Examining the research assistant role in a college setting
Bibliographic record
Abstract
Examining the research assistant role in a college setting Experiential learning in the post-secondary setting is increasingly being emphasized as an important opportunity for students. One example of this type of learning is working as a research assistant on an applied research study. (Abord-Babin, 2017) The applied research model used at many Canadian colleges includes collaboration with a community or industry partner and the hiring of students as research assistants. (Luke, 2013) This session will report on a qualitative study done to examine the role of the research assistant position as learning experience for college students. This study examined how the research assistant role in an applied research project is experienced by students and faculty as both a learning experience and a teaching tool. Individual interviews with faculty and research assistants were done to gain a deeper understanding of their experiences working on research projects together. The findings include best practice examples and contribute to possible areas of improvement for this experience for both students and faculty. This session will focus on both the findings of the study, which will be of interest to both faculty working with student research assistants and students engaged in these roles, as well as, the qualitative research process of conducting interviews with faculty and students.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.014 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".