experience of work immersion essay

Home » Colleges & Universities » Work Immersion for SHS Students: Sharing my story!

Work Immersion for SHS Students: Sharing my story!

Whether you like it or not, you will need to survive that SHS work immersion. For every student, it can be considered as the much-awaited activity before graduation.

It could be exciting YET frustrating at the same time. At least in my experience, that’s what happened. I’d like to share with you what exactly happened during this phase.

If you want to set your expectations, you’re on the right page!

What is work immersion?

Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish.

You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt to  the new environment. In short, it will let you experience what a real job feels like.

Furthermore, this is a very crucial requirement for every graduating student of senior high. So, you are expected to experience a tiring and fun chapter of your life.

Explore Articles: Colleges and Universities

How did I start my work immersion?

I must admit that the first step, or finding a vacant position, could be the hardest stage of work immersion.

During the 1st week of March, I spent looking for companies that would accept SHS students. It was a mess! We didn’t know where to start, and HOW we would do it. Our professor came to the rescue and provided us options for the work immersion.

Our school offered us to handle everything for us. From documentation to hiring to finding the right company, they would do it. The second was to teach us independence by coordinating with everything. I wanted to challenge myself so I chose the latter.

So, I did team up with my other classmates who also chose the same option and started applying nonstop. It was very exhausting. We attended several interviews with the hopes of getting tired. Exhausted, hungry, and body fatigue, you name it!

As much as we wanted to continue with our choice, we then asked help for our school to find the best OJT place.

Shared File: Job Interview Course

Which organization accepted me for my work immersion?

My beloved alma mater! 🙂

Fast forward, I was able to enter Philippine School of Social Work (PSSW) and University Community Outreach Program (UNICORP) . The same group handled both departments so we served for the two organizations.

If you’re curious on what I did, here were the tasks:

• Date encoding. Lots of them!
• Sorting files. Get your organization skills keep going.
• Arranging exclusive books.
• Other admin tasks!

Yep! Obviously, your boss will not give your tasks involving technical work. You won’t need to solve problems or attend serious meetings.

Forget about big projects because you need to learn the foundation of working. During your work immersion, your tasks will start from what new hires do.

Here’s what I missed the most during this unforgettable experience…

The big bosses! 

I missed how they took care of us with love and care. During breaktime, they treated us with food. I didn’t feel like someone who just got hired for a short time.

They even advised us and shared a little secret about social work. Don’t you know social work profession really pays well? This is most applicable even when you work abroad. However, I’m not going to tell you how much their salary is.

If you’re a future social worker, you have to discover it yourself!

Unfortunately, the pandemic cut short our experience. It was supposed to be for the whole month, but lockdown happened. You see, I still feel VERY lucky to have experienced it.

I wonder how they do work immersion right now that work from home is prevalent. But, for sure, you will learn so much!

Watch these related videos on YouTube!

10 Tips for Work Immersion! (SHS)

Work Immersion

Melanie Alberto

I love writing articles as well as doing photography. As an aspiring journalist, I have a strong passion for these activities!

Popular Posts

Explore Articles

Trending Courses

Join our growing community for FREE!

Only fill in if you are not human

My Expectations In Work Immersion Essay For Students

Work immersion is an essential part of the learning experience, providing students with a unique opportunity to apply theoretical knowledge in a real-world context. As I prepare for my upcoming work immersion, I am filled with anticipation and expectations. This essay outlines my personal expectations, which include gaining practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities.

Table of Contents

Essay On My Expectations In Work Immersion

Acquiring practical skills.

One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that allow me to practice and improve the skills I have learned in class. This could range from technical abilities specific to my field of study, to more general skills such as time management or problem-solving.

(adsbygoogle = window.adsbygoogle || []).push({}); Understanding Workplace Dynamics

Workplaces have their own unique cultures and dynamics that can greatly differ from the academic environment. During my immersion, I expect to gain a deeper understanding of these dynamics. This includes learning about hierarchies, communication protocols, decision-making processes, and teamwork. By observing and participating in these dynamics, I hope to become better prepared to navigate future professional environments.

Enhancing Interpersonal Skills

Interacting with colleagues, superiors, and clients requires a different set of interpersonal skills than interacting with classmates and teachers. I anticipate that my work immersion will give me the chance to develop these skills. Through collaboration and networking, I aim to improve my communication, negotiation, and conflict resolution abilities. These skills are invaluable in any professional setting, regardless of the specific industry or job role.

