Bibliographic record
Abstract
EDITORS NOTES 1 Deborah L. Floyd, Rivka A. Felsher, Angela M. Garcia Falconetti 1. Applied and Workforce Baccalaureate Models 5 Deborah L. Floyd, Angela M. Garcia Falconetti, Rivka A. Felsher This chapter presents models and terminology defi ning applied and workforce baccalaureates. 2. Articulation to and from the Applied Associate Degree: Challenges and Opportunities 13 Jan M. Ignash This chapter identifies the opportunities and challenges presented in articulating associate degree programs with applied and workforce baccalaureates. 3. Washington State s Model and Programs: Applied Baccalaureate Degrees at Community and Technical Colleges 25 Christy England-Siegerdt, Michelle Andreas This chapter describes the development and current status of applied baccalaureate degrees in the state of Washington. 4. The Evolution of Workforce Baccalaureate Degrees in Florida 35 Judith Bilsky, Ian Neuhard, Mary G. Locke This chapter highlights the history of workforce baccalaureate degrees in Florida, documents the growth of these programs across the state, and provides a framework for the designation of various degree types and academic requirements. 5. The Applied and Workforce Baccalaureate at South Texas College: Specialized Workforce Development Addressing Economic Development 47 Juan E. Mejia The impact of two bachelor of applied technology degrees of South Texas College on higher education access for predominately Hispanic students serves as an example of how such degrees increase participation rates for minority students. 6. The Work Experience Component of an Ontario College Baccalaureate Program 57 Marguerite M. Donohue, Michael L. Skolnik This chapter describes the results of case study research on the transfer of learning from the classroom to the cooperative education workplace and includes recommendations for curriculum changes to improve the transfer of learning. 7. Why Applied Baccalaureates Appeal to Working Adults: From National Results to Promising Practices 73 Debra Bragg, Collin Ruud This chapter presents lessons learned from a national study of adult learner enrollment in applied baccalaureate programs. 8. Institutional Challenges of Applied and Workforce Baccalaureate Programs 87 Richard L. Wagoner, Carlos Ayon This chapter presents some of the challenges to the mission of the community college that critics of the applied and workforce baccalaureates assert. 9. Graduate Education Issues and Challenges: Community College Applied and Workforce Baccalaureates 95 Deborah L. Floyd, Rivka A. Felsher, Linda Catullo This chapter discusses the articulation of community college applied and workforce baccalaureates to graduate education. INDEX 103
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How this classification was reachedexpand
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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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; both teacher heads agree on what is shown here.
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".