Authors: <\/strong>Jack Hincks and Yao Lu<\/p>\nCourse:<\/strong> CAS MA213<\/p>\nAbstract: <\/strong>The motivation for developing an alternative project 1 for the lab session of MA213 comes from observing the structure and timing of the current two projects we are having. Both projects are quite similar in format and process, introducing dataset research, cleaning, and analysis of categorical and numerical variables, while the second one also requires a hypothesis test after those steps. This setup might lead to unnecessary overlap and put more pressure on students during the first half of the semester, so we want to improve this situation with an alternative project design.<\/p>\nTeams of 4-5 students will be assigned to one probability distribution (e.g., Binomial, Poisson, Geometric, Exponential, Normal). In the project, students build intuition using R sampling simulations to observe how sample size, parameters, and sampling design influence variability and results. It\u2019s designed to strengthen the conceptual foundation for students to understand why and how we use distribution to model real-world randomness.<\/p>\n
Students will be presented with properties unique to their particular distribution, and will be asked to design simulations that uncover these properties. They will visualize their results and create a presentation to share with the class. For example, suppose a group is assigned the Poisson distribution. In that case, they might be asked to show that a binomial distribution with a small p and large n approximates the Poisson distribution. This gives them an intuitive understanding of where the Poisson distribution comes from while avoiding an analytical derivation. The project will conclude with an in-person presentation to let other students learn about different distribution concepts.<\/strong>
\n<\/div>\n<\/div>\nPoster B: <\/strong>Improving PY105 Performance Through Early Diagnostic Math Assessment and Structured Skill Reinforcement<\/h5>\n
<\/strong>Authors:\u00a0<\/strong>Divya Jayvas, Erin Kang, Junsoo Lee, and Misora Ito<\/p>\nCourse:<\/strong> CAS PY105<\/p>\nAbstract: <\/strong>Students in PY105 begin the course lacking fundamental mathematical foundations, which hinders their overall performance. Learning Assistants have noted significant difficulties that current students experience. The most prevalent issue was the lack of competency in fundamental math skills. Having a robust understanding of math concepts, specifically algebra and rudimentary pre-calculus, is crucial for students\u2019 success. Though there are currently various resources that are available for the students, many students do not utilize them, and oftentimes not emphasized at the beginning of the semester. Therefore, to provide students with the opportunity for growth and preparation for the class, our project proposes the implementation of a mandatory math assessment that opens ten days before the start of the semester. This early assessment would allow students to identify areas of weakness, review fundamental concepts, and knowledge gaps. During the first week of class, a guided walkthrough of the math assessment would be led by Learning Assistants. This would allow students to revisit challenging problems while reinforcing mathematical foundations essential to succeeding in PY105. Additionally, the E-book questions on TopHat – which provide detailed conceptual breakdowns and step-by-step problem-solving guidance – would be made mandatory to ensure consistent engagement with the course material. By introducing an early diagnostic assessment, a structured review, and mandatory E-book practice, our proposal aims to enhance preparation for the course. Additionally, it can reduce anxiety related to math deficiencies and improve conceptual understanding, ultimately promoting a greater chance of academic success in PY105.<\/p>\n<\/div>\n<\/div>\n
Poster C: <\/strong>Mind Meets Matter: Making Labs Speak the Language of Lecture in CAS EE107<\/h5>\n
Authors: <\/strong>Cole Fairweather and Prim Pingkarawat<\/p>\n<\/span>Course:<\/strong> CAS EE107
\n<\/strong><\/p>\nAbstract: <\/strong>Instead of experiments or groupwork, EE107 labs are more activity-based. For example, some labs are mathematical and others observational. We noticed throughout many lab sessions that students have difficulty connecting lecture content to lab concepts. While labs should be used as applications to strengthen pre-knowledge, a lot of the concepts are taught only through the lab and not in lecture, an ineffective method. With our project, we hope that students will learn from the labs rather than just going through the motions of the activities. The purpose of this project is to create a more intuitive assignment for the Rock Deformation lab, fostering connection between foreign and familiar. As LAs, we observed that the majority of students were struggling in this specific lab due to how the lab introduced a new concept. We plan on rewriting this lab to better explain the ideas of stress and rock deformation. To do this, we aim to include diagrams showing where to squeeze the jellybean. For example, we found that squeezing the jellybean against the table to crack it slightly first was the most effective method for attaining the intended cracks. Furthermore, we want to make the connection between the cracks and the fact that it represents a fault clearer by discussing faults post experiment. During the presentation, we will be running parts of the lab we revise in short demos to better display our ideas.
