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

David J. Hill, University of North Carolina at Chapel Hill
Olivia F. Williams, University of North Carolina at Chapel Hill
Danianne Mizzy, University of North Carolina at Chapel Hill
Therese F. Triumph, University of North Carolina at Chapel Hill
Catherine R. Brennan, University of North Carolina at Chapel Hill
Dawn C. Mason, University of North Carolina at Chapel Hill
David S. Lawrence, University of North Carolina at Chapel Hill

Abstract

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.