Preparing for Future Career Opportunities

Finally, I view my work immersion as an opportunity to prepare for future career opportunities. This involves not only honing my practical and interpersonal skills, but also building professional relationships and gaining industry insights. I expect to meet professionals who can provide guidance, offer career advice, and potentially open doors to future job opportunities. Moreover, by observing the industry first-hand, I can better understand its trends and challenges, which will be beneficial when making my career decisions.

In conclusion, my expectations for my work immersion are centered around learning and growth. I anticipate acquiring practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities. While I recognize that challenges may arise, I am confident that this experience will equip me with valuable tools and insights as I embark on my career journey. Ultimately, I view this work immersion not merely as a requirement to fulfill, but as a stepping stone towards my professional development and success.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

Related Posts:

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Work Immersion Journals: Ten Days with My Dream Job

Story By Maridel Hubahib

Photos By ABM Grade 12 Students

One of the best parts of my senior high school days was the Work Immersion Program. Why not? Work immersion gave me the opportunity to experience my dream job for 10 days and it gave me a pre-taste of what working actually feels like?

When I was a kid, I would often wonder what life would be like if I were working in a bank. That short 10 days gave me a chance to satisfy a part of my curiosity.       I experienced working in one of the country’s biggest and most trusted finance institution together with amazing people. Proudly, I can now say that the Philippine National Bank (PNB) is on my resume.

It was a cloudy day when our Day 1 started. We were a bit late when we came to the bank. Briefly, I scanned the place and saw the branch manager Mrs. Maria Osilla Molina busy reading important documents. The hesitation in our smiles was erased when she smiled back. We were after all, a combination of nerves and excitement.

After calling each of our names for attendance check, Mrs. Molina told us that she has always believed in the old maxim that first impression lasts. She counseled that if we were to apply for a job, we need to looks and dress for that job. Expensive clothes are not necessary but, at least, any applicant must look decent.

Our first day started with that simple lesson.

I actually expected that all students in the Immersion Program just had to sit down all day, chill and observe the surroundings. It turned out, however, that our manager had another plan in mind. Mrs. Molina assigned us to the Annual Confirmation of Pensioners Department.

We took charge of updating the profile of pensioners, surviving beneficiaries or spouses. We made sure that their accounts and documents get updated before the cut off. Sometimes, we would hear heartrending stories of pensioners who were not able to receive their pension because their updates didn’t make it to the cut off. Mostly, they would use the money for their medications.

Some of them, already old and grey, travelled from distant places like Canlaon City, Calatrava or even from Cebu towns for the ACOP. Part of my fulfillment from the Immersion Program was that I know I have at least assisted them.

Another aspect of my experience that I love so much was the bank staff and employees who are all friendly and approachable. They may not speak much during their work hours but they always made sure that at the end of the day they could at least have time for us and share lessons on banking and career in general.

Life lessons were included, too.

Some of the life lessons were given was about the value of action over words. They also taught us about the importance of having a positive attitude in the workplace because it is not intelligence that will give the authority to control and manage but attitude and behavior. Positive vibes always attract a good following.

Most importantly, our banking mentors taught us that putting God first and accepting His will and plan for us is the best career strategy.

We also got the chance to tour the whole bank, except of course for the restricted areas. PNB in San Carlos City may be an old building that has gone through several transformations, but it’s fully alive because of its management and staff.

The days passed with the speed of light. I realized that once our Work Immersion Program teacher told us that we were the “Lucky 6” because we were assigned at PNB. Our teacher is indeed right. But beyond lucky, we were blessed with an immersion assignment at PNB San Carlos because it is a formidable banking institution and its army of bankers is inspiring and nurturing to young aspirants like us.

