Archive: Fall 2024 Learning Assistant Projects

Course: CAS PY106
Authors: Finn Olson, Kavi Bhatt
Abstract: PY105 and PY106 are part of the Elementary Physics sequence primarily taken by pre-medical students to satisfy their physics requirements. This course sequence is offered in a Studio and Lecture format with two distinct learning environments. The Studio format emphasizes collaborative learning with each class consisting of a short lecture, followed by group work on a discussion worksheet at shared tables. Learning Assistants (LAs) and Teaching Fellows (TFs) facilitate this process by providing contextual support to students. In contrast, the Lecture format consists of separate lecture and discussion sections where students are advised to complete the worksheet before coming to discussion, where the TF/LAs go over it in its entirety. In practice, most students do not attempt the worksheet, leading to TFs/LAs providing answers directly. This approach deprives students of critical thinking and collaboration opportunities, effectively turning discussion into a fourth lecture.

We aim to stimulate a Studio-like environment where students work on the discussion worksheet in groups during discussion without the TF/LA directly providing answers. We will have two direct interventions in promoting this collaborative Studio-like environment: optimizing seating arrangement and restructuring discussion format. Specifically, we will arrange desks into several circular cohorts to encourage conversation among nearby students. Moreover, we will provide contextual information necessary to complete the worksheet without directly providing answers. To evaluate the impacts of our interventions, we will administer a post-survey to gauge student opinions and assess academic performance by analyzing differences in their most recent exam scores.

Course: CAS PY212
Authors: Adrian Koniarz, Xinyu Lu, Alvin Yan
Abstract: PY 212 is a lecture styled course with a discussion section. As LAs, we attend the discussions and work with the TFs to assist the students working on the discussion  packet. However, due to only the last page of the packet being collected, the students don’t focus on the rest of the packet and leave discussions early without using the resources (the LAs and TFs) available to them during this time. The rest of the packet is not needed to complete the last page but the other problems are useful for their homeworks and their exams. Additionally, during office hours or even the discussions, the LAs and TFs get asked questions by the students about the homework which would not occur if the students worked on the packet. Generally this would not be an issue helping students with homework but the TFs have been having issues with office hours being too full and being  unable to manage all the students at once. Additionally, in our LA evaluations we have been asked to present parts of the discussion for the students. To address this, we have come up with the idea to try to take the first 10-15 mins from discussion and work through a page of the packet with the class, interactively engaging with the students to solve the problem. The page chosen to present is done by looking at the homework and seeing which problems would be the most useful for them to learn about.

Course: CGS NS201
Authors: Hana Hamid, Lindsay Li-Garrison, Sam Pokress, Sofia Roman
Abstract: NS201 is an interactive course that utilizes a multi-week vertebrate homology lab to introduce students to concepts of evolution through hands-on qualitative observations of vertebrate skeletons. The goal of the lab is to allow students to visualize their hypothesis of evolution based on their individual observations of the vertebrate skeletons, which they support by constructing a phylogenetic tree. Students are expected to look at seven different skeletons and make notes on the appearance of ten characteristics and theorize their functional importance within and between species.
While student feedback and personal LA experiences have shared that this lab is engaging and informative, but there are too many possible characteristics for students to choose from. As a result, students are often overwhelmed by the content and variability of the lab, possibly leading to a lack of comprehension of the material being taught. Adjusting the lab instructions to decrease the number of characteristics students have to choose from will minimize confusion and allow students to focus on the purpose of the lab. A similar change is inherent in a lab later on in the semester, the Human Skulls Lab. By narrowing the amount of characteristics to compare, students are better able to see the morphological differences and create their tree. Therefore, implementing this same change for the Vertebrate Homologies Lab will ensure that all students practice observing the same characteristics from the skeletons they choose and can discuss amongst themselves.

