A supported college course for credit: More than just Academics
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
Presented at the <a href="https://www.cacuss.ca/about.html">CACUSS (Canadian Association of College and University Student Services)</a>, Ottawa 2017.\n\nFor over 25 years, the Centre for Students with Disabilities (CSD) and Fraser Mental Health Services have successfully offered STAC 1101, an innovative supported 3 credit academic post-secondary course designed specifically for students with mental health disabilities. The session highlighted our innovative collaborative support model, integrated academic course, and unique partnership. Through a coordinated team approach with Fraser Mental Health Services, STAC 1101 integrates principles of supported education within an academic post-secondary course. Students receive personal supports, coaching and skill building, and support for emerging issues from their mental health teams. The course instructor adopts an individualized instructional approach, creates a supportive classroom environment, and explicitly teaches study strategies that can mitigate the impacts of mental health disabilities. The supports serve to facilitate risk taking such as delivering oral presentations, to foster self-confidence, and to help students succeed in continued studies.\nThere is a critical need for programs and services that support students with mental health disabilities to succeed in their post-secondary studies. If not supported, this population, though academically able, is at greatest risk of non-completion in their first semester in post-secondary. The presentation at CACUSS and earlier presentations served to continue the dialogue and foster engagement prerequisite to the development new initiatives.
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.
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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.016 | 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