\n<\/div>\n<\/div>\nPoster D:<\/strong> The Pre-Lab Makeover!<\/h5>\n
Authors:\u00a0<\/strong>Sasha Vorobyov, Elah Jonas, and Mohita Belwariar<\/p>\nCourse:<\/strong> CAS BI107
\n<\/strong><\/p>\nAbstract: <\/strong>Biology 107 is an introductory level course which offers a mix of exploring biological concepts, while giving students who are interested in science the opportunity to build their lab and research skills. Biology 107 implements pre lab videos which are meant to be preparation for that week’s experiment.<\/p>\nIt\u2019s known that the BI107 pre-lab lecture videos have been a great supplement for students prior to their entry into the lab space. Dr. K\u2019s curated mix of course announcements, conceptual background, and emphasis on lab themes has aided students for many semesters now, but as once-students, we strive to tweak and enhance these pre-lab lecture videos so that they effectively and concisely prepare students for lab sections, while maintaining emphasis on salient concepts.<\/p>\n
We would suggest adding a more detailed explanation of the lab procedure in the pre-lab video, and embedded graded questions so that students have more incentive to attentively listen to the video. The current LA\u2019s in the course would then be able to grade these videos as not to add extra pressure on course instructors or Teaching Assistants.
\nCurrently the pre-lab videos consist of a lot of material students have already learned in lecture, which makes them longer, and harder for students to pay attention to. Cutting down some of the material and replacing it with lab procedures would both help student attention, while allowing for in lab lectures to be shortened, giving the students more time to perform the actual experiments.
\n<\/div>\n<\/div>\n
Poster E:<\/strong> Enhancing Student Understanding in CAS BI315 Through Interactive Physiology Learning<\/h5>\n
<\/strong>Authors: <\/strong>Kathleen Wyverson, Urvi Patel, and Sharanya Srivastava<\/p>\nCourse:<\/strong> CAS BI315<\/p>\nAbstract: <\/strong>BI315 (Systems Physiology) lab is an opportunity for students to create and execute a human physiology experiment in the lab. One of the first lab activities is Lab Training 2 (LT2), where students are introduced to the lab software, iWorx LabScribe 25 (LS25). Currently, students are exploring predetermined tools, as well as creating an optimized screenshot for their data collection. Our redesign focuses on retaining the current learning objectives of LT2, while allowing more exploration during the lab.<\/p>\nOur inspiration for this project came from our observations that students had trouble understanding the software and its physiological relevance by the time they began collecting data for their projects. To help students foster a deeper understanding, we propose dividing the current LT2 into two separate components: an LS25 Introduction\/Tutorial and an Exploration segment. During the LS25 Introduction\/Tutorial, students will learn to use the LS25 plethysmograph tool and receive detailed instructions to familiarize themselves with the software and to collect physiological data. During the Exploration segment, groups of three to four students will be given the freedom to choose a physiological system and explore associated tools while answering various content questions. To increase each student\u2019s exposure to the equipment, half of the members will stay at their station to teach their peers about their chosen equipment. Concurrently, the other members will rotate through the classroom stations and learn about their peers\u2019 equipment. Students will then return to their original group and debrief on what they learned from each group.<\/strong><\/p>\n<\/div>\n<\/div>\n
Poster F:<\/strong> Optimizing General Chemistry Office Hours through Instructor Allocation and Structured Work Areas<\/h5>\n
Authors:<\/strong> Julia DeAngelis, Sophia Green, Arnab Misra, and Dora Ward<\/p>\nCourse:<\/strong> CAS CH101<\/p>\nAbstract: <\/strong>This study explores how the General Chemistry 101 (CH101) office hours can be enhanced to better support students through peer collaboration and learning efficiency. Office hours are a main resource for students to utilize throughout the semester, whether it be for questions, concepts, or practice problems. With a designated productive area for students to work together in CH101, office hours are critical for the success of numerous students, but there is room for more optimized office hours. To refine this process, office hours would require a restructuring based on student traffic data. Observational and survey-based data will be gathered to identify the peak office hours times each day and the main type of work being completed by the students attending. To extract this data, an anonymous sign-in list at the entrance of office hours where students record the time they are entering, what their main focus of work is going to be (homework, conceptual questions, discussion packets, quiz retakes, etc.), and their exit time. It is anticipated that certain patterns in office hours usage would reveal what times require more attention from staff and table groupings that could be formed to enhance collaboration between students working on the same thing. We hypothesize that peak times correlate with general chemistry lecture times, professor office hour times, and the average freshman class schedule end time being relatively early. Findings from this study will help instructors make more informed efficiency design decisions, so a more efficient office hour framework can be produced.<\/p>\n<\/div>\n<\/div>\n
Poster G:<\/strong> Evaluating the Benefits and Usage of Additional Study Resources<\/h5>\n
Authors:<\/strong> Amaya Dalton, Ryan Squeri, and Saanya Shah<\/p>\nCourse:<\/strong> CAS CH171 and CAS CH211<\/p>\nAbstract: <\/strong>In our midterm Learning Assistant reviews, students expressed a desire for more study resources, as well as an appreciation for our tips on succeeding in the course. To address this, we will be creating weekly documents with optional questions and notes that build on the discussion packets. These documents, called \u201cLA Tips & Tricks,\u201d will serve as an additional resource for students who are seeking extra practice or guidance before or after lectures, discussions, or exams. To evaluate their usefulness, we will survey students to find out if they used the resource, when they did so, why they chose to use them, and how helpful they found them.<\/p>\nFor CH171, we will include a review of the common topics of difficulty from the students\u2019 weekly discussion packets and tips for approaching specific problems. We will be using our prior experience in the course to identify and address which concepts and exam questions are challenging for students. For CH211, the packets will highlight key reactions, provide examples of key mechanisms and provide additional challenge questions which mimic the style of the exams. We will be collecting our data through Google Forms where students can leave feedback and ask additional questions. This will also allow us to see which students are taking advantage of these resources to determine their usefulness.
