Archive: Spring 2024 Learning Assistant Projects

The Learning Assistants of PY211 have noticed: students are generally more interactive when placed in non-traditional arrangements, such as semi-square, semi-circle, or randomly oriented seats that could rotate. This research aims to explore the impact of classroom seating arrangements on the students’ problem-solving effectiveness and cognitive discourse. As part of this experiment, a traditional Physics classroom at Boston University has to be adapted to create a contrast between the experiment and control groups in relation to the different seat settings of the rooms where students have their discussions. This is to evaluate the difference in student interaction and their desire to ask the Learning Assistants questions. The effectiveness of these seating arrangements will be measured by observing the number of problems solved accurately by students within a fixed time during discussion sessions. Additionally, an open-ended survey will be issued that asks them whether they prefer having the non-linear seating arrangement and why. If the speed of solving problems accurately does not increase due to more academic discourse, it will still show a boost in student engagement with the material. If students in more dynamic seating configurations solve more problems, it will suggest that physical classroom environments significantly influence problem-solving strategies at an alpha of 0.05. The outcome of our research will show that relative utility of seating arrangements could play a crucial role in improving learning outcomes across various STEM disciplines, advocating for the adoption of flexible seating arrangements in educational discussions to foster increased student engagement and efficiency.

Discussion sections are an opportunity for students to better understand the material in class in a more intimate setting. In the physics department, the use of Learning Assistants is crucial for the efficacy of each session. We help to reinforce the respective subjects of the course from the perspective of a previous student in the course, which has proven to be beneficial to the students. However, based on personal observations and student feedback, the length and difficulty of discussion worksheets have caused frustration among students. We propose that a better way to present the concepts to promote understanding and initiative to learn rather than viewing the discussion materials as another assignment is to lower the difficulty level of the discussion problems. This would help students to approach and understand them with more confidence, leading to better retention of course concepts. The objective is to make the questions shorter and straightforward, focused on key concepts, leaving the students time to discuss with their classmates instead of sitting and spending the whole time trying to solve a problem and feeling frustrated. For feedback, a poll will be taken after an exam to gauge how much more comfortable students felt with the material. They need to be built in such a way that they are concise and help students reinforce their knowledge.

In NE 102, Introduction to Cellular and Molecular Biology, students often struggle with understanding the significance of laboratory procedures. In turn, they then struggle with writing the final lab manuscript. NE 102 is a challenging course exploring the intricate mechanisms governing cellular life, with a focus on neuronal function and Alzheimer’s disease pathology. The students come into this course with varying skills in neuroscience, cell biology, and manuscript writing. To address this disparity, we will introduce a collaborative Slack channel facilitating student interaction and academic support. Real-time communication fosters peer-to-peer learning and accommodates diverse learning paces and backgrounds. Additionally, shared resources enhance comprehensive understanding and ensure students can receive help outside of the classroom. Moreover, lab summary slides were created to aid students in manuscript preparation. These slides offer concise overviews of each lab, helping students achieve a succinct and comprehensible final manuscript. This combined approach aims to enhance student preparedness, confidence, and performance in lab exercises and manuscript writing. The collaborative Slack channel fosters a supportive learning environment, while lab summary slides provide valuable guidance for manuscript preparation. In conclusion, the integration of a collaborative Slack channel and lab summary slides represents an innovative strategy to optimize student learning and support in NE 102.

The topic of kidney filtration tends to be a difficult topic for many students to grasp, both in Systems Physiology and Human Anatomy. For example, the fluid flow through the bowman’s capsule is something that is quite complex to understand at first and requires a lot of visualization. A major problem in both classes is that understanding anatomical structures and physiological processes often requires the ability to visualize and mentally manipulate three-dimensional structures. Some students may struggle with this aspect, particularly if they have difficulty with spatial reasoning. The purpose of this transformation is to utilize visual resources (e.g. drawing videos) through a pre-session video to give students exposure to the material before lecture so they’re more familiar with the content. With this idea of a pre-session video, students can come to lecture with their questions beforehand. For the video component, drawing and animation software ProCreate will be used to visually map out the parts of the kidney involved in the filtration process and the pathway of fluids. Because the video is intended for use in two different classes, there will be two different sets of questions embedded into the video tailored to each subject. The video will be uploaded to Edpuzzle, an online platform that allows the user to add questions into the video, and the students must answer them throughout the video to get full credit.

