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GETTING STARTED
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1. Where do I go to find out about my teaching assignment and what is expected of me? <answer>
2. How can I find a GSIship if no position is currently available to me in my department? <answer>
3. What should I do if I am told that I need to take a language test in order to be appointed as a GSI? <answer>
Once the Semester Begins
4. What should I do if my first few classes/sections don't go well? <answer>
5. What can I do to get a sense of how my sections are going? <answer>
6. Suppose I want to use PowerPoint slides to complement my teaching or show a film or videotape in class? <answer>
7. How can the library help me create more successful research experiences for my students? <answer>
8. Are there any funds available for me to implement projects or activities that will enhance student learning in my class? <answer>
9. What do I do when a student with a disability asks me to provide extra time for her examinations or to arrange for a separate, quiet room in which to take them? <answer>
Working with Students
10. What should I do if I know some of my students are struggling in the course (for example, if they receive a D or F on their first paper or exam)? <answer>
11. What should I do if a student comes to me with a personal problem? <answer>
12. I find myself interested in a student in my section or in the course. Is it appropriate to ask him/her out on a date? <answer>
13. A student handed in a paper that I think was plagiarized. What should I do? <answer>
Working with Faculty and other GSIs
14. What should I do if students complain about the workload for the course or the professor's lectures, assignments, or exams? <answer>
15. What should I do if I ever encounter difficulties with either the course instructor or other GSIs I am working with in a particular course? <answer>
Administrative and Pay Issues
16. I've been appointed as a GSI for Fall/Spring. How do I go about getting a GSI position for coming semesters? <answer>
17. When, how, and how much do I get paid? <answer>
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Preparing to Begin
1. Where do I go to find out about my teaching assignment and what is expected of me?
The department that hires you as a GSI will send you a Letter of Appointment indicating the course you will teach, the dates of the appointment, GSI step, and salary. The department will also send a Supplemental Notification Letter that will describe your responsibilities in the course and identify the faculty member who will supervise your work. If you have not received this information, contact the Graduate Assistant or Student Affairs Officer in your department. He or she will arrange for you to do the paperwork for your appointment and will provide information regarding mailboxes, office space, computers, copiers, etc. Your next stop should be the faculty member or instructor in charge of the course for which you will be teaching. He or she may already have arranged a time to meet with the GSIs for the course, but, if not, you should contact him or her directly. The Graduate Council Policy on Appointments and Mentoring of GSIs requires that faculty meet with GSIs at the beginning of the semester to discuss the roles and responsibilities of GSIs in the course. Some of the typical responsibilities of GSIs include attending weekly GSI meetings, running discussion sections or labs, holding office hours, grading papers, and attending lecture. Each faculty member and each course is different, so you should find out in advance answers to such questions as how the faculty member views the relationship between the section or lab and the lecture; what function the discussion section or lab should play in the overall context and goals of the course; and what teaching techniques are best suited to meeting those goals. Be sure to go over all course policies with the faculty member, especially those pertaining to assignments, grading, class attendance, plagiarism, and providing approved accommodations for students with disabilities. Do not hesitate to ask questions or seek clarity if any aspect of your duties remains unclear. Experienced GSIs in your department who have previously taught the course with the current instructor are also excellent resources to tap into as you prepare to teach. Finally, attend departmental or campuswide teaching orientations and make full use of resources provided, such as departmental handbooks, this Web site, and the Teaching Guide for GSIs (available at the GSI Teaching and Resource Center).
2. How can I find a GSIship if no position is currently available to me in my department?
Many departments hire GSIs who are enrolled as graduate students in other departments. If you are looking for a position, you should first go to the Berkeley Human Resources web page. There you will find the name and email addresses of contact people in each department who are in charge of administering GSI appointments. Each department has its own specific application and review process to ensure that prospective GSIs are qualified to teach in that department.
3. What should I do if I am told that I need to take a language test in order to be appointed as a GSI?
All prospective GSIs who do not speak English as a native language are required to pass a test of spoken English before they can be appointed to a GSI position. Graduate students who have received a B.A., B.S., or Bachelor's equivalent from a college or university in the United States are exempt from taking the exam. Contact the GSI Teaching and Resource Center 's Language Proficiency Program at langpro@berkeley.edu to register for the test.
