Graduate assistantships provide mentored professional training. Regardless of the type of assistantship, or the tasks assigned, the position should enhance a student’s professional and scholarly development, while also filling an operational need. Graduate assistantships are closely supervised and should clearly articulate goals and expectations. Assistantships support faculty teaching and scholarship, as well as departmental, divisional, and institutional initiatives and priorities. Most graduate assistantships originate in departments or divisions with graduate programs and are assigned by the department or division’s graduate program director (GPD). In support of our SEI initiatives, departments that do not have majors (e.g. Experimental & Foundation Studies, THAD, HPSS, LAS), departments that have only undergraduate majors (e.g. APPAR, FAV), and other offices on campus that wish to engage a graduate student in graduate assistantship work are encouraged to post on-campus jobs on the Artworks website.
Graduate assistantships are exempt (salaried) positions and as such, are compensated based on the role and responsibilities aligned with the position a student is hired into. The following positions map to annual required federal reporting required of graduate employment.
Teaching $20 x number of hours
Faculty of Record: $2500 for team taught courses; $3375 for single taught
Research: $22.50 x number of hours
Program-related: $22.50 x number of hours
Technical: $20 x number of hours
RESEARCH
Research Assistants conduct research under the direct supervision of a faculty member, curator, professional librarian or administrator from a part of the college with a research portfolio, who will orient the graduate student to the expected methodologies and outcomes. For research assistantships based in academic departments, the research project should ideally be aligned with the student’s thesis work or focus. Depending on the discipline and nature of the research project, duties may include:
Assisting with literature reviews or with the examination of supporting materials
Assisting with the design of a creative or scholarly project
Assisting with carrying out a research or scholarly project and with collecting,
organizing, and coding of data and other resources
Assisting with inputting data, managing resources, creating projects, and
drafting reports; and
Assisting with designated aspects of an assessment and analysis of a research
or scholarly project
Research-related assistantship requests and position descriptions ought to include (500 characters inclusive of spaces):
A clear and detailed description of duties which includes expected outcomes or deliverables at the completion of the assistantship
An estimate of the required time commitment
When posting available research positions/calls for applications include a list of required qualifications and performance expectations. Qualifications should also include a completed undergraduate degree to differentiate from hourly paid positions.
TEACHING
The primary role of a graduate Teaching Assistant (TA) is to support the delivery of course learning goals by providing instructional and logistical support to the faculty of record. Thorough preparation for all class-related activities prior to the beginning of the class is expected, including becoming conversant in all technical platforms used for content delivery and tools and platforms for execution of project assignments. Assistants are also expected to attend all class sessions, course related excursions, critiques and special lectures.
Responsibilities include:
Assisting with planning a course.
Becoming familiar with the syllabus, course goals, assignments, and relevant classroom policies and support resources (CAPS, Public Safety, etc.).
Taking any relevant training (Canvas, Zoom, etc. ) necessary to the delivery of the course content and resources.
Providing guidance to students for project ideation and support for the realization of assigned projects during class and in post-class meetings.
Providing review and tutorial sessions and workshops in support of the course learning outcomes as requested.
Modeling constructive, inclusive discussion and critique that encourages students to grow creatively and intellectually, and actively participate in and help scaffold critique and discussion.
Documenting final projects for department archives according to department specifications.
Grading: Graduate teaching assistants may be asked to support grading by monitoring submission of assignments and some limited grading, e.g. quizzes, participation in critique, and contribution of feedback on student performance to the faculty of record. In these cases, the faculty of record should provide training to familiarize the graduate assistant with the grading scale and protocols.
Report concerns related to student health and wellness to faculty of record.
Maintain utmost confidentiality in regards to student records, project content, and personal information.
Help faculty in directing students to leave physical spaces in clean and working order for the next occupants.
In studios, classrooms, and facilities, model good environmental health and safety behavior in regards to materials and tools and assist with managing health and safety protocols such as proper use of personal protective equipment, physical distancing, and proper sanitation.
When posting these positions/calls for applications when listing required qualifications and performance expectations, be sure to include the following:
Demonstrated knowledge of content, materials, and techniques taught in the course
Superior organizational skills
Superior interpersonal skills, including a commitment to equity and inclusion
Responsibility and punctuality, including responding to the instructor and students in a timely fashion.
Completed undergraduate degree
FACULTY OF RECORD
Assigned departmental course:
A department may assign graduate students to teach an undergraduate course in the department’s curriculum. While graduate students may work with an existing syllabus, as Faculty of Record they are responsible for meeting all class sessions for the entire scheduled time, assigning student grades and following all institutional and departmental guidelines for teaching the course.