• Agri-Commodities
• Asean Economic Community
• Banking & Finance
• Entrepreneur
• Executive Views
• Export Unlimited
• Harvard Management Update
• Monday Morning
• Mutual Funds
• Stock Market Outlook
• The Integrity Initiative
• Editorial cartoon
• Design&Space
• Digital Life
• 360° Review
• Biodiversity
• Environment
• Envoys & Expats
• Health & Fitness
• Mission: PHL
• Perspective
• Today in History
• Tony&Nick
• When I Was 25
• Wine & Dine
• Live & In Quarantine
• Bulletin Board
• Public Service
• The Broader Look

Today’s front page, Monday, April 15, 2024

Student’s work immersion: A journey through S&T

• BusinessMirror
• March 11, 2018
• 4 minute read

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.”  Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal.  Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

Related Topics

Higher coconut productivity through 2 genomics projects set, experts conclude: fukushima must do more to reduce radioactive water.

• The Associated Press

Biodegradable straws can prevent new coral from becoming expensive fish food

• April 14, 2024

‘Making the invisible visible,’ preventing birds from colliding into windows

Dost chief: ip key in tackling phl’s pressing concerns.

• Allan Mauro V. Marfal and Karen Vivien Conducto | S&T Media Services

Balik Scientist sets multidisciplinary approach in tamaraw conservation

• Rudolph John M. Cabangbang, Michelle P. Caparas, and Jesselle S. Laranas | S&T Media Services

• Photo Gallery

Total solar eclipse sweeps across North America

• April 9, 2024

Filmmakers wanted: Indie-Siyensya’s 8th season explores science in Filipino culture

• April 7, 2024

Central Mindanao University developing anti-inflammatory ointment from ferns

Taiwan is exposed to earthquakes but well prepared to withstand them

Tumampos: ‘I hope more PHL women will be recognized’

Global push for renewable energy faces big hurdles

• March 31, 2024

April’s total solar eclipse promises to be the best yet for experiments

• Marcia Dunn, | AP Aerospace Writer

Creation of liver research center pushed

• Reine Juvierre S. Alberto

Eco-friendly ‘Silyang Pinoy’ soon at DOST Day-care Center

• Apple Jean C. Martin-de Leon and Precious Lynne Payuan | S&T Media Services
• March 24, 2024

2 PHL space tests performed by JAXA astronaut on ISS

Dost inks ms, phd scholarship pacts with 2 canadian universities.

Security, climate change drive a return to nuke power; 30 nations sign pact

DOST provides measures for bug-free furniture

• S&T Media Service
• March 17, 2024

3 new tilapia strains make aquaculture possible in brackish, estuarine waters

‘AI can provide more jobs if govt, biz set goals to augment human productivity’

PHL researchers, PCHRD strengthen network for collaboration in infectious disease research

• March 10, 2024

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Input your search keywords and press Enter.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

WORK IMMERSION FOR SENIOR HIGH SCHOOL STUDENT RIZAL COLLEGE OF TAAL

Related Papers

MARY ANN ANTENOR

Princess Ramos

Assignment.

Coiren Bagui

Regina Lozano

judy ann ladaran

This talks about the culture, society and language of the Batangueno.

Dhave Sotto

Junrex Recones

Alona Cabrera

This study primarily aimed at assessing the OJT Program of La Consolacion College Tanauan, the objective of which is to develop an OJT Manual for its students and Practicum Coordinators. It involved 44 students under the School of Business and Accountancy, School of International Hotel and Restaurant Management and Tourism Management, School of Education, and School of Information Technology who were enrolled in their practicum course for school year 2011-2012 at La Consolacion College Tanauan. The descriptive method of research was utilized as the research design while the data gathering instruments were the survey questionnaire, unstructured interviews and focus group discussion. Statistical tools used were frequency, percentage and weighted mean. Significant findings revealed that the OJT Program of La Consolacion College Tanauan is well described and meets CHED minimum standards in terms of qualifications of students, industry linkages, number of hours, monitoring and evaluation and OJT requirements. Majority of the respondents are BSHRM and BSBA students. Most of them are with the service industry, in Housekeeping and General Administration Department, doing clerical works. The host establishments assessed the performance of the practicumers in terms of competencies, skills, attitude, and personality development as excellent. In line with this, the practicumers did not encounter any problem in their OJT in terms of training, work environment and school support. On the other hand, Practicum Coordinators encountered minimal problems concerning the training of practicumers. There are no significant differences on the performance of practicumers when grouped according to their profile variables because the practicumers were assessed as excellent in all variables. As such, an OJT Training Manual for the practicumers and the Practicum Coordinators is proposed.

