Welcome to the Learning Assistant Program poster session at the Spring 2026 Experiential Learning Expo! This event provides an opportunity for the new Learning Assistants this semester to present their final projects redesigning a small aspect of the course in which they teach, combining the pedagogical theory they learned throughout the semester with their in-class, experiential practice of teaching. We invite you to engage with and ask questions of the teams as they share their insights from this semester.<\/p>\n
Explore the Learning Assistant Program<\/a> website to learn more!<\/p>\n Course:<\/strong> CAS NE204 and CAS NE212<\/p>\n Abstract: <\/strong>NE204 (Introduction to Computational Models of Brain and Behavior) and NE212 (Introduction to MATLAB Programming for Research in Psychological & Brain Sciences) are generally the first Computational Neuroscience courses Boston University students take. These courses teach students to utilize MATLAB-based modeling and analysis techniques through interactive lectures and weekly discussion sections, where students work through lab assignments. Both sections of the courses are supported by teaching fellows (TFs) and learning assistants (LAs). As LAs for NE204 and NE212 this semester, we\u2019ve recognized that students are lacking the proper background for success in classes with a computational rather than biological focus. We have noticed that discussion sections have varying levels of support for students and feel that LAs could be better used to support learning. This project intends to improve the discussion sections that we teach by integrating consistent feedback from students, creating more engaging lessons, and encouraging students to interact more frequently. The most effective lessons we\u2019ve run so far have shifted away from being lecture-heavy towards group work. For coding\/statistics classes, this may look like student-led derivations or assigning mini-projects where each student gets to apply their learning in collaboration with their peers. We aim to make the classroom more inviting, reducing the intimidation of coding and statistics while building students\u2019 confidence to code independently. As neuroscience and technology develop, through our change in the following courses, we can improve the competency of relevant skills that students will need in the near future.<\/strong><\/p>\n <\/div>\n<\/div>\n <\/strong><\/strong>Authors:\u00a0<\/strong>Yumi Chan and Samantha Ritacco<\/p>\n Course:<\/strong> CAS ES107<\/p>\n Abstract: <\/strong>As Learning Assistants for EE107, our responsibilities consist of supporting the teaching fellows in answering student questions, setting up hands-on lab activities, and strengthening student understanding of lecture material. Within EE107, many of the labs consist of activities that are easier to be done separately than with a partner. In our experiences so far, the students barely communicate with each other, likely because they do not have any reason to. To promote communication within the students in our labs and strengthen pre-lab material, we want to institute a tactic of starting each lab with a warm-up. Warm-ups follow a consistent structure each week and would be completed in small groups to increase student communication. Each warm-up would include concepts they are stuck on from the last lecture, things that worked well, and a key idea that they remember. The level of academic depth would be adjusted based on the difficulty of the previous lesson. These reviews would be no more than 10-15 minutes to ensure that there is ample time to complete the assignments, but enough time for students to form connections to those around them. Students learn best when in collaboration with their peers, so this could help promote that.<\/p>\n <\/div>\n<\/div>\n <\/span>Authors: <\/strong>Ryan Filoramo, Anna Gruesen, Uma Sanker, and Olivia Van Siclen<\/p>\n Course:<\/strong> CAS PY106 Abstract: <\/strong>This project proposes to incorporate 1-2 optional MCAT-style physics questions into the existing PY 106 worksheets completed during the course\u2019s studio section. As PY 106 serves as a prerequisite course for the majority of medical schools, many students enrolled in this course are pre-health and eventually need to take the Medical College Admissions Test (MCAT). Although the course material aligns with physics content tested on the MCAT, students often report difficulty adjusting to the wording of MCAT physics questions due to differences in style compared to PY 106 questions. Additionally, many MCAT-style questions apply physics concepts to real-life scenarios, demonstrating to students that the physics concepts they are learning about have various real-world applications.