Self-designed course during Wintersession (WS):
To be eligible to propose a self-designed Wintersession course, graduate students must:
Be recorded as eligible by their Graduate Program Director in the system determined by the Registrar's Office and Academic Administration
be in the second or third year of their program by the time the course is taught
have a GPA of 3.0 or higher
have completed one of the following before submitting a proposal:
syllabus writing workshop offered by department, the Teaching + Learning Lab or Graduate Studies
Collegiate Teaching: Preparation + Reflection course offered by TLAD
The application process for teaching of self-designed Wintersession courses is competitive. Eligible graduate students are set up by the Registrar’s Office to submit a course proposal in Coursedog during the spring term prior to the next Wintersession. Proposals are reviewed by the department head, dean and Wintersession Committee.
Selection is based on:
Relevant subject matter that is comprehensible to students of all levels and disciplines
Alignment with the mission of Wintersession as determined by the Wintersession Committee.
Alignment with the Curriculum Committee’s syllabus guidelines.
Responsibilities for all Faculty of Record positions include:
Teaching all class meetings of your approved course
Preparing materials and delivery platforms
Providing the final syllabus by the first day of class to students
Submitting grades by the deadlines communicated by the Registrar
Advising students about the course
Referring students to support services when necessary, including:
Maintaining confidentiality of student information.
Modeling good environmental and public health protocols; and
Promoting an inclusive classroom culture.
Graduate students may work within a graduate program, department, division, other units of the college (e.g., Museum, Nature Lab, Fleet Library, IT, etc.) under the direct supervision of a program director, faculty member, department chair, or other administrator. Such positions are expected to have an educational or professional development component.
These positions encompass a wide range of duties, including:
Assisting with documentation, program archives, assessment, accreditation and related activities
Assisting with program development
Participating in recruitment and marketing initiatives
Assisting with public relations (e.g. editorial and/or design services, department newsletters or websites, alumni events, or contact with the general public)
Curation, exhibition, logistical execution, and research in the service of a department
Planning and/or executing special events or series of events
Program-related assistantship position descriptions (maximum 500 characters inclusive of spaces):
A clear and detailed description of duties & if relevant, expected outcomes or deliverables
An estimate of the required time commitment
When posting these positions/calls for applications include:
The required qualifications and performance expectations
The position description
Completed undergraduate degree
V. TECHNICAL
Technical assistantships range from the development and support of departmental web sites to organizational support for department Technicians and departmental shops. Shop based technical assistant responsibilities include helping student shop users learn new making skills, troubleshooting technical challenges, and sharing making knowledge. Other duties include maintenance and refurbishment of shops, supervising use of equipment, ensuring proper usage and adherence to safety protocols, assisting in shop based classes, and general maintenance as needed.
Technical assistantships position descriptions should include: (maximum 500 characters inclusive of spaces):
A clear and detailed description of duties & if relevant, expected outcomes or deliverables
An estimate of the required time commitment
For advertisement of available positions/calls for applications: the position description and required qualifications and performance expectations. Qualifications should include: Completed undergraduate degree
When posting these positions/calls for applications include:
The required qualifications and performance expectations
The position description
Completed undergraduate degree
Best practices, also have the student complete:
Training on special tools
Training on safe materials and environmental health and safety policies
First aid kit location
Emergency protocols
GRADUATE ASSISTANTSHIP GENERAL EXPECTATIONS
Graduate assistantship experiences are constructed to enhance a student’s academic/studio experience at RISD in preparation for their professional trajectory post-RISD. Assistantship work should reinforce (and not compete with, impede, or hinder) a student’s academic work as much as possible: research projects, for example, should be of interest and useful in completing program requirements; teaching should enhance a student’s mastery of content and support effective pedagogical practice and reflection; technical assistantships should be an opportunity to hone a particular skill and/or create related pedagogical content.
Consistent mentorship and frequent communication between graduate assistants and their supervisors, as well as careful planning and monitoring, are all crucial to the success of the assistantship experience to ensure that it is beneficial to the student, the supervisor, and the institution.
Graduate students are expected to:
Maintain a high level of academic performance
Develop professional skills through regular meetings with supervisors and faculty mentors
Meet the specified job obligations outlined by the position description and supervisor
Complete all relevant training as needed, including familiarizing themselves with the work policies for graduate assistants within their respective areas/assignment as well as all other relevant institutional policies and procedures (environmental health & safety guidelines and allowable materials, safety protocols, etc.).
