Student-centred services : designing a first-year experience integrated framework for Royal Roads University’s challenge-based learning program
Bibliographic record
Abstract
This qualitative inquiry contributes to an exciting development in the postsecondary education sector for the South Vancouver Island region of British Columbia, Canada. As the West Shore grows, Royal Roads University (RRU) expands its undergraduate programming to respond to the increasing need for postsecondary education. Common Foundations, a challenge-based learning program, offers a unique educational opportunity due to its interdisciplinary and transdisciplinary approach to addressing real-world global challenges. This thesis supports RRU Student and Academic Services, a division that provides a range of student support services and desires an innovative service design to support changing student demographics. This action-research initiative used an appreciative inquiry methodology for two stages of inquiry to learn about the aspirations for services. This study revealed several recommendations, including an integrated first-year experience framework for collaborative planning, Indigenous student supports, inclusive diversity practices, and revealed the strategic emphasis required to support an empowered first-year student experience.
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How this classification was reachedexpand
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 | 0.000 | 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 | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".