Clicking "Apply Now" opens the link in a new window.
How to Apply
TO APPLY all applicants MUST complete BOTH steps below to be considered
for a GSI position. BOTH are DUE BY Monday, October 25, 2021. All documents
must be received by this date.
1. Apply through careers.umich.edu to this posting - # 204786 - click on
"Apply Now" button. Note: DO NOT submit additional materials (e.g., resume,
cover letter, etc.,) when applying in careers.umich.edu.
2. Complete the Psych GSI Application Form (in Sharepoint) found here:
https: // sharepoint.psych.lsa.umich.edu/psycsaa/Pages/PsychGSIApp.aspx (if
an 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.
SHAREPOINT LOGIN INSTRUCTIONS: Once you click on the above link, a login box
will pop up. Login as follows:Login: umrootuniqnamePassword: use your
Kerberos passwordIf 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.GSI assignments will be
Psych 111 INTRODUCTION TO PSYCHOLOGY (0.5 FTE), James Hoeffner, 2252 East
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) , Elizabeth Buvinger,
Enthusiastic, articulate, personable GSIs with background in Psychology are
needed for Psych 111. GSIs are responsible for three weekly 1 hour discussion
sections 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 lecture. GSIs
will share responsibility for creating lesson plans for each discussion
section; each GSI will create the lesson plan for 3 sections. In addition to
leading discussion sessions, GSIs are expected to attend the two weekly
lectures, one weekly 2-hour GSI meeting (will be scheduled to start between
9am-3pm on Mondays), hold two hours per week of office hours, grade all
Canvas submitted assignments, respond to student emails, help write weekly
chapter tests, help create two written assignment prompts and rubrics,
maintain Canvas gradebook, and submit final grades.
Psych 111 INTRODUCTION TO PSYCHOLOGY (0.5 FTE), Shelly Schreier,
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 discussion sections.
Psych 112 INTRODUCTION TO PSYCHOLOGY AS A NATURAL SCIENCE (0.5 FTE), Brian
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
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,
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 emails, 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,
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 likely meet on
Friday, from 12:00PM to 1:00 PM and from 1:00 PM to 2:00 PM.
Responsibilities Attend all lectures, operate attendance tracking technology
system during lecture as required, and post attendance 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 and updating student team progress on a master list).
Respond to student email, questions, and concerns; grade two or three
1500-word reaction papers (per student, total student load varies between 60
and 75); 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 current attendance technology tools 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). Experience in the
following areas considered a plus: the study of creativity, background in law,
background in technology and/or interface design, background in business or
prior entrepreneurial activity.
Psych 230 INTRODUCTION TO BIOPSYCHOLOGY (0.5 FTE), Martin Sarter,
GSIs teach three weekly discussion sections, hold office hours, and lead
neuroanatomy demonstrations in their sections. GSIs also attend lectures, so
as to be able to further explain lecture material as needed in the discussion
sections. Grading duties: GSIs proctor and grade the 3 exams given in lecture,
and they also grade one Discussion Quiz, one reaction essay and one term
project/paper by students in their sections. GSIs host Q&A review sessions
before lecture exams, and help coordinate course duties such as arranging
brain dissection in Discussion Sections and compiling final grades.
COMPETENCIES: Basic neuroscience, particularly neuronal signaling mechanisms,
and familiarity with behavioral neuroscience.
