P312: Why should students get all the demos? Using humor to improve staff meetings and other strategies

Author: Robert J. Tatz, The Ohio State University, USA (Presented by Dr. Janet Schilk, The Ohio State University, USA)

Co-Author:

Date: 8/4/14

Time: 3:40 PM4:00 PM

Room: MAK A1117

Related Symposium: S24

Whatever type of labs are performed, teaching assistants require training to improve their performance in lab. In 2012/2013, Hayden-McNeil provided our department resources for new lab videos. The safety video will be shown as an example since humorous bits were introduced to improve viewing and retention. Subsequently, props, demos and raffles were used in staff meeting to improve the attention span and interaction of the teaching assistants. In addition, an automated system was devised so new teaching assistants could arrange to visit a lab (and do part of the experiment) prior to teaching it themselves. This system was also used for a mentoring system for the teaching of recitations – a request would be made for an experienced TA to attend a recitation and provide feedback. Although voluntary, the lecturers of both TAs would receive notification (improves evaluation grade) without details.

P3: Quarters to semesters: Downsizing and detours

[WITHDRAWN]

Author: Robert J. Tatz, Ohio State University, USA

Co-Author:

Date: 8/3/14

Time: 2:45 PM3:05 PM

Room: MAK B1138

Related Symposium: S1

In August, 2012, the Ohio State University switched from ten week quarters to fourteen week semesters. Years had been spent ensuring that the switch went smoothly. A number of compromises had been made in the process. The effect on non-science-major sequences involved condensing two quarters of material into one semester. The effect on science-major sequences involved going from three quarters to two semesters. However, the number of lab periods went from 40 to 28, since the third quarter had two labs per week. The conversion had a profound effect on the number of lab sections and teaching assignments in the autumn vs. spring semesters. The effects on the seven week (doubled) summer semester and the decision of the graduate school to have 5 seven week half-semesters will also be addressed.