Welcome to America! How can athletic departments better assist international student-athletes with their transition into the American university setting?
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
The current study examined how athletic stakeholders (e.g., coaches and support staff) at a NCAA Division I mid-major university attempt to assist international student-athletes (ISAs) with their transition into the American university setting. Semi-structured interviews with 10 athletic administrators and coaches discussed common transition issues ISAs typically encounter (e.g., cultural changes, dietary/nutritional adjustments, financial misunderstandings, homesickness, etc.), as well as resources (e.g., consistent on-boarding checklists) and a training (e.g., cultural competency training) that should be provided to practitioners that assist/coach ISAs. Additionally, programmatic offerings that might provide support systems and improve the student-athlete experience for ISAs were discussed. Our findings highlight the considerations that athletic administrators and coaches should know when attempting to support ISAs during the beginning stages of their transition to America. Due to the growing number of ISAs competing in college sport, understanding how best to support this population is crucial for athletic departments that are hoping to attract and retain ISAs.
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 | 0.001 | 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 | 0.002 | 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