Work in Progress: Curriculum Revision and Classroom Environment Restructuring to Support Blended Project-Based Learning in First-Year General Engineering Laboratory Courses
Why this work is in the frame
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Bibliographic record
Abstract
This work-in-progress report details the restructuring of a three-quarter first-year general engineering laboratory course sequence ending in a term-long cornerstone design project. Motivated by a taskforce implemented in 2015 to improve the first-year common curriculum, this development effort affects the first two quarters of this three-quarter, first-yearprogram laboratory course sequence. Faculty representatives from all engineering departments in the college were assembled to address three goals. The first goal was the establishment of a course structure emphasizing professional skills and engineering design. Second was the creation of a database of "mini-projects" to be integrated into the new course structure. The third goal was the establishment of a blended learning environment which uses web-based lectures and assessments in conjunction with hands-on, problem-based-learning laboratory activities. Three design-focused mini-projects were piloted during the fall and winter quarters of the 2016 -2017 academic year. A professional skills-focused "micro-project" ran for the first three weeks of the fall quarter, followed by seven weeks of a design-focused "mini-project". Pilot sections in the winter quarter began with a different seven-week mini-project followed by three weeks of another professional skills-
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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 | 0.001 |
| 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