Using the ExcelL program to help international students excel
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
It is widely acknowledged that international students from non-English speaking backgroun ds (NES B) experience difficulties with classroom participation and intercultural relations hips. Recently, calls have been made for research to examine strategies that universities can implement to facilitate intercultural interactions and intemational students' learning experiences. In response this pilot \nstudy investigated the effect of an intervention program ent itled Excellence in Experiential Learning and Leadership (Exce IL{ While the Excell, program has been success fully implemented in Canada, Australia, the United Kingdom and The \nNetherlands, this is the first time it has been utilised in the New Zealand context.Twenty-five students enro lled at a New Zealand institution completed the six-week ExcelL program. There were significant changes between the pre- and postintervention scores for open-mind edness, social initiative and emotional stability. Furthermore international students reported increased confidence and friendships both in the classroom and in the wider community. While this pilot study has shown \nthe immediate effectiveness of the ExcelL program, it is recommended that further investigation of the long-term impact of such an intervention strategy be conducted \nand that this research be repeated with an increased number of domestic students to ensure relevant comparisons across a larger sample size.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it