Learning Assistant Program at the Experiential Learning Expo

Authors: Ariyana Bonab, Jack Crimmins, Briana Filkova, and Anne Marie Zambon

Courses: CAS PY212, CAS PY252, and CAS PY410

Abstract: Students are better prepared for a physics exam after solving many practice problems. As the Learning Assistants (LAs) of PY212, PY252, and PY410, we observe that students overall benefit from exam review. However, student engagement and a comprehensive list of questions are lacking from exam review sessions. To remedy this, we propose structuring exam review sessions around student feedback and group work through before and after polls, review packets, and lecturing about topics prior to review. By creating polls to gauge students’ learning experiences with the different topics, we provide an opportunity to increase their metacognition to reflect on their past learning, present practice, and future improvement. This also allows us to choose practice problems that address their conceptual and technical gaps. To increase students’ learning outcomes, we break down problems into smaller steps, along with visual representations, in the review packets. We aim to investigate how lecturing in exam review affects student performance on exams. To do this, we examine the learning outcomes from multiple different exam reviews where we implement lecturing over topics versus a problem-solving approach to exam review. Throughout the semester, we determine if the addition of lecturing will improve retention of concepts more effectively than solely problem solving.

Authors: Ningxin Li, Sierra Robison, and Doris Siu

Course: ENG EK301

Abstract: Our experience as Learning Assistants (LAs) in EK301 has highlighted the strengths of the current course structure, especially its emphasis on group work, collaborative learning, and peer discussion. These features promote student engagement and align with active learning strategies. However, we’ve noticed students having difficulties with applying concepts from the course material to homework or review questions.

To address this, we recommend creating additional learning resources that are more accessible. While office hours and review sessions are helpful, not all students can attend due to scheduling conflicts. We suggest recording key exam review sessions and producing short video walk-throughs of common problem types that would allow students to revisit difficult topics at their own pace. These videos could include LAs working through review problems or providing concept overviews, similar to how an LA might assist during office hours.

An additional proposal is for the course to incorporate more physical and interactive demonstrations to help students better understand complex topics. Practice problems usually only consist of diagrams and many students struggle to visualize the associated three-dimensional system or apply simple ideas to complex problems because they do not internalize the concepts. Real-life demos would make the material more tangible and create an emotional connection by making the learning process more engaging and enjoyable. This active involvement could improve understanding and help students retain the material more effectively.

Authors: Jason Dolinsky, David Guan, Trisha Natarajan, Sarah Rusu, Liam Tieu, and Christen Williams

Course: CAS BI315

Abstract: BI315’s lab component focuses on a collaborative project replicating a physiology experiment and writing a final paper based on their findings. The first few weeks consist of several “Lab Trainings” that introduce basic concepts of designing scientific experiments, which include interpreting primary literature. Because of varying experience levels with reading scientific literature, some students struggle with Lab Training 3 (LT3) and Lab Training 1 (LT1). Currently, LT3 introduces an overwhelming amount of new information, either with confusing explanations or none at all. Streamlining both lab trainings by utilizing one source with a visual flowchart aid will allow students to understand how to vet a source. Thus, we will create flowcharts containing commonly asked questions and clarify definitions so students can focus more on understanding their source in three important concept areas: independent variable/dependent variable (IV/DV) pairs, statistical analyses, and lateral moves. While creating the flowchart, we will determine what students struggle with most within LT3. Then, we will adjust LT1 to have a portion interpreting IV/DV pairs by incorporating the IV/DV section of the flowchart. Statistical analyses and lateral moves will be incorporated into LT3 along with a comprehensive flowchart of all three commonly asked concepts.

Authors: Monica Iordanov, Mary Lareau, Sara Rathore, Tiare Sierra Rivera, Sydney Spytek, and Catherine Zhang

Courses: CAS NE102 and CAS EE107

Abstract: NE102 Learning Assistants have observed that students in lab sections are unable to connect lab activities to scientific concepts. While students may execute experimental protocols, they frequently fail to grasp the relevance of their work within the context of the overall project or the broader field of neuroscience. This lack of conceptual integration can hinder ability to critically analyze data, synthesize findings, and engage with the material at a deeper level. To address this, we developed a comprehensive flowchart that outlines the conceptual framework of the course and highlights how each lab contributes to the overall learning objectives.

