Spring 2016

The Spring 2016 Teaching Conference provided an orientation for graduate students new to the GSI role. Discipline-Cluster (D-C) workshops led by experienced GSIs addressed pressing questions about getting started as a GSI. The afternoon featured a performance by Berkeley Interactive Theater, which led to a discussion of how GSIs in their role as teachers can respond to microaggressions while maintaining respect for the individuals involved.

“I learned so many things I was unaware of about being a GSI.”Computer Science

“Forced me to think more deeply about my role as a GSI.”Social Welfare

Discipline-Cluster Workshops

The D-C workshops grouped GSIs working in similar teaching assignments to address core topics for the first weeks of teaching, such as getting started as a GSI; conducting the first session of section, lab, or studio; strategies to enhance students’ learning; time management; and troubleshooting problem scenarios that can arise in teaching. Experienced GSIs in several disciplines led the workshops, so first-time GSIs benefitted from their knowledge of Cal students and of GSI responsibilities in their particular instructional setting.

Active Participation

“The theater performance was very effective at highlighting sensitive issues and opening up space to discuss from a common experience.”

“Very intense, captivating, eye opening. It was great, I would give it to everyone, professors, mentors, leaders.”

The brief play by Berkeley Interactive Theater depicted an office-hour meeting among three students and their GSI in which the GSI tries to sort out how the students distributed duties in a group project. The scene is peppered with microaggressions, accusations, and challenges to the GSI’s authority, which the GSI struggles to respond to. After the short scene, audience members asked the characters questions about their behavior and motivations during the scene. The interactive performance served as the basis of an in-depth, participatory exploration of microaggressions, multiple perspectives on social situations, and productive ways that GSIs in their role as teachers can respond to microaggressions while maintaining respect for the individuals involved.

Here are more resources on the topic of microaggressions:

Tool: Recognizing Microaggressions (pdf)
Tool: Interrupting Microaggressions (pdf)
Creating Inclusive Classrooms for Trans* and Gender Expansive Students (GenEq website)
GSI Resources Handout: Inclusion and Well-Being (pdf)
Online GSI Professional Standards and Ethics in Teaching course
Workshops on Teaching series
GSI teaching consultations

Fall 2015

Discipline-Cluster Workshops

“My discipline workshop provided a good overview of how to prepare for the first day and issues I may encounter.” — Astronomy GSI

The discipline-cluster workshops group GSIs who teach in similar teaching assignments. The workshops are led by experienced GSIs in a broad variety of disciplines, addressing core topics such as getting started as a GSI, conducting the first day of class, strategies to enhance learning, and time management.

Plenary Session

The Plenary Session featured a performance by the Berkeley Interactive Theater entitled “Active Participation,” which served as the basis of a discussion around ways GSIs can recognize micro-aggressions and support student diversity.

“The performers were very impressive. The situation was intense and realistic. It made me reconsider what I say to people and how it affects them.”

Conference for International First-Time GSIs

Anant Sahai, professor of electrical engineering and computer science at UC Berkeley and 2015 recipient of the Faculty Award for Outstanding Mentorship of GSIs, gave the keynote address to orient first-time international GSIs to their new role.

Video: Anant Sahai, Thriving as a GSI

The plenary session was rounded out by a panel of international GSIs sharing their experiences teaching at UC Berkeley.

The focus sessions included Pronunciation for Teaching, Supporting Student Inclusion and Well-Being, The Language of the Classroom, and Undergraduate Perspectives.

The Teaching Practice session gave participants an opportunity to craft and deliver a one- to two-minute presentations such as they might give on the first day leading their discussion section or lab and received friendly feedback.

Spring 2015

The Science of Learning: An Overview for Graduate Students Instructors was the title of Silvia Bunge’s keynote talk at the Spring 2015 Teaching Conference for GSIs. Silvia Bunge is a professor in the Department of Psychology and the Helen Wills Neuroscience Institute at UC Berkeley, where she directs the Bunge lab on the Building Blocks of Cognition. Her talk introduces research on student perceptions of GSIs, factors that influence learning such as laptop use and motivation, and recommendations for GSIs in light of the research.

Video: Sylvia Bunge, The Science of Learning: An Overview for GSIs

Also available:
Slides from Professor Bunge’s keynote (pdf)

Fall 2014

Teaching Conference for International First-Time GSIs

“I feel more prepared for the first day of teaching and have resources to fall back on.” — Integrative Biology GSI

“Extremely useful for a first-time GSI.” — Public Health GSI

Video: Ani Adhikari, Teach the Students You Have

In the keynote address Ani Adhikari, senior lecturer in the Department of Statistics, spoke about the essential role GSIs play at UC Berkeley and some of the cultural and linguistic issues they will need to navigate in order to engage with students. In Dr. Adhikari’s view, teaching is a collaboration. “Teaching happens when there is communication between the student and you. … Your job is not so much to speak as it is to listen, and then to respond to what you are listening to.” Dr. Adhikari suggested several interesting ways international GSIs can develop an ear for their students.

The plenary session was rounded out by a panel of international GSIs sharing their experiences teaching at UC Berkeley.

The focus sessions included Pronunciation for Teaching, Supporting Student Inclusion and Well-Being, The Language of the Classroom, and Undergraduate Perspectives.

The Teaching Practice session gave participants an opportunity to craft and deliver a one- to two-minute presentations such as they might give on the first day leading their discussion section or lab and received friendly feedback.

Spring 2014

“The opening lecture was great. Such discussions of pedagogy [and the] psychology of learning are quite useful.”

Video: Rodolfo Mendoza-Denton, Growing Our Students' Intelligence

Rodolfo Mendoza-Denton is an associate professor in the department of psychology and former director of the Greater Good Science Center. His talk addresses research on student motivation to learn and suggests ways GSIs can help their students stay on track.

“This conference brought up a lot of issues I hadn’t thought of and gave me a lot of ideas for the upcoming semester.” — Mechanical Engineering GSI

“It was really interesting and engaging. Filled with useful tips.” — Public Policy GSI

More Highlights

Videos of several more Teaching Conference presentations are available on the Faculty Talks for GSs on Teaching page.