Giving life to teaching introductory electromagnetics: a three-year assessment plan
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
Electromagnetics is a part of every electrical engineering curriculum and is typically taught in the second or the third year of the undergraduate program. At McGill University, this subject is offered every semester. A three-year investigation is planned. Its main objective is the improvement and evaluation of teaching electromagnetics. By adapting a three-pronged approach to assess and solve this problem, we intend: a) to employ concept mapping to situate the course within the rest of the curriculum; b) to use the advantages of technology to increase student interactivity; c) to introduce small group collaborative projects. We present how we plan to evaluate the impact of these strategies on student learning and student satisfaction. Initial results for the first semester of the plan are presented. The percentage of correct answers for each question helps us identify the introductory electromagnetics concepts which appear to be more difficult for students to conquer. Consequently, greater attention will be paid to these concepts within the subsequent improvement plan.
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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 | 0.001 |
| 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