GSI Positions and Application
Important Updates:
The Student Academic Appointment Application form and CV are required for Spring 2019 or Winter Break graduate student appointment. Please go to the link: Student Academic Appointment Web Application to upload and submit the form and CV no later than Wednesday, November 7th, 2018.
If you have issues using the new form or have feedback, please contact Junko Kiross.
Winter Break 2018 Appointment Date:
GSR: 12/15/18 – 1/14/19
Spring 2019 Appointment Dates:
GSIs: 1/1/19 – 5/31/19
GSRs, Readers and Tutors: 1/15/19 – 5/17/19
Additional Resources:
For qualifying appointment dates and percentages for fee remission purposes, please see: http://grad.berkeley.edu/wp-content/uploads/fee_remission_eligibility.pdf
In-depth tutorial on fee remissions and how they are generated, please see:
https://grad.berkeley.edu/financial/fee-remissions/
GSR salary rates: https://www.ucop.edu/academic-personnel-programs/_files/1819/2018-19-GSR...
GSI, Reader and Tutor rates: https://hr.berkeley.edu/labor/contracts/BX/current-rates
Related Forms:
View/download the forms by clicking the following links:
- Student Academic Appointment Form, a.k.a. "Checklist" (required for all student academic appointments): Student Academic Appointment Application
- Request for Exception Form (required if you're working >50% or serving as GSI for 200 level or above course): exception_form_headadvisor.pdf
- UAW Union Membership Form (required for 1st time GSIs, Readers or Tutors): UAWmembershipform.pdf
For more information about Graduate Student Appointments, including fee remission eligibility, please see Graduate Division's website: https://grad.berkeley.edu/financial/appointments/
EDUC 140AC. Literacy: Individual and Societal Development. (4) Three hours of lecture, one hour of discussion and two hours of fieldwork per week for Fall/Spring. Six hour of lecture, two hours of discussion and seven hours of fieldwork per week for Summer. Drawing from both hostorical and contemporary sociocultural theories on literacy and language as well as recent research from education and ew media scholars, we will explore an array of digital and non-digital forms of meaning-making and symbolic creativity, such as meme-generating, video making, micro-blogging, multi-player gaming, and app designing, as well as more traditional and non-digital or pre-digital forms of cultural participation and civic engagement. This course satisfies the American cultures requirement. Hull
EDUC W140A. The Art of Making Meaning. (4) Three hours of lecture+ one hr fieldwork per week. This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity im the United States and how these symbolic systems shift in a digital world.(F, SP, SU) Hull
EDUC 160. Foundations for Teaching Social Studies (2) Three hours of lecture for five weeks. Prerequisites: Admission to a teaching credential program. Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools. Perlstein
EDUC 161. Digital Learning Environments. (3) Three hours of lecture per week. Digital Learning Environments are taking residence in the educational experience of many, from replacing components of traditional classroom instruction to providing open platforms for lifelong learning. In this class we will study the various forms and functions of a sampling of digital learning environments ranging from subject specific Intelligent Tutoring Systems in K-12 to domain neutral systems for post-secondary online learning. (F) Pardos
EDUC 163. Comtemporary Issues in U.S. Education (3) Three hours of lecture. This course surveys the major events, as well as broader social, political, and economic forces, that have coalesced to shape U.S. public schools today and the contemporary reforms that policy makers have designed to improve them. We accomplish this by exploring the scholarship on the roots of educational inequality, the history of school reform, and the most prominent reforms that are present in American schools today. We engage with primary research, historical artifacts, advocacy documents, and guest speakers who represent a range of ideological and political perspectives. (S)Trujillo
EDUC 188. Latinas/os and Education: Critical Issues and Perspectives. (3) Three hours of lecture per week. The course engages a selection of themes examining the academic achievement of Latinas/os in K-12 and in higher education. The course aims to foster an awareness of the complex issues influencing the education of Latinas/os and of ways to work towards supporting and advancing the educational experiences of Latinas/os in schools and society. (F) Baquedano
EDUC 190AC. Critical Studies in Education. (4) Four hours of lecture and discussion per week. This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. All students must engage in a community project. Course satisfies the American Cultures Requirement.(F,SP) Hull