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
Career development is an important area of growth for post-secondary students, including engineering students who are learning about who they are and what they want in their careers. Career development support may be particularly useful for students in less known areas of engineering, such as biosystems engineering, who may benefit from support in understanding their career possibilities and learning to articulate their skills to employers. This longitudinal study is purposed to investigate the impact of the integration of career development supports in an undergraduate biosystems engineering program on students' vocational identity development in order to improve career education and engineering education. The study will take place over four-years, with one cohort of students followed through the three-year biosystems program at the University of Manitoba, in Canada, and into their first year as alumni. This Work-in-Progress paper focuses on Phase 1 of this project: the career supports integrated into a first year required design course. Little research has been conducted on the topic of career interventions in engineering programs. This study proposes to fill this gap through qualitative analysis of participants' coursework and interviews.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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