joys and challenges of creating a non-accredited multidisciplinary design program in a traditional engineering faculty
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
In January 2021, a new academic unit (School of Engineering Design and Teaching Innovation) was created in the Faculty of Engineering for the first time in over 20 years. After identifying needs in the job market for programs with a focus on multidisciplinary skills, the academic unit’s first task was to develop a three-year nonaccredited program, titled “Bachelor’s of Multidisciplinary Design (Internship)”. Fundamentally, the program will include core technical expertise expected from an engineering faculty but will also offer flexibility for students to explore other interests. This type of flexibility and openness may seem daunting for first year students. Therefore, example learning paths were created based on current job market trends, with more learning paths in development.
 This paper focuses not only on the development of such a unique program in Canada, considering insight provided through stakeholder and focus group meetings, but also the challenges associated with submitting this program proposal through all levels of university bureaucracy, from the faculty committees through to provincial review. While there have been questions, and sometimes doubts, that such a program could be fully developed, the program is on track to pass all levels of approval and welcome its first cohort of students for the Fall 2023 term.
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 | 0.000 | 0.000 |
| 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