How to Apply
1. Apply through careers.umich.edu to this posting (168209) (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 2/25/19.
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 browser 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 2/25/19.
*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 March.
Psych 111 INTRODUCTION TO PSYCHOLOGY (0.5 FTE)
Elizabeth Buvinger, firstname.lastname@example.org
Enthusiastic, articulate, personable GSIs with background in Psychology are needed for Psych 111. GSIs are responsible for three weekly 1 hour discussion sections. 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 lecture. 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 Canvas 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 three exams, attend three exam review sessions, maintain Canvas gradebook, and submit final grades.
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. This Intro Psych class does not have sections.
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 112 INTRODUCTION TO PSYCHOLOGY AS A NATURAL SCIENCE (0.5 FTE)
Brian Malley, email@example.com
Enthusiastic GSIs needed. 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 quizzes, 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 weekly GSI meetings in which we will discuss pedagogy, lesson plans, and problems.
Psych 211 PROJECT OUTREACH (0.5 FTE)
Jerry Miller, firstname.lastname@example.org
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, email@example.com
The GSI will be responsible for teaching 3 discussion sections/week. GSI will also assist the instructor with several aspects of the course, including preparing exams, assisting with review sessions, holding office hours, fielding some student e-mails, grading exams and may teach a lecture. The GSI should attend lectures and be sufficiently familiar with the course content to be able to assist students in need of extra support. The GSI will meet once/week with the instructor, as well as be available via email throughout the week. The GSI is also expected to help proctor exams, keep track of attendance and help compute grades.
Psych 223/ALA 223 Entrepreneurial Creativity (0.5 FTE)
Eric Fretz, firstname.lastname@example.org
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 225 PSYCHOLOGY OF HUMAN SEXUALITY (0.5 FTE)
Terri Conley, email@example.com
GSIs will be expected to attend the lecture, meet with the instructor one hour per week to plan sections, meet with three one-hour sections per week, hold office hours, and write questions for and grade three essay exams.
Psych 230 INTRODUCTION TO BIOPSYCHOLOGY (0.5 FTE)
Martin Sarter, firstname.lastname@example.org
GSIs conduct three discussion sections. GSIs will prepare neuroanatomy demonstrations; grade term papers; attend lecture; administer exams; meet regularly with instructor. COMPETENCIES: Familiarity with basic topics in physiological psychology.
Psych 240 Introduction to Cognitive Psychology (0.5 FTE)
Nick Ellis, 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 240 INTRODUCTION TO COGNITIVE PSYCHOLOGY (0.5 FTE)
William Gehring, 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). Help with short projects during the term. Hold weekly meetings with instructor. GSI may be responsible for reading and evaluating a research report that students may produce. COMPETENCIES: Familiar with cognitive psychology.
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)
Ed Chang, firstname.lastname@example.org
GSIs lead three 1-hour discussion sections per week, grade papers, assist with exam preparation, grading, and assessment of course learning objectives. GSIs will conduct content reviews, facilitate group discussions, present new material and demonstrations, attend weekly GSI meetings, and offer office hours. COMPETENCIES: proficiency in the scientific study and treatment of abnormal behaviors; approaches teaching in a critical and collaborative manner; supportive of diversity, inclusivity, and equity in the classroom setting; ability to be highly responsible and accountable; appreciative of viewing phenomenon from multiple perspectives
Psych 280 INTRODUCTION TO SOCIAL PSYCHOLOGY (0.5 FTE)
Allison Earl, email@example.com
GSIs lead three discussion sections that will each meet for one hour. GSIs are expected to attend all lectures but are also encouraged to deliver one lecture. The discussion sections will be used primarily to conduct demonstrations and empirical projects, but also to review and discuss the material presented in lectures. A weekly meeting with the GSIs and the faculty member will be held to coordinate and review discussion section progress.