<\/p>\n The goal of this project is to enhance student engagement, strengthen conceptual understanding, and help students make connections between the physics coursework taught during lecture and the future questions that will appear on the MCAT. MCAT-style questions can be difficult to adapt to, so by introducing these questions earlier in students\u2019 coursework, we hope to better prepare students to solve such questions. Additionally, for students who are not intending to take the MCAT, we hope to strengthen the connection between physics and real-world concepts through more applicable problem-solving. This approach is supported by the concept of transfer of learning, as it encourages students to apply knowledge in new contexts. Additionally, practicing 1-2 MCAT-style questions every lecture provides students with gradual exposure to these concepts so that they can practice questions throughout the semester.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Lucas Briggiler, Emily Crowell, Darby Curran, Sylvia Onuoha, and Jamila Rodriguez<\/p>\n Course:<\/strong> CAS BI210 Abstract: <\/strong>BI210 students often report struggling with connecting content from lecture and lab and understanding how to effectively study for the course; as the course is largely structured around heavy amounts of memorization, students can feel overwhelmed by the quantity of material and thus not know how to most effectively approach their studying. To remedy this, BI210 learning assistants would collaborate to create and edit an online study guide as an extra resource for students. This study guide would take the form of an interactive Google Sites website, with a section for each unit published in line with the lecture schedule. The content of the website will consist of various resources such as images of lab models, histology guides, educational videos, as well as specific studying tips, all of which would provide a strong framework to help students build better study habits and reinforce familiarity with subject material. Through our website, we hope to bridge the gap between content learned in lecture and lab to help students gain and solidify a comprehensive understanding of each topic and address common areas of confusion. <\/strong>Authors: <\/strong>Sehrish Hasanali, Alexia Koulikourdis, Kenna McElroy, Kate Shori, and Alicia Wang<\/p>\n Course:<\/strong> CAS BI108<\/p>\n Abstract: <\/strong>BI 108 students gain hands-on experience in the lab to solidify their understanding of lecture topics. Students would benefit from a checkpoint system to monitor their learning progress and identify topics they need to reinforce. The Muddiest Point Survey, created by Boston University\u2019s Chemistry Department for CH 101, employs a metacognitive learning strategy by tasking students with reflecting on their understanding of the topics covered in the preceding week\u2019s lectures. The checkpoint helps students better understand which specific concepts they have confusion about each week. Utilizing research-backed learning strategies of active recall and metacognition to address individual learning gaps would help students gain an understanding of the content and independence in their learning. During waiting periods in the labs, a QR code to a Google Form would be projected as an in-lab task, which instructors could quickly verify completion of. The form would consist of a checkbox question with every learning objective taken directly from the syllabus, and ask students to select the concepts they do not understand. Lab LAs would share form responses with both lecture LAs and S2S tutors to direct areas of focus for exam review sessions and questions. Direct student feedback would provide instructors with suggestions to improve their own teaching of topics that may be commonly confusing for students. Muddiest Point surveys will allow students to reflect on their learning and revisit topics before exams.<\/strong><\/div>\n<\/div>\n<\/p>\n Course:<\/strong> CAS NE102<\/p>\n Abstract: <\/strong>NE102, “Introduction to Cellular and Molecular Biology,” is a foundational Neuroscience course where students integrate laboratory work with lecture concepts. Due to limited prior experience, lab sections show low engagement as students review the instructions. Based on observations and informal surveys, most students feel anxious performing procedures they have only read about.<\/p>\n This project restructures pre-lab preparation using short video modules. LAs will create demonstration videos on laptops in an empty lab, focusing on techniques where students made common errors (e.g., loading wells). These videos will be uploaded to Blackboard before each lab and paired with a two-question checkpoint worth one participation point to ensure viewing. By presenting procedures visually, the modules aim to reduce mistakes and clarify experimental steps in advance, increasing student confidence.<\/p>\n Effective implementation relies on a unified instructional team. Therefore, the weekly LA prep meetings will occur two days before the first lab, featuring a 30-minute walkthrough where LAs physically perform the procedure, anticipate questions, and troubleshoot errors. This shared understanding allows LAs to reinforce video concepts effectively during lab.