Courses: CGS NS201 and CAS WS101
Authors: Hazel McLaughlin, Madyline Swearing, Tori Torres, Nick Zhang
Abstract: A growing concern that we’ve felt among our students are fears over how to successfully develop and perform a presentation at the college level. Despite disparate courses, grade levels, and academic experience, this pervasive concern has made it clear that some action needs to be taken in order to give students a stronger grounding in the skills expected of them — both in their current coursework and as they move into the professional sphere.

Despite how tight our course schedules are, we feel it is necessary to integrate a curriculum covering presentation skills into our lab and discussion syllabus. We recognize that spending an entire lab or discussion session on this curriculum may be challenging. We propose that spending the first 20 to 30 minutes on a “Presentation Workshop” at the beginning of those labs will help students acquire foundational knowledge that can be used for the rest of the semester and can be beneficial for other classes. The workshop will include discussion of proper presentation skills and techniques, and information to include and exclude on a PowerPoint slide. We hope that students will deliver well-thought-out presentations with more confidence, and receive higher grades as a result of this workshop.

Course: CAS CH101
Authors: Sefane Ashinyo, Winston Liu, Varoone Medhuri, Siddharth Sheth
Abstract: Many studies have concluded that dialogic discussions and student-led dialogues contribute to better understanding of the material. Additionally, research shows that spaced repetition is an effective way to reinforce understanding of concepts. In CH101, students often only look at our effective repetition – discussion and homework problems – after their lecture and pre-lecture learning. Thus, we propose the introduction of a two-part “key problems” series: a short pre-lecture video that merely introduces the key-problem and primes a student’s mind for lecture, and a post-lecture video where they would be guided through one or two difficult textbook questions. We anticipate that these questions will drive student engagement by giving them a concrete, problem-based framework through which they can use to organize the concepts in lecture. To manage student burden, these post-lecture videos would not be assigned for every lecture – instead, they would be assigned for the most critical or difficult topics.

Additionally, we propose the creation of dedicated Piazza posts for students to post their questions and discuss each of these key problems. On this forum, students could respond to prewritten instructor questions to guide their problem-solving approach, post their personal tips and tricks, and collaborate with the broader community. We believe that these posts will encourage student engagement on these problems outside of instructor-led sessions, further reinforcing the topics from lecture and further emphasizing the importance of group work and collaboration. We hope that our proposal will allow students to construct a more organized, problem-solving-oriented model of the lecture material.

Course: CAS CH102
Authors: Priyanka Gopalarathinam, Handatou Sidibe
Abstract: As LAs for off-sequence General Chemistry 2, we’ve observed that students’ utilization of discussion period is based on homework assistance (which is often last minute). The current format does not effectively prioritize problem-solving time that will help students on exams. We propose a restructuring of the discussion format that will foster greater interaction and more productive use of the designated time.

The format of discussion that we are proposing incorporates both information relay from the teaching fellow and provides more time for teaching fellows and learning assistants to work with students to address questions and learning gaps. Currently, it incorporates a review of homework problems for the first part of discussion which typically gives students about ten or fifteen minutes to work on the worksheet. This format does not give students enough time to process the material in worksheets and to be able to ask questions.

Instead, the first ten to fifteen minutes of discussion should be dedicated to a brief review that the teaching fellows would conduct of the key concepts from the lecture for that week as well as equations and how and when to use them. The rest of the time set for discussion is to be used for the worksheets. The ultimate objective of this reconstruction is to omit homework review during discussion periods, as students tend to use discussion class as a way to gain homework help. This also allows students to utilize office hours for homework help or broader questions on course material.

Course: CAS CH171
Authors: Amelia Delcamino-Yang, Charlie Griffith, Bryana Nace, Lyla Thomson
Abstract: This study investigates the impact of student-led versus instructor-led learning through the lens of review sessions in a university setting. The experiment was conducted with undergraduate students enrolled in an introductory chemistry course, before each exam in the semester one of two review session styles were held: the first being a lecture-based review session to represent univocal teaching methods and the other a “question and answer” style forum (dialogic approach). Data collection involved post-session surveys designed to measure perceived organization, engagement, and overall effectiveness.