\nUltimately, the hope for our LA Tips & Tricks packets is to reinforce understanding and provide students with additional resources from the unique perspective of a Learning Assistant.
\n<\/div>\n<\/div>\n
Poster H:<\/strong> Studying the adjustment from high school to college chemistry education and the role of Learning Assistants in facilitating the transition.<\/h5>\n
Authors:<\/strong> Jonathan Ram, Joseph Repaci, and Iskander Rzaev<\/p>\nCourse:<\/strong> CAS CH109<\/p>\nAbstract: <\/strong>Advanced General Chemistry at Boston University, CH109, is designed to be an introductory chemistry course, however it is expected and assumed, but not required, that students coming into the course have had previous high school chemistry experience. For some cases, students haven\u2019t taken chemistry before or had forgotten most of the chemistry content that they had learned in high school, which can make the class extremely difficult as it moves very fast. In our project we will conduct a survey which will consist of two parts: first will include a preliminary questionnaire that is aimed to learn more about the background of a student’s individual education experience. We will ask questions to determine the size and quality of the students\u2019 high school chemistry courses, and their previous experiences in chemistry laboratory settings. The second part of the survey will aim to determine students\u2019 difficulties\/challenges in the course, and their perception of how well the course connects with their previous chemistry experiences. Finally, we will ask the students to suggest improvements and changes to the course which might allow it to more effectively dovetail with their previous experiences in the subject. After conducting a review and analysis of the results of this survey, we will present our findings about students\u2019 struggles and perceptions regarding the course, and attempt to suggest potential solutions or changes which could be implemented in the future.
\n<\/div>\n<\/div>\nPoster I:<\/strong> Integration of Design for Manufacturing Standards in Engineering Drawing Creation and Review<\/h5>\n
Authors:<\/strong> Henry Corrigan, Lydia Hall, and Victoria Lam<\/p>\nCourse:<\/strong> ENG ME357<\/p>\nAbstract: <\/strong>ENG ME 357 – Introduction to CAD & Machine Components is a course intended to teach students the basics of computer-aided design (CAD) in SolidWorks and common mechanical components. The course currently consists of design projects completed in SolidWorks, where students replicate a part or assembly from a provided engineering drawing. Additional instruction is provided through quizzes, where students complete multiple-choice knowledge tests or replicate simpler parts. There is little consideration made towards design for manufacturing (DFM), a set of principles engineers follow when designing components. Engineering drawings are first presented with little explanation of their practical use. During the engineering process, there is also an iterative design and review process that is made with an engineering team. In this class, there is none of that iterative review, which does not properly prepare students for the process they would follow in the real world. We propose a project within the existing course curriculum that would require students to design a custom part or drawing without a direct guide. Students will design a part with some predefined parameters and create an engineering drawing of this part. The drawing is given to another student, who will create the part described in the other student\u2019s drawing. Students will need to consider DFM principles while designing so that their partner is able to effectively create the component they designed. The proposed project will also require the ability to work in and effectively communicate with teams, which is a skill needed in the majority of engineering careers.
\n<\/div>\n<\/div>\nPoster J:<\/strong> Redesigning Instructional Material For a Vertebrate Lab: Enhanced Direction for Students & Learning Assistants<\/h5>\n
Authors:<\/strong> Urangoo Enkhjargal, Julian Garcia, and Scarlett Martin<\/p>\nCourse:<\/strong> CGS NS201<\/p>\nAbstract: <\/strong>Effective Lab instructions are key to student success, which is often accompanied by well-informed learning assistants and professors. The Learning Assistants will be focusing on improved communication regarding the third lab in Natural Sciences 201, the Vertebrate Homologies Lab, centered around identifying and observing the divergences in vertebrate skeletons. While it is important for students and faculty to be on the same page for all labs, clear and concise directions are especially imperative in the Vertebrate Homologies Lab as students are engaging in an activity they have most likely never done before: analyzing skeletons for evolutionary differences. In this lab, students are expected to draw a phylogenetic tree based on the observations they made on the skeletal models of species from differing classes in the Animal Kingdom. While recent amendments to the lab structure have made the expectations more digestible for students so far\u2013such as the addition of a suggested list of bones to observe, as well as an online website which displays the skeleton parts in order to draw more accurate conclusions\u2013there are still gaps in clarity when it comes to identifying the different skeletal parts and categorizing the bones. We propose that the lab could be improved by more accurately informing the learning assistants about the different characteristics of the bones that are present in the skeletal models, as well as the range to which they would be categorized. By improving the clarity of the skeletal structures, we hope to adequately prepare the learning assistants, therefore streamlining learning for students. Through the combination of redesigning presentations and materials provided in the lab prep session for the learning assistants, this project aims to enhance instructional consistency across all sections to improve the LA\u2019s ability to assist students.