Once the Semester Begins
4. What should I do if my first few classes/sections don't go well?
All teachers, new and experienced, face challenges in the classroom. If your first few class meetings are not going as well as you'd like, speak with the course instructororcoordinator. He or she and other graduate students staffing the course will almost certainly have had similar experiences and will be able to give you some practical advice. Your department may also have a Head GSI or Professional Developer whom you can consult for ideas. These “in-house” resources, together with advanced GSIs, can answer your questions and help you identify some possible ways of trying things differently. Another source of expert assistance can be found at the Graduate Division's GSI Teaching and Resource Center (642-4456 or gsi@berkeley.edu). The Center offers one-on-one consultations, classroom observations, workshops, and many other programs that can help you develop your teaching skills while at Berkeley . (See the Center's list of programs.) You don't need to reinvent the wheel. This Online Teaching Guide has many practical suggestions for working on your teaching and getting students actively engaged in your class.
5. What can I do to get a sense of how my sections are going?
Many new GSIs are unsure about their teaching performance. In fact, all new teachers inevitably hit some rough spots early in their development. Despite the urge to keep one's questions private for fear of being judged, it can be extremely helpful to discuss problem areas with other GSIs. Once you view teaching as an ongoing learning process, you realize that any problems you are encountering have been experienced by nearly everyone in your department at one time or another. Developing an open attitude toward your teaching and toward feedback about your teaching makes it easier to identify and develop your strengths and work on those areas that may need improvement. Two ways to gather feedback are (1) through the use of mid-semester (or earlier) assessment techniques for easy and effective ways of getting feedback from your students); and (2) by scheduling a videotaped recording of one of your sections and a follow-up consultation, a service offered free of charge by the GSI Teaching and Resource Center (642-4456 or gsi@berkeley.edu).
6. Suppose I want to use PowerPoint slides to complement my teaching or show a film or videotape in class?
Many departments have their own instructional technology support services and provide equipment for their GSIs. It is a good idea to familiarize yourself early in the semester with these services. If the class you are teaching is on the opposite side of campus from your department or if your department does not have its own equipment, contact Educational Technology Services (642-2535 or avrequests@berkeley.edu). It is possible, with advance notice, to have media equipment delivered to your classroom.
7. How can the library help me create more successful research experiences for my students?
The library offers a wide range of services to support teaching, from advice on creating effective research assignments to customized library instruction sessions for your students. If you would like to learn more about the library's instructional services, see Designing Effective Assignments Using Library and Internet Resources . To schedule a library instruction session for your class, use the online request form.
8. Are there any funds available for me to implement projects or activities that will enhance student learning in my class?
Yes. The GSI Teaching and Resource Center (642-4456 or gsi@berkeley.edu) encourages and supports creative teaching ideas that enhance student learning through its Course Improvement Grant program. GSIs can apply for up to $300 per semester. With faculty sponsorship, grants are also available through the Office of Educational Development (642-6392 or avcsled@berkeley.edu).
Working with Students
9. What do I do when a student with a disability asks me to provide extra time for her examinations or to arrange for a separate, quiet room in which to take them?
Students with disabilities have a legal right to receive appropriate academic accommodations, so you should take the request seriously. Departments must arrange the proper space and conditions for extended-time examinations, but campus assistance may be available on a pilot basis. The Berkeley Campus Plan for Providing Academic Accommodations for Students with Disabilities addresses the responsibilities of the student, the Disabled Students' Program (DSP), instructors, departments, and the administration, as well as the administrative procedures available to them. DSP serves to verify the disability-related need for academic accommodations, and students must arrange for you to receive verification from DSP. DSP also serves as an information and advisory resource for instructors and can be contacted at 643-0518 (voice), 642-6376 (TTY). See also the DSP publication “Teaching Students with Disabilities.” This topic is also covered in depth in the online course on professional standards and ethics in teaching that all first-time GSIs must complete by the end of the third week of classes. For policy matters and dispute resolution, contact Academic Compliance & Disability Standards, 642-2795, http://acads.chance.berkeley.edu/ada.shtml.
10. What should I do if I know some of my students are struggling in the course (for example, if they receive a D or F on their first paper or exam)?
This is a complex question, one that has no easy answers but highlights a vital role you will play as a GSI. Often GSIs are the first “official” university personnel to become aware of student difficulties. At a minimum, you should establish personal contact with such students after the first paper or exam, perhaps by a note on their papers or exams, inviting them to come see you in office hours for assistance. You should also discuss the matter with the faculty member teaching the course. Additionally, it is important to familiarize yourself with the services of the Student Learning Center (642-7332 or slcdesk@berkeley.edu) and the Letters & Science Office of Undergraduate Advising (642-1483). These units, along with undergraduate advising units in all of the individual colleges, can provide counseling and assistance for students before they encounter even more serious academic difficulties. For information on the Student Learning Center and other campus units that can assist students, see the Resource section.
