Systems Theory Framework for Embedding Lifelong Learning Holistically in Undergraduate Engineering Education
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
The new educational imperative is to empower students to manage their own learning in a variety of contexts throughout their lifetimes. This is particularly true for fields that rely on fast-changing technology, like engineering. As such, lifelong learning is gaining increased recognition. This paper describes a holistic framework for addressing lifelong learning in undergraduate engineering programs. The authors draw on existing literature to support this novel framework which consists of: 1) course design that intentionally aligns lifelong learning outcomes, teaching strategies, and assessment methods, 2) experiential learning opportunities that scaffold students’ development of lifelong learning in authentic and relevant ways, 3) instructor commitment to their own lifelong learning, and 4) conceptualization of lifelong learning as an overarching graduate attribute that can be incorporated alongside the others.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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