Psych 235 INTRO TO EVOLUTION & BEHAVIOR (0.5 FTE), Alexandra Rosati,
Psych 235 focuses on the evolutionary foundations of animal and human
behavior, including cooperation, aggression, foraging, mating, kinship, and
culture. The GSI will be responsible for leading 3 one-hour discussion
sections; holding office hours; attending (or watching, as relevant)
lectures; grading three exams (a mixture of multiple-choice and short-answer
questions) and other short assignments; and will have a weekly check in-
meeting with the instructor. The discussion sessions will involve a mix of
reviewing core concepts to strengthen understanding of material from lectures,
leading discussions of empirical papers; and hands-on activities or games that
illustrate different aspects of the evolution of behavior. The GSI should have
a basic familiarity with foundational concepts in behavior and evolution, and
can pick up additional knowledge from the lectures or in consultation with the
Psych 240 INTRODUCTION TO COGNITIVE PSYCHOLOGY (0.5 FTE), Thad Polk,
GSIs conduct three discussion sections/week. 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), Michael Snodgrass,
GSIs conduct three 1-hour discussion sections per week. Running a discussion
section entails preparing a syllabus, preparing weekly lessons,
administering/grading weekly quizzes, coordinating with the lecture,
responding to student emails, and holding regular office hours. Attend
lecture. Assist in preparing, administering, and scoring of exams. Weekly GSI
meetings with instructor to discuss pedagogy, lesson plans, and student
issues. Prepare questions for practice quizzes and exams. Maintain grade book,
assign/enter final grades. COMPETENCIES: Familiar with cognitive psychology.
Psych 250-001 INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY (0.5 FTE), L. Monique
GSIs prepare and lead 3 discussion sections each week; hold weekly office
hours; conduct review sessions; grade papers; and compute final grades. GSIs
are required to 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), Felix
GSIs prepare and lead 3 discussion sections each week; hold weekly office
hours, conduct review sessions; attend weekly GSI meeting; attend all
lectures; grade papers and compute final grades; 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), Ashley Gearhardt,
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. GSIs can also discuss with the
instructor the possibility of giving a lecture to the whole class if
Psych 280 Introduction to Social Psychology (0.5 FTE), Joshua Ackerman,
GSIs will lead three discussion sections that each meet for one hour per week.
These sections meet to conduct demonstrations and empirical projects, as well
as to review and discuss material presented in lectures. Additional content
not found in the lecture may also be included in these sections. GSIs are
expected to attend or view all lectures and also will have the opportunity
(if desired) to present one mini-lecture to the general class. A weekly GSI
meeting with the faculty member will be held to coordinate and review
discussion section progress and content. GSIs will also be involved in
preparing and administering exams (which will involve 3 additional meetings
during the semester) and in computing grades.
Psych 290 Intro to Psychology of Personality (0.5 FTE), Myles Durkee,
GSIs will teach 3 discussion sections. They are also expected to attend the
main lecture and attend weekly meetings with the instructor and other GSIs.
GSIs will help create and grade exams (multiple choice and short essay) and
two paper assignments. GSIs will also hold weekly office hours and are
encouraged to deliver one guest lecture in the main 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), Lilia Cortina, email@example.com
Psych/WS 291 introduces students to research in gender and feminist
psychology. Each week, GSIs will attend two 1.5 hour lectures, lead three
1-hour discussion sections, attend teaching team meetings, and hold office
hours. GSIs will work together to develop section materials (recycling
materials from prior years where possible); evaluate brief writing
assignments; and prepare, proctor, and grade exams. Each GSI will be
encouraged to deliver a guest lecture to the full lecture. Desired
qualifications: the ideal GSIs will have some background in both psychology
and women's and gender studies. Preference may be given to psychology graduate
students pursuing either a Certificate or a Joint PhD in Women's and Gender
Psych 302 RESEARCH METHODS IN COGNITIVE NEUROSCIENCE (0.6 FTE, ULWR), Daniel
This laboratory course provides students with “hands on” research experience
in cognitive psychology/neuroscience. The GSI leads TWO 80-minute laboratory
sections per week (20 students per section), attends ONE weekly 80-minute
lecture given by the professor, and attends ONE 80-minute GSI meeting just
after the lecture ends. The GSI also proctors exams and answers student
questions over email, during office hours (2 hours per week), and at
individually scheduled times (if needed). The GSI also prepares lesson plans
and other materials for laboratory sections (although most of these can be
re-used from prior semesters) and assists with preparing questions for
multiple-choice exams. Finally, the GSI provides feedback on rough drafts of
student writing assignments, grades final versions of writing assignments,
grades other assignments (e.g. oral presentations), and keeps track of
COMPETENCIES: Basic understanding of experimental design, statistics,
cognitive psychology, and functional MRI (e.g., from undergraduate
coursework). Good oral/written communication skills and enthusiasm for
teaching are also desirable. Since this course satisfies the Upper Level
Writing Requirement in LSA, the GSI must have previously taken, or
concurrently take, the one-credit course, WRITING 993: Teaching Writing in the
Disciplines (https:// lsa.umich.edu/sweetland/graduates/courses.html).
