Bibliographic record
Abstract
WelcomeDear Friends, I'm very glad to be writing again and filling you in on our doings here in the English Department.The past year was full of activities focused on assessment of our programs in the University for the usual 10-year accreditation procedure.This meant that we in the English Department had to do the same.But it wasn't easy since current assessment methods are not always compatible with the way we know what we do in our classrooms is working.But we stood up to the job and came up with reasonable and effective ways of assessing our programs that will show clearly and honestly the ways our students and we are being successful in teaching and learning.We are very happy to say-even in these very troubling and uncertain times nationally, regionally, and locally-that the state of English studies, as formed by our various interests and concentrations, including Digital Technology and Culture, is strong and healthy.In Pullman alone, we continue to have more than 220 English majors and more than 90 DTC majors; combined with our majors in Vancouver and Tri-Cities, we are approaching strong numbers of more than 285 English majors and more than 200 DTC majors.This is good, even remarkable, growth and development in our undergraduate program.Our graduate program also remains strong and stable.This year's incoming class remains within the intelligent limits of new students, between 15 and 17 yearly, given the size of our faculty and resources.We are in close touch with the job market for our students and know of the difficulties we and others have in placing students in jobs within a reasonable time beyond completion of their programs.So, keeping our admissions to the levels of recent years is a sane way of proceeding, at least for now.While we had the chance, we again ran a number of searches last year and all were successful.In Pullman, we hired tenure-track assistant professors in three areas: Kirk McAuley in18th century trans-Atlantic and global literatures; Crag Hill in English education/Young Adult literature, and Chris Arigo in creative writing, poetry.With these three new colleagues also came two additional colleagues as partner accommodations in the new clinical faculty ranks.Both Jacqueline Lyons, in creative and professional writing, and Linda Russo, in creative writing and humanities and professional writing, join us as Clinical Assistant Professors.We have been very fortunate in the hiring scene-getting all highly qualified, experienced teachers and researchers to Pullman-and you can read more about them in other places in this newsletter.Even in the face of sure budget cuts, we'll keep doing what we do with dedication and energy.But these times call for help and support from everybody, so even though I most surely thank you for your past support, I am as surely calling for your present and future support.It's with your help that students and faculty alike can continue to encourage some of the best thinking in the humanities and liberal arts universities like ours have to offer.So, please offer your support and keep in touch.Our best to all of you.
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.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.003 |
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".