Benefits of providing supports for non-traditional students to access and complete post-secondary education
Bibliographic record
Abstract
This study explored the benefits of providing supports to non-traditional students in accessing and completing post-secondary education. It focused on one access program, the Winnipeg Education Centre - Social Work Program (WEC-SWP). The purpose of this study was to gain insight into the following questions: (1) What supports at the WEC-SWP assisted non-traditional students in accessing and completing post-secondary education? (2) What benefits did these students acquire by completing a post-secondary degree? Identify personal, professional, economic, community, and society benefits. In addition, the research explored the barriers non-traditional students faced in accessing and participating in post-secondary education. The findings of the study indicated that the research participants faced barriers which prevented them from advancing their education. They required the three supports offered by WEC-SWP: financial, academic, and personal counselling to access and graduate with a degree in Social Work. Aftergraduation, the participants benefited personally by developing self-confidence, self-esteem, respect, pride, and a healthy, holistic lifestyle. Professionally, they have access to careers rather than jobs which allows freedom, independence, creativity, and satisfaction. A degree provided a full time position and an adequate income to sustain a comfortable lifestyle. These participants are positive role models and change agents within their communities. (Abstract shortened by UMI.)
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".