GSI

U of M Speak: A Glossary of Terms

Campus Information Centers

Acronym

Meaning
A2
Ann Arbor
AATA
Ann Arbor Transit Authority (City Buses)
APA
Academic Peer Advisor
Arb
Nichols Arboretum;

A large wooded area east of campus
B-School
The business school
Big House
One of many terms for the Michigan Football Stadium
CAEN

Computer Aided Engineering Network

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Graduate Teaching Consultant Program Call For Applications

 

Call for applications for the 2013-2014 CRLT GRADUATE TEACHING CONSULTANT (GTC) PROGRAM

This year, we are recruiting graduate teaching consultants (GTCs) for Fall 2013, with the expectation of continuing through Winter 2014.

GTCs collaborate with CRLT on activities designed to promote excellence in graduate student teaching across the University.  By working with CRLT, you will have a unique opportunity to help advance teaching and learning across the university while continuing your own development as an instructor. During the academic year, GTCs conduct midterm student feedbacks and consultations with other GSIs and meet monthly at CRLT to discuss teaching, consulting and careers in instructional development.

A subset of GTCs are identified as Instructional Technology GTCs (IT-GTCs) due to their interest in using technology to support teaching. IT-GTCs have an additional meeting each month and receive training on instructional technology. In addition to regular GTC duties, IT-GTCs help plan and facilitate workshops on using technology for teaching and occasionally consult with GSIs about using technology in the classroom. Please note that you do not have to be a "power user" or have extensive technical know-how to join the IT-GTC group. Interest and a willingness to explore new technologies are all that's required.  Read more »

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Graduate Teaching Consultant Program

What is the Graduate Teaching Consultants Program?

Graduate Teaching Consultants (GTCs) are a group of experienced GSIs who work with CRLT on activities designed to promote excellence in graduate student teaching at Michigan. The intent of the GTC program is to provide GSIs access to experienced peer consultants for guidance and support in their important roles as teachers. While GSIs benefit greatly from mentoring in their home departments, the GTC program provides GSIs with an additional source of support – providing a safe and confidential place to explore teaching issues and discuss teaching problems. Any GSI can request a consultation with a Graduate Teaching Consultant by e-mailing crlt@umich.edu or calling 734-764-0505.

GTC 2012-13 Profiles

 

Why become a GTC?

By working with CRLT, GTCs have a unique opportunity to help advance teaching and learning across the university while continuing their own development as teachers. All GTCs receive training in consulting techniques from CRLT, including how to conduct classroom observations and midterm student feedback sessions. Additionally, GTCs meet weekly or bi-weekly at CRLT as members of a teaching circle. These meetings are used to discuss consulting case studies, to foster inclusive teaching practices, and to learn new pedagogic techniques. Read more »

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Teaching Effectively with GSI-Faculty Teams

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.

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Writing a Statement of Teaching Philosophy for the Academic Job Search

This Occasional Paper is designed to help experienced graduate students write a statement of teaching philosophy. The paper contains four sections. First, we offer suggestions for making a philosophy of teaching explicit and getting it on paper.  Second, we discuss research on characteristics of effective statements. Third, we introduce a rubric that can guide the development and crafting of a teaching statement that search committees will value.  Finally, we address questions that job candidates often raise about this sometimes perplexing document. 

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