How to Apply
1. Apply through careers.umich.edu to this posting (163690) (click on "Apply Now" button). Note: DO NOT submit additional materials (e.g., resume, cover letter, etc.,) when applying in careers.umich.edu. Due by 10/30/18.
2. Complete the Psych GSI Application Form (in Sharepoint*) found here: https://sharepoint.psych.lsa.umich.edu/psyc_saa/Pages/PsychGSIApp.aspx . (if old application shows up, you may need to clear your cache). Carefully read and complete the Sharepoint application. Combine required documents in a single pdf and attach it to the application BEFORE submitting. This (and all documents) is due by 10/30/18.
*SHAREPOINT LOGIN INSTRUCTIONS:
Once you click on the above link, a login box will pop up. Login as follows:
Password: use your Kerberos password
If you experience problems logging in check the following:
- a) make sure to use "\" and not "/"
- b) you may need to sync your Kerberos password. Please follow the instructions below to do this.
- Go to: accounts.itcs.umich.edu/password
- Enter your new password twice *Note: Be sure to follow the password creation criteria located at on the right side of the page.
- Click Change Password
- Close web browser and reopen SharePoint application link and login
**If the page opens up blank, or an old version, you may need to clear your web browser's cache and try to open again.**
Tentative GSI assignments will be announced by the last week of November.
Psych 111 INTRODUCTION TO PSYCHOLOGY (0.5 FTE)
James Hoeffner, firstname.lastname@example.org
GSIs are responsible for 3, weekly, 1-hour discussion sections. Discussion sections (1) clarify materials covered in lecture and in the book, (2) introduce new material, and (3) provide a forum for students to discuss what they are learning. Running a discussion section entails preparing a syllabus, preparing weekly lessons, coordinating with the lecture, holding regular office hours, writing and proctoring exams, responding to student emails, grading assignments, maintaining a grade book, and assigning and entering final grades. Please note: GSIs are expected to attend lecture and GSI meetings in which we will discuss pedagogy, lesson plans, and problems.
Psych 111 INTRODUCTION TO PSYCHOLOGY (0.5 FTE)
Shelly Schreier, email@example.com
Motivated, resourceful, and dependable graduate students with an interest in the broad field of psychology needed for GSI positions in Introductory Psychology. GSI responsibilities will include grading, keeping track of grades, holding office hours and review sessions. GSIs will also be responsible for some exam preparation, answering student emails, class attendance and weekly meetings for planning purposes. Responsibilities may also include finding and organizing class materials.
Psych 111 Introduction to Psychology (0.5 FTE)
To Be Announced
Enthusiastic, articulate, personable GSIs with background in Psychology are needed for Psych 111. GSIs are responsible for three weekly 1 hour discussion sections of 25 students each. Discussion sections are used to (1) clarify materials covered in lectures and texts, (2) engage students in active learning, and (3) provide students a forum to discuss what they are learning. In addition to leading discussion sessions, GSIs are expected to attend the two weekly lectures, one weekly GSI meeting, hold two hours per week of office hours, grade all CTools submitted weekly assignments (within three business days of their due date), respond to all student emails (within one business day of their receipt), respond to student posted questions (within one business day of their posting), help write and proctor exams, attend exam review sessions, maintain CTools gradebook, and submit final grades
Psych 112 INTRODUCTION TO PSYCHOLOGY AS A NATURAL SCIENCE (0.5 FTE)
Brian Malley, firstname.lastname@example.org
Fans of the human mind needed. This course is a great place for motivated intellectuals interested in (1) broadening their own understanding of psychology in the context of the natural sciences and (2) helping young people understand our human nature and how to make the most of it. You don’t need to know a lot of psychology in advance, but you do need to be eager to learn, both psychology and the craft of teaching. GSIs are responsible for assisting Dr. Malley with course administration, preparing up to four discussion section lessons during the term, running three weekly 1-hour discussion sections, and managing about 75 students as they progress through the course. Active participation is also required in lectures and a weekly GSI meeting. The ideal GSI combines enthusiasm and compassion for young people with high standards that will challenge them intellectually, academically, and personally.
