1,495,083 research outputs found

    Learning for living and work framework

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    From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities

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    This longitudinal study investigated to what extent noncognitive variables (e.g., expectations for college) and the college environment (i.e., academically based living-learning communities) influence students\u27 college experience. This research goes beyond grouping all living-learning students into one category, which has dominated much of the literature, by using an empirically derived structural typology for living-learning communities (Inkelas, Longerbeam, Leonard, & Soldner, 2005). Results suggest that being a student in a collaborative living-learning community is more likely to predict greater peer academic interactions and an enriching educational environment. Implications for practice and future research are discussed

    Living labs in architecture : open innovation and co-creation towards a more sustainable architecture and lifestyle

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    Living Labs in Architecture can be tools towards a holistic knowledge generation and transmission, using real built environments for user-centred research and innovation as well as collaborative learning at a university campus and beyond. The present article describes existing living lab concepts and definitions, focusing on co-creation processes, methodologies for open innovation, and participatory learning approaches, with the LOW3 solar house living lab at UPC-Barcelona Tech as case study. Outcomes and lessons learned can serve as example for similar initiatives, establishing Architecture Living Labs as open, collaborative learning environments, innovation arenas, and places of social interchange, empowering communities in their learning and progress towards a more sustainable lifestyle.Postprint (published version

    Living, Learning, and Leading at Linfield College

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    Kelsey Bruce discusses student engagement at Linfield College with regard to leadership through student/faculty collaborative research with Dr. Megan Bestwick, speech and debate, and the Linfield Residence Life team.https://digitalcommons.linfield.edu/inauguration2019_students/1003/thumbnail.jp

    Exploring Living-Learning Communities as a Venue for Men’s Identity Construction.

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    THIS QUALITATIVE STUDY EXPLORED how male undergraduate students experienced living-learning community environments. Findings revealed that living-learning communities provided men a safe haven from rigid gender role expectations, offered a plethora of involvement opportunities, and fostered relationships with faculty and peers. The findings highlight the potential of living-learning communities to provide men with the support they need to reject rigid gender expectations and develop a healthy identity. Recommendations for practice are discussed

    Living and Learning

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    Europe and the Mediterranean Talking, Learning, Working, and Living Together 2

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    After the conference held at Villa Vigoni in April of 2015, it was decided to publish 2 volumes of documents: Volume 1 contains the minutes of the sessions of the conference. In this 2nd volume, we present some additional material assembled before and after the conference, including a report on the preparatory workshop held at Villa Vigoni in 2013. In order to provide readers who are not in possession of Volume 1 with the necessary background, the foreword to Volume 1 is included almost verbatim here
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