We hypothesize that both types of review sessions were considered effective in supporting learning outcomes, as indicated by students’ positive feedback. However, the student-led session had more engagement based on the ten-fold increase in questions observed in the second review session. Participants valued the ability to ask their questions and engage in open discussion with each other and the LAs on their self-perceived weaknesses in content. Furthermore, we predict the students will rate their level of preparedness after the second session more highly than their level of preparedness for the exam after the instructor-led session. Limitations of this study include the reliance on subjective survey data with inconsistent participation and the absence of direct assessment of the sessions’ impact on academic performance. Future research will address these limitations by incorporating quantitative analysis, such as comparing exam scores of students who participated in the different types of sessions.

Course: CAS NE101
Authors: Samantha Seto, Amelia Andre, Kamryn Schultz, Pere Cabus Carrera
Abstract: The course “Introduction to Neuroscience” introduces students to behavior and cognition, correlating it with foundations in biology, psychology, neurology, and neuropsychiatry. As Learning Assistants within this course, we work very closely with the students in discussion, helping them complete worksheets. Our job is to help teach key ideas and guide student learning with our experience and peer guidance.
Particularly challenging concepts for students are the direct and indirect pathways of the basal ganglia. We have also observed that problems with this concept connect to a broader misunderstanding of the concept of disinhibition. Thus, we have designed an interactive activity that explores the pathways of the basal ganglia. This can help students tackle the challenges of understanding inhibition and excitation and effects of a combination between the pathways.
The activity consists of students “playing the part of” an excitatory or inhibitory pathway. By signaling to each other and causing inhibition or excitation of the neuron—a peer— they connect to, students are better able to conceptualize the flow of information through these pathways. Trial runs of the activity were done with a few of the students to prepare for their final exam, and surveys were conducted to see the takeaways and effectiveness of the activity.
The results of this study support current metacognition research, prove that discrepant events affectively challenge misconceptions in neuroscience, and that through exploratory learning and more “hands on” activity, scientific concepts can be better grasped.

Course: CAS NE203
Authors: Jake Beaudin, Mia Engel, Hannah Fassberg, Freya Nath, Tiffani Norris, Ada Okoluku, Alexa Woodrow, Eva Lou Yixuan
Abstract: Principles of Neuroscience is a core course required for all neuroscience majors at Boston University. In the NE203 laboratory, students learn fundamental techniques and conduct research on fruit flies, or Drosophila melanogaster. The students then utilize transgenic Drosophila to develop a unique group project and complete a mock grant proposal. As Learning Assistants, we use our prior knowledge and experience from the lab to aid in students’ understanding of concepts and techniques. Based on our experience and observation, we have noticed that students lack an understanding of the process of creating transgenic organisms. Drosophila is one of the most common model organisms for scientific research, and understanding of how these organisms are used in research is essential for students planning on entering scientific fields. Our goal is to address the gap in knowledge by implementing the Transgenic Fly Simulation by Howard Hughes Medical Institute. This simulation introduces students to inquiry-based learning through its hands-on experiments. As they engage with the stimulation, students are prompted to delve into complex biological processes using transgenic Drosophila as models, encouraging students to think critically about how transgenic organisms can be used to investigate intricate systems. There are also multiple quizzes reflecting what the students learned based on the simulated experiment. To test the efficacy of our proposal, we will have students fill out a pre-survey to assess their current understanding. Then, students will complete the simulation and fill out a post-survey to analyze if there is a change in their understanding.