Psych 211 PROJECT OUTREACH (0.5 FTE)
Jerry Miller, email@example.com
GSIs are responsible for a section of approximately 30-90 Psych 211 students and 10 advanced undergrad group leaders. Plan and coordinate all section activities; prepare section syllabus and readings; arrange for all guest lectures, films, etc.; select, coordinate and supervise all section placement agencies/sites; select, instruct, supervise and evaluate group leaders. Evaluation procedures include observation of groups, grading papers, etc. Conduct weekly section planning/supervision meeting with group leaders of 90 minutes. Direct weekly lecture/discussion of two hours. Prepare and deliver several lectures each semester. Resolve section problems, plan placement activities, evaluate student performance, etc. Work with faculty coordinator and other GSIs on overall course planning. COMPETENCIES PREFERRED: Experience/commitment to both direct and preventive community service programming, optimally with the specified population. Knowledge of community service for specified populations. Knowledge of factors related to causation, maintenance and remediation of problems unique to each specified population. Previous experience in undergrad teaching and group facilitation.
Psych 220 BIOPSYCH FOR NON-MAJORS (0.5 FTE)
Jennifer Cummings, firstname.lastname@example.org
The GSI will be responsible for formulating lesson plans and teaching 3 discussion sections/week, as well as holding 2 office hours per week. The GSI will attend all course lectures (two 90 min lectures/week) and should be sufficiently familiar with the course content to be able to assist students in need of extra support. Hence, a background in Biopsychology (or at least a desire to learn all necessary information) will be required. GSI will also be required to assist the instructor with several aspects of the course, including: writing questions for and grading exams, assisting with review sessions, answering student e-mails, keeping track of attendance and participation in lecture and discussion, and grading additional assignments throughout the semester. The GSI may (but will not be required to) teach a lecture. The GSI will meet once/week with the instructor, as well as be available via e-mail throughout the week, in order to organize course content and lesson plans, as well as address any issues that may arise.
Psych 223/ALA 223 Entrepreneurial Creativity (0.5 FTE)
Eric Fretz, email@example.com
The Psychology Department is seeking Graduate Student Instructors to each teach two (2) sections each of Entrepreneurial Creativity. This class is the LS&A core of the Entrepreneurship Minor and will explore the relation between creativity, innovation, and problem-solving processes. The selected candidates will each teach two of the discussion sections associated with Entrepreneurial Creativity. The lecture meets 2 hours/week. The sections meet on Friday, from 12:00PM to 1:00 PM and from 1:00 PM to 2:00 PM.
Responsibilities* Attend all lectures, operate the iClicker system during lecture as required, and post iClicker data to Canvas. Meet weekly with lecturer as required, hold weekly office hours for discussion section, creating and submitting regular reports (i.e., putting section attendance in Canvas). Respond to student email, questions, and concerns; grade two or three 1500-word reaction papers (per section); prepare and deliver one guest lecture (optional). Conduct discussion section activities and deliver content in discussion section as provided by lecturer. Supervise teams during section and provide them feedback utilizing rubric/checklist provided by lecturer. Create own discussion section activities and materials (as desired.)
Required Qualifications* Graduate student in good standing in social science or related field, completion of at least one year of graduate study. Familiarity with iClicker and Canvas LMS; strong English language and proof-reading skills.
Desired Qualifications* Experience or interest in post-secondary teaching and team skills. Experience or interest in entrepreneurship; strong interpersonal skills (comfortable providing direction to student teams).
Psych 230 Introduction to Behavioral Neuroscience (0.5 FTE)
Gideon Rothschild, firstname.lastname@example.org
GSIs will teach three weekly discussion sections. GSIs will also attend lectures, grade exams, lead review sessions, hold office hours and lead neuroanatomy demonstrations. COMPETENCIES: Familiarity with basic topics in behavioral neuroscience
Psych 230 INTRODUCTION TO BIOPSYCHOLOGY (0.5 FTE)
Martin Sarter, email@example.com
GSIs prepare and lead three discussion sections. GSIs will prepare and lead neuroanatomy demonstrations; attend lecture; grade term papers; administer and grade exams; meet regularly with instructor. COMPETENCIES: Familiar with basic neurosciences.
Psych 240 INTRODUCTION TO COGNITIVE PSYCHOLOGY (0.5 FTE)
Mike Snodgrass, firstname.lastname@example.org
GSIs conduct three discussion sections. Attend lecture. Assist in preparing, administering, and scoring of exams. Help students (by holding office hours and review sessions). Hold weekly meetings with instructor. Prepare questions for practice quizzes and exams. COMPETENCIES: Familiar with cognitive psychology.
