Student Expectations from an Environmental Professional Society
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
Environmental engineering and science is a multidisciplinary field, and as a result, environmental engineers and scientists have traditionally been served by a broad range of professional societies. It has been recognized, however, that the discipline is a fragmented one, lacking a unified organization to meet the needs of students, faculty, and practitioners. This paper presents the results of a survey aimed at identifying the needs and expectations of students from a North American environmental professional society. The survey targeted undergraduate and graduate students whose primary academic affiliation was to a North American environmental engineering or environmental science related program. Although students can identify several positive aspects of the organizations they are currently involved with, they do not seem generally satisfied with existing student groups available to them. A large majority of survey respondents (90%) are interested in joining a North American society for environmental engineers and scientists (SSEES) and staying involved after graduation. While students expect a broad array of services from such an organization, four main ideas have been identified from the survey results: (1) networking, (2) project and “real-world ” experience, (3) targeted membership, and (4) service. Students want a nationally recognized and unifying organization that is focused solely on environmental engineering and science. They would like a professional organization to offer opportunities for participation in design or development projects and travel to real project sites to gain hands-on experience. A majority of students (75%) would like to attend a conference of all North American SSEES chapters as this is viewed as an opportunity to interact with other students, network with potential employers, and exchange with other practitioners or researchers. Finally, many students expect a North American SSEES to provide service or outreach activities where students can get involved at the local community, school, or international level. A large majority of students (90%) are also interested in remaining involved with the organization after graduation.
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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