Radical Inclusivity: Crafting Community in Foundation Visual Arts Online
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 Covid-19 protocols in Canada created travel barriers for international learners and limited cohort size at the New Brunswick College of Craft and Design (NBCCD) in Fredericton, New Brunswick. In response, a fully online Foundation Visual Arts (FVA) certificate program was developed and launched in the Fall of 2021. It welcomed an international cohort of 18 students. Many of these students subsequently earned a seat in one of our diploma areas, moving to Canada to graduate from our college. “Community” is one of the core values at NBCCD; creating a sense of community was central to the development of the pilot program. Considerations of accessibility and inclusivity concerning language, time zones, neurodiversity, and technology were part of the cohort-based online pilot. These priorities support learner diversity and are directly related to the principles of Universal Design for Learning (UDL). Some tools designed to support learner diversity in the FVA online program have been adapted to hybrid use in the in-person studio classes at NBCCD. Now in its fourth year with doubled enrollment, the FVA online offers an inclusive and flexible learning opportunity for distance learners with diverse needs and preferences. It has become a proven pathway to continued study at NBCCD.
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 | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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