Engineers Without Borders In-Canada Engineering Educational Programming – Case Study of Two Projects
Bibliographic record
Abstract
The 21st century brings a number of opportunities and challenges that require the innovative capacity of the engineering profession. Many of these challenges and opportunities are shaped by globalization, which has impacts on how the engineering profession is educated and ultimately practices. Engineers Without Borders Canada (EWB) has recently completed the development of two projects that enable engineering students to develop skills for engineering practice in a globalized world These projects are based on ‘complementary learning outcomes’-areas that complement CEAB outcomes while providing a 21st century perspective.The first project is a final year technical elective focused on enabling electrical engineering students to combine the skills they have learned in other courses with complementary 21st included the application of systems thinking to engineering problems, sustainability and its relation to electrical engineering, and globalization and its impacts on engineering practice. The outcome of this course is to expand their ability to practice in a globalized world. EWB’s second program is a certificate that is aimed at recognizing students who develop 21st century skills throughout their education through curricular and co-curricular engagement. For curricular measurement, the certificate offers a framework to determine which courses enable the development of 21st century skills. The co-curricular component applies best practices for leadership evaluation from a number of institutions worldwide to effectively measure a student’s leadership experiences. The certificate both serves to encourage students to explore unique educational and leadership opportunities while also to recognize students who have invested their time in developing 21st century skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.013 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".