Tuning into General Education: Exploring Student Experience in Undergraduate Education
Bibliographic record
Abstract
Existing in a growing number of Canadian institutions, general education (GE) involves mandatory course requirements that fall outside of a student’s discipline concentration and emphasizes skills in numeracy, critical thinking, and communications. Previous studies suggest that students have been notably absent from most efforts to revise and assess GE programming. Key researchers further affirm the need to investigate student experiences within their respective universities to facilitate meaningful change in GE assessment and better prepare students to meet the challenges of the 21st century. Funded by the Social Science and Humanities Research Council of Canada (SSHRC), this paper will report on findings from a case study investigating students’ experiences learning within a university committed to GE through two primary phases. The first stage made use of document analysis and interviews with administrators and faculty to understand how the university envisions GE, and the second stage engaged students through surveys and focus groups to investigate how they experience and make sense of GE. Though data collection is ongoing, this study will inform and allow for greater and more impactful assessment and change to reconcile institutional GE mandates with how they are experienced.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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".