January 9, 2026 | By Andrew Housman (MS '27)
“I was able to learn more about what U-M has to offer, and how to plan for the future," said one student about their experience in "Making the Most of Michigan." "This was extremely important to me because it eased my anxiety, as well as allowed me to better my mental health as well as academic success."
According to Martha Kirpes—IGR's curriculum and outreach coordinator—the 7-week, peer-facilitated course started as a way for students to document their learning over time to set future goals and understand their social identities. In doing so, it prompts them to explore U-M’s campus resources and gain skills for their professional and personal development.
Communicating across differences: Skills for campus and life
One important thing ALA 171 does is help students develop and exercise communication skills that support their adjustment to campus life.
These sessions are distinct from typical classroom discussions in the way that they encourage students to articulate their personal feelings, values, and perspectives in addition to their intellectual thoughts and ideas.
“We’re trying to have students try to have conversations across differences with each other,” explained Kirpes.
“In class we would often communicate with other peers,” said another student, “allowing me to hear unique perspectives, and also share my concerns with people in situations similar to mine… I enjoyed the class and feel much more confident in myself and my capabilities moving forward.”
The emphasis on reflections and documenting educational experience has given ALA 171 an ever-changing structure. Student feedback helps facilitators modify the course each semester, ensuring that the material and the activities continue to suit the needs of these participants.
Built-in opportunities for success
Through a curated set of participatory exercises, students identify campus resources they can take advantage of during their time at U-M, such as the Career Center, the Math Learning Center, and CAPS.
All activities are experiential and activity-based using dialogic methods developed at The Program on Intergroup Relations. There are also no quizzes or exams, but checkpoints where students reflect on their educational experiences in the course.
One student reflected, “This course helped me make the most of Michigan by opening my eyes to new resources and making me realize that it is beneficial to make my community at Michigan smaller because it helps find your way around the school. Making the school feel smaller helps in my eyes because it can be very overwhelming at times when you don't have reliable people or communities to turn to.”
Workshops built in to the course allow students to create and improve their resumes, and LinkedIn profiles are also part of the course.
“I was pushed to think about my future by signing up for a career advising meeting, working on my resume, and setting up a LinkedIn account, all of which I found truly valuable,” said another student about the professional development aspect of the course.
A campus-wide resource
ALA 171 is open to first-years, transfer students, student athletes, and any other student who needs the course.
“We’re looking at students who could benefit from the support in order to make the adjustment to the U-M environment,” said Kirpes.
Students can enroll in ALA 171 in fall and winter semesters. Those looking to continue their dialogic practice and become peer facilitators themselves can later enroll in ALA 471, “Leadership and Facilitation in Community Building,” in which facilitators learn how to improve their active and generous listening while exercising their abilities to inspire reflection and discussion.
This ongoing experience is reflective of the way that ALA 171 can help provide students a more intellectually and emotionally productive experience at U-M, with tools and skills to be more aware, reflective, and confident and reflective campus leaders.
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