Gheann Mae Hernandez

The origin of the name Taal is not actually positively known. An anecdote talks of a native Taaleño, who asked what the town was called, thought the question has reference to what he was hiding and he replied, ta-ad which is the Batangueños word for sugarcane points. From ta-ad, according to same storytellers, came TAAL. Places in the Philippines usually get their names from the plants or trees that grow in profusion near or around it. Tal-an trees have always been identified with Taal settlers and livelihood of the people. This makes the appellation tal-an (where the tal an trees grew) much more relevant than taad. Perhaps it was Datu Puti who coined the name shortly following their landing amidst the Ta-an trees at the mouth of the Pansipit River but time and the people have a way of corrupting words, hence Tal-an became Taal.

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Immersion Experience Reflective Essay

Students in the dual degree program are required to write an essay of approximately 20 double-spaced pages.

The primary purpose of the immersion experience requirement for the International Studies degree is to facilitate the student’s proficiency in a second language and his or her understanding of another culture. In this essay, students reflect on their experience, with specific discussion related to whether or not the language skills and cultural awareness changed over the duration of the immersion. Students should provide evidence to support any growth that occurred.

The rubric by which the reflective essay will be assessed has been developed by the Association of American Colleges and Universities and was approved by the advisory board for Lafayette’s Dual Degree Program. The essay will be read and assessed by the chair of the Dual Degree Program. The essay is approved if it earns a score of three or better in five of the six categories. Should the essay not meet these requirements, the student will be required to revise it using feedback provided by the chair. See rubric for details.

About Stanford GSB

• The Leadership
• Dean’s Updates
• School News & History
• Commencement
• Business, Government & Society
• Centers & Institutes
• Center for Entrepreneurial Studies
• Center for Social Innovation
• Stanford Seed

About the Experience

• Learning at Stanford GSB
• Experiential Learning
• Guest Speakers
• Entrepreneurship
• Social Innovation
• Communication
• Life at Stanford GSB
• Collaborative Environment
• Activities & Organizations
• Student Services
• Housing Options
• International Students

Full-Time Degree Programs

• Why Stanford MBA
• Academic Experience
• Financial Aid
• Why Stanford MSx
• Research Fellows Program
• See All Programs

Non-Degree & Certificate Programs

• Executive Education
• Stanford Executive Program
• Programs for Organizations
• The Difference
• Online Programs
• Stanford LEAD
• Seed Transformation Program
• Aspire Program
• Seed Spark Program
• Faculty Profiles
• Academic Areas
• Awards & Honors
• Conferences

Faculty Research

• Publications
• Working Papers
• Case Studies

Research Hub

• Research Labs & Initiatives
• Business Library
• Data, Analytics & Research Computing
• Behavioral Lab

Research Labs

• Cities, Housing & Society Lab
• Golub Capital Social Impact Lab

Research Initiatives

• Corporate Governance Research Initiative
• Corporations and Society Initiative
• Policy and Innovation Initiative
• Rapid Decarbonization Initiative
• Stanford Latino Entrepreneurship Initiative
• Value Chain Innovation Initiative
• Venture Capital Initiative
• Career & Success
• Climate & Sustainability
• Corporate Governance
• Culture & Society
• Finance & Investing
• Government & Politics
• Leadership & Management
• Markets & Trade
• Operations & Logistics
• Opportunity & Access
• Organizational Behavior
• Political Economy
• Social Impact
• Technology & AI
• Opinion & Analysis
• Email Newsletter

Welcome, Alumni

• Communities
• Digital Communities & Tools
• Regional Chapters
• Women’s Programs
• Identity Chapters
• Find Your Reunion
• Career Resources
• Job Search Resources
• Career & Life Transitions
• Programs & Services
• Career Video Library
• Alumni Education
• Research Resources
• Volunteering
• Alumni News
• Class Notes
• Alumni Voices
• Contact Alumni Relations
• Upcoming Events

Admission Events & Information Sessions

• MBA Program
• MSx Program
• PhD Program
• Alumni Events
• All Other Events
• In the Media
• For Journalists

Erin Nixon Joins Stanford GSB as Assistant Dean of Admissions

Nixon brings “rare combination of talents” and broad international experience.

April 15, 2024

Erin Nixon | Maria Åstrand

Erin Nixon, an executive and entrepreneur with strong experience in strategic management and operations, has been named assistant dean of admissions and financial aid at Stanford Graduate School of Business.

