Student-driven projects to promote equitable and justice-oriented teaching and learning
Notice bibliographique
Résumé
Autonomy, choice, and agency significantly motivate learning and growth (Deci & Ryan, 2012;Stenalt & Lassesen, 2022).They are also some of the principles and values that students-aspartners (SaP) programs have come to be known for, in addition to respect, responsibility, reciprocity, vulnerability, and collective accountability (Cates, et. al., 2018;Cook-Sather et al., 2014;Parker-Hill & Mathews, 2023).In this reflective essay, we present our SaP program as a model for an open-ended, autonomous approach to partnership, where students partner with staff who work in a center for teaching and learning (CTL) on projects they choose, with the ultimate goal of promoting more equitable and justice-oriented teaching and learning by creating and distributing lasting, publicly available resources.At American University's (AU) Center for Teaching, Research & Learning (CTRL), the CTRL student partners (American University, n.d.-a) were undergraduate students hired on an hourly part-time basis to work with CTRL staff to bring student voices and diverse perspectives to instructors, staff, and faculty at AU, helping to reconceptualize learning and teaching as a collaborative process.Each student partner planned and implemented pedagogical projects based on their own personal interests and experiences, which also led them to gain professional leadership skills while developing greater awareness as a learner and member of a campus community.The program prioritized diverse perspectives, recruiting students from all backgrounds and academic areas, to ensure wide representation of students' ideas and experiences.It was a distinctive type of SaP program where students partnered directly with CTRL staff and, through CTRL support, also formed partnerships with faculty and other relevant campus units such as the spiritual life center, academic integrity office, and the office that manages the general education curriculum.Through the program, 11 student partners created over 15 multimedia resources, individually and collaboratively, under the supervision of CTRL staff, housed on the CTRL website (American University, n.d.-b) for access by campus members and beyond.These resources were developed through their own personal reflection supplemented by surveys, interviews, focus groups, personal interactions, or town halls with students, faculty, and other campus partners.The resources spanned a variety of topics and formats, such as written guides for accessibility and anti-ableism, a photo journal on diversity in student identity at AU, information about supporting students during Ramadan, a podcast on how failure is perceived in the academic
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,005 |
| Communication savante | 0,007 | 0,005 |
| Science ouverte | 0,003 | 0,017 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,004 |
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 source (Gemma direct ou Codex distillé), 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 ».