Courses: CAS PY211 and CAS PY105
Authors: Hanna Busby, Lanzt Martin, Brian Chung, Melissa Sakalas
Abstract: This project addresses the disparity between student comprehension and clarity of solutions provided in answer keys. Students often struggle with problem-solving, especially when solution keys are presented in static PDF formats that omit the step-by-step reasoning critical for deeper comprehension. This project aims to improve the learning experience by implementing step-by-step video explanations alongside traditional PDF solution keys for weekly discussion worksheets. In this project, a Learning Assistant (LA) will record comprehensive walkthroughs of each discussion worksheet. These videos will demonstrate detailed problem-solving techniques and thought processes, providing a visual guide that encourages active engagement and fosters confidence in tackling similar problems independently. Videos will be accessible via Piazza and YouTube.
The project will cover all worksheets leading up to Quiz 3 and will continue into the content for Quiz 4. Two video formats will be tested, one where the entire worksheet is done in one video and a second where there is a video posted for each problem on the worksheet. Prior to starting the videos, a form asking students about their opinions on discussion solutions will be sent out. After the quizzes, we will assess student feedback through surveys evaluating the usage frequency of each resource, student confidence in solving physics problems, preference between video types, and whether they prefer video or PDF solutions. Through this approach, we aim to create an on-demand resource that students can revisit for exam preparation. Ultimately we hope this will bridge the gap in understanding and increase student engagement and confidence in physics.

Courses: CAS PY104 and CAS PY107
Authors: Rachel Baten and Ludi Sun
Abstract: For our Learning Assistant end of year project, we want to investigate how the presentation of learning objectives, provided by a learning assistant, prior to engagement with the content aids student learning. Students often report feeling overwhelmed by the material, struggling to connect the topics being studied in class to each other and to concepts covered in earlier lessons. Our goal is to increase student engagement in the material and reduce confusion by listing learning objectives, created from a prior students perspective, that help students feel more comfortable both in themselves and the classroom.
We will go about this investigation by presenting students with a sheet of learning objectives at the beginning of their instruction time. This sheet will contain a list of important points that the students will be investigating during that class period. At the end of the class period, the student will be able to access their understanding of the materials by reading over and engaging with a post-class list that outlines and gives a detailed description of the conclusions they should have made regarding the learning objectives.
With the help of our outlines, students should be able to complete the academic goals more smoothly and have a chance to figure out problems themselves, strengthening their confidence, motivation, and achieving metacognition. Eventually, we hope to find that students are able to work more efficiently with the help from the content provided by LA who has prior experience in the class.

Course: CAS BI107
Authors: Daniela Latzman, Ella Seo, Jacie Owens, Surmayee Thakur
Abstract: During Biology 1 (BI107), students are tasked with observing foraging patterns in songbirds native to the Boston Fens during the Avian Optimal Foraging Lab. Over the course of 3 labs, students familiarize themselves with the scientific method, experimental design, statistical analysis (chi-squared test), and scientific writing. However, this lab no longer accurately showcases workable results, and the number of observed birds is dropping drastically. This fall in bird observation has resulted in a disengaging and confusing field lab for introductory biology students. Our proposal aims to make the lab more engaging while meeting the learning goals. Each class, or small groups within the class, will study a different preference. Students would be given a list of the most common organisms (plants and animals) in the Fens and given an outline of a hypothesis for this experiment, allowing them to personalize their experiment with relatively free range while still having structure to simplify the conjuring of the experimental question. Following the labs, students will complete the same assessments, such as performing a chi-squared analysis, creating an annotated bibliography, and finding credible sources. This new lab would allow students the autonomy to choose a topic of study that interests them and gain a more hands-on understanding of observational experiments and scientific methodology.

Course: CAS BI107
Authors: Daniel Aguilera, Stephen Brockwell, Mielat Kiflu, Jennie Mao
Abstract: The optimal foraging lab allows students to identify birds and collect data based on how many times different birds prefer whole seeds or seed kernels as a food source. In turn, students statistically can analyze how handling time impacts optimal foraging in organisms. However, in the past few years, this lab has observed very minimal birds in the fields. Consequently, with the small number of observations, the amount of data that BI 107 labs collect is insufficient for students to explore and statistically analyze optimal foraging. Therefore, we are proposing to replace the current avian optimal foraging labs with a lab that is more engaging and more efficient in teaching the scientific method to better prepare biology students for a career in science. The objective of the ant optimal foraging lab will be to investigate how ants make foraging decisions based on distance and food quality. Students will learn about the optimal foraging theory and how it can be applied to predict how animals, such as ants, will maximize the net energy gained from foraging relative to the energy and time spent on foraging. Using a petri dish setup with multiple food stations at varying distances, students will choose two food sources with different energy rewards and then observe ant behavior. Through examining factors affecting the ant foraging behavior rather than the birds, we believe that the students will be better able to foster scientific thinking and cultivate skills essential to real-world scientific research.

