Center for Research on Learning and Teaching (CRLT) -- University of Michigan
Introduction to the GSI Guidebook
As a former U-M Graduate Student Instructor (GSI), I know how complex, important,
and fulfilling this position can be. This Guidebook offers practical
guidelines and strategies to help new and experienced GSIs navigate their instructional
roles and responsibilities. The 2006 Guidebook is the result
of much revision, directed by feedback and suggestions from a survey of U-M
GSIs. Many of the pieces in this volume were authored by U-M faculty,
GSIs, and staff, and other articles were chosen carefully from significant
publications on teaching and learning. I also encourage you to use this Guidebook as
a complement to other teaching resources available on campus, such as those
that may be found in your department, school or college.
Part One, “Getting Started,” offers student profiles, definitions
of common U-M acronyms, and a directory of campus offices, to introduce you to
the students at this University and some of the resources available to help you
teach them. Part Two, “Preparing to Teach,” includes a comprehensive
article on guidelines for U-M course, section, and lab syllabi. It is followed
by examples of each of these types of syllabi, submitted by experienced GSIs. To
introduce GSIs to the important role that diversity plays in the U-M classroom,
Part Three offers guidelines and strategies to teach all U-M students effectively. Part
Four, “Getting Students Involved in Learning,” presents a number
of techniques to promote active learning in the classroom or lab, by using writing,
questions, technology, and one-on-one problem solving. For those
GSIs who are teaching discussion sections, Part Five will be of particular interest,
offering ways to promote effective dialogue among students and with the GSI. Part
Six, “Testing and Grading,” provides guidelines for creating multiple
choice questions and for grading many types of assignments. Both new and
experienced GSIs find it invaluable to get student feedback, and Part Seven, “Improving
Your Teaching” discusses how to get student input and use it to enhance
your work as a GSI. The final section, “Policies Related to Teaching,” includes
critical information about some of the policies that specify your responsibilities
as a GSI, including religious-academic conflicts and sexual harassment. (Please
also see “Academic Integrity in the Classroom,” in Part Six, for
other important policies.)
Although this Guidebook is geared to all GSIs, depending on your experience
and background, you may find certain sections to be especially important. In
particular, new GSIs certainly will want to read Guidebook Parts
One (Getting Started), Two (Preparing to Teach), and Nine (Policies Related to
Teaching). Additionally, if your undergraduate degree is from an
institution very different from U-M, even if it is a U.S. college or
university, you will find “Suggestions for New Graduate Student Instructors
Who Have Been Educated Abroad” (pages 9-12) useful. Of particular
interest to experienced GSIs is Part Eight (Improving your Teaching). Additionally,
even experienced GSIs who have utilized earlier GSI Guidebooks will
find that there are many new articles in this edition.
Best of luck with your teaching,
Mary Wright, Instructional Consultant
Center for Research on Learning and Teaching
mcwright@umich.edu