Psych 303 RESEARCH METHODS IN PSYCHOLOGY: ADVANCED LAB (0.6 FTE, ULWR),
Julie Boland; firstname.lastname@example.org
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 work with students
in their lab sections on active learning projects emphasizing “hands on”
activities. Several projects involve leading students in using Qualtrics and
Excel, along with R or SPSS, for data collection and analysis.
GSIs attend one lecture (Mondays 4 - 5:30) and one team meeting (Wednesdays
4- 5:30) each week. Each GSI is responsible for supervising TWO 20-student
lab sections, with activities planned collaboratively each week by the
teaching team. GSIs track their sections' grades, compute and assign final
grades aligning across instructors, proctor quizzes, evaluate and comment on
written work, hold office hours (2 hours/week), respond to student emails
within 24 hrs weekdays, and consult with the instructor and teaching team as
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
Psych/Amcult 325 DETROIT INITIATIVE: EMPOWERING FAMILY AND COMMUNITY (0.5
FTE), Rona Carter, 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,
As this course satisfies the college upper-level writing requirement, the GSI
must complete WRITING 993: Teaching Writing in the Disciplines
(https:// lsa.umich.edu/sweetland/graduates/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 336 DRUGS OF ABUSE (0.5 FTE), Terry Robinson, firstname.lastname@example.org
GSI is primarily responsible for coordinating administrative tasks related to
the course, grading exams, leading review sessions prior to each exam, and
holding office hours to answer students' questions. GSI is expected to attend
lectures, or view recordings, if they have not taken the class previously. GSI
will proctor exams, evaluate written work and oral presentations. They will
spend time responding to student emails. GSI will keep track of grades and
compute, record and assign the grades. If needed (for example if the
instructor should be unavailable), they may also give an occasional lecture
using a slide presentation prepared by the instructor. They are also expected
to attend meetings with the instructor in which we will discuss ideas,
problems, and strategies for running the course, as needed. The instructor
seeks a GSI who is enthusiastic about teaching. A strong background in
biopsychology and behavioral pharmacology is required.
Psych 340 TOPICS IN CCN: Research Methods in Human Brainwaves
(EEG/MEG/ECoG), David Brang, email@example.com
Every week, each GSI leads two 80-minute lab sections (20 students per
section), attends one 80-minute lecture, and attends one GSI meeting. GSIs
will follow a prepared lesson plan while also preparing additional content for
their specific sections as is necessary, as well as exams (multiple choice,
fill in the blank, short-answers). GSIs will grade brief written commentaries
submitted onto canvas, oral presentations given in their sections, and exams.
GSIs will additionally host weekly office hours and meet students at
individually scheduled times as necessary. Weekly lab sections include
presentations by the students on research articles and 'hands-on' activities
to walk students through EEG data acquisition, analysis, and interpretation,
largely using Matlab-based software (Brainstorm). COMPETENCIES: Experience
with cognitive neuroscience and neurophysiology (EEG, MEG, ECoG, or LFPs)
(e.g., prior research experience that used these techniques or completion of
a graduate course in this area such as Psych 808 BrainWaves).
Psych 351 ADVANCED LAB IN DEVELOPMENTAL PSYCHOLOGY (0.6 FTE, ULWR),
Elizabeth Buvinger, firstname.lastname@example.org
GSI handles a 1-1/2 hour section 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
children, hold office hours, grade APA-style reports and other written
assignments, and meet weekly with the instructor (meetings will be scheduled
to start sometime between 9am-3pm on Mondays, TBA). 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
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 attendance at lectures, grading exams and class
projects based on guidelines provided by the instructor, holding office hours,
fielding student emails, 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 compute and assign the final grades. Attending lectures and
participation in class sessions are expected to be able to assist students
with course material.