\n<\/div>\n<\/div>\n<\/p>\nRound 2<\/h2>\n
Poster A:<\/strong> Enhancing Conceptual Understanding in PY106: LA Perspective<\/h5>\n
Authors:<\/strong> William Augustyn and Hasher Mir<\/p>\nCourse:<\/strong> CAS PY106<\/p>\nAbstract: <\/strong>A line heard again and again in PY106 discussions goes something like \u201cI get the math, but I don\u2019t get the why.\u201d As two students who are passionate about physics and physics education we feel that this line hurts. For most students, PY106 will be the last time they interact with physics in a classroom setting and we feel that students should leave the course with a clear mental model of electromagnetism\u2013something that goes beyond just the symbols and the algebra. Something that seems to be lacking in this class is an appreciation for the material students are learning. To put it bluntly\u2013physics is cool, and we feel that students are missing out on this realization.<\/p>\nTo fix this we propose three changes: new and improved discussion worksheets, an emphasis on history of physics in lecture, and applications of the material students are learning about in the modern world. We feel that these three changes will help to ground students in the material and ensure they leave the class feeling they have a strong grasp on electromagnetism.<\/p>\n
Changes to the discussion worksheet will focus on clarifying student misconceptions. It is only by playing around with a topic and seeing what isn\u2019t true that students can learn the full picture, not just through plugging into equations. We aim to ask more conceptual questions such as \u201cwhat is an electric field?\u201d or \u201ccould electric field lines curve?\u201d to get students to engage more with the material. We would have students answer and debate these questions in a group because it\u2019s been shown that group problem solving can enhance learning.<\/p>\n
We would also like lectures to address the question \u201chow do we know this?\u201d For example, explaining how Benjamin Franklin thought about charge, or how Faraday arrived at the idea of a field. Lastly, we know that most people taking 106 are doing it for med school. We think it would be wise to teach with this fact in mind, such as discussing how x-rays work or how magnetic fields are used in MRIs.
\n<\/div>\n<\/div>\n
Poster B:<\/strong> A Dual-Approach Physics Intervention: Easing Anxiety in Introductory Physics Courses Through an LA-Perspective<\/h5>\n
Authors:<\/strong> Grace Angeline Manuring, Lauren Sanfanandre, Mehr Garg, and Sami Miyashiro<\/p>\nCourse:<\/strong> CAS PY105 and CAS PY211<\/p>\nAbstract: <\/strong>As current undergraduate students, Learning Assistants possess a unique relatability that can support students in navigating academic challenges and anxieties in physics education. Our group\u2019s philosophy emphasizes leveraging this peer perspective to provide more than traditional advice, bridging the gap between academic expectations and student realities. We have developed and partially implemented tailored strategies across two introductory physics courses, PY105 and PY211, to soothe student anxieties and make learning physics more manageable.<\/p>\nFirst, a \u201clast-minute panic Q&A\u201d Zoom session provided immediate, personalized clarification for anxiety-inducing questions before exams. This initiative, utilizing multiple LA-led virtual rooms, offered a practical lifeline and readily available support. Second, to address foundational skill gaps that are typically revealed after the first exam, we also designed a math review project. This project, ideally implemented 1-2 weeks after the first quiz, aims to review basic math skills crucial for physics. It will feature an incentivized online pretest for weakness diagnoses, followed by focused 20-30 minute sessions covering trigonometry, algebra, integration, and other concepts. A subsequent post-assessment allows the students to track their progress, and allows us to measure its efficacy. This approach creates space for students to develop foundational knowledge they may not have initially realized was necessary, moving past the \u201cyou should have known\u201d mentality.<\/p>\n
Collectively, these two projects leverage the LA\u2019s distinct ability to address students\u2019 specific anxieties. Given the timing of this project, however, neither PY105 nor PY211 will be able to fully implement these ideas\u2014both classes will collect survey feedback on both ideas, but only PY211 will be hosting online help before this project is complete, due to PY105 exam timings and the fact that it is a much larger class being led by multiple LAs. By the time SC521 presents their final ideas, PY105 will also have hosted online help and collected data on the effectiveness of this project.<\/p>\n
<\/div>\n<\/div>\n
Poster C:<\/strong> Lecture to Lab Connection: Concept Mapping Videos for CAS BI211
\n<\/h5>\n
Authors:<\/strong> Julia Cicchillo and Zoey Kane<\/p>\nCourse:<\/strong> CAS BI211<\/p>\nAbstract: <\/strong>Here is a quote that we have heard as both an LA and student in this class: \u201cThis lab has nothing to do with the lecture\u2013 I am so confused!\u201d In the BI211 lab, students complete one of two tasks each week: they either complete a wet lab using equipment to measure the physiology of their bodies, or they work on their digital and multimedia expression assignments. We want to give students a way to seamlessly connect these assignments to lecture content, allowing them to arrive for class prepared and confident. In order to do this, one LA will be assigned each week to create a short 1-2 minute video during prep session, in which the LA will create a mind map to highlight the important aspects of their weekly lecture to the lab procedure. Some examples of what this video may look like include an infographic or short presentation connecting weekly lecture content to specific lab content, demonstration of utilizing lab materials and software, and addressing common issues and concerns with groups. Not only will this be a helpful tool for students, but it will also serve as a more productive use of time for LAs during weekly prep sessions. Students can also utilize this material when studying for their lab final at the end of the semester. Our goal is for this material to give students a quick yet comprehensive explanation of how the two separate portions of the course relate to each other.<\/p>\n<\/div>\n<\/div>\n
