GSI Guidebook

Introduction to the GSI Guidebook

Being a Graduate Student Instructor (GSI) at the University of Michigan (U-M) can be a very exciting and sometimes challenging experience.  The purpose of this Guidebook is to serve as a compass by helping GSIs navigate through these experiences and directing new and experienced GSIs to practical teaching strategies and resources.  Many of the articles were specifically selected to support your endeavors and were written by U-M faculty, GSIs, staff, and scholars in the field of teaching and learning.  As a former U-M GSI, I remember navigating through my various instructional roles and responsibilities and using an earlier version of this Guidebook as a resource. I encourage you to review the contents and discover the various articles, including several new documents included in this edition.  Further, I believe you should seek out additional teaching resources and mentors from your department, school, or college who can support you further. Read more »

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Academic Integrity in the Classroom

Center for Research on Learning and Teaching

Academic integrity is the pursuit of scholarly activity in an honest and responsible manner. In the classroom, academic integrity involves a range of issues, including – but not limited to – cheating, plagiarism, and facilitating acts of academic dishonesty by others.

Academic Integrity in the Classroom: A Selected List of Resources for the University of Michigan
http://www.lib.umich.edu/acadintegrity

This website provides information for instructors on teaching about academic integrity, identifying plagiarized works, finding resources for students, and linking to UM policies and procedures for dealing with violations of academic integrity.

CRLT Occasional Paper No. 20:   Promoting academic integrity in the classroom, Meizlish, D. (2005).
http://www.crlt.umich.edu/publinks/occasional.html

Honor Codes at the University of Michigan
http://www.crlt.umich.edu/faculty/honor.php

This website provides links to the honor codes and academic integrity policies of the various UM schools and colleges. If you suspect you have a case of academic dishonesty, it is important to know the policies of the school or college in which you are teaching. In all circumstances, seek advice from a supervising faculty member or your department chair. Read more »

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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

Read more »
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Teaching for Retention in Science, Engineering, and Mathematics: A Guide for GSIs

Adapted from Kendall Brown, Hershock, Finelli, and O’Neal (2009),
Center for Research on Learning and Teaching (CRLT)

The United States (and the American college-going population) is becoming increasingly diverse, but the diversity of science, engineering, and mathematics (STEM) students and graduates does not reflect the nation’s demographics. Further, although the overall number of bachelor’s degrees awarded annually in the U.S. has risen by nearly 50% over the last twenty years, (NSF, 2008), the proportion of university students achieving bachelor’s degrees in STEM fields has declined by almost 40% (NAS, 2007). Considerable research has demonstrated that instructors can have a significant impact on the retention of a diverse student body (Seymour & Hewitt, 1997). The positive impacts of diversity on student learning and development are also well documented (Gurin, Dey, Hurtado, & Gurin, 2002; Gurin, Nagda, & Lopez, 2004). In this section of the GSI Guidebook, we introduce four research-based principles and associated teaching strategies that you can easily incorporate into your classroom teaching practice to supplement departmental and institutional retention efforts. Research suggests that these strategies can enhance the learning and retention of all students. Read more »

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Diversity Issues for the Instructor: Identifying Your Own Attitudes

Center for Teaching and Learning

University of North Carolina, Chapel Hill

When we speak of multicultural dynamics in the classroom, we usually focus on the diversity of the students in the room. We often forget that the teacher also brings a range of diversity issues to the classroom. Every instructor brings his or her physical appearance and culture into the room at the same time as the students do. How you look, how you speak, how you act upon your opinions of the role of academics (and particularly of the class you teach), and the extent to which these differ from the physical, cultural, and intellectual backgrounds of your students will have a profound effect on the interactions in your classroom. Thus, you need to be aware of possible reactions among the students to your race, gender, age, ethnicity, physical attributes, and abilities. Preparing for such reactions will involve not only knowing as much as you can about your students, but also turning the mirror to yourself, and finding out more about your own diversity issues.

You might identify your own attitudes toward diversity by remembering certain pivotal moments in your life. Ask yourself the following questions: Read more »

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