Lessons Learned: Active Engagement in a Large‐Enrollment Introductory Biochemistry Course During a Remote Quarter
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
In the spring of 2020, faculty worldwide were forced to abruptly transition in‐person courses to an online format due to the COVID‐19 pandemic. To keep students engaged in a large‐enrollment introductory biochemistry course, I employed a plethora of techniques from synchronous lectures and active learning via the Zoom platform, to the asynchronous online discussion board Piazza. I also modified the course and assessments in consideration of students’ non‐academic struggles relating to the pandemic. Student evaluations at the conclusion of the quarter indicated that they preferred synchronous lectures over asynchronous ones, flipping their pre‐course preferences. These techniques and accommodations to the remote learning environment led to an overwhelmingly positive overall experience and promoted student engagement, especially in the face of increasing worldwide social unrest during the remaining two weeks of the quarter.
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 | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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