Poster D:<\/strong> CAS BI107: Keystone Species In-Lab Activity Proposal<\/h5>\n
Authors:<\/strong> Amalie Morgan-Tomyl, Nidhi Rana, and Winnie Zhen<\/p>\nCourse:<\/strong> CAS BI107<\/p>\nAbstract: <\/strong>While the EcoBeaker simulation is useful to help students learn about the significance of keystone species, it is essentially an independent, self-paced process that does not promote collaborative or active learning. In our experience, some students complete the assignment outside of class because they perceive the activity as busy work, and may feel incentivized to rush through the material upon discovering that only one section is graded for accuracy. While the SimuText activity can remain as a post-lab assignment, a more engaging use of lab time can be achieved by having students work in groups of 3-4 to construct food webs to share with the class in the form of an informal presentation at the end of the lab. Together, students will research a species of interest and its local ecosystem to establish predator-prey relationships and pinpoint a keystone species. If their research does not clearly identify a particular keystone species, students will hypothesize what the keystone species might be, based on their understanding of the food web. To ensure students don\u2019t rush through the activity, there should be general criteria for the webs via simple follow-up questions about the diagram. Overall, the purpose of this exercise is to help students visualize the consequences of removing a species, such as potential overpopulation of one species or starvation of another. Not only does this activity strengthen students\u2019 base of knowledge for the post-lab assignment, but it also creates a lighthearted and interactive opportunity to learn about different species.
\n<\/div>\n<\/div>\nPoster E:<\/strong> A Peer-Led Approach to Chemistry Discussion Sections<\/h5>\n
Authors:<\/strong> Brian Dang, Charlie Linardos, and Yoeku Sam<\/p>\nCourse:<\/strong> CAS CH101<\/p>\nAbstract: <\/strong>In theory, chemistry discussion gives students the opportunity to engage in discourse around course material. However, this reality is seldomly emphasized. In practice, a majority of students approach discussion sections passively, working through worksheets in silence, relying on Learning Assistants (LAs) for answers, and often struggling to recall foundational concepts from previous weeks. This results in a missed opportunity for collaborative learning, conceptual reinforcement, and intellectual growth. As LAs in this course, we\u2019ve noticed two identifiable challenges: a lack of meaningful peer-to-peer discussion and students frequently forgetting prior material. To address both of these issues, we propose that each discussion will begin with a brief, peer-led group conversation that previews the past week\u2019s learning objectives and key concepts. This opening dialogue is not just a warm-up; it is a pedagogically conscious structural change that will establish a shared purpose, prime students\u2019 prior knowledge, and encourage early collaboration inspired by Peer-Led Team Learning (PLTL). To implement this structural change, LAs will take on more facilitative roles as currently LAs in discussions are there to answer questions, facilitate individual student learning, and to the best of their abilities facilitate group discussions; however, with this proposed change, LAs can take on a more guiding group conversations, which will allow students to model their metacognitive strategies and support students in dealing with productive moderate struggle. This proposal seeks to put the \u201cdiscussion\u201d back in the discussion section.
\n<\/div>\n<\/div>\nPoster F:<\/strong> Activating the Learning Brain: Implementing Think-Apply-Reflect Problems to Bridge Conceptual Understanding and Problem Solving <\/h5>\n
Authors:<\/strong> Julianna Heikkinen and Luca Jadric<\/p>\nCourse:<\/strong> CAS CH102<\/p>\nAbstract: <\/strong>Students in General Chemistry often struggle to connect newly introduced lecture concepts with their practical applications, leading to fragmented understanding and difficulty initiating problem-solving. In a recent student survey, many reported uncertainty about where to begin multi-step problems and expressed that they could recall equations but were unsure how to interpret or apply them in context. To address these challenges, this project proposes the implementation of a Think-Apply-Reflect Problem (TAR Problem), a redesigned discussion-style problem that guides students through a single topic using multiple, complementary representations. Each subsection of the question offers a focused task that approaches the concept from a different angle such as a qualitative reasoning prompt, a quantitative calculation, and a real-world or experimental extension. The real-world or experimental component serves as an important metacognitive checkpoint, allowing students to apply what they learned under slightly altered conditions and evaluate whether their reasoning still holds. By prompting students to recall lecture material, collaborate with peers, and test their understanding through structured inquiry, the activity aims to make complex textbook-style problems more approachable and increase productivity during short discussion periods. Grounded in Zull\u2019s neuroscience model of learning, which emphasizes engaging sensory, integrative, and reflective brain regions and Wieman\u2019s research on interactive, evidence-based instructional practices, TAR problems are designed to reduce cognitive overload, strengthen conceptual connections, and support the development of expert-like thinking. By guiding students through a coherent learning sequence that links ideas across contexts, this approach fosters deeper understanding, stronger retention, and greater confidence in problem-solving.