Each week in the BI210 Human Anatomy lab, students engage in an open exploration format with independent learning, which is then concluded with a 15-question practical exam. The weekly format has posed a challenge to students, especially for more complex materials. To ease the content load, we aim to restructure the lab format to guide students through lab models with a case study. The purpose of these case studies is to provide students with a more guided and structured learning experience directed toward the information on their exams and lab practicals. It also serves as a way for students to test their understanding without serious grading consequences. The case study would consist of a lengthy interactive assignment, where questions correspond with different anatomical 3D models or materials in the classroom. Students will work in groups to complete these questions, and the assignment will include all terms that they are expected to know for their lab practical exam. The assignment questions will consist of memorization concepts as well as application questions that pertain to real-life situations. The implementation of case studies is feasible within the time frame of a 1 hour and 45-minute lab session and would provide a more structured use of time for students. Additionally, the interactive online platform and the anatomical models and resources mentioned above, are already available for use, making implementation reasonably achievable without extensive investment.

Students in EK301 struggle with the Preliminary Design Report, the second part of the course’s Truss Project, which consists of elaborating the possible designs of the truss they will eventually construct through the development of a MATLAB algorithm that allows for testing multiple iterations of tentative designs. The Preliminary Design phase can be divided into three parts: initial design and optimization, understanding code logic, and writing the algorithm. Therefore, as LAs for EK301, we have decided to address this issue. Our proposed solution would be an information session in which we would explain the parts of the Preliminary Truss Design and guide them so that they can successfully elaborate their designs and understand and develop their code. We began by presenting two surveys to assess the students’ perception of the project, identify the issues they might struggle with, and determine if they believe they would benefit from the information session on the project. Then, we conducted a workshop that is divided into three sections each taught by different LAs which helps out in each step of the report: Design & Optimization, Understanding Code Logic, and Algorithm Development. To evaluate the benefit of our information session, we presented two final surveys to evaluate how much current students believe they benefited from the information session. A manual containing guidance on organizing and leading the group session for the Preliminary Design is elaborated for posterity so that future LAs can conduct the session and keep helping the students of EK301.

Misconceptions about the computer science field are common, especially when students have no prior experience in coding. Students often have a fixed mindset about their mathematical and computer skills. A fixed mindset can significantly hinder their learning processes and willingness to absorb course content. To conduct this research, we designed a questionnaire to evaluate neuroscience students’ (in NE212: Introduction to MATLAB, and NE204: Computational Neuroscience) views or relationships with programming. The survey included questions that accessed their familiarity and experience with coding, their mathematical background, and levels of interest/relevance in the field (e.g. “rate your coding skills from 1-5”). Analysis of this study hopes to show the role of educational practices and societal stereotypes in reinforcing these misconceptions and impacting class performance. By challenging these norms and promoting a more inclusive understanding of computer science and how it is applicable to other fields, we argue for a shift towards educational environments that encourage exploration, resilience, and a deeper appreciation for the interconnectedness of different fields.

Introduction to general chemistry and neuroscience are both rigorous classes which require students to implement cumulative skills and concepts throughout the year which can easily lead to confusion. In order to achieve academic successes, we believe students must challenge themselves to go the extra mile and utilize the out of lecture resources they are provided with. In order to minimize cognitive loading and maximize organized thinking, our group designed a project which will aid the students by answering common misunderstood topics through a video. We executed our project by creating a survey for the students to submit their questions which we answered via video. The video-questions are more convenient to students and are an alternative or additional option to office hours. Past research has already shown that question/answer videos have increased student performance and engagement and are a valuable tool that promote more personalized learning for the students that lead to an increase in their overall outlook on the course. We hypothesize that this video based approach will therefore improve student’s exam results.

