occasional paper

Molecule structureAs winter term gets underway, many U-M instructors are teaching in new GSI-faculty teams. How can you build productive collaborations from the start? 

The CRLT Occasional Paper on "Teaching Effectively with GSI-Faculty Teams" highlights many benefits--for professor, GSIs, and students--of effective relationships among professors and grad students who teach together. As the literature on GSI-faculty relationships makes clear, though, such teamwork can sometimes pose significant challenges. U-M faculty have reported, among other issues, grappling with how to coordinate the work of all members of a teaching team, handle student complaints, and respond to various challenges to instructor authority.

It's probably obvious but bears repeating: Establishing clear team guidelines and routine communication patterns early in the term can help prevent such problems--as well as provide structures for addressing them productively if they do arise later in the semester. Read more »


students working at a computerThere's no question that students' writing improves most when they have frequent opportunities for practice and feedback. But instructors sometimes struggle to find ways to provide those opportunities, especially in large courses. One method that many U-M instructors use to good effect is structured peer review. These three faculty members--featured in CRLT's recent Occasional Paper about Online Collaboration Tools (OCTs)--have made creative use of OCTs to facilitate collaborative writing as well as timely, frequent, low-stakes peer feedback: Read more »



This occasional paper discusses research showing how student personal response systems (often called 'clickers') can support student learning. It gives specific strategies for using clickers to assess student knowledge prior to the course, check students' understanding of new material, administer tests, document attendance, and more. The paper also discusses challenges and proposes best practices for using clickers for a range of purposes. 

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.



This Occasional Paper is intended to inform efforts to address academic integrity at U-M by: 

  • providing an overview of current research on academic integrity; 
  • summarizing instructional best practices for promoting academic integrity and deterring and detecting academic dishonesty; 
  • describing institutional options for promoting academic integrity and for dealing with academic dishonesty; 
  • linking readers to other resources on academic integrity