\n<\/div>\n<\/div>\nPoster G:<\/strong> Bridging the Gap Between Lecture and Lab Learning Via Exam Questions: The Connection Between Purpose and Skillset within a Laboratory<\/h5>\n
Authors:<\/strong> Ava Askren, Diya Patel, and Elyse Seldin<\/p>\nCourse:<\/strong> CAS CH109<\/p>\nAbstract: <\/strong>Many times in CH 109 the lectures and lab can feel disconnected. Sometimes the lab concepts just don\u2019t line up with what students are currently learning, or it can be ambiguous as to how they connect. The purpose of lab is for students to deepen their understanding of lecture material through hands-on learning. When done right, this can be a crucial step to helping students grasp the material. Through our proposed lab question ed puzzles, the goal is to help bridge this disconnect between lab and lecture material, by walking students through how the two connect. By creating ed puzzles for each lab using either past exam lab questions or our own created questions, this can help students see how lab concepts are directly connected to what they learned in lecture, and understand the why behind lab. By walking them through step by step and breaking down the process via an ed puzzle, we hope to squash any misconceptions students may have about approaching these questions by providing solutions and our own thought process of how we approached these questions. Additionally, we think having a mixture of multiple choice and open response questions can help to identify if students are having problems (ex on an open response we get the same wrong answer consistently) and are then able to address those issues during our lab\/office hours to ensure proper and critical understanding of the material.
\n<\/div>\n<\/div>\nPoster H:<\/strong> An Integrated Approach to Educational Discourse \u2013 Combining Dialogic and Univocal Discourse to Increase Learning Outcomes<\/h5>\n
Authors:<\/strong> Andrew Kim, Iva Knezevic, and Masha Velikhovskaya<\/p>\nCourse:<\/strong> CAS CH109<\/p>\nAbstract: <\/strong>The structure of a typical undergraduate introductory STEM course fails to integrate collaborative learning, resulting in the traditional lecture style of teaching. Educational scholars hypothesize this causes lower understanding of material. In their article \u201cUnpacking the Nature of Discourse in Mathematics Classrooms\u201d (2001), Eric Knuth and Dominic Peressini define this as univocal discourse and offer dialogic discourse as an alternative. Dialogic discourse emphasizes student involvement and vocalization of the process of thinking, while univocal discourse prioritizes the instructor\u2019s direction, constraining discussion with students. The authors value dialogic over univocal discourse, although they concede that a combined approach may be the most effective. This study experimentally investigates this conclusion, and proposes that the type of discourse employed by the instructor does not conclusively predict the student learning outcomes. The purpose is to demonstrate that teaching cannot be approached by exclusively employing dialogic or univocal discourse. Instead, strengths and weaknesses of both types should be integrated into instruction. The project characterizes both types of discourse in an undergraduate general chemistry course, CH109, and proposes a combined approach that maximizes learning outcomes. CH109 is representative of the traditional instructional format with an unbiased student sample. The study asks instructors to employ dialogic, univocal, and a combination of discourse in teaching the thermodynamics unit in the weekly discussion portion of CH109. During each class, students will receive instruction strictly in one of the described forms of discourse. The effectiveness will be evaluated by a short quiz administered at the end of the discussion.
\n<\/div>\n<\/div>\nPoster I:<\/strong> Enhancing Student Mastery of Cladograms with a Revised Lab Sequence
\n<\/h5>\n
Authors:<\/strong> Yariana Manzano-Maldonado, Isabella Hill, Sarah Kyeba, and Sharon Lee<\/p>\nCourse:<\/strong> CGS NS201<\/p>\nAbstract: <\/strong>In NS201, students spend multiple lab sessions learning how to illustrate different evolutionary relationships between organisms. The purpose of these labs is to help highlight the importance of observational science, and connect scientific topics to the real world. Our goal is to help students familiarize themselves with cladograms by reorganizing the lab order and introducing the Flower Lab, a one-week lab that incorporates real-world organisms, allowing students to physically interact with specific traits. At the moment, only one professor implements the Flower Lab into their curriculum, whereas the other professors spend extra time on the introductory lab. We plan to achieve this goal by reducing the time frame for Lab 1, which currently takes 3-4 weeks. Lab 1 primarily focuses on biodiversity and urban ecology where students are required to visit sites, collect data, and present their findings in the end. If data collection is turned into an out-of-class activity, this can reduce the duration of the lab by one week, allowing for the incorporation of the Flower Lab. The restructuring of labs can grant professors and LAs more time to explain to students how to draw a cladogram and key concepts such as synapomorphies and derived traits. We propose to make the flower lab mandatory and place it at the beginning of the series of labs focusing on cladograms, before the Anchor Arms lab. We plan to collect evidence for the efficiency of our plan through student surveys.
