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Contribution: This article contributes to the literature surrounding first-year engineering students' academic well-being by proposing a conceptual framework guiding an understanding of supportive sources that foster students' academic well-being. A survey was designed and tested accordingly, and four factors that contribute to students' academic well-being were identified to inspire the improvement of a future course and curriculum design. Background: Prior research has pointed out that students' academic well-being has a significant impact on their persistence in their current study, learning experience, academic achievement, and competence development. However, limited studies have explored first-year engineering students' academic well-being and supportive factors in the field of engineering higher education. To support engineering students to become agentic professionals, it is meaningful to pay close attention to their academic well-being and help them to become purposeful learners at an early stage of their professional development. Research Question: (1) How can an instrument be developed and validated to characterize the sources of students' academic well-being in a project-based learning approaches (PBL) context? (2) What sources could foster students' academic well-being in a PBL context? Are there significant differences in age, gender, and discipline as a function of sources of academic well-being? Methodology: With the guidance of the conceptual framework with the domains of internal and external sources, a survey was designed based on a literature review and conducted in a PBL environment. The survey's content validity, construct validity, and reliability were tested using expert review, a pilot study, exploratory factor analysis (EFA), and Cronbach's alpha. Findings: Supportive sources fostering students' academic well-being were reported in the factors of personal values, agentic action, interactions within the learning environment, and external support. Comparisons between gender, age, and discipline verified the different impacts of the four factors on fostering academic well-being.

Introduction: Premature and low-birthweight infants are at especially high risk of perinatal complications, including impaired thermoregulation, infections and respiratory distress. Such adverse effects and the need for invasive procedures are associated with high mortality among preterms. This study focused on the influence of the innate immune system and tested the levels of collectins, collectin-10 (CL-10), collectin-11 (CL-11) and mannose-binding lectin (MBL) in preterm neonates. Methods: Cord blood was collected from 535 preterms (born at gestational age ≤37 weeks). COLEC10 and COLEC11 polymorphisms were analyzed by real-time PCR and those of MBL2 by PCR/PCR-RFLP. The concentrations of collectins in sera from cord blood were determined with ELISA. Findings: Low concentrations of CL-10 in cord sera (<462 ng/ml corresponding to the 10th percentile) were significantly associated with births at GA =32 weeks. Median levels of both CL-10 and CL-11 were significantly lower in preterms with very low birthweight (<1500 g), low Apgar 1' score and those who needed prolonged hospitalisation. Lower median CL-10 was also observed in fetal growth restriction cases. An important finding was the decreased concentrations of CL-10, CL-11 and MBL in respiratory distress syndrome (RDS). For CL-10 and CL-11, that relationship was confined to infants born at GA ≥33 weeks and/or with body mass at birth =1500 g. Only CL-10 was found to influence susceptibility to early-onset infections. COLEC11 heterozygosity for the activity-decreasing polymorphism (rs7567833, +39618 A>G, His219Arg) was more common in preterm premature rupture of membranes (pPROM) cases, compared with corresponding reference groups. Furthermore, C/T or T/T genotypes at COLEC11 at rs3820897 (-9570 C>T) as well as MBL deficiency-associated MBL2 gene variants were more common in preterms diagnosed with RDS than among unaffected newborns. Conclusion: The complement-activating collectins investigated here could be important for maintaining homeostasis in preterm neonates. Despite similar structure and specificity, MBL, CL-10 and CL-11 manifest a different spectrum of clinical associations. [ABSTRACT FROM AUTHOR]

In a project-organized problem-based learning curriculum, students are encouraged to learn through a process where they write questions and find their own answers. Their supervisor has an important function in facilitating this process. When it comes to project assessment, this pattern is often changed to one where the supervisor asks the questions and the students are to answer them. From a constructivist point of view, this may seem inappropriate in relation to students' learning. Therefore, a new approach to project assessment was developed in a longitudinal case study at Aalborg University based on Niklas Lumann's operative constructivism. The research was based on participatory action research. According to that paradigm, the researcher must solve the task of supervising and assessing the students at the same time as trying to understand the ongoing learning process. In that way, a coherent model for supervision and assessment with emphasis on competence development was developed. According to the model, the students must both ask and answer questions during the project assessment. The assessors facilitate the process and should ask questions only if the students are obviously lacking essential understanding of their own project. This model was tested during five assessments of the engineering study at Aalborg University. The result was that the students were more motivated and they had learned how to reflect their own learning process and how to take responsibility for their own learning. (Contains 4 figures.)