Age relations in student, staff, and faculty partnerships
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
Population aging and the promotion of lifelong learning in higher education are changing student demographics. The result is more older learners in post-secondary classrooms and extracurricular programming. To better understand age diversity in extracurricular programming, this study examined age-relations in the Student as Partners [SaP] movement in higher education. From a partnered approach aligned with SaP principles, we used a critical grounded theory methodology to propose a substantive theory of age relations in student, staff, and faculty partnerships. Our findings focus on the core category: from age silos to embracing age diversity. We examine participants’ assumptions about age and treatment of age as a social taboo and outline how the organization of age in academic institutions contributed to participants’ perceptions that greater age and higher stage means more experience. To overcome age differences, partners developed professional intergenerational relationships and fostered age diverse environments. We discuss these findings in relation to intergenerational education and how learning from and with people of diverse ages is important for addressing ageism and creating inclusive age-diverse educational environments.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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