Introduction to Laboratory Safety for Graduate Students: An Active-Learning Endeavor

• David J. Hill ^[1] ; Olivia F. Williams ^[1] ; Danianne P. Mizzy ^[1] ; Therese F. Triumph ^[1] ; Catherine R. Brennan ^[1] ; Dawn C. Mason ^[2] ; David S. Lawrence ^[1]
  1. [1] University of North Carolina at Chapel Hill

     University of North Carolina at Chapel Hill

     Township of Chapel Hill, Estados Unidos

     
  2. [2] Eastman Chemical Company, United States
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 4, 2019, págs. 652-659
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • A laboratory-safety course has been developed that is designed to introduce first-year graduate students to the array of dangers associated with research in the chemical sciences. We describe the challenges of creating an impactful course that seeks to convey practical laboratory-safety information in a classroom setting for students with a diverse array of interests. In particular, we have found that a flipped-classroom model highlighting case studies creates a concrete experience that actively engages course participants. In addition, the introduction of various pedagogical tools, including active-learning techniques (field trips, role-playing games, and group projects), were triggered in large part by recommendations from the students themselves.