GRAD STU INSTR - ALA 122 - Fall 2025

About the position

The Program on Intergroup Relations (IGR) is a social justice education program that blends theory and experiential learning to facilitate students' learning about social group identity, social inequality, and intergroup relations. The program prepares students to live and work in a diverse world and educates them in making choices that advance equity, justice, and peace. Founded in 1988, IGR was the first program of its kind and is a partnership between Student Life and the College of Literature, Science, and the Arts. The Program on Intergroup Relations is seeking a graduate student instructor for ALA 122: Intergroup Dialogues. In this course, undergraduate students participate in semi-structured face-to-face meetings across different social identity groups led by peer facilitators. The graduate student instructor for ALA 122 must be available to attend ALA 321: Practicum in Intergroup Dialogue Facilitation classes, which focus on helping students develop and improve their skills as intergroup dialogue facilitators and peer social justice educators. This will be done in the context of the belief that facilitation skills can be used throughout life to create positive social change.

Responsibilities

• Be part of a dynamic teaching team of instructors and practitioners who meet weekly to plan and implement the course strategy.
• Act as equal partners in the grading, teaching, and evaluation of students in the courses.
• Attend ALA 321: Practicum in Intergroup Dialogue Facilitation classes.

Requirements

• Enrolled as a graduate student for Fall 2025 and in good standing at the University of Michigan.
• Ability to effectively teach and evaluate undergraduate students.
• Must have an understanding of intergroup dialogue, facilitation, and social justice pedagogy.
• LSA graduate students are preferred.

Nice-to-haves

• Experience with co-teaching or co-facilitation.
• Experience teaching or working with student populations.
• Experience utilizing interactive, experiential teaching strategies.
• Ability to utilize inquiry to facilitate conversation across difference.
• Strong interpersonal and communication skills.
• Familiarity with social justice and/or liberatory education.
• Previous mentoring or coaching experience.