The Systems Physiology course’s lab component is designed to facilitate collaboration while familiarizing students with basic experimental design, scientific research skills, and experimental physiology equipment while using the Lab Scribe 4 program. Our Systems Physiology Learning Assistant (LA) group noticed that because students have the freedom to leave labs at will, some students often feel lost without traditional lab structure. To address this issue, we have created targeted, sign-out style questions that will be placed at the end of the weekly TopHat assignments to check in with the teams’ progress. Essentially, these sign-out style questions provided after each week of the lab act as a check-point for teams to ensure they are using their lab time effectively, give students a location to plan out their next steps as both individuals and as a team, and serve as a tool for students to communicate to their instructors how they are doing in class and within their respective teams. This will foster a greater sense of accountability among students as they will acknowledge how they used their allotted lab time and explicitly state what tasks they must complete before their next lab. To ensure students appropriately consider these questions, their completion will be graded and included in the Teamwork grade section. Thus, our project aims to introduce a sign-out system in Systems Physiology labs to balance student autonomy with structured academic support.

BI108 is an introductory biology course consisting of weekly lectures and hands-on lab sessions. Students are expected to watch pre-lab videos prior to the lab session, TFs give a short lecture at the start of the lab session, and students then perform the experiment in their assigned groups. Finally, before students leave, they are required to take a brief in-lab assessment, verifying their understanding of the experiment. It has been noticed that many students leave the laboratory without being able to relate the experiment to real-world biological concepts. Students should have the chance to ask any lingering questions about the overall purpose of the lab or specifics whose significance were left unclear. It has been found that students rush through the lab without truly understanding its purpose, and with the goal of passing their in-lab assessment, therefore, allotting time at the end of the experiment will allow a solid understanding of its objective. The debrief will be designated to the last five to ten minutes of class. There will be a slide added to the teaching deck that outlines the key concepts from the lab. The TF will then provide a short statement summarizing the material and answer any questions the students may have. Additionally, there will be time for student feedback in regards to how the lab went, and if they had any issues or concerns.

Cultivating High Performance Cooperative Learning Groups in Studio Physics (PY106) Alex Barnes and Kiran Arora In studio physics, group work is at the center of the class structure’s philosophy. As LAs, we have noticed that students can be more reserved in this group setting, especially since the large groups can feel intimidating. We realize that having a sense of shared trust among group members is paramount to effective group learning. Thus, in order to cultivate more high performance cooperative learning groups, we are proposing an icebreaker activity to be completed among table members. We believe that a worksheet with questions such as “Discuss your individual learning styles,” and “Talk about your strengths and weaknesses” will foster connection between group members. We plan to implement this activity this semester by having students sit in different groups, complete the activity together, and go through the physics worksheet as they normally would. In our preliminary survey, we asked questions such as “How comfortable are you asking your group members questions?” and “Do you think that working with your group enhances your learning?” These questions gave us insight into how students are currently functioning in their groups and allowed us to create an activity to best suit their needs. Additionally, after the icebreaker activity, we intend to conduct a follow-up survey in order to collect data on how effective our experiment is in sparking more effective group learning. We expect to find that this activity encourages students to work in more cooperative learning groups.

