Bibliographic record
Abstract
Retention of engineering students continues to be a major challenge affecting engineering Schools across the nation and unsuccessful experiences in freshmen engineering and science courses are some of the driving factors contributing to this problem.This paper presents details of a reformed freshmen course offered in the mechanical engineering (ME) program at Washington State University-Vancouver (WSU-V).It is a semester long two-credit course with a primary purpose of giving the students an opportunity to explore the mechanical engineering discipline topics that they are going to learn in their four-year study.This course has been offered for the past ten years with various teaching approaches.It is mostly a project-based course combined with lectures across the mechanical engineering topics, such as force/stress analysis, material properties, motion, fluids, etc.In the first few offerings, ME faculty members were invited as guest speakers to present their areas of research to the students.Based on their availability, mechanical engineers from local industry were invited as guest speakers to talk to the students about "a day in an engineer's life."These approaches have had various outcomes and instructors have varied methods to meet the needs of students.In the new approach, in addition to covering the engineering fundamentals and problem solving, the students are engaged in two group projects enhancing their creativity and hands-on skills.One is a term project, similar to the ones assigned in previous years.The additional project proposed at the freshman level was on reverse engineering.The paper provides details of how the course was organized, topics presented in the course, and the types of projects assigned to the students.Results on the student learning outcomes and experience throughout the course conclude the paper.
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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".