Discovering adult education at McGill University and the University of British Columbia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the early 1920s, McGill University and the University of British Columbia (UBC) were engaged in a traditional form of university extension: the deliveryof evening lectures by university faculty members to people not enrolled as undergraduate or graduate students. By 1935, each university had discovered the broader terrain of adult education and declared itself to be a provider of a range of educational programs and services for working adults. At McGill, adult education was established as an institutional priority in 1928 and largely disappeared by the early 1940s. At UBC, adult education was discovered in 1935 and was sustained as a prominent institutional priority until the 1960s. This article narrates the discovery and establishment of adult education at two of Canada’s most prestigious universities, and explores what this narrative means for ourunderstanding of the role of universities in Canadian adult education. Résumé Tôt dans les années 1920s, McGill University et l’University of British Columbias’engageaient dans une forme traditionnelle de l’extension universitaire : les conférences de soir données par les membres de faculté aux gens qui ne furent pas inscrits comme étudiants réguliers. Avant 1935, chaque université a découvert le terrain plus divers de l’éducation des adultes, et s’est déclaré fournisseur d’une gamme des programmes et services éducatives pour les adultes. À McGill, l’éducation des adultes a été établie comme priorité institutionnelle en 1928, mais cette priorité a plus ou moins disparu à partir des années 1940s. À UBC, l’éducation des adultes a été découvert en 1935, et a été soutenue comme priorité institutionnelle jusqu’aux années 1960s. Cette article raconte la découverte et l’établissement de l’éducation des adultes à deux des plus prestigieux universités Canadiens, et explore ce que cet narratif veut dire pour notre compréhension durôle des universités dans l’éducation des adultes au Canada.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 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 it