Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Abstract Capstone design was the topic of the 2022 survey by AIChE's Education Division's Curriculum Survey Committee. Sixty responses have been received so far and preliminary results are reported here. Data collection will resume after the AIChE Annual Meeting. Institutions are more likely to have a two- or three-course capstone design series than a single capstone course (68% to 27%) with a mean of 5.4 credit hours. More institutions have design projects throughout the curriculum (40%) than have design courses throughout the program (20%). The course or courses in the capstone design are primarily offered only once a year (78%) with a slight edge to the spring semester/winter quarter (50%) over the fall semester/quarter (42%). Most institutions (78%) include instruction in software or programming as part of the course(s). The culminating design project is most often a theoretical design (68%) as opposed to one based on experiments (3%) or resulting in a prototype (7%), and most institutions do not use the AIChE Design Competition problems (70%). Professional skills are mainly lightly covered with the exception of professional communication being covered in depth at 58% of institutions. At most institutions, capstone design is used to assess the extent of ABET outcome achievement for all seven outcomes except #6 (develop and conduct appropriate experimentation…). Students typically complete only one culminating major design (67%) in a team of 4.0 (mean) students. The mean of unique projects completed by the cohort is 8.6. Students receive formal feedback on their progress weekly at 50% of the institutions and every other week at 23% of institutions. The mode for weekly student time spent on projects is 6 – 10 hours per week, 62% of institutions. The mean size of a faculty team teaching capstone design is 2.8 faculty. Fifty-eight percent of the instructors have at least three years of industrial experience, and instructors are split evenly between teaching-track and tenure-track. At least one capstone design instructor is a licensed professional engineer at 43% of the responding institutions. The faculty collaborate with industry at 63% of responding institutions. The conference paper and presentation will include many other details such as how teams are created, deliverables, software used, project topics, and the role of industrial collaborators. Student contact hours both inside and outside the classroom will be described. Comparisons will be made to earlier surveys.
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.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 découle