Outreach within the Bristol ChemLabS CETL (Centre for Excellence in Teaching and Learning)
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
This paper presents an overview of the Bristol ChemLabS project. In particular, it describes the development and impacts of the outreach project within Bristol ChemLabS, the UK’s Centre for Excellence in Teaching and Learning (CETL) in practical chemistry, and its continuation beyond the funded project. The major elements of working with both primary and secondary aged students, both within their schools and within the undergraduate teaching laboratories, are described together with aspects of the science teacher training. The teaching elements include school’s conferences, workshops within the School of Chemistry as part of the Open Laboratory Programme, summer schools and overseas work. Evidence is provided that demonstrates the impact of this programme on enhancing positive attitudes toward science and further education for the school students, as well as providing enhancing and embedding learning opportunities for school students and their teachers. The very positive impacts on the postgraduate chemistry students that work alongside the School Teacher Fellow (STF), a secondary school teacher working within the School of Chemistry, is discussed and the vital role played by these postgraduates and the STF to the overall success of the Outreach Programme. Generating a sustainable (financially and in terms of personnel) Outreach programme of the size of Bristol ChemLabS (beyond the lifetime of the CETL programme) is a unique aspect amongst UK CETLs and the mechanism used to achieve this is also discussed.
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 | 0.000 | 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 | 0.001 |
| 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