Revisioning and reinvigorating a hydrogeology distinguished lecture tour through learner-engaged workshops
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
Abstract As geoscience and water related enrollment and degrees continue to decline, new methods are needed to recruit and engage students in these interesting and challenging interdisciplinary fields. An existing water-themed distinguished lecture tour was reinvented and reinvigorated to include a workshop to (1) promote interdisciplinary collaboration and (2) increase student engagement in earth sciences. The Geological Society of America has dedicated foundation support for a domestic and international lecture tour to promote the scientific discipline of hydrogeology. In addition to the lecture tour with a standard presentation and meetings with faculty, staff, and students, a half-day, interactive field demonstration of the inventory and assessment techniques for springs ecosystems was conducted at a spring near the lecture site. Local faculty hosts were encouraged to engage students in the planning and implementation of the demonstration workshop. The students were provided additional training to enter the interdisciplinary ecosystem data into a cloud-sourced database and to be actively engaged in producing a publication related to the springs ecosystems inventories and assessments. Of the participants of the demonstration workshops, students at eight of the host institutions became co-authors of the resulting manuscript. With the significant investment of time, resources, and logistics to implement a lecture tour, an additional interactive, hands-on, demonstration workshop is a cost-effective way to increase student engagement and provide interdisciplinary collaboration.
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 | 0.001 |
| 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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