Place-Conscious Pedagogy and Sackville, New Brunswick, as a Learning Community
Bibliographic record
Abstract
There is growing support for the value of place-conscious pedagogy at the undergraduate level. It has found momentum in arguments that suggest regular interactions with one’s surroundings allow for knowledge to be practised while being learned. This case study investigates the delivery of Place Matters , a week-long intensive program delivered in Atlantic Canada, at Mount Allison University, that attempts to develop students’ sense of place within the university and surrounding community. Grounded in value-belief-norm (VBN) theory and the new ecological paradigm (NEP), this mixed-methods study employs questionnaires, post-program interviews, and direct observation methods. This study attempts to discover whether it is possible for students to significantly develop their sense of place during the course, to what extent students’ value and understand their sense of place, and how their developed sense of place has altered their understanding of the human relationship with the environment. It additionally proposes a link between sense of place and VBN theory, which leads to a further theoretical connection between place and the NEP.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".