Social Roles in an Experiential Activity in an Undergraduate Neuroscience Course: A Case Study with Emergency Remote Teaching Considerations
Bibliographic record
Abstract
Undergraduate neuroscience students must learn how to effectively produce disciplinespecific genres. Evidence suggests research experience may help students learn to write for discipline-specific purposes; yet a need exists for more widely available methods of research experience than lab experiments. As an investigation into a more available method, this thesis presents a case study of an experiential activity used in a neuroscience writing course at one medium-sized, Canadian university. Using rhetorical genre theory, this study investigated if and how this experiential activity, which took place outside of the lab, helped students discursively construct the social role of researcher and learn how to write for disciplinary purposes. An inductive, thematic analysis of in-class observations, interviews, and open-ended questionnaire responses suggests that the research experience provided by this activity may help neuroscience students bridge the roles of student and professional researcher to effectively write for their discipline, in both physical and virtual environments.
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| 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 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".