The First Class: Using Icebreakers to Facilitate Transition in a Tertiary Environment
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
Transitioning to university can be difficult and encompasses many changes. This paper is concerned with identifying how initial student experiences on campus can be enhanced in order to influence students’ perception of university. Universities are now under pressure to develop in graduates a wide range of skills, and we highlight the fact that equal emphasis needs to be placed on successful academic and social integration. Research reflecting processes to develop the concept of “social support” and overcome the feeling of “not belonging” at university is scarce. In this paper the concept of icebreakers in the first weeks of student university experience is explored. Icebreakers can also be used as students move to new learning situations through their learning journey. We trialled icebreaking activities in a workshop program designed to facilitate student engagement and develop particular graduate skills. Practical examples from both across and within disciplines are provided. Comments from workshop participants highlight the outcomes of these activities and provide criteria for success.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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