Bibliographic record
Abstract
1787 and It’s Complicated! More than 150 facilitators guided incoming first year students through It’s Complicated using the Eight Key Questions during 1787 August Orientation. What would you do if you found a quarter on the ground? How about if, leaving the library late one night, you find three hundred dollars on the ground and you see no one around? JMU faculty, staff, and other volunteer facilitators seemed genuinely surprised that many students would not even touch the quarter and some would just pocket the three hundred dollars. However, facilitators expressed an equal amount enjoyment when describing how thoroughly, thoughtfully, and maturely It’s Complicated participants discussed the knotty “Overdose” problem. After raising ethical questions, they had to decide, as a group, whether a university’s Student Government should accept a large donation of Narcan – an opioid overdose reversal medication. With the overarching goal of preparing students to pause and ask more questions, this year’s new Overdose Scenario left many facilitators inspired by the cognitive effort of incoming JMU Dukes. Students successfully completed Orientation informed of the Eight Key Question strategy and how it can be applied to a wide range of difficult decisions. Seven workshops, led by Lori Pyle, Christian Early, and Katrina Libera, helped prepare facilitators for the campus-wide endeavor while JMU FROGs (First yeaR Orientation Guides) and many Resident Advisors played a key role in animating and rousing tired-but-interested students. Mollie Zenz, Student Affairs Fellow, offered an It’s Complicated experience for the first time for transfer students, a group we are excited to reach with ethical reasoning foundational knowledge. The Overdose thought experiment will be used for the next two years. During that period perhaps ethical reasoning can help inform actions that address the opioid overdose epidemic. We would also like to express our gratitude for our hard-working colleagues and partners in Orientation who create the time and space to help make students’ first “classroom experience” memorable and meaningful.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.149 | 0.052 |
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".