Psych 240 Introduction to Cognitive Psychology (0.5 FTE)
Thad Polk, email@example.com
GSIs conduct three discussion sections. Attend lecture. Assist in preparing, administering, and scoring of exams. Help students (by holding office hours and review sessions). Hold weekly meetings with instructor. Prepare questions for practice quizzes and exams. Grade a paper that students produce. COMPETENCIES: Familiar with cognitive psychology.
Psych 250-001 INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY (0.5 FTE)
L. Monique Ward, firstname.lastname@example.org
GSIs prepare and lead 3 discussion sections each week; hold weekly office hours; conduct online review sessions; grade papers; and compute final grades. GSIs must attend lectures and a weekly GSI meeting. COMPETENCIES: Excellent knowledge of developmental psychology; clear communication style; works well with others and is a collaborative team player; enthusiasm for working with students; previous teaching experience desirable.
Psych 250 INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY (0.5 FTE)
Kathleen Jodl, email@example.com
GSIs prepare and lead 3 discussion sections each week; hold weekly office hours, conduct online review sessions; grade papers and compute final grades; must attend lectures and a weekly GSI meeting (usually on Monday morning). COMPETENCIES: Excellent knowledge of developmental psychology; clear communication style; works well with others and is a collaborative team player; enthusiasm for working with students; previous teaching experience desirable.
Psych 270 INTRODUCTION TO PSYCHOPATHOLOGY (0.5 FTE)
Nestor Lopez-Duran, firstname.lastname@example.org
GSIs will lead 3 discussion sections, grade papers, assist with exam preparation and grading. Leading discussion sections will involve conducting content reviews, facilitating discussion, presenting new material, attending weekly GSI meetings, and offering office hours. COMPETENCIES: GSIs will need to be proficient in the basic scientific research that informs our current understanding of the phenomenology, causes, and treatment of psychiatric disorders.
Psych 280 Introduction to Social Psychology (0.5 FTE)
Joshua Ackerman, email@example.com
GSIs lead three discussion sections that will each meet for one hour. GSIs are expected to attend all lectures and also have the opportunity to deliver one mini-lecture. Discussion sections will be used primarily to conduct demonstrations and empirical projects, as well as to review and discuss the material presented in lectures. A weekly meeting with the faculty member will be held to coordinate and review discussion section progress. GSIs will also be involved in preparing and administering exams, and in computing grades.
Psych 290 Intro PS&C (0.5 FTE)
Myles Durkee, firstname.lastname@example.org
GSIs hold 3 one-hour discussion sections per week; help create and grade exams (multiple choice and short essay) and occasional paper assignments; and hold office hours. GSIs are expected to attend all course lectures and weekly staff meetings with the instructor and other GSIs. They are also encouraged to deliver one (brief) guest lecture. COMPETENCIES: Knowledge, expertise and/or strong interest in personality psychology (theory, research, and assessment); ability to work cooperatively with other GSIs and students; good organizational skills.
Psych 291 Psych Women & Gender (0.5 FTE)
Isis Settles, email@example.com
Psych/WS 291 introduces students to perspectives on feminist psychology and research related to the study of gender. The ideal GSIs will have some background in both psychology and women’s studies. Preference will be given to graduate students enrolled in the Joint Doctoral Program in Psychology and Women’s Studies. GSIs will attend 3-hours of lecture, lead three 1-hour discussion sections each week, attend weekly teaching meetings, and hold office hours each week. GSIs are encouraged to deliver one guest lecture. GSIs will evaluate brief writing assignments and assist in preparing, administering, and grading exams. Desired qualifications: understanding of a wide range of research methods, as well as a commitment to thinking about the relationship between social justice and psychological research.
Psych 303 Res Methods in Psychology (0.6 FTE, ULWR)
This laboratory course provides an introductory “how to” guide to conducting research in psychology, including library research, study design, data collection and basic analyses, and APA-style writing. GSIs attend lectures (90 min/weekk) and a team meeting. Each GSI is responsible for supervising TWO 20-student lab sections, with activities planned collaboratively by the teaching team. GSIs work with students in their lab sections on active learning projects to engage in research methods. Projects involve leading students in using Qualtrics and Excel, along with R or SPSS.
