Sustainable Design in a Second Year Engineering Design Course
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
Engineers have a primary responsibility to help society develop sustainably. Engineering education has an obligation to integratesustainable design principles into the curriculum of all engineers. This paper describes the integration of sustainable design principlesinto a second year engineering design course taken by all engineering students at the University of Guelph. The approach requiresstudents to develop and measure their design-build-test project from three specific measures to reflect economic, societal andenvironmental dimensions of their system. Many students are able to understand the challenges associated with succeeding by all threemeasures within the same design. These students see the importance of creativity and innovation in overcoming the apparent conflicts.However, it is also evident that the efforts to date are not sufficient to deeply embed sustainable design thinking in all of the students.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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