<\/p>\n By shifting introductory instruction outside lab time, we reduce procedural explanations, which in turn frees time for brief hands-on activities that boost immediate engagement. We hypothesize that combining pre-lab videos with early active learning will improve preparedness, reduce errors, and boost confidence. Evidence from this semester\u2019s common errors justifies the video content, and the low-stakes accountability structure motivates students without excessive workload. If successful, this model could extend to future Neuroscience and Biology lab courses.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Melina Abdulla, Meara Aberle, Estee Borok, Samantha Pecota, and Linda Tran<\/p>\n Course:<\/strong> CAS CH101 and CAS CH212<\/p>\n Abstract: <\/strong>This pedagogy project examines the role of Learning Assistants (LAs) in relation to the chemistry students in the following sections: Chemistry 101 discussion, Chemistry 102 discussion, and Chemistry 212 laboratory. Currently, the role of LAs focuses on bridging the gap between enrolled students and previous students; however, the difficulty in this role lies in identifying common misconceptions and confusing topics for the students. This pedagogy project proposes an improved method called the \u201cMuddiest Point\u201d. The structure of this method revolves around a weekly check-in survey, where students can respond to targeted questions, leave open-ended questions, and find strengths and weaknesses in the class. The plan of action includes sending the surveys out during weekly discussions and pre-laboratory sections. After the LAs receive the responses to the surveys, the LAs can film videos with practice problems to go over the \u201cmuddiest point\u201d that the most students identify. In addition, the project hopes to look at student satisfaction with the topic videos and exam score improvement compared with previous years.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Freyja Arnarsd\u00f3ttir, Jonathan Jung, Cuyler Kahan, Sterling Scarlett, and Caeden Yanchar<\/p>\n Course:<\/strong> ENG EK301 and CAS PY371<\/p>\n Abstract: <\/strong>This project focuses on the challenges students face towards code proficiency and professional writing for individual and group assignments. A survey was distributed to a representative population of students to assess common areas of difficulty and student learning needs. Results indicated that many students struggled with core programming concepts and would benefit most from one-on-one assistance to identify struggles regarding programming individually. Additionally, there was demand for report-writing assistance. In response, dedicated office hours for coding and assistance for writing reports were implemented to provide focused assistance to students. Following this, students reported an improved understanding of core programming structures, better understanding of report expectations, and increased confidence in their coding abilities. These findings suggest that targeted support initiatives such as structured help sessions can significantly enhance student learning outcomes in STEM classes, highlighting the importance of aligning instructional support with identified student needs.<\/p>\n <\/div>\n<\/div>\n Course:<\/strong> CAS BI108<\/p>\n Abstract: <\/strong>BI108 is an introductory biology course with a three-hour laboratory component in which students work in small groups to apply new concepts and deepen their understanding of lecture content. These topics include viewing cell structures through microscopes and performing Polymerase Chain Reactions to discuss DNA replication. One challenge is that students often work quickly through labs and in doing so, students may fail to understand what the steps are truly doing and lose sight of the purpose of the lab and the lecture concepts attached to them. Lab activities are intended to deepen students\u2019 understanding of how classroom concepts apply to real world situations. An exit ticket would reinforce this connection, as students are prompted to reflect on and analyze their experience in a structured way. Exit tickets would also offer several other benefits, such as productively occupying students who are waiting in line to take their Skill Check In (SCI). Many students also do not complete the prelab section provided to them in their lab manuals. The exit ticket questions would be a repurposing of the current prelab questions page to prepare students for the end of class SCI. Page format changes would include a signature section for LAs and SCI score section. Upon SCI completion, students will present the exit ticket page where, when all questions have been answered to a reasonable degree, the LA will write their score and sign.