GSIs track their sections’ grades, compute and assign final grades, proctor exams, evaluate and comment on written work, hold office hours (2 hours/week), and respond to student emails. Because this course meets the Upper Level Writing Requirement in LSA, GSIs must have previously taken (or concurrently take) the 1 credit course, WRITING 993: Teaching Writing in the Disciplines (http://lsa.umich.edu/sweetland/graduates/courses.html)
Psych/Amcult 325 DETROIT INITIATIVE: EMPOWERING FAMILY AND COMMUNITY (0.5 FTE)
Rona Carter, firstname.lastname@example.org
Psych/Amer Cult 325 focuses on the empowerment of urban families and communities. Psych 325 is both a didactic course that meets for three hours, twice/week and a fieldwork (service learning) placement for undergraduates. In the class, we cover topic-related readings and participatory activities designed to illustrate various identity and social justice issues. The GSI-coordinated fieldwork portion of the course consists of students signing up for service-learning positions at various community agencies in Detroit. These positions typically involve working with existing after-school programs with school age children. The GSI will be involved with helping to facilitate class sessions, assist with course development, and evaluate student work. Other aspects of the position include managing fieldwork and developing and grading assignments based on fieldwork. GSIs will also need to be comfortable discussing issues related to race and ethnicity, social justice and social power, poverty, inequity, community resources, and community agency work.
Psych 336 DRUGS OF ABUSE (0.5 FTE)
Terry Robinson, email@example.com
GSIs are primarily responsible for grading exams, leading review sessions prior to each exam, and holding office hours to answer students’ questions. GSIs are expected to attend lecture. GSIs will proctor exams, evaluate written work and oral presentations. They will spend time responding to student emails. GSIs will keep track of grades and compute and assign the final grade. They are also expected to attend a weekly meeting with the instructor in which we will discuss ideas, problems, and strategies for running the course. The instructor seeks GSIs who are enthusiastic about teaching. A strong background in biopsychology and behavioral pharmacology is required.
Psych 337 HORMONES AND BEHAVIOR (0.5 FTE)
Jacinta Beehner, firstname.lastname@example.org
The GSI will be responsible for assisting the instructor with several aspects of the course, including grading exams and class projects based on guidelines provided by the instructor, holding office hours, fielding student e-mails, and maintaining the grading spreadsheets. The GSI should be sufficiently familiar with the course content to be able to assist students in need of extra support (therefore, lecture attendance is required). The GSI will meet periodically with the instructor to discuss various aspects of the course. The GSI is also expected to help proctor exams, as well as help compute and assign the final grades.
Psych 345 Human Neuropsychology (0.5 FTE)
Laura Zahodne, email@example.com
Each GSI will lead two 2-hour discussion sections per week, attend two 1-hour lectures per week, and attend a weekly 1 hour weekly team meeting. Discussion section is not a review of lecture material, so GSIs will be involved in teaching their own discussion sections. Access to materials from previous years is available for guidance, in addition to a GSI guide. Responsibilities include preparation of materials for discussion sections; leading guided discussions about case studies and videos of patients; creating activities for discussion section; grading quizzes; proctoring exams (three 1-hour in-class exams) and grading short answers; and holding office hours. COMPETENCIES: Familiarity either in neuroscience, biopsychology, or cognitive psychology. Excellent communication and organizational skills necessary, as is an enthusiasm for teaching.
Psych 351 Lab- Developmental (0.6 FTE, ULWR)
Elizabeth Buvinger, firstname.lastname@example.org
GSI handles a 1-1/2 hour section of 20 students each week. Responsibilities on that day include leading workshops and exercises on writing research reports, research methods, and data analyses and supervising practice with research protocols. In addition, GSIs supervise research studies conducted with preschool and elementary school children, hold office hours, grade APA-style reports and other written assignments, prepare research stimuli as necessary, analyze and summarize data, and meet weekly with the instructor. They also consult individually with students on major writing assignments. COMPETENCIES: Knowledge of research design, patience, computer and statistical skills, strong background in developmental psychology, and good communication skills--written and verbal. This course satisfies the college upper-level writing requirement (ULWR), and GSIs must have previously taken or concurrently take WRITING 993: Teaching Writing in the Disciplines (http://lsa.umich.edu/sweetland/graduates/courses.html).
Psych 353 SOCIAL DEVELOPMENT (0.5 FTE)
Shelly Schreier, email@example.com
The GSI will be responsible for assisting the instructor with several aspects of the course, including holding office hours and responding to student e-mails, helping to develop and grade exams and 2-3 applied essays. The GSI should be familiar with psychological concepts related to social development to be able to assist students in need of extra support. The GSI will meet regularly with the instructor to discuss class issues and guidelines for grading. The GSI is also expected to proctor exams and help track and assign the final grades.