Educational institutions have been increasingly emphasizing experiential learning and independent research through capstone projects. As such, understanding the psychological factors that influence students’ project choices and their subsequent performance is necessary. This project endeavors to investigate the interplay between student resilience, self-confidence, and the complexity of their selected experimental assays and capstone projects using established psychological scales to delve into their decision-making processes. We developed and modified a self-reported survey that students from an intensive, interdisciplinary lab course took. Analysis of this survey aims to provide insights into how personal attributes may influence academic pursuits. Understanding the psychological dimensions underlying students’ engagement with challenging academic tasks can inform interventions aimed at fostering resilience and self-efficacy, ultimately enhancing students’ academic experiences and outcomes. Moreover, insights gained from this research may contribute to the development of tailored strategies for advising and mentoring students as they navigate their capstone projects and prepare for future endeavors in academia and beyond.

Playing is the most primitive and interactive way of learning. Educators consistently seek effective ways to present materials that promote active learning, engaging students’ interest and understanding. We plan to incorporate games into a college-level science class to emulate the natural learning process of the developing brain, such as how children play to learn about the world around them. We created two video games: one was for NE 102, Introduction to Cellular and Molecular Biology, and the other for EE107, Introduction to Climate and Earth System Science. The video game made for NE 102 is an escape room coded on Scratch that has students perform puzzles in order to complete gel electrophoresis, PS1 DNA digestion, and PS1 DNA ligation, which are skills the students performed earlier in the semester in their lab sections. For EE107, a review game was made using Blooket, which utilizes learning objectives from lectures and key concepts covered in labs to help students review for an exam. We emphasized more difficult concepts, such as Blackbody radiation and the Stefan-Boltzmann Law, in the Booklet game. The use of educational games encourages students to apply relevant course concepts in a fun, engaging manner. By lowering the mental stress of learning, our aim is to reduce the cognitive load and encourage consolidation of knowledge. Students will be surveyed on their learning experiences after completing the games, which will aid in evaluating the benefits of gameplay as an effective learning tool.

BI108 is an introductory biology course with a lab component designed for students to get experience with scientific equipment, procedures, and material discussed in the lecture component. A problem that occurs for BI108 students is that Lab Learning Assistants (LAs) are not easily accessible after lab which leads to fewer opportunities for guidance that they might need in the course. Another problem students have is that they have difficulty reading scientific procedures and using new scientific tools in lab, which causes them to struggle when performing tasks.

To combat the lack of interaction and scientific understanding, a newsletter with lab information for the next two weeks will be emailed biweekly to students. This way, students will have already engaged with the material once and can go back to review before their lab. The newsletter will consist of main concepts presented in lab, tips to make lab more efficient, and procedural videos on how the lab will run. The procedural videos will be made during the weekly lab preparation meeting and will be located on a TikTok page. The TikTok page will also be used to make relatable student content by Lab LAs and for Lab LAs to answer frequently asked questions (FAQ) or comments left by students on the platform. The LAs that organize the newsletter will provide a picture of themselves, a general introduction, and contact information to provide more opportunities for the students to interact with the LAs.

Introduction to Cell Biology Lab (BI108) offers students the basic techniques they need to pursue upper-level biology courses and research. The lab has three components; pre-lab, a required video students complete before the lab, lab, where students perform different tasks to obtain results, and post-lab, an assignment about the experiment findings.
Since the pre-lab portion is due before the lab, it’s the most important because it demonstrates to students what the lab is about and leaves them prepared and confident as they experiment. Nevertheless, the pre-lab seems to be failing since students continuously arrive at the lab with doubts about the equipment and procedure. Often, the most common questions during the lab pertains to the equipment being used and how to properly use it rather than the scientific concepts being taught.
To mitigate this situation, Learning Assistants at Boston University took over the pre-lab videos previously created by faculty and changed their format. This new format consists of performing demonstrations on how to use new equipment and images for procedure walkthroughs. This change would be implemented in collaboration with BI 108 faculty to obtain the necessary equipment and videos would be completed in EdPuzzle to ensure student completion.
The goal of Learning Assistants is that students will better understand lab procedures and improve their lab performance. This would also allow Teaching Fellows and Learning Assistants to spend more time answering conceptual rather than procedural questions as students will be more equipped with the knowledge on these technical skills.