Bibliographic record
Abstract
This paper describes the professionally oriented Masters of Education degree program at Simon Fraser University, British Columbia (BC), Canada, a program that provides graduate education to cohorts of nontraditional adult learners using the idea of transformational learning. For the past several years, Simon Fraser University has offered a model M. Ed. Degree program to groups of students based in several BC communities far removed from the home campus. The approach is unique because it is a cohort model, open to nontraditional students who don't always fulfill the normal graduate entrance requirements. The program fosters a transformative leadership emphasis so as to enhance participants' self-perceptions as active learners and leaders of change in the organizations and institutions in which they work. All of the students in the local cohort groups are education professionals with at least 5 years experience as educators. The program itself consists of a 2-year (six semester) series of courses taught (usually on alternate weekends) in students' home areas followed by a comprehensive examination. The middle of each program is a 6-week summer residential session where students from the various cohort groups mix in a variety of courses held at the Simon Fraser home campus. The courses are those one would normally expect in an education graduate program, but the concluding graduate seminar and the form of the comprehensive examination distinguish this program from others. The graduate seminar promoted the idea that a deeper understanding of adult educator's professional development can be based around self-directed learning, critical reflection, and transformational learning. The comprehensive examination, written over 2 weeks at the end of all coursework, is a structured opportunity for students to choose one aspect of their studies and explores it in greater depth and from a variety of perspectives. The approach taken in this program is congruent with educational practices identified as most effective for adult learners by a study by the Council for Adult and Experiential Learning (1999). (Contains 49 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Extending Graduate Education to Non-traditional Learners Tom Nesbit Simon Fraser University Centre for Credit & Integrated Studies Simon Fraser University 515 West Hastings St. Vancouver, BC V6B 5K3 Canada Phone: (604) 291-4177 Fax: (604) 291-3851 Email: tnesbit@sfu.ca 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Olfice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.045 | 0.019 |
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".