CS 301, October 7, 2002
<ul>
	<li>	arranging for projection equipment outside of Soda Hall</li>
	<ul>
	<li>		call 3-8637 a day ahead of time</li>
	</ul>
	<li>	thinking up exam questions: good or bad activity for t.a.s?</li>
<ul>
	<li>		takes time</li>
	<li>		better exam results?</li>
	<li>		difficult to gauge difficulty of question</li>
	<li>		need to worry about gradability</li>
</ul>
	<li>	giving review sessions once you've seen an exam</li>
<ul>
	<li>		outline topics before looking at the exam then base review on your outline</li>
	<li>		ask students to suggest questions ahead of time, then base session on that</li>
	<li>		base review session on old exam questions</li>
	<li>		make sure you've answered the questions you're considering</li>
</ul>
	<li>	time management</li>
	<ul>
	<li>		workload we expect of a 20-hr/wk t.a. in a non-lab course</li>
<ul>
	<li>			we enroll 60 students per 20-hr/wk t.a.</li>
	<li>			attend lecture (3 hrs)</li>
	<li>			meet with instructor (1 hr)</li>
	<li>			run discussion sections (2-4 hrs)</li>
	<li>			prepare for discussion sections (1-2 hrs)</li>
	<li>			hold office or terminal room hours (6 hrs)</li>
	<li>			help grade exams (1 hr)</li>
	<li>			miscellaneous (4 hrs)</li>
<ul>
	<li>				give review sessions</li>
	<li>				read and answer email, newsgroup postings</li>
	<li>				write up homework solutions</li>
	<li>				install or maintain course software (e.g. Web pages, data files, grade files)</li>
</ul>
</ul>
	<li>		which of the above are underestimates?</li>
<ul>
	<li>			grading exams</li>
	<li>			preparation for section</li>
	<li>			maintaining course software</li>
</ul>
	<li>		t.a.s aren't supposed to work more than they're getting paid for</li>
	<li>		how to save time?</li>
<ul>
	<li>			preparation for discussion</li>
<ul>
	<li>				share with other t.a.s (from previous semesters too)</li>
	<li>				"buddy system" (one t.a. runs twice as many sections in half as many weeks)</li>
	<li>				ask instructor for ideas</li>
</ul>
	<li>			lab</li>
	<ul>
	<li>				efficient question handling (make sure each question is from >=2 students)</li>
	<li>				check off multiple students at once</li>
	<li>				make good use of lab assistant (specialize in checkoffs or answering questions)</li>
	<li>				pipeline checkoffs</li>
	<li>				give a mini-lecture in lab after 30 minutes, or after noting that several people are confused</li>
	<li>				answer questions not with answers but with suggestions about experiments with which students can determine the answers</li>
</ul>
	<li>			office hours</li>
<ul>
	<li>				schedule intelligently</li>
	<li>				get students to help each other</li>
	<li>				have other stuff you can work on in case no one shows up</li>
	<li>				schedule the end of office hours at a hard-and-fast boundary</li>
</ul>
	<li>			grading</li>
<ul>
	<li>				try to minimize startup overhead</li>
</ul>
	<li>			miscellaneous</li>
<ul>
	<li>				chunk time to minimize task switching</li>
	<li>				keep a notebook for good ideas so you don't have to reinvent them</li>
	<li>				get work done when you're most alert</li>
	<li>				answer e-mail when you're least alert</li>
	<li>				keep track of how you spend your time</li>
	<li>				get ideas from instructor</li>
	<li>				work at home</li>
</ul>
</ul>
	<li>		false economy</li>
<ul>
	<li>			relying on last semester's notes</li>
	<li>			not going to class</li>
	</ul>
</ul>
</ul>