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Teaching Lab Sections
James N. JensenProfessor and Director of Undergraduate Studies
Dept. of Civil, Structural & Environmental Engineering
Conference for Graduate Teaching Assistants, August 29, 2015
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First Rules of cha-no-yu (Way of Tea)(Sen no Rikyū, 16th century)It is only by careful observation that one learns.
In putting down a utensil after using it, do so
regretfully as if you loved it.
No pains must be spared in helping anyone anxious to
learn.To become expert one needs first love, second dexterity, and then perseverance.
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Outline
•First Priority
•Unique Challenges
•Unique Opportunities
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First Priority
Safety!
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Safety: Principles
•Require Safety Training Before the First Lab
•Document Safety Training
•Enforce Safety Rules
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Safety: Resources
On Environmental Health and Safety’s (EHS) Website (www.buffalo.edu/facilities/ehs):
•Right-to-Know
•Lab Safety Training
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Unique Challenges
•Programmatic Coordination
•Manual Coordination
•Diverse Skill Set
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Unique Challenges: Programmatic Coordination
•Coordinate with the CurriculumKnow your students (level, majors, prerequisites)Role of lab in curricular learning outcomesLearning outcomes of the lab course
•Coordinate with the CourseSyllabus/UBLearnsAttend lectures?
•Coordinate with the (Other) Instructor(s)
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Unique Challenges: Manual Coordination
•Bloom’s TaxonomyCognitive, affective, and psychomotor domainsLabs operate in all three domains
•Frustration
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Unique Challenges: Diverse Skill Set
•Organization and Preparation
•Assessment of (Technical) Communication
•People Skills
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Unique Opportunities
•Reinforce Material
•Fun
• Inspirational
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Unique Opportunities continued
•Most Hands-On Work with Students
•Most Independent Teaching
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Summary
•Safety First!•Unique Challenges
Programmatic coordination: Curricula, course, instructorManual coordination: Can be frustratingRequires you to have a diverse skill set
•Unique OpportunitiesReinforce, inspirational, and funMost hands-on and most independent teaching