GSI Guidebook

What if...?

What to Do.../Who to Call...

1. A student wants to turn in an assignment late because the due date falls on a religious holiday of importance to her. See Information for Students Regarding Religious-Academic Conflicts.
Preventable: Ask students to inform you of conflicts at beginning of the term.
2. A student comes to your office and starts talking about difficult personal problems he is facing.

 

Counseling and Psychological Services:  764-8312.

 

3. A student wants to withdraw from the course two months into the term.

 

Talk about other alternatives. Suggest they consult with Newnan LSA AcademicAdvising Center: 764-0332; Engineering: 647-7106; SNRE:  764-6453.

 

4. A name shows up on your final grade sheet for a student you’ve never met.

 

See Grades at U-M
5. A student gives you a letter certifying that he has a learning disability.

 

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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

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Portions of this section adapted from Gale and Andrews (1989) as described in Black, Gach, and Kotzian (1996)

Goals of the Course

Every laboratory class has goals that may be particular to that course and it is important to find out those goals before classes begin. For example, in the introductory physics laboratory students learn “how to apply the concepts learned in lectures to physical systems” while in the introductory chemistry laboratory students engage in “developing principles from data.” A general goal that pertains to most labs is to “make a connection between the theoretical elements of a discipline and the practical aspects of the technical performance.” Most laboratory instruction addresses these three common objectives: Read more »

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  • 92% agreed that they had gained “A broad, intellectually exciting education” over their four years at Michigan.

  • 82% agreed that, “Increasing the racial/ethnic diversity of the student body makes a positive contribution to the education of all students”

  • 85% support, “Incorporating writings and research about different ethnic groups and women” as essential elements in a college’s core curriculum.

 

African
American

Asian
American

Latino/
Latina

White

Percentage of seniors who reported being satisfied with the “relevance of the course material in helping me prepare for a career”

71

71

74

78

Percentage of seniors who agreed that “I have encountered faculty and students who feel I don’t have a right to be here”

51

25

24

22

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