Course Overview and Objectives

Module 1
GSI Ethics and Professional Responsibilities

Preview of Module

In Module 1, you will examine the following topics:

  • ethics and standards in teaching;
  • understanding your responsibilities as a GSI;
  • managing the instructional environment;
  • advising and appropriate relationships with students;
  • fair evaluation of student performance; and
  • student information and privacy rights.

Learning Objectives

After exploring these topics, it is hoped that you will be able to take steps and find resources to meet the following objectives:

  • identify standards of professionalism and ethical behavior for GSIs and apply these standards successfully to ethical dilemmas;
  • take steps to identify your responsibilities and those of the instructor of record;
  • create an instructional environment that is conducive to student learning and safety;
  • establish professionally appropriate relationships with students and refer them to appropriate campus resources;
  • take steps to ensure that student performance is evaluated fairly; and
  • protect the privacy rights of students regarding grades and other personal information, and identify who has the right to know this information.

Module 2
Creating Inclusive Classrooms

Preview of Module

In Module 2, you will examine the following topics:

  • student diversity at UC Berkeley;
  • advantages and challenges of learning in a diverse environment;
  • strategies and resources for promoting an inclusive academic environment; and
  • relevant policies and laws.

Learning Objectives

After exploring these topics, it is hoped that you will be able to take steps and find resources to meet the following objectives:

  • explain to a colleague why GSIs should strive for an inclusive academic environment;
  • identify several instances of discrimination, stereotyping, and harassment;
  • develop informed and measured responses to discrimination, stereotyping, and harassment;
  • develop pedagogical and professional-development practices that promote inclusion and support equity for all students;
  • refer to federal legislation and campus policies on nondiscrimination based on protected categories; and
  • identify campus resources that can help you and your students learn more about ways to build and benefit from an inclusive learning environment.

Module 3
Teaching Students with Disabilities

Preview of the Module

In Module 3, you will examine the following topics:

  • addressing student needs within a Multi-Tiered System of Support model;
  • Universal Design for Learning and effective teaching and instructional design practices;
  • tips for teaching students with disabilities;
  • relevant policy and law;
  • accepted terminology;
  • UC Berkeley statistics;
  • the Disabled Students’ Program (DSP);
  • academic accommodations; and
  • campus resources.

Learning Objectives

After exploring these topics, it is hoped that you will be able to take steps and find resources to meet the following objectives:

  • understand how to appropriately design and implement instructional supports that align with Universal Design for Learning principles
  • differentiate between how to implement Universal Design for Learning strategies and how to ensure students’ disability accommodation needs are met
  • identify appropriate steps to take to find out if you have students for whom the Disabled Students’ Program has issued a Letter of Accommodation;
  • respond appropriately if a student tells you that they have a disability and need an accommodation;
  • explain to a colleague Berkeley’s policies and procedures for determining whether a student needs an accommodation, what that accommodation should be, and how you and the instructor of record become informed about this determination;
  • state the reasons you are not the appropriate person to decide whether a student needs a disability accommodation, and why you should not devise disability accommodations of your own;
  • work toward a classroom environment based on the concept of Universal Design for Learning, which will minimize difficulties for students with and without disabilities, enabling students to participate fully in the learning process; and
  • identify the resources on campus that can address questions you may have about teaching students with disabilities.

Module 4
Fostering Academic Integrity

Preview of Module

In Module 4, you will explore the following topics:

  • the UC Berkeley Campus Code of Student Conduct;
  • forms of academic misconduct;
  • causes of academic misconduct and strategies to address them;
  • steps to promote academic integrity;
  • test-taking and cheating;
  • preventing plagiarism;
  • responding to academic misconduct;
  • students’ rights when a complaint is filed; and
  • a list of campus resources.

Learning Objectives

After exploring these topics, it is hoped that you will be able to take steps and find resources to meet the following objectives:

  • identify what constitutes academic misconduct;
  • explain to a colleague some of the reasons that students cheat or plagiarize;
  • select teaching strategies to foster academic integrity;
  • identify the resources on campus that can assist in handling academic violations of the UC Berkeley Campus Code of Student Conduct; and
  • describe the steps you should take as a GSI to handle student academic misconduct.

Module 5
Creating an Educational Environment Free of Sexual Harassment

Preview of Module

In Module 5, you will explore the following topics:

  • the GSI’s role in preventing and addressing sexual harassment;
  • policy, law, and campus units that deal with instances of sexual harassment and sexual violence;
  • forms of sexual harassment and indicators that GSIs may see;
  • teaching strategies for preventing sexual harassment;
  • responding to sexual harassment and sexual violence; and
  • a list of campus resources.

Learning Objectives

After exploring these topics, it is hoped that you will be able to take steps and find resources to meet the following objectives:

  • distinguish ways in which a GSI’s role in relation to sexual harassment policy differs from a student’s role;
  • explain the relationship between federal law and the University’s sexual harassment policy and complaint resolution procedures;
  • define sexual harassment and identify behaviors that may constitute sexual harassment, in order to avoid and deter it in course-related interactions;
  • take steps in your teaching to prevent sexual harassment;
  • take appropriate steps to respond to possible incidents of sexual harassment and sexual violence;
  • identify campus resources available to GSIs and students for confidential consultation; and
  • identify to whom reports of sexual harassment and violence should be made to seek resolution.