Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic
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 health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.
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 | 0.006 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.002 |
| 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