Student Perceptions of Learning and Professional Development through Participation in a Quarter-Scale Tractor Design Competition
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
This article reports on a descriptive study of student and alumni perceptions of what they learn through participation in the ASABE Quarter-Scale Tractor Design Competition (2010). The Illini Pullers in the Department of Agricultural and Biological Engineering at the University of Illinois at Urbana-Champaign have been engaged in this tractor design competition since 2001. In this study the researchers used surveys and interview protocols to elicit students' reflections and perspectives on their learning experiences in the Illini Pullers. Results indicate that the skills, knowledge, and attitudes that participants report developing through this organization and competition are consistent with desired outcomes of undergraduate education specified by ABET and other higher-education agencies. Data from surveys of alumni of this organization provide insights into the perceived longer-term impact of their experiences on their professional lives. Implications for those who desire to understand, motivate, and enhance such co-curricular endeavors are considered.
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 | 0.000 | 0.000 |
| 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 | 0.000 |
| 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