Living-Learning Communities in the First-year Engineering Experience
Notice bibliographique
Résumé
This exploratory study investigates the design and impacts of a curated Living-Learning Community (LLC) piloted at a large student residence for a large (1000+ student) first-year engineering design course. Alongside the live-in Faculty-in-Residence (FiR), the research includes surveying first-year engineering students participating in this program and understanding the impacts on the lived student experience, and student motivation. The first-year engineering design, teamwork, and communication course is central to engineering education at this large institution. The course offers opportunities for students to work in multidisciplinary teams, applying term knowledge to authentic engineering applications, in a problem-based learning environment. The goal of the LLC is to create opportunities for interaction and scaffolded connection between like-minded students taking similar courses and inspire learning within the students living environment; an entire floor of the Residence is assigned to be an LLC for the 2022 academic year, with support from the Don, ResLife Office, and the Faculty-in-Residence (an engineering faculty member). The purpose of this study is to observe and report on the student experience throughout the duration of the course. We aim to learn how participating in the Living-Learning community can affect the perception of confidence in students’ learning of course concepts, and inter-team relations. In order to do so, students will be surveyed at multiple check points throughout the semester. Furthermore, additional relevant information will be gathered from the Living-Learning Community Don, teaching assistants, and the course instructors. The outcome of this analysis has the potential to educate us on the positive and negative connotations that come along with close-quarters learning. The applications of the results found with this study can be vast, from influencing future residence programs and the first-year engineering education experience. This study focuses on the student’s perception of their experience. Understanding how the perception of manageability of workload [1] can affect student mental health leads the curiosity of how close-quarters learning can affect the student experience, to what degree, and how this understanding can help influence future programming. A positive experience that improves student confidence of understanding and course material has the potential to positively improve mental health and engagement in education; we hope that this research brings together the academic and lived-experiences of students through this work.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».