Quote I’ve experienced firsthand how [Stanford GSB] transforms the trajectory of its students. Attribution Erin Nixon

Nixon, who earned both her undergraduate and MBA degrees at Stanford, returns to Stanford GSB for a role that she says “at its heart, is about identifying and connecting with smart, highly motivated people who want to make a difference in the world. It is about bringing them together to create a strong, robust community, representing a wide variety of lived experiences, ambitions, and perspectives, united by common values.”

Over her 20-year career, Nixon has built and managed teams across multiple industries and international locations. After five years at Boston Consulting Group, she joined LinkedIn, where she was responsible for growing the global talent brand business, overseeing a team based in 18 countries around the world.

She then pivoted into the world of wine, opening an acclaimed wine bar and restaurant in Barcelona, Spain. In Barcelona, she has also worked as a strategy and operations leader and advisor for a few startups and small businesses, including a tech-enabled mental health provider and a digital marketing and brand agency for wine and spirits.

“We did a comprehensive, international search for someone who could do great work in a role that requires numerous skills — representing the GSB, managing a large professional team, and assessing talent and potential,” says Stanford GSB Senior Associate Dean for Academic Affairs Paul Oyer. “Erin has that rare combination of talents that will enable her to excel in all the aspects of this position. She is a great addition to the GSB’s leadership team.”

“I’m delighted to step into this role because I feel deeply aligned with the mission and goals of Stanford GSB,” Nixon says. “I’ve experienced firsthand how it transforms the trajectory of its students, unlocking leadership potential to drive meaningful impact in the world. Stanford is an incredibly inspiring place, and it’s a dream to be able to return to the Farm and serve the GSB community in this way.”

Nixon begins her new duties on July 1.

For media inquiries, visit the Newsroom .

Explore More

Nia rose froome, mba ’23: making local, fresh food available for all.

