Engineering and Social Justice through an Accreditation Lens: Expectations and Learning Opportunities for Ethics and Equity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The inclusion of Ethics and Equity as one of the twelve essential attributes mandated for accredited engineering programs in Canada represents a unique opportunity for engineering educators. Never before has the term equity been included in criteria for accreditation. To apply professional equity in the practice of engineering requires our students to learn about world affairs and diverse ways of life, about historical and sociological frameworks for exploring their own global frames of reference, and those of others, about current and historical examples of engineering approaches to making our world more equitable, and about how all of this can be used to integrate equity into their practice of engineering. Three settings in which we can provide our students with opportunities to learn about these concepts include humanities courses, an engineering equity core course, and immersion throughout coursework in engineering core courses. Ideally, a combination of the three should be implemented.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| 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 | 0.001 |
| 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 it