Psych 389-001 PSYCHOLOGY AND LAW (0.5 FTE), David Dunning,
The GSI is primarily responsible for grading exams, leading review sessions
prior to each exam, and holding office hours to answer students' questions.
The GSI is expected to attend lecture. The GSI will proctor exams, evaluate
written work and oral presentations. They will spend time responding to
student emails. The GSI 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,
The GSI leads three one-hour long 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. The GSI is expected to attend lectures
or to keep up on the material in consultation with the lead instructor.
COMPETENCIES: Interest in psychology or political science or history;
sensitivity to diversity issues.
Psych 449 DECISION PROCESSES (0.5 FTE), Audrey Michal, email@example.com
The GSI will be responsible for: (a) attending class (two 1.5 hour sessions
per week); (b) conducting two 1-hour discussion/review sessions each week;
(c ): grading project assignments and group project final papers; (d)
holding office hours; (e) maintaining course records (e.g., in
spreadsheets); (f) assisting in maintenance of course website (Canvas).
COMPETENCIES: (a) knowledge of the judgment and decision psychology
literature; (b) facility with Canvas.
Psych 614 ADVANCED STATISTICAL METHODS II (0.5 FTE), Adriene Beltz,
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, 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.
Additional responsibilities are listed for each specific position in the GSI
The appointment period for Winter 2022 Term (including Final Exams and
grading) runs 1/1/2022-4/30/2022. 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. Winter 2022 term is planned with instructors teaching in-
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
Psychology Department New GSI Orientation: Friday, December 10, 2021 - 9am-1:30pm; East Hall B254. ( This is NOT required for Psych grads currently taking Psych 506 Teaching Academy)
Center for Research on Learning and Teaching GSI Orientation (CRLT GSITO) : An online asynchronous Canvas course. In addition to these asynchronous modules, GSIs will have the opportunity to participate in online synchronous practice teaching sessions. Open dates TBA (usually in December).
NOTE: If you previously GSI'd in another department at U of M and already
attended the CRLT GSITO, you do not have to attend again.
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
2022 term. Seminars will be listed on the CRLT website closer to the start of
the term - https:// www. crlt.umich.edu/events .
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 GSI
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.
ALL GSIs who are teaching courses for the first time which include a Sweetland
Writing Center percentage (ULWR courses) are required to attend the Writing
993 (1 credit) training course in the Winter 2022 term.
Additional qualifications are listed for each specific position in the GSI
Carefully read instructions on how to apply. If you have questions, contact
Megan Wolgast (firstname.lastname@example.org) in the Psychology Student Affairs Office,
1343 EH. Applications are due by the end of Monday, 10/25/2021, and offers
will be extended mid-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, genetic
information, marital status, familial status, parental status or pregnancy
status, sex, gender identity or expression (whether actual or perceived),
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, medical conditions including those related to
pregnancy, childbirth and breastfeeding, arrest record, 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 for Institutional Equity may be found at
oie.umich.edu/ and for the University Ombuds at ombuds.umich.edu/
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 their preferred assignment, they 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.
Standard Practice Guide 601.38, Required Disclosure of Felony Charges
and/or Felony Convictions applies to all Graduate Student Assistants
(GSAs). SPG 601.38 may be accessed online at spg.umich.edu/policy/601.38 ,
and its relation to your employment can be found in MOU 10 of your employment
U-M EEO/AA Statement
The University of Michigan is an equal opportunity/affirmative action
U-M COVID-19 Vaccination Policy
COVID-19 vaccinations are now required for all University of Michigan
students, faculty and staff across all three campuses, including Michigan
Medicine. This includes those working or learning remotely. More information
on this policy is available on the Campus Blueprint website or the U-M
Dearborn and U-M Flint websites.