Leading a faculty-wide peer-support programme for widening participation students
Bibliographic record
Abstract
Whilst existing research has explored the impact of a peer support role on the holistic development of mentees and mentors, very little is known about the experiences of those students who work in partnership alongside academic and service colleagues in co-creating, implementing, and delivering these programs. In this exploratory case study, the unique aspect was to use the P.O.W.E.R Reflective Framework for Students-as-Partners Practices and Processes to contextualise an undergraduate intern’s experiences of leading a project and the consequent impact it has had upon their personal and professional development. Key findings and reflections from the intern’s interview provide a deeper understanding of the peer mentor experience, highlighting aspects that are often overlooked or not readily apparent. The value of these activities for interns and how best to support their needs, motivations, and expectations are shared, as are implications for academic and service colleagues involved in promoting collaborative learning and mentoring.
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
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gpt | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | high |
| grok | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | high |
| opus | no category Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Qualitative | high |
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.029 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.003 | 0.019 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.021 | 0.005 |
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, unvalidatedLabeled directly by 3 models reading the full record.
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".