How to Apply
Prospective GSIs are encouraged to attend a GSI forum that is held each term as the first step in the process. This mechanism will ensure that SEAS students are familiar with the application and selection processes and expectations. SEAS students are encouraged to contact faculty with whom they are interested in teaching.
NOTE: ONLY ACTIVE SEAS STUDENTS WHO ARE ALSO IN GOOD STANDING* ARE ELIGIBLE TO APPLY.
Please submit the following application materials as one .PDF document to M-Box by copying and pasting this link: https://tinyurl.com/y7optf9u into your browser. DO NOT UPLOAD MATERIALS INTO eRECRUIT APPLICATION AT THIS STAGE.
- A cover letter addressing your interest and qualifications for the position
- A resume or curriculum vita
- Copy of your undergraduate and graduate transcripts (unofficial is fine)
- Teaching history (list course and department)
- Teaching evaluations (if available)
Name the .PDF file as follows: lastname.firstname.course number. For example: Doe.John.EAS517.pdf.
Verify your own course schedule against the schedule for the course to which you are applying as a GSI. All GSIs are required to attend the lecture and discussion times as posted.
An active SEAS student who is also in good standing:
- is currently enrolled in a SEAS degree program
- has a cumulative grade point average of 3.0 or higher
- has not completed all of the required credits towards their SEAS MLA, MS, or PhD degree
- is making satisfactory progress toward completing all of their SEAS degree requirements in a timely manner (i.e., SEAS MS students' time limit is 2 years, SEAS MLA and dual degree students' time limit is 3 years, SEAS PhD students' time limit is 5 years); including approved extensions.
One of the enduring challenges of crafting a sustainable society is to create one in which people will want to live. A restrained and austere existence will likely prove to be an ecologically necessity. It is unlikely, however, that people will eagerly pursue such a life if it is represented as the unfortunate necessity of survival. The issue here is how to reframe and then promote such a future so that people not only willingly accept it but actually seek it out. This is primarily a behavioral, not political or technological, challenge. To meet this challenge behavior change tools and strategies are developed. Emphasis is on informational and motivational means of changing behavior in a durable manner. Case studies provide examples of programs at the individual, institutional and community level.
The GSI will aid in the review of models of behavior change and empirically validated intervention techniques, helping to apply them to the promotion of individual and small group environmental stewardship behavior. These models and techniques explore the role of information, norms, motivation, supportive environments and goal-setting in affecting people's willingness to alter their behavior. In discussions, labs, in-class tasks and projects an emphasis is placed on encouraging long-lasting and generalizable behavior change. The GSI will aid students who will participate in team-based labs, tasks and projects during which they apply the interventions discussed in class to a current, nearby problem related to transitioning to an environmentally sustainable society.
- Familiarity with research literature relevant to the study of the psychology of environmental stewardship, including the full-range of behavior change models and intervention strategies.
- Familiarity with the emerging psychological research on prospection, including its relevance to goal-setting, behavioral nudges, and social norms.
- Familiarity with literature concerning the use of eco-teams and other group-based behavior change programs.
- Familiarity with research literature relevant to the multi-dimensional assessment of the effectiveness of behavior change strategies.
- Familiarity with literature concerning Attention Restoration Theory (ART).
- Familiarity with literature concerning the Reasonable Person Model (RPM).
- Familiarity with literature relevant to the study of behavior-environment research methods.
- Experience with survey design and analysis including the ability to assist student research teams in the logistics of data gathering, coding, analysis and interpretation.
- Experience using a statistical analysis program, such as SPSS or R.
- Previously taken NRE 560 and NRE 561 (or their equivalent). SEAS graduate student in good standing.
Familiarity with literature relevant to the study of environmental/social psychology, environmental communications and education, environmental planning, health communication and education, and household energy conservation and waste reduction programs/strategies.
For additional information, you may contact the instructor at: email@example.com
Job openings are posted for a minimum of 14 calendar days. This job may be removed from posting boards and filled anytime after the minimum posting period has ended.
Decision Making Process
The Associate Dean or his/her designate reviews GSI assignments based on instructor and student preferences. Faculty preferences are heavily weighted in the GSI selection process in order to satisfy course needs. If the matching process changes the rank of the students being selected (especially for courses with multiple GSIs), then the instructor for the course is consulted about these changes. After this, a final review of allocations is made by the Associate Dean.
The Financial Aid Coordinator will notify successful applicants within four to six weeks of the application deadline. Applicants may contact SEASfirstname.lastname@example.org to request feedback on their unsuccessful application.
Instructors have access to their position description and selection criteria along with the applications for their course(s). Instructors review their applications and rank the candidates for each position. In addition to ranking the qualified applicants, instructors may identify applicants as unqualified for the position.
GEO Contract Information
The University will not discriminate against any applicant for employment because of race, creed, color, religion, national origin, ancestry, marital status, familial status, parental status or pregnancy status, sex, gender identity or expression, sexual orientation, age, height, weight, disability, citizenship status, veteran status, HIV antibody status, political belief, membership in any social or political organization, participation in a grievance or complaint whether formal or informal, or any other factor where the item in question will not interfere with job performance and where the employee is otherwise qualified. The University of Michigan agrees to abide by the protections afforded employees with disabilities as outlined in the rules and regulations which implement Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
Information for the Office of Institutional Equity may be found at hr.umich.edu/oie/contact.html and for the University Ombuds at www.umich.edu/~ombuds/.
Unsuccessful applications will be retained for consideration in the event that there are last minute openings for available positions. In the event that an Employee does not receive his or her preferred assignment, he or she can request a written explanation or an in-person interview with the hiring agents(s) to be scheduled at a mutually agreed upon time.
This position, as posted, is subject to a collective bargaining agreement between the Regents of the University of Michigan and the Graduate Employees' Organization, American Federation of Teachers, AFL-CIO 3550.
U-M EEO/AA Statement
The University of Michigan is an equal opportunity/affirmative action employer.