Notice bibliographique
Résumé
Do we design our academic spaces to encourage or discourage student-faculty conversations? Recently, our department moved to a building with new office space. Before the move, our offices were separated from classrooms, and students rarely wandered by because they had to go to another floor and ask permission to talk to us. Our offices were small, half-walled cubicles where no conversation was truly private. We are six months into this new building, but I am still getting used to this new environment where walls actually go to the ceiling, and a closed door actually provides privacy. My office is in the back corner, but students still come down the hall after class. Over the past few months, several students have dropped by my office; I am struck by how much I have enjoyed it. One came asking for advice about an upcoming fieldwork placement, another looking for a reference book for a study group discussion. A student working on a research project came by to share her excitement about a conversation she had just had with a colleague. Then there were the ones who came by after I had handed back some assignments, to actually talk about what they were learning, not just to ask for higher marks. Hope, difficult questions, loss, the pleasure of learning—all of these, and more, have come to visit. It is a joy to connect with students outside of the formality of the classroom and to be able to talk for a few minutes, or pull a book off the shelf, or even just to wave a greeting. So when they come by and say, “Have you got a minute?” I realize that I am relishing this almost illicit pleasure. Should I really taking 5, 15, 30 minutes—30 minutes— just to talk with students because there are some questions on their minds? After all, it is not as if I have nothing to else to do. But, along with the course planning, the classroom teaching, the curriculum evaluation, the committee meetings, the proposal writing, the data analysis, and of course the ubiquitous e-mail, all which promise to remain close at hand as part of the teaching life, nothing is the same as the joy of one to one communication between a teacher and a student. And so often, I am the student. I hope that I never lose the willingness to leave the door open, to listen, to talk for a few minutes. And I sure hope that these students never get too busy to walk down the hall and ask, “Have you got a couple of minutes?” Lynn Cockburn, MEd Ms. Cockburnis lecturer, Department of Occupational Therapy, University of Toronto, Ontario, Canada.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».