ENHANCING THE ENGINEERING CURRICULUM THROUGH HOLISTIC ENGINEERING
Bibliographic record
Abstract
The idea of a holistic approach to engineering design and education has been envisioned as a means to meet the perceived and emerging needs for innovation in the 21st century. Many engineering educators, practicing engineers and engineering students have already recognized the gaps and areas of potential improvements in the knowledge acquisition process implemented in current engineering degree programs when compared to current societal and technological issues and developments. We have explored opportunities to integrate practical communication and professional engineering experience through topics such as:sustainability, globalization, public policy, innovative design, health and safety, and ethical implications of emerging technologies into the current engineering curriculum. To achieve this, an experimental course was designed focusing on the aforementioned topics. Using real-life case studies to combine these themes, the course allows for group problem-solving exercises that would enhance the collaborative experience for students, and increase the appreciation for the profession of engineering. The results of the effectiveness of the holistic approach and case-based learning are discussed and respective recommendations are being made upon thefindings. This paper also provides insight as to how educators can incorporate these themes into the preexisting classes at university or into a stand alone course.
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.
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 | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".