Psych 290 INTRODUCTION TO PERSONALITY AND SOCIAL CONTEXTS (0.5 FTE)
Robin Edelstein, 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 302 RESEARCH METHODS IN COGNITIVE NEUROSCIENCE (0.6 FTE, ULWR)
Daniel Weissman, email@example.com
Psych 302 is writing-intensive course that teaches undergraduate students how to design and analyze functional MRI studies. The course is highly structured and organized, and the GSIs play a pivotal role in delivering course content during laboratory sections. Thus, this GSI position is appropriate for graduate students who enjoy teaching in the context of a well-organized course.
Every week, each GSI leads two 80-minute laboratory sections (20 students per section), attends a 1.5 hour lecture given by the professor, and attends an 80-minute GSI meeting just after the lecture ends (except for the Thanksgiving Holiday when the meeting will take place at an alternate time). The GSIs also prepare lesson plans and other materials for laboratory sections (although most of these can be re-used from prior semesters) and assist with preparing multiple-choice exams. They also provide feedback on rough drafts of student writing assignments, grade the final versions of student writing assignments, grade other assignments (e.g., oral presentations), and tutor students during weekly office hours and at individually scheduled times.
The laboratory sections involve a mixture of brief presentations and “hands-on” activities that cover the fundamentals of conducting "task-based" functional MRI studies. For example, the GSIs show the students how to perform a computer-based reaction time experiment (programmed by the professor), analyze the data (using step-by-step instructions provided by the professor), and write an APA-formatted paper based on the results (using a detailed rubric written by the professor). The GSIs also lead the students through analyses of real fMRI data with Statistical Parametric Mapping (SPM) software (using step-by-step written instructions provided by the professor). In addition, the GSIs review case studies of patients with brain damage who have lost certain cognitive abilities, create Powerpoint presentations to review class readings and important concepts, grade students' Powerpoint-based oral presentations, and lead class discussions on various class topics. The GSIs also organize student peer reviews of writing assignments, which sometimes occur during the laboratory sections. Notably, most of the relevant GSI materials (e.g., Powerpoint slides, fMRI analyses, etc.) already exist and so GSIs can re-use these materials from prior semesters.
COMPETENCIES: Familiarity with cognitive neuroscience and functional MRI (e.g., prior experience with functional MRI or completion of a course in functional MRI such as Psych 840). In addition, because this course satisfies the Upper Level Writing Requirement in LSA, GSIs must have previously taken (or concurrently take) the one-credit course, WRITING 993: Teaching Writing in the Disciplines (lsa.umich.edu/sweetl...aduates/courses.html).
Psych 303 RESEARCH METHODS IN PSYCHOLOGY: ADVANCED LAB (0.6 FTE, ULWR)
Julie Boland, firstname.lastname@example.org
This writing-intensive course provides an overview of the how's and why's of research in psychology. It covers experimental design, research ethics, library research, APA-style writing, and statistics. We will consider both correlational investigations and experiments. The course consists of a weekly 90-minute lecture and a weekly 90-minute lab. There are no exams, but there are multiple writing assignments and weekly online quizzes. Each GSI is responsible for supervising two 20-student labs. This includes supervising student research activities, reviewing some drafts, and grading papers. Peer reviews of drafts will be incorporated into several of the labs. GSI's must also attend the lecture and a weekly meeting of the instructional team. GSI's take turns developing lab lesson plans & weekly quizzes two weeks in advance. Discussion of the lesson plans is one of the primary roles of the weekly meeting. This course satisfies the college upper-level writing requirement, and GSIs must complete the WRITING 993 training course. GSI's must have background in psychological research.
Psych/Amcult 325 DETROIT INITIATIVE: Community Research (0.5 FTE)
Cathryn Fabian, email@example.com
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 331 RESEARCH METHODS in BBCS (0.6 FTE, ULWR)
Jennifer Cummings, firstname.lastname@example.org
As this course satisfies the college upper-level writing requirement, the GSI must complete WRITING 993: Teaching Writing in the Disciplines (lsa.umich.edu/sweetl...aduates/courses.html either prior to or concurrent with being a GSI for this course. The GSI is expected to attend lecture (once per week for 2 hr/week) and hold 3 hours of office hours weekly. Throughout the semester, the GSI will help organize and guide in-class activities, read and edit student papers, and meet with students outside of class to help with all phases of writing (including but not limited to: organization, outlining, rough and final drafts).
