Special Place Assignments: Connecting Ecological Concepts to Each Student’s Unique LocaleThrough Scaffolded Portfolio Assignments
Bibliographic record
Abstract
In introductory biology and ecology courses and those that build on them, a central learning objective is for students to be able to describe and explain how environmental factors interact to contribute to the ecological properties (structure) and processes (function) that are observed at multiple scales. In this poster we will introduce 'special place' assignments, novel forms of assessment, that provide biology students with scaffolded opportunities to link course topics and a physical place that has unique value for them. In our introductory biology course, we have students make repeated observations of organisms in their place, which allows them the opportunity to practice formulating evolutionary and ecological questions. In our introductory ecology course students respond to a series of questions for each topic, and in our more advanced community ecology course, students reference journal articles and formulate research questions. By anchoring concepts and ideas to a special physical place, our goal is that students more meaningfully comprehend the importance and relevance of the information they learn about. This will in turn open the door to new ecological ideas and questions that will further undergraduate student learning beyond the classroom.
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.
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 | 0.002 | 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".