Lav Nicole S, Schiefer Edward J, Das Shinjini, Vancheeswaran Nikitha, Ahmad Shayan, Nguyen May, Nicholas Andrea
Department of Neurobiology and Behavior, University of California, Irvine, Irvine, CA 92697.
J Undergrad Neurosci Educ. 2025 Jun 1;23(2):A50-A55. doi: 10.59390/VWEM4773. eCollection 2025 Spring.
This study investigated the impact of undergraduate learning assistants on students' educational experiences in large lecture neuroscience courses. These courses were highly structured and incorporated weekly assignments co-developed with undergraduates trained in a Certified Learning Assistants Program (CLAP). We employed four undergraduate learning assistants (LAs) in two large lecture general education neurobiology courses who assisted the instructor in developing targeted homework assignments based on lecture content. Students were encouraged to interact with LAs via email, Canvas, or an online messaging platform. The messaging platform did not include the instructor or graduate student teaching assistant (TA). LAs provided weekly in-person homework assignment introductions and review sessions during lectures. At the end of the course, students answered surveys about their learning experience, communication preferences, and overall sense of belonging. Findings suggest that the incorporation of undergraduate learning assistants improved students' sense of belonging and confidence in large lecture neuroscience courses. Students were more comfortable asking content questions of LAs in a collaborative group messaging chat without graduate TAs or the Instructor. Group chat communications were preferable to using their course Canvas site or traditional email. Student interest in the course was increased by knowing that the course assignments were generated by the undergraduate LAs. Although students felt that LAs improved their sense of belonging, they were still less comfortable interacting with LAs in person compared to online platforms. In summary, LA involvement provided effective peer support for students and student perspective for the instructor, increasing students' sense of belonging and interest in course content.
本研究调查了本科学习助理对大型讲座式神经科学课程中学生教育体验的影响。这些课程结构高度严谨，并纳入了与参加认证学习助理计划（CLAP）培训的本科生共同开发的每周作业。我们在两门大型讲座式通识教育神经生物学课程中聘请了四名本科学习助理（LA），他们协助教师根据讲座内容制定有针对性的家庭作业。鼓励学生通过电子邮件、Canvas或在线消息平台与学习助理互动。该消息平台不包括教师或研究生助教（TA）。学习助理在讲座期间每周提供面对面的家庭作业介绍和复习课程。在课程结束时，学生回答了关于他们学习体验、沟通偏好和整体归属感的调查问卷。研究结果表明，本科学习助理的加入提高了学生在大型讲座式神经科学课程中的归属感和自信心。在没有研究生助教或教师的协作式群组消息聊天中，学生向学习助理提出内容问题时会更自在。群组聊天交流比使用课程Canvas网站或传统电子邮件更受欢迎。知道课程作业是由本科学习助理生成的，增加了学生对课程的兴趣。尽管学生认为学习助理提高了他们的归属感，但与在线平台相比，他们与学习助理面对面互动时仍然不太自在。总之，学习助理的参与为学生提供了有效的同伴支持，并为教师提供了学生视角，增强了学生的归属感和对课程内容的兴趣。
