Abstract
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.