Course: CAS CH101
Authors: Aloise Hynekamp, Catherine Knight, Chiara Restuccia, Tamar Rotem
Abstract: To improve the CH101 course at Boston University, we propose implementing stress-relief techniques such as breathing exercises and methods at the start of discussion sections. There is a strong correlation between heightened feelings of hopelessness and stress and poor academic performance on tests, with female students increasingly so. By incorporating five minutes of stress-management exercises into the start of discussions, we aim to help the students learn how to handle and minimize stress, which will potentially be beneficial to many throughout the remainder of their undergraduate education.

Course: CAS BI105
Authors: Adriana Cruz, Kar McTush, Sami Snyder
Abstract: As learning assistants for an Introductory Biology course for health science majors, we aim to offer students many different learning experiences, helping them find what study strategies work best for them and carry through their academic journey. To support this, we hold in-person review sessions, every Thursday before their exam. Alongside these sessions, we create unit-wide study guides, complete with answer keys, and share lecture notes prepared as if we were students ourselves. Our review sessions are designed to be interactive and low-pressure, incorporating fun games that require active participation. We all firmly believe that learning is best stimulated with a positive attitude. We encourage students to ask questions at any time and always encourage an open dialogue.
Our team consists of three learning assistants, each bringing a unique perspective shaped by our varied backgrounds. This diversity is crucial, allowing our students to connect with us on different levels. Understanding the mental challenges that STEM majors often face, we are also committed to creating a comfortable, supportive environment where students—many of whom are freshmen—can share concerns, ask questions, and advice on how to navigate college life with confidence. Our goal is to be with them every step of the way not just academically, but on a peer-to-peer level.

Course: CAS CH109
Authors: Abraham Borst, Erika Giovanardi, Patrick Kulaga, Elisabeth Pyatt, Ria Shah, Carly Stiller, Julia Yankee, Malena Yehya
Abstract: As CH109 lab LAs, we have noticed that students have difficulty with doing post-labs, and as former students, we understand that completing a post-lab is a very new skill that one rarely learns in a high school chemistry class. The two key tools used for the post-lab assignments are Microsoft Word and Excel. However, students struggle with using Excel to do data analysis, formatting equations on Word, and formatting tables and graphs in the correct manner. This causes students to lose points for minor errors, such as misformatting a graph or table. To help ease this learning curve, we wanted to make a few short videos that our students could watch that would go over how to correctly do these things and help them improve their post-lab work.
At the beginning of the semester, CH109 students are provided with organized, elaborate written instruction on the expectations of post-lab assignments. This includes the Undergraduate’s Guide to Writing in the Sciences, which has over one hundred pages and can discourage students from looking through the document for small pieces of information. Many students, however, still struggle to meet these expectations months into the semester. Although these resources provide abundant descriptions of how to succeed in the course, students often experience difficulty developing a number of the skills described in the text. Presenting the information provided in these written instructions in video form encourages students to engage with the topics and provides a smooth transition into an advanced college science course.

