A NOVEL FACULTY-WIDE APPROACH TO TEACHING SECOND YEAR ENGINEERING DESIGN AND PROFESSIONAL PRACTICE
Bibliographic record
Abstract
In the 2011-2012 academic year Queen’s University introduced a new second year faculty-wide design course as part of its initiative to create a four year Engineering Design and Practice Sequence (EDPS) in all engineering programs. This paper discusses the structure, delivery, results, and feedback on the first offering of the second year EPDS course. Based on learning objectives developed by a faculty-wide curriculum committee, the one-term course was designed with a novel hybrid delivery process. The structure incorporates common instructional material and integrated projects across all departments during the first half of the course, and continues with discipline-oriented projects to enhance and reinforce the overall learning objectives through the latter half. Over 600 second year students from the Faculty of Engineering and Applied Science were enrolled, and more than a dozen instructors and 34 teaching assistants were involved in the course delivery over both academic terms. Details of the course structure, examples of instructional material and projects, and feedback from all representative parties are discussed.
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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 | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.016 | 0.004 |
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".