New Research Fund Promotes Responsible Leadership for the Next Century

Stanford Alum, Business School Dean Jonathan Levin Named Stanford President

• Priorities for the GSB's Future
• See the Current DEI Report
• Supporting Data
• Research & Insights
• Share Your Thoughts
• Search Fund Primer
• Teaching & Curriculum
• Affiliated Faculty
• Faculty Advisors
• Louis W. Foster Resource Center
• Defining Social Innovation
• Impact Compass
• Global Health Innovation Insights
• Faculty Affiliates
• Student Awards & Certificates
• Changemakers
• Dean Jonathan Levin
• Dean Garth Saloner
• Dean Robert Joss
• Dean Michael Spence
• Dean Robert Jaedicke
• Dean Rene McPherson
• Dean Arjay Miller
• Dean Ernest Arbuckle
• Dean Jacob Hugh Jackson
• Dean Willard Hotchkiss
• Faculty in Memoriam
• Stanford GSB Firsts
• Certificate & Award Recipients
• Teaching Approach
• Analysis and Measurement of Impact
• The Corporate Entrepreneur: Startup in a Grown-Up Enterprise
• Data-Driven Impact
• Designing Experiments for Impact
• Digital Business Transformation
• The Founder’s Right Hand
• Marketing for Measurable Change
• Product Management
• Public Policy Lab: Financial Challenges Facing US Cities
• Public Policy Lab: Homelessness in California
• Lab Features
• Curricular Integration
• View From The Top
• Formation of New Ventures
• Managing Growing Enterprises
• Startup Garage
• Explore Beyond the Classroom
• Stanford Venture Studio
• Summer Program
• Workshops & Events
• The Five Lenses of Entrepreneurship
• Leadership Labs
• Executive Challenge
• Arbuckle Leadership Fellows Program
• Selection Process
• Training Schedule
• Time Commitment
• Learning Expectations
• Post-Training Opportunities
• Who Should Apply
• Introductory T-Groups
• Leadership for Society Program
• Certificate
• 2023 Awardees
• 2022 Awardees
• 2021 Awardees
• 2020 Awardees
• 2019 Awardees
• 2018 Awardees
• Social Management Immersion Fund
• Stanford Impact Founder Fellowships and Prizes
• Stanford Impact Leader Prizes
• Social Entrepreneurship
• Stanford GSB Impact Fund
• Economic Development
• Energy & Environment
• Stanford GSB Residences
• Environmental Leadership
• Stanford GSB Artwork
• A Closer Look
• California & the Bay Area
• Voices of Stanford GSB
• Business & Beneficial Technology
• Business & Sustainability
• Business & Free Markets
• Business, Government, and Society Forum
• Get Involved
• Second Year
• Global Experiences
• JD/MBA Joint Degree
• MA Education/MBA Joint Degree
• MD/MBA Dual Degree
• MPP/MBA Joint Degree
• MS Computer Science/MBA Joint Degree
• MS Electrical Engineering/MBA Joint Degree
• MS Environment and Resources (E-IPER)/MBA Joint Degree
• Academic Calendar
• Clubs & Activities
• LGBTQ+ Students
• Military Veterans
• Minorities & People of Color
• Partners & Families
• Students with Disabilities
• Student Support
• Residential Life
• Student Voices
• MBA Alumni Voices
• A Week in the Life
• Career Support
• Employment Outcomes
• Cost of Attendance
• Knight-Hennessy Scholars Program
• Yellow Ribbon Program
• BOLD Fellows Fund
• Application Process
• Loan Forgiveness
• Contact the Financial Aid Office
• Evaluation Criteria
• GMAT & GRE
• English Language Proficiency
• Personal Information, Activities & Awards
• Professional Experience
• Letters of Recommendation
• Optional Short Answer Questions
• Application Fee
• Reapplication
• Deferred Enrollment
• Joint & Dual Degrees
• Entering Class Profile
• Event Schedule
• Ambassadors
• New & Noteworthy
• Ask a Question
• See Why Stanford MSx
• Is MSx Right for You?
• MSx Stories
• Leadership Development
• Career Advancement
• Career Change
• How You Will Learn
• Admission Events
• Personal Information
• Information for Recommenders
• GMAT, GRE & EA
• English Proficiency Tests
• After You’re Admitted
• Daycare, Schools & Camps
• U.S. Citizens and Permanent Residents
• Requirements
• Requirements: Behavioral
• Requirements: Quantitative
• Requirements: Macro
• Requirements: Micro
• Annual Evaluations
• Field Examination
• Research Activities
• Research Papers
• Dissertation
• Oral Examination
• Current Students
• Education & CV
• International Applicants
• Statement of Purpose
• Reapplicants
• Application Fee Waiver
• Deadline & Decisions
• Job Market Candidates
• Academic Placements
• Stay in Touch
• Faculty Mentors
• Current Fellows
• Standard Track
• Fellowship & Benefits
• Group Enrollment
• Program Formats
• Developing a Program
• Diversity & Inclusion
• Strategic Transformation
• Program Experience
• Contact Client Services
• Campus Experience
• Live Online Experience
• Silicon Valley & Bay Area
• Digital Credentials
• Faculty Spotlights
• Participant Spotlights
• Eligibility
• International Participants
• Stanford Ignite
• Frequently Asked Questions
• Operations, Information & Technology
• Classical Liberalism
• The Eddie Lunch
• Accounting Summer Camp
• Videos, Code & Data
• California Econometrics Conference
• California Quantitative Marketing PhD Conference
• California School Conference
• China India Insights Conference
• Homo economicus, Evolving
• Political Economics (2023–24)
• Scaling Geologic Storage of CO2 (2023–24)
• A Resilient Pacific: Building Connections, Envisioning Solutions
• Adaptation and Innovation
• Changing Climate
• Civil Society
• Climate Impact Summit
• Climate Science
• Corporate Carbon Disclosures
• Earth’s Seafloor
• Environmental Justice
• Operations and Information Technology
• Organizations