<\/p>\n <\/div>\n<\/div>\n Course:<\/strong> CAS BI315<\/p>\n Abstract: <\/strong>In BI 315 Systems Physiology lab, students are first introduced to LabScribe (LS26) and equipment during Week 3. Although the course has recently been redesigned to promote a more exploration-based learning approach, students continue to encounter difficulties when using the spirometry flow head equipment. This is evident in that no group used the flow head to test a dependent variable when conducting their own experiment. Current materials for spirometry include lengthy, text-heavy instructions that can be overwhelming and difficult to follow at first, especially as sections are timed. As a result, many students tend to skim crucial Top Hat readings, leading to struggles with proper setup of the flow head, correct breathing technique, and troubleshooting errors that arise from improper subject use. To address these challenges, we will create a concise instructional video with an accompanying slideshow that visually displays correct setup, safety procedures, and proper usage of the flow head. The video will demonstrate key steps, including safety checks, proper body placement, subject setup, and modeling correct breathing technique. By providing a clear, repeatable visual guide, this approach reduces confusion, improves equipment techniques, ultimately promoting more accurate data collection and greater use of the flow head in student experiments. Course: <\/strong>CAS MA213 and CAS MA214<\/p>\n Abstract: <\/strong>This project focuses on developing a short introductory video to support students in learning the fundamentals of R, with the goal of improving their ability to follow and complete lab guide files in MA213 and MA214. Based on our experience as Learning Assistants, we observed that many students struggle not only with executing code but also with understanding the basic structure of the R environment and how to approach tasks in a systematic way. These challenges often slow down students\u2019 progress and make it difficult for them to engage efficiently with lab materials.<\/p>\n To address this, we designed a concise tutorial that introduces the core components of working in R. The video begins with a brief overview of what R is and its role in data analysis, followed by a clarification of the distinction between R as a programming language and RStudio as the interface used to write and run code. We then walk through the main components of the RStudio workspace, including the console, script editor, environment, and other panels, to help students become more comfortable navigating the interface.<\/p>\n The tutorial also covers basic coding structure, such as the use of assignment operators and comments, before moving into a practical demonstration of working with data. In particular, we show how to import datasets using functions such as read.csv(), and how to perform initial checks using commands like head(), View(), str(), and summary(). These steps are emphasized as essential starting points for any analysis workflow.<\/p>\n Overall, the video is designed to provide a clear and accessible introduction to R, focusing on fundamental skills and common workflows rather than advanced topics or statistical theory. By presenting these concepts in a structured and visual format, the project aims to reduce initial confusion, build confidence, and help students approach lab tasks more efficiently and independently.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Raymond Huang, Cameron Kidde, Javy Luzarraga, Teddy Sepulveda, and Ally Zhang<\/p>\n Course:<\/strong> CAS PY211<\/p>\n Abstract: <\/strong>In this project we investigate the effects of an animated visualization of a physics concept on the self-reported understandings of BU undergraduates in an introductory physics course in mechanics. Our inspiration for these animations was the dense number concerns relating to conceptualization; we noticed that a lot of students struggled with concepts they couldn\u2019t visualize. Through the animations we hope that students are able to build their intuition of traveling wave motion, a particularly tricky topic in any introductory mechanics course. In a discussion section we will distribute a baseline survey to students asking them how well they felt they understood the relevant material, and a conceptual question related to said material. We then showed the students our three animated visualizations, took questions, and then distributed a similar survey to compare with the baseline. The question we address is whether there is evidence for an increase in students\u2019 self-reported confidence and understanding in the topic, and students\u2019 performance on the conceptual questions after watching the visualizations.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Vicky Chen, Rhea El-Madhoun El-Yafi, Isla Hawkins, and Manny Wang<\/p>\n Course:<\/strong> CAS PY105, CAS PY106, and CAS CS392<\/p>\n Abstract: <\/strong>Across STEM courses such as Physics I and Physics II, students often face challenges that extend beyond understanding core concepts. In our experience as Learning Assistants, many of these difficulties stem from gaps in the prerequisite mathematical skills required to engage with course material. Whether it is algebra and trigonometry or logical reasoning and foundational problem-solving in physics, these gaps can limit students\u2019 ability to fully participate and succeed.<\/p>\n The goal of this project is to improve student preparedness and confidence by providing accessible, course-aligned math review resources. Specifically, we propose the development of optional pre-semester review modules that allow students to review essential skills before the course begins. These modules would focus on the most commonly used mathematical tools within introductory physics, helping to bridge the gap between prior knowledge and course expectations.