Published on CRLT (http://www.crlt.umich.edu)

GSI Guidebook

The GSI Guidebook is available to Departments, faculty, and GSIs free of charge. Please call 764-0505 or email crlt@umich.edu [1] for copies.

Table of Contents:

Preface

Letter from the President [2] (pdf)
The Vital Role of Graduate Student Instructors [3]
Introduction to the GSI Guidebook [4]

Part One: Getting Started

Part Two: Preparing to Teach

Creating Your Syllabus [13]
Sample Section Syllabi [14] (pdf)
Sample Course Syllabus [15] (pdf)
Sample Lab Syllabus [16] (pdf)
Strategies for Effective Lesson Planning [17]
Sample Lesson Plans [18]

Part Three: Diversity in the U-M Classroom

Diversity and Inclusion in the Classroom (available only in print form)
Teaching for Retention in Science, Engineering, and Mathematics: A Guide for Graduate Student Instructors [19]
Diversity Issues for the Instructor [20]

Part Four: Getting Students Involved in Learning

Guidelines for Class Participation [21]
Guidelines for Using Groups Effectively [22]
Constructing and Maintaining Authority in Inclusive Classrooms [23]
Dealing with Troublesome Behaviors in the Classroom (available only in print form)
Practical Guidelines for Using Technology Tools in Classroom Teaching [24]
How Does Your “Online Identity” Impact Classroom Climate?: Strategies for Managing E-mail Communications and Social Networking Sites [25]
Guidelines for the Use of Social Media [26]
Strategies to Extend Student Thinking [27]
Using Writing to Teach Something Else (available only in print form)
Learning and Teaching During Office Hours [28]
Seven Principles for Good Practice: Enhancing Student Learning [29]
Research-based Principles of Learning & Teaching Strategies [30]
Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning [31]

Part Five: Leading Discussions

The Dreaded Discussion: Ten Ways to Start [32]
Effective Questioning (available only in print form)
A Typology of Questions (available only in print form)
Managing Hot Moments in the Classroom [33]

Part Six: Leading Laboratory Sections

Part Seven: Giving Lectures and Explanations

How to Make Lectures More Effective (available only in print form)

Part Eight: Testing and Grading

Best Practices for Designing and Grading Exams [45]
Responding to Student Writing – Principles and Practices [46]
Responding to Student Writing - A Sample Commenting Protocol [47]
Heuristic for the Writer of Writing Assignment [48]
Grades at U-M [49]
Academic Integrity in the Classroom [50]
Integrity: Academic and Political: A Letter to My Students (available only in print form)

Part Nine: Improving Your Teaching

Improving Your Teaching: Obtaining Feedback [51]
Early Feedback Form [52] (pdf)
Teaching Strategies [53]
Disciplinary Resources [54]

Part Ten: Policies Related to Teaching

GSI Guidebook [59]

shadow

© 2012 The Regents of the University of Michigan

Promoting Excellence & Innovation in Teaching & Learning at U-M

Founded in 1962, the Center for Research on Learning and Teaching (CRLT) at the University of Michigan was the first teaching center in the country. CRLT partners with U-M faculty, graduate students, and administrators to promote a university culture that values and rewards teaching, respects and supports individual differences among learners, and encourages the creation of learning environments in which diverse students can learn and excel.

Resources and Links

Source URL: http://www.crlt.umich.edu/gsis/gsi_guide.php

Links:
[1] mailto:crlt@umich.edu
[2] http://www.crlt.umich.edu/sites/default/files/resource_files/MSC.pdf
[3] http://www.crlt.umich.edu/../gsis/cc_letter
[4] http://www.crlt.umich.edu/pre-2
[5] http://www.crlt.umich.edu/sites/default/files/resource_files/StudentProfileDatafor2010.pdf
[6] http://www.crlt.umich.edu/P1_0
[7] http://www.crlt.umich.edu/P1_1
[8] http://www.crlt.umich.edu/P1_2
[9] http://www.crlt.umich.edu/P1_3
[10] http://www.crlt.umich.edu/P1_4
[11] http://www.crlt.umich.edu/P1_5
[12] http://www.crlt.umich.edu/P1_6
[13] http://www.crlt.umich.edu/P2_1
[14] http://www.crlt.umich.edu/sites/default/files/resource_files/P2_2.pdf
[15] http://www.crlt.umich.edu/sites/default/files/resource_files/P2_3.pdf
[16] http://www.crlt.umich.edu/sites/default/files/resource_files/P2_4.pdf
[17] http://www.crlt.umich.edu/P2_5
[18] http://www.crlt.umich.edu/P2_6
[19] http://www.crlt.umich.edu/P3_3
[20] http://www.crlt.umich.edu/P3_2
[21] http://www.crlt.umich.edu/P4_1
[22] http://www.crlt.umich.edu/P4_1_5
[23] http://www.crlt.umich.edu/P4_2
[24] http://www.crlt.umich.edu/P4_3
[25] http://www.crlt.umich.edu/P4_3_5
[26] http://www.crlt.umich.edu/P4_3_5_5
[27] http://www.crlt.umich.edu/P4_4
[28] http://www.crlt.umich.edu/P4_5
[29] http://www.crlt.umich.edu/P4_6
[30] http://www.crlt.umich.edu/P4_7
[31] http://www.crlt.umich.edu/P4_8
[32] http://www.indiana.edu/~tchsotl/part%201/part1%20materials/The_Dreaded_Discussion.pdf
[33] http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html
[34] http://www.crlt.umich.edu/P7_1
[35] http://www.crlt.umich.edu/P7_2
[36] http://www.crlt.umich.edu/P7_3
[37] http://www.crlt.umich.edu/P7_4
[38] http://www.crlt.umich.edu/P7_5
[39] http://www.crlt.umich.edu/P7_6
[40] http://www.crlt.umich.edu/P7_7
[41] http://www.crlt.umich.edu/P7_8
[42] http://www.crlt.umich.edu/P7_9
[43] http://www.crlt.umich.edu/P7_10
[44] http://www.crlt.umich.edu/P7_11
[45] http://www.crlt.umich.edu/P8_0
[46] http://www.crlt.umich.edu/P8_1
[47] http://www.crlt.umich.edu/P8_1_25
[48] http://www.crlt.umich.edu/P8_1_5
[49] http://www.crlt.umich.edu/P8_3
[50] http://www.crlt.umich.edu/P8_4
[51] http://www.crlt.umich.edu/P9_1
[52] http://www.crlt.umich.edu/sites/default/files/resource_files/earlyfeedback.pdf
[53] http://www.crlt.umich.edu/../tstrategies/teachings
[54] http://www.crlt.umich.edu/../tstrategies/disciplinaryresources
[55] http://www.crlt.umich.edu/P10_1
[56] http://www.crlt.umich.edu/P10_2
[57] http://www.crlt.umich.edu/sites/default/files/resource_files/P10_2_5.pdf
[58] http://www.crlt.umich.edu/P10_3
[59] http://www.crlt.umich.edu/category/tags/gsi-guidebook