This flowchart is a guide to illustrate the connections between laboratory experiments throughout the semester and their relevance to the main objective of the lab. Each node represents a specific lab week and includes the main techniques used and the targeted concepts. Arrows and headings show progression between weeks.

Providing students with a structured overview of the course is expected to enhance understanding, support scientific writing, and promote critical thinking about the lab. It will also help students better understand the purpose and relevance of each method, not as isolated tasks, but as interconnected steps in a broader scientific inquiry. This resource will be piloted in NE 102 lab sections, with the potential to be adapted for use in other STEM disciplines to support curriculum coherence and student learning.

Authors: Rohan Banerjee, Carolyn Chen, Aparna Deokar, Andrew La Croix, Nik Polyakov, and Patrick Stuart

Course: CAS PY211

Abstract: To improve student learning in PY 211, we propose to implement more direct communication between Learning Assistants and professors on what material to cover during discussions/reviews. Given the length of the spring semester and numerous instructors, communication between different discussion and lecture sections can ensure that student learning is consistent between sections. Our solution to this involves the LAs creating a templated preamble before discussion. In order to facilitate this, LAs should be given earlier access to lecture content, in order to effectively include a lecture summary, key terms/formulae, and an example problem demonstrating concepts. Given their prior experience from the course, LAs tend to have a fresh perspective on what students may find confusing. This preamble is meant to bridge the gap between the professors’ lecture content and student’s misconceptions. Many students had cited reviewing concepts as a part of discussion that they wanted expanded. Since the overall priority in discussion sections is problem-solving, we believe that adding a template will make this sort of preamble more efficient than an untemplated one while still being effective. Overall, these methods will allow for a more cohesive learning environment for students.

Authors: Alicia Dennery, Teal Fricke, Miriam Michael, Kassandra O’Brien, Sajni Shah, and Joseph Tudisco

Course: CAS BI210

Abstract: Human anatomy laboratory is a highly individualized course that engages students in hands-on experiences and anatomical models to deepen their understanding of the human body. Due to a high volume of emails and confusion surrounding lab logistics and content, we propose implementing Piazza as a communication tool. Piazza serves as a collaborative discussion board where students and teaching staff can ask and answer questions, share logistical updates, and engage in Q&A during lecture or lab session. Previously, multiple students have expressed confusion about the same topic or logistical matters, often resulting in duplicate emails being sent to different members of the teaching staff. Introducing a Piazza board would make both questions and answers visible to all students, cut down on response time, and require only one member of the teaching staff to respond. This approach benefits the entire cohort of students by making information readily accessible while also reducing the administrative burden. Additionally, Piazza allows teaching staff to use polls to gauge student understanding and perceptions of the content, helping them tailor instruction to better support student needs. Through this platform we can also encourage active learning exercises to offer support with studying. To ensure effective use, the Learning Assistants will monitor all incoming questions and posts and maintain a highlighted section that outlines the expectations students must follow when using Piazza.

Authors: Victoria Lee, Alice Ma, Yige Qin, Nicholas Tarara, and Jerry Yang

Course: CAS BI108

Abstract: Boston University’s BI 108 labs introduce a variety of essential lab techniques, many of which are unfamiliar to students prior to the course. This lack of foundational knowledge leads to confusion and decreased efficiency during lab sessions. Currently, students are given pre-lab videos and lab manual instructions as preparatory materials. However, the pre-lab videos focus primarily on biological concepts rather than lab technique instructions, and many students find the lab manual lengthy as a quick reference prior to lab.

In other STEM classes offered at BU, such as chemistry, the instructors mitigate this issue by providing students with supplemental materials like videos or web based materials. Inspired by their effectiveness, we proposed the creation of centralized, technique-focused infographics. Each infographic will compile essential procedural information for a given lab and include embedded hyperlinks to curated video demonstrations.

These infographics will be designed using professional software and distributed as interactive PDFs via Blackboard under the “Lab Materials” tab. By offering a concise and visually organized reference, students can conveniently revisit key techniques, such as micropipetting, using a spectrophotometer, and gel electrophoresis, at any point throughout the semester.

