Linking Academic Courses with Practical Hands-on Experience for Civil, Environmental and Geological Engineering Students
Bibliographic record
Abstract
Civil, environmental and geological engineering students are often disconnected from hands-on activities related to their area of study for the first several years of their degree due to a focus on theory and fundamentals. This can lead to a failure to connect concepts between academic courses as well as high rates of transfer to other programs. This paper will present the implementation of a 2-day ‘design days’ event where civil, environmental and geological engineering students work in an open setting with a realistic problem they may encounter in future co-op jobs or upon graduation. Preliminary results of student feedback from the most recent design days showed students felt they were able to explore creative solutions to the design problem and have a better understanding of what is involved in an open design process While there was limited reporting of increased motivation in their current courses, they did report that the design days increased the likelihood that they would approach a professor or TA outside of class time or office hours. Overall, every students said they would participate in another similar event, including 46% stating strongly they would participate again.
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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 | 0.007 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.042 | 0.012 |
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".