Non-Western Courses in Institutions in the Council of Christian Colleges and Universities
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 21st century, with the advent of globalization and virtually instantaneous electronic communication, the rest of the world impinges more on our consciousness and awareness than it ever has in the past. University-level education needs to prepare students to function in this interconnected world. Christian higher education should be especially concerned with providing such preparation, given Christianity's concern for creation, humanity, and the summons to love our neighbors as ourselves; those neighbors now unquestionably include the rest of the world. This article presents the results of research about non-Western courses (i.e., courses treating other regions of the world than Western Europe and North America) offered in the largest organization of such institutions in North America, the Council of Christian Colleges and Universities (CCCU). The authors examined the Web sites and calendars/catalogues of CCCU institutions for the academic years 2004–2005 and 2005–2006, identifying and classifying the relevant courses. The authors distinguished between general courses with a non-Western component or emphasis and courses specifically focused on a non-Western area. The conclusion offers an assessment of the current status of non-Western instruction in the curricula at CCCU institutions.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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