Online Inclusivity-the new normal or a passing trend
Bibliographic record
Abstract
A Central Washington University student majoring in Accessibility studies along with Dr. Naomi Petersen introduced the ASP Club Initiative. The ASP Club for Accessibility minor and certificate students at CWU will be finalized in Spring Quarter 2020. This project’s objective is to support students with the planning of internships for service-learning, social online interaction to reduce feelings of isolation for online students, increase involvement and inclusivity for all students to be involved, social collaboration among students, and capstone project enhancement. Resources related to their coursework, community volunteer opportunities, and leadership positions will also be created for ASP club officers and members. The ASP Club will promote and increase the awareness of the Accessibilities program at CWU, ADA, accommodations for students at CWU, and awareness of PWD and our community’s plan of inclusion for all. Planning stage 1 of recruitment, CWU club policy and procedure, recruitment and content creation occurred during Winter Quarter 2020. Preparation stage 2 of recruitment, completion of club forms and policy packet, officer induction, and media/canvas set up will occur during Spring 2020. Implementation stage 3 of rollout, engagement, officer training, support of Summer Certificate students, and preparation for Fall 2020 field trip will occur during Summer 2020. This project will include research on the change from class room instruction to online instruction and the restructure of our campus clubs and events to online formats and the impact on our future. COVID-19 has opened the door to more online social interactions and the positive occurrence of inclusivity for all individuals including people with disabilities. Can we continue this trend of inclusivity for all or will it return to the days prior to COVID-19 where individuals were excluded from certain activities? College of Education & Professional Studies Presentation Award Winner.
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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 | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.013 | 0.024 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.043 | 0.008 |
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".