Course Overview and Objectives
Module 1
Practicing Professional Standards and Ethics as a GSI
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.