Psych 335 EVOLUTION & ANIMAL BEHAVIOR (0.5 FTE)
Benjamin Dantzer, email@example.com
The GSI is required to lead 3 one-hour discussion sections per week; attend lecture and a weekly GSI meeting; assist the students in developing and carrying out ethograms and collecting behavioral data on squirrels on UM campus or elsewhere; leading discussion activities; leading discussions from original papers that students will read in conjunction with the text; assist in reading and evaluating up to three multiple-choice and short-answer exams and other assignments.
Jill Becker, firstname.lastname@example.org
The GSI is required to lead 3 one-hour discussion sections per week; attend lecture and a weekly GSI meeting; lead discussions from original papers that students will read in conjunction with the text; help students prepare oral presentations for delivery in discussion section or lecture; assist in reading and evaluating up to four short essay exams and other assignments.
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 1–1.5 hour weekly team meetings. Discussion section is not a review of lecture material, so GSIs will be involved in teaching their own discussion sections (which will be guided by the instructor and the GSI team). Each GSI will have some flexibility in planning and coordinating activities with other GSIs for discussion sections. Access to materials from previous years is available for guidance. 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; grading and proctoring exams (three 1-hour in-class exams); and holding office hours. COMPETENCIES: Familiarity either in cognitive neuroscience, biopsychology or cognitive psychology. Excellent communication and organizational skills necessary, as is an enthusiasm for teaching.
Psych 351 ADVANCED LAB IN DEVELOPMENTAL PSYCHOLOGY (0.6 FTE, ULWR)
E. Margaret Evans, firstname.lastname@example.org
A great teaching opportunity for graduate students - you will learn different techniques for engaging undergraduates in basic research, particularly with children. The GSIs handle a 90 min. section of 20 students each week. Responsibilities on that day include leading workshops and exercises on writing research reports, research methods, 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 reports and other written assignments, prepare research stimuli as necessary, analyze and summarize data, attend lecture (90 mins.), and meet weekly with the instructor (2 hours). 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 the WRITING 993 training course.
Kathleen Jodl, email@example.com
The GSI will assist the instructor with several aspects of the course including: holding weekly office hours and attending lectures; assisting with review sessions and proctoring exams; grading short answer/essay exams; and evaluating 3 papers. In addition, the GSI must meet regularly with the instructor to discuss class issues and grading guidelines. COMPETENCIES: Excellent knowledge of psychological concepts related to social development; clear communication style; works well with lead instructor; enthusiasm for working with students; previous teaching experience desirable.
Psych 356 EDUCATIONAL PSYCHOLOGY (0.5 FTE)
Kai Cortina, firstname.lastname@example.org
GSIs knowledgeable about cognitive development and learning sciences, motivational processes, and education are strongly encouraged to apply. GSIs will attend lecture, attend a weekly GSI meeting, and lead three discussion sections that will each meet for 1 hour per week. GSIs will create their own syllabi for discussion sections, plan and coordinate activities with other GSIs (with support from the course instructor and access to prior semester resources), grade papers, help create exams, and hold office hours. They will also manage iClicker technology and transfer data from iClicker to Canvas. GSI's will have the option of giving a full class lecture.
Psych 373 CHILD AND ADOLESCENT PSYCHOPATHOLOGY (0.5 FTE)
Sheryl Olson, email@example.com
GSIs each lead three 1 hour discussion sections. GSIs are also encouraged to deliver one lecture, and are expected to attend all lectures. The discussion sections will be used primarily to conduct demonstrations and empirical projects, but also to review and discuss the material presented in lectures. A weekly meeting with the GSIs and the faculty member will be held to coordinate and review discussion section progress. GSI’s also help prepare, proctor and grade exams and papers.