• Sustainability Reporting and Control
• Taking the Pulse of the Planet
• Urban Infrastructure
• Watershed Restoration
• Junior Faculty Workshop on Financial Regulation and Banking
• Ken Singleton Celebration
• Marketing Camp
• Quantitative Marketing PhD Alumni Conference
• Presentations
• Theory and Inference in Accounting Research
• Stanford Closer Look Series
• Quick Guides
• Core Concepts
• Journal Articles
• Glossary of Terms
• Faculty & Staff
• Researchers & Students
• Research Approach
• Charitable Giving
• Financial Health
• Government Services
• Workers & Careers
• Short Course
• Adaptive & Iterative Experimentation
• Incentive Design
• Social Sciences & Behavioral Nudges
• Bandit Experiment Application
• Conferences & Events
• Reading Materials
• Energy Entrepreneurship
• Faculty & Affiliates
• SOLE Report
• Responsible Supply Chains
• Current Study Usage
• Pre-Registration Information
• Participate in a Study
• Founding Donors
• Location Information
• Participant Profile
• Network Membership
• Program Impact
• Collaborators
• Entrepreneur Profiles
• Company Spotlights
• Seed Transformation Network
• Responsibilities
• Current Coaches
• How to Apply
• Meet the Consultants
• Meet the Interns
• Intern Profiles
• Collaborate
• Research Library
• News & Insights
• Program Contacts
• Databases & Datasets
• Research Guides
• Consultations
• Research Workshops
• Career Research
• Research Data Services
• Course Reserves
• Course Research Guides
• Material Loan Periods
• Fines & Other Charges
• Document Delivery
• Interlibrary Loan
• Equipment Checkout
• Print & Scan
• MBA & MSx Students
• PhD Students
• Other Stanford Students
• Faculty Assistants
• Research Assistants
• Stanford GSB Alumni
• Telling Our Story
• Staff Directory
• Site Registration
• Alumni Directory
• Alumni Email
• Privacy Settings & My Profile
• Success Stories
• The Story of Circles
• Support Women’s Circles
• Stanford Women on Boards Initiative
• Alumnae Spotlights
• Insights & Research
• Industry & Professional
• Entrepreneurial Commitment Group
• Recent Alumni
• Half-Century Club
• Fall Reunions
• Spring Reunions
• MBA 25th Reunion
• Half-Century Club Reunion
• Faculty Lectures
• Ernest C. Arbuckle Award
• Alison Elliott Exceptional Achievement Award
• ENCORE Award
• Excellence in Leadership Award
• John W. Gardner Volunteer Leadership Award
• Robert K. Jaedicke Faculty Award
• Jack McDonald Military Service Appreciation Award
• Jerry I. Porras Latino Leadership Award
• Tapestry Award
• Student & Alumni Events
• Executive Recruiters
• Interviewing
• Land the Perfect Job with LinkedIn
• Negotiating
• Elevator Pitch
• Email Best Practices
• Resumes & Cover Letters
• Self-Assessment
• Whitney Birdwell Ball
• Margaret Brooks
• Bryn Panee Burkhart
• Margaret Chan
• Ricki Frankel
• Peter Gandolfo
• Cindy W. Greig
• Natalie Guillen
• Carly Janson
• Sloan Klein
• Sherri Appel Lassila
• Stuart Meyer
• Tanisha Parrish
• Virginia Roberson
• Philippe Taieb
• Michael Takagawa
• Terra Winston
• Johanna Wise
• Debbie Wolter
• Rebecca Zucker
• Complimentary Coaching
• Changing Careers
• Work-Life Integration
• Career Breaks
• Flexible Work
• Encore Careers
• D&B Hoovers
• Data Axle (ReferenceUSA)
• EBSCO Business Source
• Global Newsstream
• Market Share Reporter
• ProQuest One Business
• Student Clubs
• Entrepreneurial Students
• Stanford GSB Trust
• Alumni Community
• How to Volunteer
• Springboard Sessions
• Consulting Projects
• 2020 – 2029
• 2010 – 2019
• 2000 – 2009
• 1990 – 1999
• 1980 – 1989
• 1970 – 1979
• 1960 – 1969
• 1950 – 1959
• 1940 – 1949
• Service Areas
• ACT History
• ACT Awards Celebration
• ACT Governance Structure
• Building Leadership for ACT
• Individual Leadership Positions
• Leadership Role Overview
• Purpose of the ACT Management Board
• Contact ACT
• Business & Nonprofit Communities
• Reunion Volunteers
• Ways to Give
• Fiscal Year Report
• Business School Fund Leadership Council
• Planned Giving Options
• Planned Giving Benefits
• Planned Gifts and Reunions
• Legacy Partners
• Giving News & Stories
• Giving Deadlines
• Development Staff
• Submit Class Notes
• Class Secretaries
• Board of Directors
• Health Care
• Sustainability
• Class Takeaways
• All Else Equal: Making Better Decisions
• If/Then: Business, Leadership, Society
• Grit & Growth
• Think Fast, Talk Smart
• Spring 2022
• Spring 2021
• Autumn 2020
• Summer 2020
• Winter 2020
• DCI Fellows
• Other Auditors
• Academic Calendar & Deadlines
• Course Materials
• Entrepreneurial Resources
• Campus Drive Grove
• Campus Drive Lawn
• CEMEX Auditorium
• King Community Court
• Seawell Family Boardroom
• Stanford GSB Bowl
• Stanford Investors Common
• Town Square
• Vidalakis Courtyard
• Vidalakis Dining Hall
• Catering Services
• Policies & Guidelines
• Reservations
• Contact Faculty Recruiting
• Lecturer Positions
• Postdoctoral Positions
• Accommodations
• CMC-Managed Interviews
• Recruiter-Managed Interviews
• Virtual Interviews
• Campus & Virtual
• Search for Candidates
• Think Globally
• Recruiting Calendar
• Recruiting Policies
• Full-Time Employment
• Summer Employment
• Entrepreneurial Summer Program
• Global Management Immersion Experience
• Social-Purpose Summer Internships
• Process Overview
• Project Types
• Client Eligibility Criteria
• Client Screening
• ACT Leadership
• Social Innovation & Nonprofit Management Resources
• Develop Your Organization’s Talent
• Centers & Initiatives
• Student Fellowships