11. What should I do if a student comes to me with a personal problem?
Students with personal problems are more likely to go to GSIs than to professors. While some personal contact and advice is certainly within the domain of your role as GSI, for larger personal problems you should refer students to the health services on campus available for them. Among these are the Counseling and Psychological Services (642-9494 or cps@uhs.berkeley.edu), the Tang Center (642-2000 or uhsadmin@uhs.berkeley.edu), Social Services and Patient Education (642-6074 or socsrvs@uhs.berkeley.edu) and the Gender Equity Resource Center (642-4786 or geneq@berkeley.edu). It is a good idea to familiarize yourself with the different services provided by these units. Counseling and Mental Health Services, for instance, offers telephone consultation for GSIs concerned about a particular student. Being knowledgeable about campus resources and services for undergraduates is recommended to all GSIs. See also the GSI Teaching and Resource Center 's Campus Resource List.
12. I find myself interested in a student in my section or in the course. Is it appropriate to ask him/her out on a date?
Absolutely not. While you are in a professional relationship with a student, personal relationships which could in any way color your ability to remain objective are forbidden by University policy. Should a relationship develop over the course of the semester, or should a former or current romantic partner enroll in a course you teach, speak to the instructor immediately in order to disqualify yourself from having any input on this student's academic progress. This topic is covered more fully in the online course on professional standards and ethics in teaching that all first-time GSIs must complete by the end of the third week of classes.
13. A student handed in a paper that I think was plagiarized. What should I do?
If you encounter a situation in which you believe a student has committed a fault (e.g., cheating on an exam, copying someone else's paper, plagiarizing, etc.), you should discuss it immediately with the faculty member in charge of the course to decide which course of action to take. You should also read the “Instructor's Guide for Addressing Academic Dishonesty". The guide is a publication of the Student Judicial Affairs Office (643-9069 or osc@berkeley.edu) located in 326 Sproul Hall. The topic of academic integrity and responding to students who commit infractions is covered in depth in the online course on professional standards and ethics in teaching that all first-time GSIs must complete by the end of the third week of classes.
Working with Faculty and other GSIs
14. What should I do if students complain about the workload for the course or the professor's lectures, assignments, or exams?
Undergraduates are much more likely to air their discontent with the course with GSIs than with professors. When this happens, GSIs should encourage students to use the professor's office hours to share their thoughts and ideas directly. GSIs can also provide feedback to professors during their regular meetings. Meetings to go over the mechanics of the course and discuss pedagogical strategies and student progress are required by the Graduate Council Policy on Appointments and Mentoring of Graduate Student Instructors.
15. What should I do if I ever encounter difficulties with either the course instructor or other GSIs I am working with in a particular course?
Difficulties among co-workers can arise in any situation. Problems are best handled by discussions among the parties involved. If difficulties continue with fellow GSIs, you should speak to the course instructor. If this doesn't clear things up, see your department's Faculty Adviser for GSI Affairs or your departmental chair. Difficulties with the course instructor, if they persist and cannot be resolved directly with the instructor, should also be brought first to the attention of the Faculty Adviser for GSI Affairs, then to the departmental chair. The GSI Teaching and Resource Center can also suggest campus resources that might be of assistance to you in resolving course-related problems.
Administrative and Pay Issues
16. I've been appointed as a GSI for Fall/Spring. How do I go about getting a GSI position for coming semesters?
There isn't one answer applicable to all GSIs, since different departments have established different policies and requirements for teaching by their graduate students. It's a good idea to check with your department's Graduate Assistant or Student Affairs Officer at the outset of your studies to understand departmental procedures and policies. All GSI appointments are made through the Graduate Division, and departments must adhere to Graduate Division appointment policies. You can familiarize yourself with Graduate Division policies on GSI appointments by reading “What You Need to Know About Being a GSI, GSR, Reader, or Tutor."
17. When, how, and how much do I get paid?
GSI paychecks are issued on the first day of each month (September through January for fall semester; February through June for spring semester), and are available on the last working day of the month if the 1 st falls on a Saturday or Sunday. Many banks offer the option of having your UC paycheck deposited directly into your account; the personnel/payroll officer in your department can tell you more about how to arrange for this service. For a list of current GSI salaries, see “What You Need to Know About Being a GSR, GSI, Reader, or Tutor.” This handout, combined with information from your department, also describes what is required to move from one GSI step to another.
