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GETTING STARTED
Preparing for the Semester

Communicate with Professors, GSIs, and Staff

Taking the time to carefully prepare for the semester before classes begin will save you many headaches, reduce anxiety, help make the first day of section go smoothly, and decrease the amount of work you will have during the semester. Moreover, undergraduates appreciate well organized and informed GSIs.

Here are the steps you should take before the semester begins to ensure a good start in teaching. (See also the Checklist for Getting Started as a GSI for a comprehensive set of guidelines.)

Meet with the faculty member in charge of the course

Questions you will need to address with the faculty member include:

    1. What is the function of the GSI-led section vis-à-vis the lecture component of the course? Does the professor have specific activities in mind for section, or is the content of section to be determined by the GSI?
    2. Are GSIs required to give assignments in section? If so, will the professor or the GSI design the assignments?
    3. Will GSIs give a section grade to students? What percentage of the overall course grade is the section grade? Does the professor have a policy regarding the breakdown of the section grade (a percentage for participation, assignments, attendance, etc.)?
    4. Is there a head GSI? If so, what functions will that GSI perform?
    5. Does the class have ASUC Lecture Notes Online that students can purchase?
    6. How will the bSpace course site be used (for instance to communicate with students, record grades)?
    7. Is the class full, or can students still add it via BearFacts? Are all of the sections full? This is important because GSIs may need to direct students who try to “crash” their section to other sections that are not full.
    8. Does the professor have policies about adding and dropping the course? What is the policy for enrolling people from the waitlist? When will decisions about the waitlist be made?
    9. How do GSIs in the course get desk copies of books and course readers? Where can students purchase their copies?
    10. When, where, and how long are the meetings that the professor will convene with GSIs during the semester? (The Graduate Council Policy on Appointments and Mentoring of GSIs states that professors are required to meet regularly with GSIs.) Will there be a pre-semester orientation?
    11. Does the instructor want GSIs to enforce a particular attendance policy?
    12. What are the professor’s policies and procedures regarding plagiarism and other forms of academic misconduct?
    13. Will the instructor have review sessions for the mid-term, final, or other class assignments? Will the GSIs hold review sessions?
    14. What are the due dates for class assignments? (These should be listed on the course syllabus.) How long do the GSIs have to grade assignments after students turn them in? Instructors generally let GSIs determine this issue; some instructors, however, have strict rules about getting assignments back to students in a set amount of time.
    15. How many office hours should you hold per week? (This should be included in your appointment letter or the supplemental letter of appointment.)

Communicate with Past and Present GSIs

Fellow GSIs are among your most valuable resources as you start teaching. Talk with experienced graduate students who have worked with the instructor in the past or taught as a GSI for the course with a different instructor. Seasoned GSIs often have helpful, “insider” knowledge about the course (e.g., the research paper assignment is demanding, and students need it broken down into steps; the first few weeks of lab are difficult but get easier as the course progresses, etc.).

Experienced GSIs can provide new GSIs with lesson plans, assignments, handouts, and other materials that will help new GSIs manage their time.

GSIs may consider making explicit arrangements with fellow GSIs to divide the workload — share lesson plans for instance, or alternate writing handouts and assignments, develop a collective grading rubric, etc. Sharing the workload with other GSIs can save time and ease stress. GSIs should ascertain whether their departments have files with lesson plans, handouts, and other materials from past semesters. (Your department’s pedagogy course instructor or Graduate Assistant may have this information.)

Communicate with Departmental Staff

Staff members in your teaching department are typically very knowledgeable. Some questions to ask staff:

    1. Where are GSI mailboxes located?
    2. Do GSIs get a code for the department’s copy machine? If so, is there a limit to the number of copies GSIs can make during the semester?
    3. Where in the department do GSIs get supplies needed for teaching such as pens, printing paper, index cards, envelopes, etc.?
    4. Where do GSIs find departmental audiovisual equipment for sections? What is the process for checking equipment in and out?
    5. Which computer in the department can you use to prepare for teaching?

It may go without saying, but it is important to emphasize that departmental staff are extremely helpful — particularly to GSIs and faculty who treat staff members with respect and appreciate their work.

 

 

 

 

 

 

 

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