Psych 358 PSYCH OF ADOLESCENCE (0.5 FTE)
Daniel Keating, firstname.lastname@example.org
The GSI will be responsible for assisting the instructor with several aspects of the course, including grading exams and class projects based on guidelines provided by the instructor, holding office hours, fielding student e-mails, and maintaining the grading spreadsheets. The GSI should be sufficiently familiar with the course content to be able to assist students in need of extra support. The GSI will meet periodically with the instructor to discuss various aspects of the course. The GSI is also expected to help proctor exams, and help compute and assign the final grades.
Psych 372 CLINICAL PSYCHOLOGY (0.5 FTE)
Donna Nagata, email@example.com
GSI is primarily responsible for grading exams and papers, holding office hours to answer students’ questions, and fielding student emails. GSI is also expected to attend lecture, assist in generating quiz questions, proctor exams, keep track of grades, and compute and assign the final grade. GSI is expected to meet regularly with the instructor to discuss problems and ideas/strategies for running the course.
Psych 386 Culture & Evolution (0.5 FTE)
Shinobu Kitayama, firstname.lastname@example.org
The GSI leads three discussion sections that will each meet for one hour each week. The GSI will be responsible for assisting the instructor with several aspects of the course, including preparing exams, holding office hours and fielding some student e-mails, and grading exams and class projects (term paper). The GSI should be sufficiently familiar with the course content to be able to assist students in need of extra support. The GSI will meet periodically with the instructor to discuss the guidelines for grading. The GSI is also expected to help proctor exams, keep track of attendance and help compute and assign the final grades.
Psych 388 Negotiation (0.5 FTE)
Stephen Garcia, email@example.com
The GSIs will be responsible for assisting the instructor with several aspects of the course, including meeting and preparing for the course before the first day of class, preparing for each class, organizing and running negotiation simulations, holding office hours, fielding student e-mails, and grading all the assignments and final papers. The GSIs will work with one another on an iterative basis to orchestrate the classroom environment. The GSIs will meet periodically with the instructor to discuss logistical issues. The GSIs are expected to attend the three-hour class sessions. Although there are no conventional “sections” per se, there will be negotiation simulations in the middle of the three-hour class session, and each GSI will have to supervise and administer the negotiation simulation among a subset of students. In addition, they will quantify and post negotiation outcomes from their subset of students and aggregate this data across GSIs (and the approximately 180 students) for immediate lecture discussion.
Psych 389-001 PSYCHOLOGY AND LAW (0.5 FTE)
David Dunning, firstname.lastname@example.org
GSI is primarily responsible for grading exams, leading review sessions prior to each exam, and holding office hours to answer students’ questions. GSIs are expected to attend lecture. GSIs will proctor exams, evaluate written work and oral presentations. They will spend time responding to student emails. GSIs will keep track of grades and compute and assign the final grade. They are also expected to attend a weekly meeting with the instructor in which we will discuss ideas, problems, and strategies for running the course.
Psych 393 POLITICAL PSYCHOLOGY (0.5 FTE)
Joshua Rabinowitz, email@example.com
The GSI leads three 50-minute discussion sections, grades papers and exams, and assists in planning papers and exams. Some sections may be devoted to showing videos, movies, etc., which requires GSI to arrange details but requires no additional preparation. The GSI will meet briefly with the instructor on a regular or periodic basis to discuss discussion section activities and guidelines for grading. COMPETENCIES: Interest in psychology or political science or history; sensitivity to diversity issues.
Psych 457-001 CURRENT TOPICS IN DEV PSYCH (0.6 FTE, ULWR)
Topic Title: Research Methods in Educational Settings: Global Course Connection
Kai Cortina, firstname.lastname@example.org
This course will teach students how to conduct research in educational settings, and to understand issues that come up in doing comparative research across different societies. It fulfills the Upper Level Writing Requirement, so individual writing and revision is a key aspect of the course. The GSI must complete WRITING 993: Teaching Writing in the Disciplines (http://lsa.umich.edu/sweetland/graduates/courses.html
Students will engage in two group projects across the term, one using an existing corpus of international educational data (TIMSS or PISA), and the other collecting data within local schools. The second project will be a comparative study that will be coordinated with a research methods class at Beijing Normal University, although student papers will be based only on the U.S. results.
The GSI for this course will play a major role in supervising the group projects and reading student papers. He or she will also lead some of the class meetings that are focused on methods and review.
