Incorporating real-world lessons in teaching multi-disciplinary organic chemistry: A lecture and laboratory teaching model

 Stefan France, School of Chemistry and Biochemistry

Given that the organic chemistry course is comprised of students from many different disciplines, it is necessary to demonstrate the practical applicability of the course material to the “real world” in order to ensure that the students get the “bigger picture.” To be successful, this endeavor must involve both the lecture as well as the laboratory- both through standard coursework and undergraduate research. In an effort to effectively incorporate this concept, several teaching approaches and activities will be discussed.

Mentoring TAs: Lessons Learned from the Physics GTA Development Program

Emily Alicea-Munoz, School of Physics

As instructors at Georgia Tech, many of us rely on Teaching Assistants (TAs) to help our students get the most out of our classes. However, TA preparation is often limited to what is immediately applicable, without offering them mentorship. In Fall 2013, the School of Physics began preparing our new graduate TAs through a training and mentoring program that covered pedagogy, physics classroom issues, and career development strategies. Here I will discuss the elements of our training program and the lessons learned from it, as we seek to improve how we prepare and mentor our TAs.