Survey of approaches for including the impact of technology on society in canadian engineering undergraduate curricula
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
Increasingly, engineering educators are called on to include the technology-society interface in undergraduate engineeringeducation, but little consensus exists on precisely how to present or treat technology and society in the classroom. However, it isgenerally recognized that the topic should be taught from a multidisciplinary or interdisciplinary perspective and integrated into theengineering curriculum. Within Canada, engineering programs are required to complement technical content with severalcomplementary studies topics, including impact of technology on society. Canadian engineering programs have generally required asingle, stand-alone course on each complementary study topic. Recent changes to the accreditation requirements seem to indicatean increased emphasis on the technology-society interface as well as the need to integrate the topic across the curriculum. Wecharacterize current approaches for fulfilling the impact of technology on society requirement and discuss the disciplinaryperspectives used by Canadian universities. Our findings indicate that many are still meeting the requirement solely with a stand-alone course. However, several have made progress toward more fully integrating impact of technology on society into thecurriculum.
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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 | 0.001 |
| 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