GRAD STU INSTR

Graduate Student Instructor (GSI) for PUBHLTH 323

This course meets the Upper-Level Writing Requirement for undergraduate scholars at U-M. As such, this course engages students in multiple writing assignments through which students will build toward a well-reasoned and substantive policy proposal. The course GSI will play a pivotal role in supporting the student writing process, including the assessment of student writing quality in line with each assignment's rubric and provision of qualitative, constructive feedback at regular intervals throughout the semester.

The GSI will work in partnership with the course instructor to help facilitate a dynamic course experience in which students receive timely feedback, in writing and verbally, to advance their proposal and improve their writing and communication skills globally. The GSI will be expected to hold office hours weekly, virtually or in-person, to support student success, and to meet with the instructor at least biweekly to coordinate on course grading timelines and review upcoming assignments and rubrics.

*** All first time GSIs (those who have not previously taught at the University of Michigan) will be required to attend CRLT's Teaching Orientation as a term of their employment. ***

*** First-time GSIs in ULWR courses must also enroll in the Sweetland Center for Writing's WRITING 993:
Teaching Writing in the Disciplines, a one credit seminar, for fall. ***

The GSI for this course is expected to be on campus and available to work no later than Monday, August 24, 2026, the first day of classes.

Applicant must be currently enrolled as a graduate student in good standing at the University of Michigan. Ability to effectively teach and evaluate undergraduate students.

The successful applicant will have ideally taken this course as an undergraduate and/or engaged in substantively similar coursework such that they would have some level of topical knowledge related to the course's main topic. Top candidates will also possess a clear commitment to fostering inclusivity in the classroom, including ideas for how to make the course content and activities accessible and engaging, and will have had previous GSI experience with favorable student evaluations.

Some see addressing food insecurity as a moral imperative, with food representing a fundamental and basic need. Others see it as a strategic investment; food insecurity has notable links with the health and educational outcomes of children and adolescents (with implications for population well-being, global competitiveness, and military readiness), with the health of childbearing women (with intergenerational health consequences), and with costly chronic disease outcomes among middle age and older adults (with implications for healthcare costs).

Yet others view food access as a personal responsibility and are cautious to support federal food security investment, due to limited resources and concerns about unintended consequences. Regardless of one's philosophy on this topic, it is a poignant issue of national debate with real-world consequences for the day-to-day realities across millions of households. While levels of food insecurity reached a 10-year low in 2018, the COVID-19 pandemic and related economic and food supply disruptions since then have halted and reversed that trend.

More recently, the federal administration has opted to stop monitoring food security at a national level while also elevating food-as-medicine programming and efforts to reduce the nation's burden of chronic disease. Altogether, the time is ripe for the next generation of public health leaders to understand and address this issue. Students in this course grapple with the complex etiology and consequences of food insecurity in the U.S., including the historical roots of current programming;

interrogate current approaches to addressing it at the local, state, and federal levels; and synthesize the state of the science toward policy proposals for strategic programmatic and policy refinements.

A full course description for PUBHLTH 323, including learning objectives, can be found at the hyperlink.

Please reach out to Melinda LaRocca, westrick, if you have any questions about this position.

Job openings are posted for a minimum of fourteen calendar days. The review and selection process may begin as early as the fifteenth day after posting. This opening may be removed from posting boards and filled any time after the minimum posting period has ended.

The course instructor will review all candidates and make the decision on who the final candidate will be.

The course instructor will review all applications received August 7th. Top candidates may be asked for a brief Zoom interview. All applicants will be notified of their hiring status by August 14th.

The University of Michigan agrees to abide by the protections afforded employees with disabilities as outlined in the rules and regulations which implement Section 504 of the Rehabilitation Act of 1973 and…