NATURE AND SCOPE OF WORK FOR ASSISTANTSHIPS
Only work that enhances or complements student learning should be routinely assigned by the supervisor. Tasks that do not add value to the graduate educational experience should not be the sole content of any assistantship. Supervisors may not ask assistants to work on personal, creative, scholarly, or research projects, or to provide personal services if unrelated to the position description.
In cases where a graduate research assistantship involves working with a faculty member on field work, data collection, technical or other types of assistance for a project that will be published or exhibited as part of the faculty member’s professional portfolio, it is expected that graduate student contributions to the finished work be properly acknowledged.
Off-Campus employment
Off-campus employment for graduate students must be posted with Career Services and will be vetted for validity, potential conflict of interest, etc. Career Services will connect international students with ISSA for legal approval of off-campus employment.
For Students: Workplace Grievances: Policies, Procedures & Resources
If a student has a complaint regarding the nature of the work involved in the graduate assistantship, including but not limited to types of tasks assigned or the time commitment and timing of assignments (work hours not meeting expectations, after-hours assignments, etc.), the student must first speak with their immediate supervisor.
If the problem is not resolved upon speaking with their direct supervisor, the student must then contact, in the following order until a resolution is reached: GPD>Department Head>Dean
Depending on the nature of the complaint, the student may need to contact RISD’s Office of Equity and Compliance or RISD’s Title IX Coordinator.
For Supervisors: Performance Issues Policies, Procedures & Resources
Setting clear expectations about the work required will help students start off on the right foot and stay on target. As the work progresses these expectations will help supervisors determine how the student is performing.
Students’ jobs may be terminated for the following reasons:
Incompetence or failure to meet the agreed upon performance expectations
Reporting late to work or not showing up for work at all
Any breach of confidentiality or act of dishonesty is reason for immediate dismissal
If a student’s performance is not satisfactory, the supervisor should first attempt to manage the performance by giving the student a warning that is directly related to expectations for the job.
The first warning can be verbal - from the supervisor to the student.
The second warning should be emailed by the supervisor to the student, copying the Graduate Program Director, Department Head, and either Kevin Lynch (klynch@risd.edu, Director of Student Employment.
If the problem with the student continues, the supervisor should again email the student to notify them that they will be terminated from their job and specify the reasons, with a copy to the Graduate Program Director, Department Head and either Kevin Lynch (klynch@risd.edu), Director of Student Employment. Depending upon the seriousness of the problem, the student may be terminated from employment for the remainder of the academic year.
Assignments
ensure that grades and comments are not visible to others when materials are returned
return work in supervised conditions that ensures that students pick up only their own work (unless you have received written permission for an exception from a classmate)
retain unclaimed physical student work for a period of time that is communicated in advance to the students
arrange for secure destruction of unclaimed physical work
Student Grades
clearly explain how grades will be posted and accessed at the beginning of class and after completion of assignments
post grades on Canvas so students can access their own grades and are receiving consistent updates on their progress in the course
any requests for the release of academic/personal information to a third party (e.g., a parent) should be referred to your supervisor, or, if you are faculty of record, addressed only with the written consent of the student
if you must email grades, only use your risd.edu email
Student Attendance and Group Work Signup
inform students at the beginning of class how personal information, including attendance, will be collected and used
attendance should be taken either by the faculty of record or the teaching assistant
for group work, ensure that only the minimum personal information necessary to the completion of the work is shared (i.e. email addresses or phone numbers, but not home address)
do not ask students to circulate lists with personal information
Email Correspondence
advise students at the start of the course on email practices and expected etiquette (timing (e.g. late-night messages, expected window of response time, etc. and tone of messages).
set the expectation that class correspondence should take place through official RISD email accounts
avoid “reply all” responses whenever practical/appropriate
maintain a professional tone at all times
Student Records
only access and collect information essential to the fulfillment of your job
Record Keeping
Ensure that you do not delete emails to and from students related to your assistantship
all records fall under FERPA and can be requested and released (and so they have to withstand public scrutiny)
maintain organized, clear records that are safe and protected from access by third parties
destroy personal information no longer needed for your work
Disclosure of Student Information
In the case of emergencies, health and safety issues may supersede privacy, and assistants are responsible for communicating the issue to the direct supervisor as well as to the appropriate office (e.g. Public Safety, CAPs, etc)
personal information may be shared with a student’s advisor on a need-to-know basis and/or with a student’s written consent
MAINTAINING CONFIDENTIALITY AND RESPECTING INTELLECTUAL PROPERTY
Graduate assistants may have access to student and faculty personal information that includes but is not limited to transcripts, applications, personal and institutional information, grades, other written materials or electronic files, as well as conversations about confidential information. Assistants may also be responsible for working with and handling the intellectual property of other students, faculty, or staff and may have to sign a non-disclosure agreement.