Course: ENG EK301
Authors: Sheila Bravo, Tristan Dolenc, Miko Kuo, Naomi Obinwa, Gabriela Polakovic, Jiaxing Wang
Abstract: EK301: Engineering Mechanics is a course that revolves around heavy application of comparatively basic physics concepts. However, throughout the course, the foundations of Newton’s second and third laws become more shrouded in the complexity of various structures such as trusses and machines. As Learning Assistants in this course, we recognize that many students who are adept with basic physics concepts have much greater success in understanding new course material, while students who have had trouble understanding Newtonian physics struggle to absorb new information. This is apparent through heavy anecdotal experience with students during lecture group problems as well as weekly Learning Assistant office hours, where students often ask for help on in-class or homework problems. Our objective is to create a supplemental guide for EK301 that outlines the concepts of the course, common mistakes, misconceptions, tips and tricks, and relationships to other courses, many of which were glossed over during lectures. The guide will mainly serve to plug the information gap that exists between students who excelled with Newton’s laws of physics and those who struggled. For this guide to accommodate students of all backgrounds, it will utilize a variety of visuals, analogies, and everyday experiences that have helped Learning Assistants develop the mental models necessary to not only excel as students but also as educators. The Learning Assistants of EK301 aim to create this guide throughout the week of November 18, implement it starting the week of November 25, and request for feedback by December 9. To evaluate the effectiveness of this guide, we look to receive student feedback regarding their initial understanding of shear and bending moment, as well as their understanding of the topics after implementing the EK301 Guide in their studies.

Courses: CAS PY212 and CAS PY105
Authors: Roger Brown, Mark Polkovnikov, Leo Rava, Seven Zhang
Abstract: Physics likely has the scariest reputation out of all the sciences, which makes learning the subject incredibly daunting for many students. However, having access to various accessible resources both in and outside of the classroom can make the subject more approachable. Learning Assistants are able to cater to the educational needs of each student in a way that is empathetic and personable that cannot be managed in a purely lecture-based setting. Outside the classroom, students will often turn to YouTube videos, and channels such as Khan Academy and Crash Course create high quality instructional videos pertaining to commonly taught subjects. Even in their booming success, the resources fall short in that they are, by necessity, created for a very broad audience, and as such miss out on the individualized instruction that can be provided by an LA.
For our project, we would like to make a series of videos reviewing topics from our classes as a way for our students to study. The main goal of these videos is to make studying physics more accessible and fun, rather than tedious and confusing. We would want to implement some form of humor, along with clear explanations of topics with practice examples. We also want to keep the videos relatively short, aiming for no more than 15-minutes. This is both because we want the students to have time to watch them, and we believe anything longer than 15 minutes becomes overwhelming, thus being against our goal of accessibility.

Course: CAS PY105
Authors: Kathryn Stamoulis, Jennifer Chen, Hannah Bruce, Faith Cerbo, Mia Lopez del Punta, and Christopher Tzimopoulos
Abstract: In the introductory physics course PY105, a recent survey revealed that 86.7% of students identified homework assignments as the most challenging aspect of the course. Furthermore, students expressed a need for additional support in understanding fundamental physics concepts. Although PY105 offers various resources ranging from extensive office hours to small, consistent study groups, the survey results indicate that a more targeted approach to homework may help to enhance independent student learning outcomes and confidence in the course. This project proposes restructuring the more challenging homework questions, dividing them into guided, incremental parts to support students’ conceptual understanding and problem-solving skills. This format will introduce optional multi-part questions that mimic the step-by-step approach of in-class worksheets, encouraging students to approach homework with reduced pressure and increased confidence. In order to evaluate the impact of these homework alterations, students will be asked to participate in a follow-up survey assessing improvements in student satisfaction, confidence, and conceptual comprehension. Through this approach, the project aims to improve educational resources for students in PY105, facilitating a more effective and engaging learning experience in introductory physics.

