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.

Mary Wright, Instructional Consultant
Center for Research on Learning and Teaching
mcwright@umich.edu

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