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Publications

Guidelines for Discussion of Racial Conflict and the Language of Hate, Bias, and Discrimination

The Center for Research on Learning and Teaching (CRLT) has developed 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 the wake of such incidents on campus or in the wider community, instructors may want to plan discussions or handle unexpected questions. The following guidelines help address both contexts.

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 »

CRLT Publications

CRLT Occasional Papers

These short and informative Occasional Papers are written by CRLT staff and U-M faculty. They summarize the research on specific topics in teaching and learning and offer examples from courses at U-M and elsewhere. Recent issues include use of online collaboration tools such as Google Apps, use of laptops in the classroom, student teams in STEM courses, and best practices for designing and grading exams.

CRLT Publications for Graduate Student Instructors (GSIs)

A Guidebook for University of Michigan Graduate Student Instructors is designed to help GSIs plan for and teach courses, discussion sections, and labs. Topics range from course planning and syllabus construction to specific teaching methods, testing and grading, and the importance of diversity.

Departmental GSI Development: A Handbook for Faculty and GSMs Who Work with GSIs is designed to support faculty and graduate student mentors who run departmental training programs for new GSIs. The Handbook includes sections on orientations and workshops for new GSIs, creating inclusive classrooms, and obtaining and giving feedback to GSIs.

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