\n<\/div>\n<\/div>\nPoster J:<\/strong> Enhancing Learning with a Post-Lecture Feedback Form<\/h5>\n
Authors:<\/strong> Jinyu Fang, Charlotte Harper-Cunningham, Chenhe Jiang, and Winnie Wang<\/p>\nCourse:<\/strong> ENG EK301<\/p>\nAbstract: <\/strong>This project aims to enhance students’ learning experience through quick responses by creating a post lecture feedback form. As we engage with the students during lecture, a noticeable issue is how the professors lack a quick, structured way to assess the students\u2019 understanding, leaving many students uncertain about the material. While many variations of the feedback form were considered, the chosen design was a two-question form: one, a short answer question asking what topic the students are confused on while the second would be a short answer question that is optional for students to fill out if they wish to elaborate further on where or what part of the topic they are confused on. This form allows the professors to easily sort and analyze the percent of students confused on certain topics so they could quickly see if their students needed more review on a certain topic. This form also gives students a quicker way of informing the instructors and LAs who can incorporate the feedback into how they prepare for discussion sections. Additionally, the feedback can be shared during the weekly instructional meetings to review major topics unclear to students and how to clarify these topics to students either during lecture briefly or during discussion sections. Data will be collected through the feedback form and implemented within some sections to test results in order to determine its effectiveness and potential.
\n<\/div>\n<\/div>\n<\/p>\nRound 3<\/h2>\n
Poster A:<\/strong> Investigating how Exam Content Revisitation Affects Student Satisfaction and Learning <\/h5>\n
Authors:<\/strong> Jackson Baker, Seth Dyrli, Cheyenne Lehman, and Rahul Patel<\/p>\nCourse:<\/strong> CAS PY104, CAS PY105, and CAS PY212<\/p>\nAbstract: <\/strong>Though PY104, 105, and 212 are courses with differing teaching methods, there is one constant across them\u2014difficult exams. Students in each class have complained that exams are more difficult and abstract than their practice material. To address this, we propose students prove they have learned from their mistakes via corrections to submitted exam material or optional exam-style questions administered after the exams. This way, professors can maintain the rigor of their exam content without penalizing their students\u2019 grades, which is especially valuable for PY104 and 105, where many students are preparing for rigorous entrance exams.<\/p>\nTo administer exam corrections, we plan to select a limited number of questions for students to correct during class time. Students who show they have learned from their mistakes and understand how to find the solution will be awarded with small point gains. Later, in order to test the efficacy of learning outcomes, we will assess the students on questions similar to those they had the option to correct. Then, we will compare the class average score on the question before being offered test corrections to the average score after having the chance to revisit material.<\/p>\n
In the case of the exam-style question, the process will be similar, except that the questions they revisit will be given separately from the exam. Rather than comparing scores before and after, we will use student surveys to assess student attitude and satisfaction with the course after being given the chance to revisit exam material for class credit.
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Poster B:<\/strong> Applied Physics That Applies: Connecting Interesting Phenomena to Theory <\/h5>\n
Authors:<\/strong> Morgan Li, Prayoga L, and Emily Ren<\/p>\nCourse:<\/strong> CAS PY107, CAS PY212, and CAS PY452<\/p>\nAbstract: <\/strong>We hope to apply real-world examples to show students how their coursework is related to practical applications.<\/p>\nIn PY 212, the properties of electromagnetic waves are taught. However, not many students understand the vital role they have in modern communication. Showing how cell phones transmit and receive signals from radio towers through electromagnetic waves can connect these abstract concepts to the real world.<\/p>\n
In PY452, students learn concepts advanced enough to describe relatively modern advancements in physics. For example, the recent 2025 Nobel prize in physics uses the WKB approximation\u2013a standard method taught in this class\u2013to estimate tunneling rates in superconducting Josephson Junctions. The phenomenon of (BCS) superconductivity can also be explained using their knowledge of identical particles in the second quantized formalism. This exposes them to actual applications in modern physics research of the material they learnt beyond the standard (and mostly quite boring, really) examples found in most quantum mechanics textbooks.<\/p>\n
For PY107, the integration of real-life food examples to make concepts more tangible will help them to generate final project ideas. For instance, the recent trend of Tanghulu (sugar coated fruits) paired with Nai Pi Zi (milk skin) illustrates phase transition, viscoelasticity, heat diffusion and protein denaturation in a memorable and accessible way. Another practical example is highlighting relevant media that brings classroom concepts into real world contexts, such as Culinary Class Wars, which showcase cooking techniques like vacuum sealing and sugar pulling.
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Poster C:<\/strong> BI107 Student Feedback Form <\/h5>\n
Authors:<\/strong> Violet Yoshizumi, Taneil Braddox, and Sophia Lombardo<\/p>\nCourse:<\/strong> CAS BI107<\/p>\nAbstract: <\/strong>In courses such as BI107, group work is essential to student learning and success. However, throughout the semester we have noticed that conflict can arise within groups that strain peer relationships, potentially affecting students\u2019 grades and satisfaction with the course. In order to address these complications, we want to offer the students an opportunity that allows them to share their concerns before they escalate into greater issues. Our suggested intervention is a semester-long Google form open to all BI 107 students, moderated by LAs. This form will ask students to provide their name, BU email, and any problems they are currently facing involving other students. Each LA will be the owner of an identical form, which they will email to their students at the beginning of the semester. Following their submission of the form, the student will receive a follow up email from their respective LA outlining next steps and an opportunity to meet in person. As LAs, we understand the students’ perspectives and may be more approachable than the TFs when it comes to discussing peer relationships. Additionally, the LA\u2019s role in mediating conflict will alleviate some responsibility from the TF\u2019s, allowing them to focus more on course content and grading. Overall, this addition to the BI107 course will help students feel as though their voices are heard while also fostering connections between LAs and students, ensuring they are met with sufficient support.
