A Liberal Education Certified: A Panel on Integrating Liberal Education in a Large, Research-based Institution
Notice bibliographique
Résumé
Abstract A Liberal Education Certified: A panel on integrating liberal education in a large, research-based institution Engineering programs that provide opportunities for interdisciplinary collaboration, hands-on learning, and creativity are seen to help develop professionals more aware of their world and invested in its improvement. This liberal education can be achieved in multiple ways, through project-based learning, design-focused curricula, and exposure to non-technical disciplines, including the humanities and social sciences (HSS). Programs that successfully incorporate these approaches are often found within smaller, teaching-focused colleges, which can focus resources on creating these opportunities. Notably, Rose-Hulman, Harvey Mudd and Olin College, ranked top three for undergraduate engineering education in the 2015 US News and World’s university rankings, have mission statements articulating a student-focused experiential approach to engineering learning, while boasting enrollments of at most 2,200, and a single college focus: engineering and technology. Achieving this type of holistic education is more challenging for larger multidisciplinary research institutions. The University of Toronto (Uoft) for example, has a student population of over 84,000 spread across three campuses and seventeen different degree granting Faculties (the equivalent of Colleges within the American system). Its Faculty of Applied Science and Engineering (FASE) has an enrollment of close to 5500 undergraduate and 2100 graduate students spread across a further eight departments. The size and complexity of UofT’s administrative model makes a centralized change in teaching philosophy challenging to implement across programs, and without embedded and integrated HSS offerings, students often look to outside Faculties for their complementary studies requirements. In this situation, students face multiple challenges: administratively, they compete with their HSS colleagues for spots in popular courses; culturally, they must adapt to new pedagogical approaches and classroom norms; and practically, they are forced to juggle the hefty demands of an engineering workload with the expectations of an HSS classroom. This panel discusses the small-scale approach developed at UofT to circumvent many of these challenges while ensuring that our students are provided with meaningful opportunities in the liberal arts. Seven years ago UofT’s Engineering Communication Program (ECP) introduced a suite of HSS electives to provide students with an alternative path to a liberal education. Led by faculty members from ECP in their area of specialization, these courses expose students to a new discipline using familiar approaches and content. Today, we offer six such electives--Representing Science on Stage, Science and Technology in the Popular Media, Language and Power, Engineering and Science in the Arts, Language and Meaning, and The Power of Story--as well as the opportunity to earn a Certificate in Communication. Awarded to students who complete three of these courses, the Certificate reflects the FASE’s success in promoting and rewarding student engagement in educational opportunities outside the core curriculum. In this panel of the Associate Professors, Teaching Stream, and Lecturers who teach these courses, we explain our context at a top-flight research university, before discussing our courses and assessing their success in providing a liberal education for our students. A discussion period will allow us to share insights into how our approach could be adapted to programs that share characteristics of our institution. *Note that this abstract is for a panel, and as per LEES guidelines identifying information has not been redacted.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,076 | 0,058 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,003 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,016 | 0,010 |
| Communication savante | 0,017 | 0,010 |
| Science ouverte | 0,008 | 0,034 |
| Intégrité de la recherche | 0,043 | 0,029 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,033 | 0,014 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».