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 »

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 »

The various schools and colleges of the University have different academic policies and procedures, so it is important to be aware of what differences exist. What an instructor also needs to keep in mind is that policies that apply to a given student are determined by that student's unit, not by the school or college in which the course is offered.

Policies for the College of LS&A

There are several sources to which teaching assistants can turn for information on academic policies and procedures. These sources are indicated in the sections that follow.

Handbook for Faculty and Instructional Staff

The Office of Student Academic Affairs (764-7297), located at 1255 Angell Hall, distributes a Handbook for Faculty and Instructional Staff, which outlines instructional policies and procedures within the College. The information contained in the Handbook comes from the Faculty Code, the governing document created by the LS&A faculty. The Handbook covers policies regarding examinations, grading, incompletes, etc. and explains the various forms used by instructors. The Handbook concludes with a list of offices to which an instructor might need to refer.

Reference Manual for Department/Program Advising Staff Read more »