What to expect as an Instructor
Our GT 1000 and GT 2000 instructors come from faculty, staff, and administrators all over the Georgia Tech campus who are passionate about supporting students. The majority are volunteers who are recruited to teach during summer, fall, and/or spring semesters. Most instructors serve in fall term, when the number of GT 1000 and GT 2000 sections is the greatest.
Instructors can expect to spend approximately 3-4 hours per week for their seminar teaching commitment (1 hour class contact, 1 drop-in/office hour, 30 min. weekly preparation meeting with TL, class preparation and grading).
Instructional responsibilities include:
- Attending every class period or working with UTS leadership to find a suitable substitute in advance if an absence is necessary
- Facilitating relevant class discussion and activities in conjunction with their Team Leader(s)
- Grading all class assignments in a timely manner (e.g. 1-2 weeks)
- Following all Institute, OUE, and UTS policies and procedures
- Completing Verification of Participation, midterm progress, and final grading submission by stated deadlines
- Reading program emails for reminders and updates
- Attending or watching recordings of instructor check-in meetings
- Serving the entire semester (excluding finals week).
Instructors will also have the opportunity to participate in additional professional development opportunities and mutual mentoring support as desired. They also are eligible for consideration of program awards based on their excellence in teaching and mentoring students in the seminars.
Benefits
Teaching this course is an incredibly rewarding experience and can enlighten instructors on the pulse and culture of Georgia Tech and its students. Other benefits include:
- Opportunity to form close bonds with incoming and experienced Tech students
- Unique instructional experience
- Chance to help incoming Tech community
- Collaboration with faculty and staff from all facets of campus
- Flexible class format
- Opportunity to learn more about Georgia Tech and its students
Qualifications
Faculty, administrators, and professional staff from across campus are welcome to apply to teach GT 1000/2000. Unless theyare already serving in a teaching capacity on campus, all new instructors must complete a credentialing process that includes submission of an official transcript to the UTS program director, as well as complete of a current FERPA acknowledgement form. Team Leaders may not serve as co-instructors.
The minimum qualifications for instructors are:
- Master's degree or higher (candidates with a Bachelor's are eligible to teach alongside a co-instructor with a Master's)
- Permission from supervisor, director, or department head/chair
- Currently employed at Georgia Tech for at least one year and in good standing
- Enthusiasm for teaching college students, especially first-year students
- Attend the early June instructor training conference (1 full day)
- New Instructors only: Complete New Instructor Orientation & Onboarding
- Attend the GT 1000/GT 2000 Instructor Workshop (half day)
Application Process
All instructors, both new and returning, are required to apply to teach GT 1000 and/or GT 2000 each year. The process to apply is:
- Complete the GT 1000/GT 2000 Instructor Application in early spring for the upcoming academic year
- Applications open February and close in March
- Instructors will be notified of their selection by April and expected to attend the Summer Instructor Conference.
- Meet with the GT 1000/GT 2000 program director for a brief interview (new instructors only)
- Complete GT 1000/GT 2000 New Instructor Orientation & Onboarding (virtual via Canvas; 1 hour commitment; new instructors only)
Team Leaders (TLs) - Peer Facilitator
Instructors will recruit or be paired with their section’s Team Leader prior to semester start. All Team Leader candidates must complete a separate application and training process to be matched and assigned. Team Leaders are not TAs; they are volunteers and are not paid or trained as TAs. Workload should be considered accordingly, and TLs should not grade student work, although they are encouraged to offer guidance and comments. We ask that instructors view the TL relationship as a mentoring partnership—both instructor to TL and instructional team to students in the class. Weekly meetings with the TL for planning and coordination are strongly recommended to foster a seamless team dynamic in the classroom.
No other individuals (faculty, staff, students) should regularly attend class or have access to student information per FERPA guidelines. Guest speakers or observers are welcome as relevant on a limited basis (~25% or fewer of class meetings). This practice will help build class community and prioritize active learning experiences in the classroom.