Psych 487 Curr Topic Social Psych. Topic Title: Stereotypes (0.5 FTE)
Denise Sekaquaptewa, email@example.com
The GSI will teach two 1 hour sections per week. The GSI will be responsible for assisting the instructor with several aspects of the course, including preparing exams, holding office hours and fielding some student e-mails, and grading exams and class projects (including term papers). The GSI should be sufficiently familiar with the course content to be able to assist students in need of extra support. The GSI will meet periodically with the instructor to discuss discussion section activities and the guidelines for grading. The GSI is also expected to help proctor exams, keep track of attendance, maintain the course Canvas site, and help compute and assign the final grades.
Psych 614 ADVANCED STATISTICAL METHODS (0.5 FTE)
Richard Gonzalez, firstname.lastname@example.org
This course explores various multivariate statistical techniques and their application to the behavioral sciences. GSIs attend lectures and grade problem sets, data analysis assignments, and final papers. GSIs will devote time to office hours and preparing and staffing computer labs for students' drop-in visits. Must have a solid background in univariate procedures (viz., ANOVA and multiple regression); experience with multivariate approaches (e.g., MANOVA, factor analysis, structural equation modeling) is helpful but not required.
UC 320/Psych 310/SOC 320 TRAINING FOR INTERGROUP DIALOGUE FACILITATION
UC 321/Psych 311/SOC 321 PRACTICUM FOR INTERGROUP DIALOGUE FACILITATORS
*These GSI positions are handled by IGR. To apply: GO TO careers.umich.edu/ and search for a GSI posting for IGR – UC 320 or UC 321; contact Xinyan Mitchell (email@example.com) with any questions after viewing the IGR job posting, or call the Program on Intergroup Relations at 734.936.1875. Note, job IGR posting dates may differ from the Psych posting dates.
The Program on Intergroup Relations is seeking graduate students for two fall term courses. These two courses first train and then support, respectively, the student peer leaders who facilitate in IGRs premiere intergroup dialogues program.
IGR GSIs are part of a dynamic teaching team of instructors and practitioners who meet weekly to plan and implement the course strategy. GSIs are equal partners in the grading, teaching, and evaluation of students in these courses. The GSI position is a 50% appointment. Knowledge of intergroup relations, social justice education and/or experiential learning is strongly preferred.
Additional responsibilities are listed for each specific position in the GSI course descriptions.
REQUIRED TRAININGS - There are trainings required each term for PSYCH GSIs, new and returning, as listed below. It is your responsibility to plan your travel and other responsibilities around these training sessions.
Those who will be FIRST TIME GSIs at U of M and/or for the Psychology Dept are required to attend BOTH of the following trainings:
- Psychology Department New GSI Orientation: Wednesday, December 12th, 2018, 9am-1:30pm, Room TBA.
- Center for Research on Learning and Teaching (CRLT) GSI Teaching Orientation: Tuesday, January 8th, 2019, 8:30am – 5:30pm, Michigan League.
- An optional Psychology Department New GSI Follow Up meeting may be held in late Jan. /early Feb.
ALL RETURNING GSIs, who have taught for the Psych Dept. in a Prior Term:
-It is recommended returning Psych GSIs attend a CRLT Seminar during the Winter 2019 term. Seminars will be listed on the CRLT website closer to the start of the term - http://www.crlt.umich.edu/events
ALL GSIs who are teaching ULWR courses for the first time, which includes a Sweetland Writing Center percentage, are required to attend a 1 credit course, WRITING 993 in the Winter 2019 term (offered either Tuesdays 4pm-6pm or Wednesdays 9am-11am).
Applicant must be a graduate student in good standing at the University of Michigan. Applicant must not have exceeded the College's Ten Term Rule. Additional qualifications are listed for each specific position in the course descriptions.
Additional qualifications are listed for each specific position in the GSI course descriptions.
Carefully read instructions on how to apply. If you have questions, contact Megan Wolgast (firstname.lastname@example.org, 734-764-2580) in the Psychology Student Affairs Office, 1343 EH. Applications are due by Tuesday October 30, 2018, and offers will be extended by the last week of November.
Decision Making Process
Faculty review applications for positions in their courses and note their preferences and indicate any applicants deemed unqualified.
Faculty recommendations, relevance to graduate training and academic preparation for teaching the course are considered. Psychology Ph. D graduate students will have priority in placement.
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.