Per federal and state laws, and RISD’s institutional policies, assistants are responsible for maintaining the confidentiality of all personal information and preventing its misuse, as well as respecting and protecting the intellectual property rights of students, faculty, and their colleagues. Note that all such private and protected information should be accessed and used solely to facilitate performance of legitimate job functions. Failure to maintain confidentiality and respect intellectual property, intentional or otherwise, may result in termination of the assistantship, and/or disciplinary action. This responsibility remains in effect during and after any assistantship assignments.
Anyone with access to student or faculty personal information and intellectual property is required to:
Never use, inappropriately share/disclose, permit use, or collaborate in the use of such information in unauthorized ways.
Never seek personal benefit or permit others to benefit personally by any confidential information or intellectual property which has come to them by virtue of their assignment.
Never exhibit or divulge the contents of any record, report, or intellectual property to any person except in the conduct of their work assignment in accordance with RISD policy.
Never knowingly include or cause to be included in any record or report a false, inaccurate or misleading entry.
To immediately report any violation of this code to one’s supervisor.
Law, Policies and Procedures: Onboarding and Hiring
As a supervisor of graduate assistants at RISD, it is your responsibility to guide new hires through the onboarding and hiring process. Ensuring that each student completes this process in a timely fashion (prior to the start of work) is crucial for compliance with federal regulations and the safeguarding of both the student’s and the institution’s status.
Student Employment will be in direct communication with newly employed students about all steps to be taken but your support in reinforcing the following is greatly appreciated:
1. Completion of the Onboarding Process
• Inform students that completing the onboarding process before commencing their work duties is mandatory. Emphasize that this is not merely a formality but a critical step in ensuring their employment is legitimate and recognized.
2. Federal Form I-9 Requirement
• Explain the importance of the Federal Form I-9, which is essential for verifying an individual’s eligibility to work in the United States. Students will start the form in Workday but must complete the 2nd part of it in person at the Student Employment Office with their original documents. Please stress that this step is non-negotiable.
• Make it clear to students that beginning work prior to the completion of the Federal Form I-9 is a violation of federal law. Such an action places both the student and RISD at risk of significant legal and financial consequences.
4. Special Instructions for International Students
• Specifically address the unique requirements for international students. Highlight that working before the I-9 process is completed could lead to severe repercussions, including the potential revocation of their student visa, which could jeopardize their ability to study and remain in the U.S.
5. Supervisor’s Role in Compliance
• Emphasize your role as a supervisor in ensuring compliance with these regulations. Encourage students to ask questions if they are uncertain about any part of the onboarding process and provide them with the necessary resources and contacts in the Student Employment Office for assistance. By adhering to these guidelines, you will help create a compliant and supportive working environment for student employees, ensuring their experiences at RISD are both rewarding and in line with institutional and federal standards.
Completing the Federal Form I-9 Instructions
Appointment Scheduling
If a student has never worked at RISD before, they must schedule an appointment with a RISD Student Employment staff member to complete their Federal Form I-9, which is started by the student in Workday. They use the Qless system to make their appointment.
Domestic Students: Required Documentation
For the in-person meeting, students must bring acceptable documentation as defined by U.S Citizenship and Immigration Services. Some of the most common documents are:
• An unexpired U.S. passport or Passport Card.
• An original, signed Social Security card AND a driver’s license or RISD Student Identification Card.
• An original birth certificate AND a driver’s license or RISD Student Identification Card.
International Students: Required Documentation
International students must bring the following original documents to their appointment:
• An unexpired passport from their country of origin.
• Their original Form I-20.
• A copy of their most recent I-94 form.
• A receipt showing that an application for a Social Security number has been submitted to the Social Security Administration office.
Important Notes
All documents must be original and unexpired. Photocopies or electronic versions are not acceptable for the I-9 process. The completion of the I-9 form is a critical step in compliance with federal employment regulations.
Students cannot begin work without completing this process.
If students have any questions or require clarification on the documentation needed, they should contact the RISD Student Employment office prior to their appointment.
Graduate Assistantships are exempt positions, meaning they are paid on a salary basis rather than hourly. Payments are disbursed monthly, on or near the 20th of each month.
Typically payroll preparation closes around the 10th of each month. If assistantship details are submitted after that, the student will not be paid until the 20th of the following month. It is crucial that departments provide Student Employment with this information promptly to ensure timely payment processing.
