What should Graduating Geological Engineers Know and Be Able to Do? Redesigning Curricula on the Basis of Graduate Attributes
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
Curriculum revision is often a process of evaluating existing courses and working out slight modifications in order to satisfy external agencies and internal teaching rosters. In 2008, the Geological Engineering Curriculum Committee (GECC) at Queen's University, a team of eight faculty members, began by concept mapping what skills, knowledge and attitudes are required for geological engineering students to begin their careers. The motivation of curricular redesign was the desire to reduce the program from four options to one flexible program. Additional pressures included the loss of one faculty member and anticipated financial constraints within the university. From the original concept mapping several key diagrams of graduate attributes were created to guide the revision process. The resulting program, with revised courses, has several advantages: it is the result of a shared vision, it intentionally develops the technical knowledge, and design and professional skills from second year to fourth through a common core, it allows students flexibility in stream and technical electives, and satisfies the current CEAB Accreditation Units. In addition, by starting with the knowledge, skills and attitudes that we view as essential to practicing geological engineer we are well positioned to transition to the planned CEAB graduate attribute assessment.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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