<\/p>\n Implementation would involve creating concise and targeted materials, such as guided practice problems, short instructional videos, and interactive modules, all aligned with the specific demands of each course. These resources would be made available prior to the start of the semester and remain accessible throughout, allowing students to review and reinforce concepts as needed.<\/p>\n By addressing these skill gaps earlier on, this project aims to make the course feel more manageable, help students feel more confident, and allow them to focus more on understanding the material rather than getting stuck on the math.<\/p>\n <\/div>\n<\/div>\n Authors: <\/strong>Surabhi Bhaskar, William Chen, Ren Lagasse, Sahithi Lingareddy, and Michael Ta<\/p>\n Course:<\/strong> CAS BI108<\/p>\n Abstract: <\/strong>Skill check-ins (SCIs) are in-lab assessments designed to ensure that students develop essential lab techniques applicable to real-world lab environments. However, some current SCIs are misaligned with experimental goals or lack relevance to the lab environment. Replacing such SCIs with more applicable tasks would better utilize resources and directly enhance students\u2019 hands-on proficiency with common lab practices. To effectively assess and therefore improve students’ ability to execute the skills required for lab procedures, it is necessary to modify certain skill check-ins from conceptual to practical assessments. The lab portion of BI108 should prioritize hands-on practices rather than functioning as a secondary lecture. For example, the Week 5 GMO Part I SCI could shift from identifying PCR stages to assessing gel-loading proficiency. Since students are already asked to practice loading gels with colored water while PCR cycles run, the SCI should test their ability to load wells precisely without puncturing the gel or leaking the sample. This new SCI should approximately take 2-3 minutes per student to complete and require no extra preparation, making the change practical and easily implemented. <\/div>\n<\/div>\n<\/p>\n Welcome to the Learning Assistant Program poster session at the Spring 2026 Experiential Learning Expo! This event provides an opportunity for the new Learning Assistants this semester to present their final projects redesigning a small aspect of the course in which they teach, combining the pedagogical theory they learned throughout the semester with their in-class, […]<\/p>\n","protected":false},"author":16256,"featured_media":0,"parent":959,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/pages\/978"}],"collection":[{"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/users\/16256"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/comments?post=978"}],"version-history":[{"count":51,"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/pages\/978\/revisions"}],"predecessor-version":[{"id":2149,"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/pages\/978\/revisions\/2149"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/pages\/959"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/xcc\/wp-json\/wp\/v2\/media?parent=978"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Round 1<\/h2>\n
Poster A: <\/strong>Reconstructing Discussions to Promote Collaboration and Active Learning<\/h5>
\n<\/strong>Authors: <\/strong>Beren Akpinar, Maya Rutan, and Liam Yorns<\/p>\nPoster B: <\/strong>Instituting Group Projects and Warm-Ups<\/h5>
Poster C: <\/strong>Incorporating Optional MCAT-Style Practice Questions into PY 106 Worksheets to Improve Concept Application<\/h5>
\n<\/strong><\/p>\nPoster D: <\/strong>BI210: Human Anatomy Study Guide for Students<\/h5>
\n<\/strong><\/p>\n
\n<\/div>\n<\/div>\nPoster E:<\/strong> BI108 Muddiest Point Metacognitive Assessment<\/h5>
Round 2<\/h2>\n
Poster A:<\/strong> Enhancing Student Lab Experience via Pre-lab Preparation Modules<\/h5>
\nAuthors: <\/strong>Isabella Colley, Dia Jain, Elizabeth Kurtz, Karoline Sanchez Valdes, and Katrina Trimble<\/p>\nPoster B:<\/strong> Muddiest Point: Approach To Tackle the Knowledge Gaps Of Incoming Freshmen In Chemistry Courses<\/h5>
Poster C:<\/strong> ME301 and PY371 Supplementary Coding Office Hours<\/h5>
Poster D:<\/strong> BI108 Exit Ticket<\/h5>
\nAuthors: <\/strong>Arsh Bahl, Jackie Neary, Ethan Ponce, Julia Yan, and Taytum Timmerman<\/p>\nPoster E:<\/strong> BI315 Training Video<\/h5>
\nAuthors: <\/strong>Steven Dang, Brandon Liu, and Reaghan Sassower<\/p>\n
\n<\/div>\n<\/div>\n<\/p>\nRound 3<\/h2>\n
Poster A:<\/strong> Improving Student Understanding of R Guide Files Through Short Video Tutorials<\/h5>
\nAuthors: <\/strong>Yueshan Hao, Ayushi Sharma, and Nina Shi<\/p>\nPoster B:<\/strong> The effect of animated visualizations on students\u2019 understanding of traveling waves: A case study<\/h5>
Poster C:<\/strong> Closing the Math Gap in Introductory Physics<\/h5>
Poster D:<\/strong> BI108 Practical Skill Check-in<\/h5>
Explore Learning Assistant projects from past Expos:<\/h2>\n
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