Course: CAS BI107
Authors: Isabella Lemos Oliveira, Kimberly Nguyen, Ava Parker, Sakshi Sanghi
Abstract: Biology 1 (BI107) is a foundational course that introduces students to evolution and diversity of life, ecology, and behavioral biology, and the lab builds upon topics in lecture through experimentation. As Learning Assistants (LAs), we assist the instructor and check in with students to answer any questions. Our BI107 students have expressed their hopes for LAs to spend more time with them in the lab to solidify their understanding of its content. We propose implementing In Lab Discussions, ILDs, to encourage a higher level of engagement with the content and to enrich the student-LA relationship. As it is challenging to gauge student understanding based on in-lab performance, ILDs would prompt students to fill in gaps in their conceptual engagement in the lab. The methodology involves informal discussion periods within each lab session for LAs to interact with students about key concepts and procedures. Before implementation, we would gather feedback on students’ specific learning needs and preferences. Then, LAs would prepare guided questions to stimulate discussion and encourage critical thinking. LAs would encourage students to share their thoughts and ask questions about concepts related to the lab material. This interactive approach aims to create a supportive environment where students feel comfortable expressing their understanding and uncertainties, allowing LAs to tailor their guidance in real-time and promote deeper comprehension of the lab content. This method takes advantage of existing lab structures and utilizes the LAs’ familiarity with the course, thus requiring minimal additional resources while addressing student needs directly.

Course: CAS CH101
Authors: Nikhil Khemani, Meghan McKenzie, Anushri Roy
Abstract: This proposal tackles challenges with student engagement and collaboration in the CH 101 discussion sections. As of now, the CH 101 discussions involve 50 minutes of devoted time to working on the assigned packet that covers the major topics with question styles mimicking the quizzes. The specific pitfall with this style our proposal would like to address is how the discussion format allows few students to work on the packet alone despite efforts to encourage continuous collaboration. Therefore, our proposed changes include spending 5 minutes near the conclusion of every discussion choosing a group of students to teach the steps in solving a significant or difficult problem that covers key concepts.. The student groups will rotate weekly to ensure all students participate in this activity. Our main goals with these additional active learning team exercises are to help reduce cognitive load and promote metacognitive approaches. First, reviewing complex topics from lectures together encourages students to process and review the information that they might have quickly gone over in the lecture, thus reducing cognitive load by continuous processing, reviewing, and reteaching slowly. Second, encouraging students to work in a group setting to explain a problem to the rest of the class invites them to slow down, evaluate problem-solving processes, and learn through teaching the rest of the class.

Course: CAS CH101
Authors: Turky Alhargan, Adedoyin Ayeni, Ethan Huynh, Zhoe (Altas) Emmanuel
Abstract: After Quiz 1 the lowest 120 students will be emailed and strongly encouraged to enroll in a 2-credit pass/fail course FY104 General Chemistry Learning Experience (fulfills hub credit Creativity and Innovation). We anticipate around 60-70% of students will join after the first round of invites. The course will then be backfilled after Quiz 2 to reach a capacity of 100 students. This course will meet once a week on Sundays from 9:30 am to 11 am. Led by CH101 LA’s, the course will have students work through additional practice worksheets to solidify their understanding of critical concepts that they need to know in order to stay up to pace/not fall behind in the course. Additionally, this course will incorporate and teach students science-based learning habits, efficient group work, stress and time management, organizational, and other tools to help these students who may not have developed such skills in their prior education in order to set them up for greater success. Additionally, the students who join this course will be required to attend 1.5 hours of office hours spread out across time they meet for FY104 until the next time they meet for FY104. We will implement a swipe in/swipe out system for CH101 office hours to keep record of the students required to do additional hours and to also keep record of anyone else who attends office hours for the general CH101 course.

Course: CAS CH109
Authors: Colin Burns, Eunhee Char, Matthew Eskritt, Ameera Sharif, Christina Sousou, Zachary Zener
Abstract: General chemistry is an important foundational class for many students at Boston University. For chemistry or biochemistry majors, or those who have taken AP chemistry, the intensive version, CH109, is recommended. The course is composed of three parts: A lecture section, a lab section, and a discussion section. In particular, the discussion section is a place where students apply what they have learned to different scenarios. When working on these problems, students will have a full packet to complete, with an answer key released later. To improve efficiency of learning and improve educational outcomes, we have reformatted certain answer keys to increase the clarity of the solutions. Once implemented, we also polled students about the revised keys to gauge whether they were helpful. Finding an optimal format for the keys would hopefully allow students to have a better understanding of the material as they navigate the course.

