GSI Guidebook

Campus Information Centers

Acronym

Meaning

A2 Ann Arbor
AAATA Ann Arbor Area 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
CAPS Counseling and Psychological Services
CCRB, NCRB, IMSB Central Campus Recreation Building, North Campus Recreation Building, Intramural Sports Building
CEW Center for the Education of Women
CIC Campus Information Centers
CP&P Career Planning and Placement (formerly)-now The Career Center
CRLT Center for Research on Learning and Teaching
CRLT-Engin Center for Research on Learning and Teaching in Engineering
shadow

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 »

shadow

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 »

shadow

Shari Saunders and Diana Kardia
Center for Research on Learning and Teaching


Inclusive classrooms are classrooms in which instructors and students work together to create and sustain an environment in which everyone feels safe, supported, and encouraged to express her or his views and concerns. In these classrooms, the content is explicitly viewed from the multiple perspectives and varied experiences of a range of groups. Content is presented in a manner that reduces all students' experiences of marginalization and, wherever possible, helps students understand that individuals' experiences, values, and perspectives influence how they construct knowledge in any field or discipline. Instructors in inclusive classrooms use a variety of teaching methods in order to facilitate the academic achievement of all students. Inclusive classrooms are places in which thoughtfulness, mutual respect, and academic excellence are valued and promoted. When graduate student instructors (GSIs) are successful in creating inclusive classrooms, this makes great strides towards realizing the University of Michigan's commitment to teaching and to diversity and excellence in practice.

In an inclusive classroom, instructors attempt to be responsive to students on both an individual and a cultural level. Broadly speaking, the inclusiveness of a classroom will depend upon the kinds of interactions that occur between and among you and the students in the classroom. These interactions are influenced by: Read more »

shadow

50-minute Comparative Literature class on Rachilde’s novel The Juggler.
Stiliana Milkova
Center for Research on Learning and Teaching

80-minute Biology discussion on “prokaryote gene regulation”
Yaxuan Yang, Molecular, Cellular & Developmental Biology as a sample lesson from Bio 172 (under the direction of Dr. Kenneth Cadigan)

50-minute Comparative Politics Class on Modernization Theory.
Laura Schram
Center for Research on Learning and Teaching

50-minute Civil Engineering discussion on reading plans & specifications.
Branden Clements
Civil and Environmental Engineering as a sample lesson adapted from CEE 431 (under the instruction of Professor Sang Hyun Lee)


50-minute Comparative Literature class on Rachilde’s novel The Juggler.

Objectives for student learning:

Students will be able to …

  1. Place the novel and its protagonist within the context of Rachilde’s life and literary career.
  2. Identify and analyze the “decadent” connections between Baudelaire and Rachilde.

On board: Read more »

shadow