In conversation with a host community: Advice for ISL students and programming.
Bibliographic record
Abstract
In a globalized world, students have come to expect that they will develop intercultural sensitivity, linguistic flexibility, and international experience during their university careers and institutions of higher education are increasingly being challenged to meet these demands. Educators are incorporating more international service learning (ISL) opportunities and as the value of such programs becomes more widely recognized, research into ISL becomes increasingly important. The bulk of ISL research remains focused on student learning outcomes and program planning, and an important voice has been widely ignored, that of the host communities. Given the reciprocal nature of ISL, it is surprising that such a valuable resource would be overlooked. This paper will attempt share the voice of a small community of host families who participate in an ISL partnership with a Canadian university. Given that many students participate in these programs in order to improve their cross-cultural competence and to become more aware global citizens, host families are a valuable, willing resource due to their familiarity with local culture and their desire to contribute to the improvement of ISL programming. Utilizing data collected for my dissertation I will relay advice imparted by experts in the area of hosting North American students.
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.
How this classification was reachedexpand
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 | 0.002 | 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 | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".