Course: CAS NE212
Authors: Abigail Hartman, Jasming Senel
Abstract: CAS NE212, Introduction to MATLAB Programming for Research in Psychological & Brain Sciences, uses computer programming principles in MATLAB to explain core statistical concepts. The course is geared towards students without MATLAB experience. As Learning Assistants (LAs) for this course, we see that there is a fundamental gap in introductory programming knowledge, seen through the questions that students ask and analysis of the assignments that probed students’ knowledge of coding.
These observations suggest that a lack of familiarity with coding languages results in a steep learning curve. Ultimately, this may lead to difficulty in engaging properly in lectures and writing code for the assigned group project. In order to facilitate comprehension and help students feel less overwhelmed when first entering the class, we propose creating pre-lecture videos that review programming concepts and vocabulary that will be used throughout the course.
The purpose of this project is to give students an opportunity to review coding material from the beginning of the semester in preparation for their final. We will be using EdPuzzle to create 5-10 minute videos about variables, boolean expressions, for loops, while loops, if-else statements, and plots. Each video will have a few questions throughout the video to test understanding of the material. Students will be given the chance to offer feedback on how useful the videos are to them and how the videos could be improved. We hope that with these videos, future NE212 students can go into lectures with some background knowledge of pertinent coding skills.

Course: CAS NE204
Authors: Samhitha Somavarapu, Giavanna Siracusano
Abstract: NE 204 teaches students about foundational neural modeling techniques. However, students often struggle to apply these abstract concepts to real-world research. Computational modeling is essential in neuroscience research, as it contributes to our understanding of brain function by simulating neural functions. Our proposed change, as Learning Assistants, is to introduce case studies to NE 204 to clarify the real-world applications. Coding and modeling are primarily digital, compared to the hands-on methods neuroscience undergraduates applications see in most classroom lab settings. We believe that implementing case studies for students to apply their coding knowledge can bridge this gap in understanding, as well as foster enthusiasm for the subject material.

We will use discussion sections to provide students with case studies of neuroscience publications where computational modeling was implemented. Students will investigate the usage of models that they have previously learned in class, like the Hodgkin-Huxley, LIF, and FitzHugh-Nagumo models. Students will analyze the importance of each modeling technique in the provided research, enabling students to see course material in published research and applications and recognize the relevance of this class, ultimately providing a deeper understanding of these neuronal models of cognition. Currently, lab assignments are made up of roughly twenty lectured-based questions. To achieve our goals, we will change some of the weekly lab assignments so that they are more focused on a case study/research paper, where students will explain how and why the aforementioned models were used. Feedback will then be gathered from post-case study reflection worksheets.

Courses: CAS BI315 and CAS BI211
Authors: James Colwell, Amy Ji, Soey Jung, Ethan Rapa, Jaidyn Torres
Abstract: As LAs, we noticed that students often come to the BI211/315 lab unprepared, which we attribute to the lack of a pre-lab section to help prepare students for upcoming labs. Additionally, the current exit questions, particularly the game plan blocks, seem too general to encourage organized work outside of class in preparation for the next lab class. To address this, we propose modifying the exit questions section to a “Lab Warm-Up” and retaining only the original “How Are You Doing” open question. These warm-up questions will be an individual assignment due by the start of the next lab but can be completed by the end of the current lab. This will allow both students and teaching staff alike to be better prepared for the lab, which would help avoid possible misconceptions during lab time.

We will create these questions by reviewing all the labs with the faculty advisor to identify key points for emphasis. Those key points will be transformed into three multiple choice question (MCQ) style assignments on TopHat. Finally, the “How are you doing?” question will assess the status of group members, while the “Office Hours” question will help facilitate communication by determining if anyone plans to attend Office Hours. If students score below 80% of the total five questions, they will receive partial pre-lab credit, while scores of ≥80% will earn full credit. This grading setup will maximize confidence in the upcoming lab while minimizing grading fears.