Enhancements needed for more viable electronics technologist education
Bibliographic record
Abstract
A study was conducted in 1990 of the needs and opportunities for enhancing electronics technologist education programs in Montreal, Canada. Managers in eight high-technology companies, university professors, and teachers in three colleges were interviewed. A survey of graduate technologists (90 replied) was also conducted. Further discussion with technologist educators enabled a number of critical enhancements to be identified. Some of the enhancements which were found to be most desired and needed are: (1) more and better use of computer-aided design (e.g., Orcad-Spice) and simulation study packages in college laboratories to develop a deeper understanding of system and circuit behaviors, and to undergird troubleshooting skills: (2) better interpersonal communications and team-working skills training; (3) more industrial experience, e.g. internships/co-op programs; (4) more mathematics courses to enable technologists to enter university electrical engineering programs when the opportunity occurs and to enable them better to understand industrial quality control work; and (5) reframing of electrotechnology programs to make them more attractive and more accessible to female students.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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How this classification was reachedexpand
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".