GSI EARTH 222 Spring 2024

How to apply.

Brief statement of interest (short essay) describing your relevant experience, including any relevant courses you've taken, and CV.

Course Description

EARTH 222 - Introductory Oceanography explores the Earth's oceans in terms of geological, chemical, physical, and biological oceanography, with emphasis on understanding the oceans as an integrated system. We study the processes that form ocean basins, the forces that govern ocean circulation, the physical and chemical properties that influence the distribution of life, and the adaptation of organisms to their aquatic environment. We will also discuss the ocean's role in mitigating global change and the consequences for oceanic ecosystems and human society.

Class will be online and asynchronous.

Responsibilities*

This is a 0.25 grader position. Duties will include grading, assisting in general course preparation and administrative tasks, and holding office hours.

Required Qualifications*

Previous teaching experience and coursework will be taken into consideration when hiring, and preference given to students who have previously taken or served as a GSI for EARTH 222.

Desired Qualifications*

 LSA student enrolled in a graduate program.

Contact Information

 Contact Nathan Sadowsky at [email protected] with questions. Applications are due by 04/22/2024 and offers will be extended by 05/03/2024.

Decision Making Process

All positions are assigned by Associate Chair for Graduate Studies Jeroen Ritsema. The instructor of record for the course may be consulted in the process.

Selection Process

 We hope to extend an offer by 05/03/2024 or earlier. You may request the status of your application by contacting Nathan Sadowsky at [email protected] .

GEO Contract Information

The University will not discriminate against any applicant for employment because of race, creed, color, religion, national origin, ancestry, genetic information, marital status, familial status, parental status or pregnancy status, sex, gender identity or expression (whether actual or perceived), sexual orientation, age, height, weight, disability, citizenship status, veteran status, HIV antibody status, political belief, membership in any social or political organization, participation in a grievance or complaint whether formal or informal, medical conditions including those related to pregnancy, childbirth and breastfeeding, arrest record, or any other factor where the item in question will not interfere with job performance and where the employee is otherwise qualified. 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 the Americans with Disabilities Act.

Information for the Office for Institutional Equity may be found at https://oie.umich.edu/ and for the University Ombuds at https://ombuds.umich.edu/

Unsuccessful applications will be retained for consideration in the event that there are last minute openings for available positions. In the event that an employee does not receive their preferred assignment, they can request a written explanation or an in-person interview with the hiring agents(s) to be scheduled at a mutually agreed upon time.

This position, as posted, is subject to a collective bargaining agreement between the Regents of the University of Michigan and the Graduate Employees' Organization, American Federation of Teachers, AFL-CIO 3550.

Standard Practice Guide 601.38, Required Disclosure of Felony Charges and/or Felony Convictions applies to all Graduate Student Assistants (GSAs). SPG 601.38 may be accessed online at https://spg.umich.edu/policy/601.38 , and its relation to your employment can be found in MOU 10 of your employment contract.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.