Creating Change in Higher Education Through Transfronterizx Student-led Grassroots Initiatives in the San Diego-Tijuana Border Region
Bibliographic record
Abstract
The purpose of this participatory action research study was to ignite change in higher education institutions through grassroots student-led initiatives focused on creating inclusive campus environments for Transfronterizx college students at the San Diego-Tijuana border region. A total of 15 stakeholders participated in this study, 11 Transfronterizx college students, and four faculty and higher education professional allies. The data of this participatory action research study was collected through a cyclical approach in five different phases consisting of one-on-one interviews and focus groups. The process of implementing institutional change in higher education through student-led initiatives is illustrated in the findings of this study that parallel Elliot’s ([1991]. Action Research for Educational Change. McGraw-Hill Education.) five phases of participatory action research: (a) Identifying and clarifying the general idea; (b) Reconnaissance; (c) Constructing the general plan; (d) Developing the next action steps; and (e) Implementing the next action steps. This study led to the inception of the Transfronterizx Alliance Student Organization (TASO) at San Diego State University (SDSU), a grassroots student-led movement dedicated to fostering the success of Transfronterizx college students at the San Diego-Tijuana border region. These findings are further illustrated through the thoughts, feelings and experiences that participants shared about creating institutional change in higher education.
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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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 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".