The Center for Research on Learning and Teaching (CRLT) has developed discussion guidelines to help instructors facilitate classroom discussion around incidents that involve the use of racial or sexual epithets, taunting, and other behavior that expresses hostility, derision or violence. In light of recent attacks made on the UM MSA President Chris Armstrong, and the tragic death of Rutgers first year student Tyler Clementi, precipitated by invasion of his privacy, we have adapted those guidelines to help instructors plan discussions or handle unexpected questions.  The following guidelines help address the issue of respecting sexual identity and intimacy, and the issues of ethical practice in cyberspace.

Whatever the context, discussion about such topics must be structured in a way that defines boundaries for the process, and that brings the discussion to closure within the classroom.  Discussion should be inclusive of all students in the class. It should extend discourse beyond polarized and polarizing debates. Finally, discussion must acknowledge that facts and interpretations of specific social conflicts may change with time, but tools for conceptual understanding and dialogue will continue to be useful past the current moment. Read more »

• Ambrosio, T. (2004). Bringing ethnic conflict into the classroom: A student-centered simulation of multiethnic politics. PS: Political Science and Politics,37(2), 285-289.
• Carlsmith, K.M., & Cooper, J. (2002). A persuasive Example of Collaborative learning. Teaching of Psychology, 29(2), 132-135.
• Connor-Greene, P.A. (2002). Problem-based service learning: The evolution of a team project. Teaching of Psychology, 29(3), 193-197.
• Fournier, E.J. (2002). World regional geography and problem-based learning: Using collaborative learning groups in an introductory-level world geography course. The Journal of General Education, 51(4), 293-305.
• Giraud, G. (1997). Cooperative learning and statistics instruction. Journal of Statistics Education, 5(3).

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.

Honor Codes at the University of Michigan

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.

Academic Integrity in the Classroom: A Selected List of Resources for the University of Michigan (Gaither, Meizlish & Yokum, 2003)

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, 2005) Read more »