Alert Student Employment as soon as possible if a Graduate Assistant claims that there is an issue with their payment.
Tax Implications for Domestic Students
Domestic Graduate assistant salaries are subject to state and federal income tax withholding. During periods of enrollment (Sept-May), graduate students are exempt from FICA (Social Security and Medicare) taxes. However, FICA will be deducted when a student is not enrolled in courses--the summer.
Tax Implications for International Students
Social Security Number Requirement
International graduate students who have not worked before in the U.S. have to apply for a US Social Security card. They may complete onboarding (I-9) with a receipt for their application but once they receive their Social Security card, they must present it to the Student Employment Office. The Social Security number will be recorded in Workday.
Tax Treaty Analysis
International students may qualify for tax treaty benefits, which could exempt them from paying federal income tax up to a certain limit, based on their country’s tax treaty with the U.S. Some tax treaties have dollar and time caps for the tax treaties and some nations do not have any tax treaty with the U.S. International students are given access to the FNIS portal of TaxNavigator system to complete information about their nation of citizenship and tax residency and substantial presence in the United States. The system compares this data to tax treaties and provides the correct tax form for the student’s specific circumstances.
Student Employment will coach them through the system.
FICA Exemptions for international students
As non-residents, international students are exempt from FICA taxes on earnings from on-campus employment for up to 20 hours per week during the academic year (Sept-May) and 40 hours during summer.
Non-Resident Alien Tax Status
If a student’s country does not have a tax treaty with the U.S., or if the student fails the Substantial Presence Test (SPT), they are a non-resident alien for tax purposes and subject to the relevant tax withholdings.
Student Employment's responsibilities
Student Employment receives daily automated notification following any time you revise the sheet.
ALREADY EMPLOYED ON CAMPUS: If the student is already employed by the College, Student Employment sends the student the contract in Workday using the information from the fields populated on the sheet. This also sets up their payroll.
FIRST TIME EMPLOYEE: If this is the first job on campus for the student, Student Employment will start the HIRE in Workday. Student Employment sends directions to the student about the steps they must take prior to work and to be legally employable by the College and a link to complete onboarding documents in Workday. Their supervisor is copied. Until the student has completed the onboarding documents in Workday, & has made an appointment on Qless, they should NOT go to Student Employment.
Student Employment creates the employment letter for any international student for whom this is a first campus job and delivers it same day (via shared google folder) to the Office of International Student Services (ISSA)
Student Employment completes page 2 of the I9 with the student in person. Students must make an appointment on Qless to meet with Student Employment for their I9 and take their original documents with them for the appointment.
When a new student employee has completed the I9 with Student Employment, they are sent an email which alerts them that a contract has been created for them in Workday which also sets up their payroll.
For international students, Student Employment sets up an account in the FNIS portal of TaxNavigator as described above.
Domestic Student onboarding
The student completes the employment paperwork in Workday, including the first part of the I9 form. The student must make an appointment in Qless and then go to Student Employment in person with their original documents to complete page 2 of the I9. NOTE: Initially the new employee will have a single item in their Workday inbox. Once that is completed, several other items will trickle into the inbox. The new employee must complete the paperwork through the I9 in order for their hire to be visible to Student Employment.
When they have completed the I9, they will be sent a contract in Workday. The issuance of the contract itself (not the acceptance) sets up the payroll.
International Student onboarding
Most 1st year international students have not yet worked in the US and must apply for a Social Security Number (SSN). They cannot apply for a SSN until offered a job and cannot make their application until they are within one month of starting employment. They can use a receipt for the application that they can use for the onboarding process, and complete the I-9 in the Student Employment Office.
1. In order to apply for a Social Security Number, the student needs a letter confirming their employment start date and approximate number of hours to be worked weekly (as noted above produced by Student Employment), and documentation from the International Student and Scholar Affairs (ISSA). ISSA also updates SEVIS, the Homeland Security system used to track visas.
2. ISSA will let the student know when the letter is ready and they take it with their original documents (passport and I-20) to the Social Security Office, 1 Empire Plaza, 6th floor. The student completes the application for a Social Security Number and asks for a receipt. The student brings the receipt to their I9 appointment in Student Employment.
3. When the student receives their Social Security Card, they make a second appointment on Qless to visit Student Employment to present their card and to complete a tax form. See above for tax implications for international students.
Converting assistantship money to fellowships (scholarships)
Email Anthony Gallonio, Assistant Vice-President for Enrollment Services (agalloni@risd.edu) and copy Janine Connelly (jconnell@risd.edu). Converting funds to fellowship will reduce your funds remaining for assistantships.