\n<\/div>\n<\/div>\nPoster D:<\/strong>Redesigning Lab Training 2: Strengthening LabScribe25 proficiency in BI315 <\/h5>\n
Authors:<\/strong> Zoe Qian, Michael Mirtchev, and Lahiri Kuchibatla<\/p>\nCourse:<\/strong> CAS BI315<\/p>\nAbstract: <\/strong>In this project-based lab, students take a semester to become familiar with the lab software, LabScribe25 (LS25), design an experiment, collect data, and write a final report. The Learning Assistants have observed that our students don\u2019t experiment with the software enough to remember how to navigate it for their data collection, so we are redesigning the current lab curriculum focused on LS25, Lab Training 2 (LT2) to make it easier for students to collect and analyze data using the software later in the semester when this application is critical for their project.<\/p>\nOur changes provide a review of the software immediately before data collection using more memorable formatting. Originally, students learn how to use LS25 several weeks before collecting data in Preliminary Data 1 (PD1). By moving parts of LT2 regarding software use and application the week before PD1, students can review software use and learn the requirements for an optimized screenshot. Our project consists of three components: a video made by the LAs explaining how to analyze data using LS25 buttons and the requirements for an optimized screenshot, a penalty-free assessment to gauge understanding of the video, and a check-in with the teaching staff. The video and penalty-free assessment will be a pre-lab assignment. During lab, students will collect data for the system they plan on researching, and teachers will meet with teams individually, asking questions on software navigation and data analysis. The TF\/LA will also correct misunderstandings based on each team\u2019s penalty-free assessment mistakes.<\/p>\n
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Poster E:<\/strong> Improving Outcomes in Discussions through Scaffolded Homework Primers <\/h5>\n
Authors:<\/strong> Vicky Zheng, Talya Le, and Grace Schulenburg<\/p>\nCourse:<\/strong> CAS CH101<\/p>\nAbstract: <\/strong>Our proposed improvement for the course is a summary handout to introduce the homework problems (a homework primer). After the lecture, students would receive a handout that has a multi-step problem in it, with the steps written out for them. An example for this would be that the units are written in, or there is an example limiting reagent problem, or even just the beaker is drawn out. This provides a scaffold for the students to reference and build off of while they are doing their homework. Each problem would also have an empty space next to it where they are encouraged to write in the big idea from the lecture that this applies to. This will allow them to think more critically about not just what they are being asked, but why they are being asked to do it. They will be gradually encouraged to remove this scaffolding support and do practice problems on their own. This will hopefully encourage metacognitive practices while doing homework. The skill of reflecting on one\u2019s own understanding of the material will carry over to other forms of assessment throughout the course. Then, once it is time for discussion, they will have had practice with the exact steps they are supposed to follow and have greater awareness of the big ideas that they are practicing.
\n<\/div>\n<\/div>\nPoster F:<\/strong>Mapping Meaning: Strengthening Conceptual Links in General Chemistry <\/h5>\n
Authors:<\/strong> Sopriala Benibo, Mahek Hassanali, Mia Huang, Roopali Khehra, and Easton Pransky<\/p>\nCourse:<\/strong> CAS CH101<\/p>\nAbstract: <\/strong>A key difference between high school and college chemistry is understanding the concepts, and we have noticed students often struggle with this shift. We propose a new course component that encourages students to engage with core concepts of general chemistry and emphasizes their connections. Each week, before their discussion, students will create a concept map centered around one of the \u201cBig Ideas\u201d from the lecture and record videos explaining the idea in their own words for them and their peers to use. We aim to encourage students to actively think about connections between concepts and express complex material that reflects understanding.<\/p>\nWe expect a mitigation of knowledge gaps before the discussion, since students have analyzed the material. With a better understanding of the material, the students can now apply their reasoning from the concept maps as they are solving problems. Furthermore, discussions are the perfect forum for this, since students can compare ideas and use each other’s work to further their learning. For Learning Assistants, these tools will serve as valuable insight into how students are processing key material. If any misconceptions appear, LAs can address them directly in groups, turning discussion into meaningful learning opportunities.<\/p>\n
This modification maintains the course’s goals of interactivity and student-centeredness while enhancing conceptual understanding, encouraging creativity, and collaboration. This helps students move beyond procedural problem-solving toward a more integrated and lasting knowledge of chemistry.
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Poster G:<\/strong> Modeling Pre-Lecture Surveys in Structured Office Hours to Bridge the Gaps between Students and Instructors <\/h5>\n
Authors:<\/strong> Zoe Lian, Eve Ren, and Anna Zhang<\/p>\nCourse:<\/strong> CAS CH109<\/p>\n