Psych 395 ORGANIZATIONAL PSYCHOLOGY (0.5 FTE)
Mari Kira, firstname.lastname@example.org
The GSI will teach three 1 hour discussion sections per week, create their own syllabus for discussion sections, plan and coordinate section activities with other GSIs (with support from the course instructor and access to prior semester resources). The GSI will be responsible for assisting the instructor with several aspects of the course, including preparing exams, holding office hours and responding student e-mails, instructing class projects, and grading exams, quizzes, 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 each week with the instructor and other GSIs to discuss the discussion section activities, exams, guidelines for grading, and other relevant topics. The GSI is also expected to attend the lectures (and encouraged to deliver one lecture), help proctor exams, keep track of attendance, maintain the course Canvas sites, and compute and help assign the final grades.
Psych 449 DECISION PROCESSES (0.5 FTE)
Audrey Michal, email@example.com
DUTIES: (a) attend class (two 1.5 hour sessions per week); (b) conduct two 1-hour discussion/review sessions each week; (c) prepare multiple-choice items for the midterm and final examinations; (d) grade project assignments and exams; (e) hold office hours (2 hours per week); (f) assist in demonstrations and their analysis; (g) maintain course records (e.g., in spreadsheets); (h) assist in maintenance of course Website. COMPETENCIES: (a) knowledge of the judgment and decision psychology literature; (b) skill at statistical analysis; (c) basic skills at record keeping in spreadsheets; (d) facility with Website maintenance, e.g., in Canvas.
Psych 613 ADVANCED STATISTICAL METHODS (0.5 FTE)
Richard Gonzalez, firstname.lastname@example.org
GSIs will assist with several aspects of the course and will attend lectures and weekly meetings with the instructor. Responsibilities include supporting student learning by holding office hours, arranging computer lab sessions, fielding questions via email, and helping maintain the course Canvas site. Responsibilities also include participating in student evaluations by assisting the instructor with the development of quizzes, problem sets, and exams, and by grading and preparing answer keys. GSIs must have a strong foundation in ANOVA/regression, a familiarity with other course content, and a solid background in statistical computing with SPSS and/or R.
UC 320/Psych 310/SOC 320 TRAINING FOR INTERGROUP DIALOGUE FACILITATION* (0.5 FTE)
UC 321/Psych 311/SOC 321 PRACTICUM FOR INTERGROUP DIALOGUE FACILITATORS* (0.5 FTE)
*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 Lori Sherman (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.
End of List
-Applicant Availability: The appointment period for Fall 2019 Term (including Final Exams and grading) runs 9/3/2019 - 12/31/2019. Hired GSIs are expected to be available for training and/or orientation prior to the appointment period as noted in the Fraction Calculation Form, and to be available to work throughout the appointment period.
-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.
ALL FIRST-TIME GSIs are required to attend BOTH of the following trainings:
- Psychology Department New GSI Orientation: Wednesday, April 24th, 2019 - 9am-2pm, room TBA.
- Center for Research on Learning and Teaching GSI Teaching Orientation (CRLT GSITO): Monday, August 26 AND Tuesday, August 27, 2018, 8:15am-5:30pm (final time may change); both days required
Note: Psychology Department New GSI Follow Up meeting may be held in late Sept./Oct.
ALL RETURNING U of M GSIs teaching in the PSYCH Dept. for the FIRST TIME are required to attend:
1. Psychology Department New GSI Orientation: Wednesday, April 24th, 2019 - 9am-2pm, room TBA
Note: Psychology Department New GSI Follow Up meeting may be held in late Sept./Oct.
ALL RETURNING GSIs, who have taught for the Psych Dept. in a prior term, the item below is recommended:
1. One CRLT Seminar during the fall 2019 term: http://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 Fall 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.
Students who did not attend an English-speaking undergraduate institution must be evaluated by the English Language Institute (ELI) for English proficiency and either pass the GSI-OET, or have this test waived by the ELI before they can be eligible for a GSI Appointment in LSA.
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 Monday, February 25, 2019 and offers will be extended by the last week of March.
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.