This approach aims to enhance students’ technique proficiency, reduce in-lab confusion, and ultimately improve lab performance and course outcomes. With easier access to multimedia resources tailored to each lab’s procedural content, students can arrive better prepared, increasing their confidence and independence during the lab

Authors: Etieneabasi Bassey, Saloni Chaurasia, Lauren Dang, Naya Habr, Sophia Izidoro and Jonathan Marsico

Courses: CAS NE102 and CAS NE/BI/CH116

Abstract: Undergraduate students often find scientific literature intimidating when they are not trained on how to approach it. Yet, comprehending scientific writing is vital for success in STEM (science, technology, engineering, and mathematics) fields. Our study assesses the efficacy of a guided video workshop on student confidence and comprehension through metacognitive reflection and content-based quiz questions. We compared two neuroscience courses, NE102 and NE116, that differ in the number of scientific manuscripts assigned during the semester (two vs. six, respectively). Students in both courses completed a pre-intervention quiz with metacognitive and article-specific questions, an interactive video workshop, and a post-intervention quiz with similar questions. We analyzed the improvement in comprehension before and after the video intervention. We expect to find significant improvements in comprehension and confidence after participating in our workshop. Additionally, we’re interested in evaluating the differences in overall scores between the two courses, which may be influenced by their differing levels of exposure to scientific literature.

Authors: Kayla Domingos Costa, Jimin Koh, and Isabelle Lynn

Course: CAS PY106

Abstract: Our suggestion to improve PY106 aims to encourage students to work together at the whiteboards to solve problems. While the course has changed to include separate “board questions” that get posted at the whiteboard for students to solve, we have found that many students do not actually complete these questions as a group on the whiteboard. We propose that students be required to take a photo of their solution written on the whiteboard and submit it for participation credit. While this would not have to be used every class, we think it would be a useful strategy to implement when students are first exposed to new or challenging concepts. This would help deepen the students’ understanding by forcing them to work out problems and actively engage with the material during class time. Additionally, this would give the teaching staff better insight into the students’ understanding and give them a chance to identify misconceptions as they emerge.

Authors: Mikhaela Bishop, Laura Davies, Esther Hong, and Kelsey Keate

Course: CAS BI108

Abstract: BI 108 is an introductory biology course involving three 50-minute lectures and a three-hour lab. In the lab, students develop core experimental skills while applying lecture concepts. As Learning Assistants, we witnessed the steep learning curve many students face, particularly those encountering a lab setting for the first time. These struggles were apparent during In Lab Assessments, indicating the necessity of more structured guidance to help students build confidence and competence in fundamental laboratory techniques. Our inspiration comes from seeing BI 108 individuals contend with various lab techniques such as microscopy, micropipetting, PCR, and gel electrophoresis. Students come from diverse backgrounds; some excel in the labs, and others are unfamiliar with lab etiquette and are visibly anxious. To support the students, we present the Lab Techniques Program, an informal course meant to help prepare people for BI 108 and future labs.

Implementation requires obtaining appropriate laboratory equipment, having access to a feasible space, and recruiting teaching assistants, laboratory technicians, and professionals who can supervise the labs. We intend to set up different technique stations in a predetermined space twice a month for students to come and learn one-on-one with LAs. Each session would run for sixty minutes with activities including hands-on demonstrations, guided practice, and troubleshooting tips tailored to common BI 108 errors. Communicating with Emily Maness, the introductory biology lab supply coordinator, allows us to have curated experiences with real equipment that will closely reflect genuine research lab experiments.

Authors: Luis Bello, Namira Nera, Katherine Smith, and Roubaix Vidgoff

Courses: CAS CH101 and CAS NE101

Abstract: Within traditional classrooms, various test preparation mediums bolster student confidence and success. Our study evaluated the reception of different resources, including review sessions, mind maps, and additional practice problems within introductory neuroscience (NE 101) and chemistry (CH 101) courses. Eight discussion groups were surveyed regarding each resource following an exam. Results indicate that practice quizzes were the most favored for students, while mind maps acted as a supplement, and review sessions received mixed responses. Practice quizzes were a convenient form that indicated gaps in understanding. Mind maps complemented practice quizzes well because gaps in understanding can be located in relation to more familiar topics. Review sessions varied in success due to attendance and non-standard LA teaching approach. It is important that students are provided exam resources with prompt, convenient feedback to reevaluate goals and maximize their success.