Harley's Course -Integrating teachings from western and Indigenous sciences in an undergraduate biology course
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
What is science? Whose knowledge do you value and why? Is there room for spirituality in science? These are core questions in the third-year biology course officially titled Common Ground: Learning from the Land (BIOL3201) offered at Mt Royal University (Calgary, Alberta, Canada). Commonly referred to as "Harley's Course", this course was co-developed with Piikani Knowledge Holder Harley Bastien. The purpose of the course is to expose students to comparative scientific perspectives-Indigenous perspectives based on relationships with creation and respect for the natural order of life, with western perspectives based on maximizing land productivity and management. It encourages students to challenge their beliefs about what science is, who is a scientist, what it means to 'think scientifically', how to listen and observe, and the validity of the immeasurable. The opportunity to experience relational land-based learning, and to have the flexibility and freedom to discuss and reflect on perspectives different from the dominant western perspective has a remarkable impact on the students. This paper includes lessons learned from the first three cohorts of students who participated in 'Harley's Course' and shares some of the challenges inherent in decolonizing the western post-secondary science curriculum.
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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 | 0.024 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 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