or
  • STEM introductory themed core topics Physics and Algebraic Structures to a cohort of up to 20-8th grade students or
  • STEM introductory themed core topics in Problem Solving and Statistics to a cohort of up to 20-9th grade students or
  • STEM introductory themed core topics in water and computer science to a cohort of up to 20-10th grade students or
  • STEM introductory themed core topics in Aeronautics to a cohort of up to 20-11th grade students or
  • STEM introductory themed core topics in job training and mentoring skills to a cohort of up to 20-11th grade students.

STEM skills and knowledge will be developed in areas that strengthen students' ability to problem solve; reason; conject and apply mathematical knowledge logically and systematically. Other focus areas will be:
  • Developing critical thinking, abstract reasoning, and systematic analysis
  • Demonstrating, through an integrated and hands-on approach, the application of mathematics to diverse disciplines (particularly in the fields of science, computer science, and engineering), and to a wide range of career opportunities
  • Developing basic mathematical skills and knowledge
  • Learning to communicate and reason mathematically - both orally and in writing
  • Learning that hard work, perseverance and commitment result in meaningful knowledge and pride in accomplishment through experiences of success in a rigorous academic program.

Academy Dates: June 1 - June 26, 2026. Monday through Friday, 7:30 am - 3:30 pm. Teachers are expected to be available a week prior to the academy start date for PD, classroom set-up, staff meetings, etc. Students attend daily Monday through Friday. Teachers are expected to participate in the opening ceremony (parent/student orientation) on Monday, June 1st, 9 a.m.-12 p.m., and the closing ceremony on Saturday, June 27th, 7 a.m.-12 p.m.
Essential Functions
PBST functions, duties & responsibilities:

  • Design all academy instructional & project-based learning experiences through the lens of the Common Core Content State Standards, effective instructional strategies, and assessment driven instruction.
  • Design, develop, strategies to and manage STEM learning experiences.
  • Model, deliver, and craft rich student-centered learning experiences around Science, Technology, Engineering, and Math.
  • Create and implement strategies for integrating STEM experiences into academy curricula.
  • Work in partnership with teachers and staff, modeling consistent effective teaching with technology, engagement, lesson plan design, use of technology, STEM, and online tools.
  • Implement fundamental knowledge of the connection between technology, computer science, and other fields of study.
  • Use data driven practices to assess student learning experiences and to modify curriculum and teaching strategies accordingly.
  • Utilize Google Apps for Education skills (Docs, Sheets, Slides, Sites, etc.).
  • Perform other related duties as assigned and/or requested

The University of the Pacific recognizes that diversity, equity, and inclusion are foundational to the success of our valued students and employees. We prioritize policy and decision-making that demonstrates awareness of, and responsiveness to, the ways socio-cultural forces related to race, gender, ability, sexuality, socio-economic status, etc. impede or propel students, faculty, and staff.
Minimum Qualifications
  • Bachelor's Degree with a valid Multiple Subject Credential, or Single Subject Mathematics or Science teaching credential, or STEM certification, or related project-based experience.
  • Three (3) years of direct teaching experience in a public middle and/or high school setting. Substitute and Internship experience will also count towards the three (3) years of experience. 
Preferred Qualifications
Demonstrated ability to:
  • Work successfully with diverse students and collegial populations in a variety of settings.
  • Engage and integrate culturally responsive practices and knowledge in the learning environment.
  • Promote and enhance diversity and inclusion in professional practices.
  • Speak and understand Spanish.
  • Use a variety of STEM related educational tools such as, but not limited to: 3D printing, autocad, laser cutting, vinyl cutting, Arduino, Makey-Makey, Codecademy, Sphero, Tynker, BeeBot, Parrot MiniDrone.
  • Experience and sensitivity in working with people of diverse backgrounds and cultures.
  • Demonstrated experience in advancing social justice, equity, and inclusion in a university setting.
  • Ability to engage and integrate culturally responsive practices and knowledge in their work.
Physical Requirements
The physical demands described here are representative but not definitive of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Requires extended periods of sitting and repetitive hand/wrist motion while using computer keyboard and phone. Occasional standing, walking across campus, climbing stairs, bending, stooping, and reaching. Occasional lifting up to 25 pounds.
Work Environment/Work Week/Travel:
Work is primarily performed in both office and academic environments. Most work is performed during standard business hours. Must be flexible to work on a selected evening for parent training and a Saturday morning for closing ceremony.
Hiring Range (We consider factors such as, but not limited to, scope and responsibilities of the position, candidate's qualifications, internal equity, as well as market and organizational considerations when extending an offer.) Background Check Statement
All applicants who receive a conditional offer of employment are required to execute a release and authorization for a background screening.
AB 810 Misconduct Disclosure Requirement: University of the Pacific complies with California Assembly Bill 810, requiring candidates accepting conditional job offers to disclose any final administrative or judicial findings, ongoing proceedings, allegations, resignations under investigation, or appeals related to sexual harassment or misconduct within the past seven years.
Anti-Discrimination/EEO Policy Statement
University of the Pacific is an equal opportunity employer dedicated to workforce diversity across backgrounds, experiences, and viewpoints. Pacific does not unlawfully discriminate in its hiring of faculty and staff, or in the provision of its employment benefits to its faculty and staff on the basis of race, color, religion, national origin, ancestry, age, genetic information, sex/gender, marital status, military and veteran status, sexual orientation, medical condition, pregnancy, gender identity, gender expression, or mental or physical disability, or other legally protected characteristics or combination of such characteristics. While we strive to attract a broad and representative pool of candidates, all hiring decisions are made based on merit, selecting the most qualified individual for each position.

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