Course Logistics

This Occasional Paper summarizes the literature on GSI-faculty relationships in order to offer strategies for both GSIs and faculty to construct effective working partnerships. The nature of GSI-faculty teams varies widely across the University of Michigan, by factors such as size (some faculty supervise many GSIs, while others work with only one GSI), GSI responsibilities (such as grading, holding office hours, leading discussion sections, and studio or clinical work), discipline, and instructor identity.  As a result, this research is contextualized by recommendations drawn from the 2003 Provost’s Seminar on Graduate Students as Teachers, at which over 162 faculty and GSI attendees from fourteen UM schools and colleges strategized about ways to proactively cultivate effective GSI-faculty relationships and address problems when they occur.



This Occasional Paper is intended to inform efforts to address academic integrity at U-M by: 

  • providing an overview of current research on academic integrity; 
  • summarizing instructional best practices for promoting academic integrity and deterring and detecting academic dishonesty; 
  • describing institutional options for promoting academic integrity and for dealing with academic dishonesty; 
  • linking readers to other resources on academic integrity


In this Occasional Paper, we present the results of a CRLT research study that examined student perceptions of how laptops affect attentiveness, engagement, and learning, and we suggest guidelines for using laptops and other mobile devices effectively in the classroom.