Bibliographic record
Abstract
The author proposes locating the cultivation of academic integrity squarely within the undergraduate curriculum through an institutional pedagogy of inquiry. Connections are drawn between inquiry-based learning, the notion of a virtue-based practice, and the German educational ideal of Bildung. It is suggested that through immersion in inquiry-based learning, personally rewarding educational gains come into reach for students as they observe and develop the virtues guiding the practice of inquiry. In a context in which students value how they are enriched and changed through their learning experiences and come to adopt the virtues shared by the community of inquiry, dishonest behaviour is less likely as it would be counterproductive to the educational experience they value. Furthermore, when students’ scholarly inquiries are connected to the needs and challenges of the world, such pursuits may cultivate integrity in the more expansive sense of students recognising and enacting their responsibility towards their social and ecological surroundings.
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 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 | 0.013 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.029 |
| Scholarly communication | 0.012 | 0.010 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".