Equity, Diversity, and Inclusion Strategies in Engineering and Computer Science
Bibliographic record
Abstract
This article aims to delve into the Equity, Diversity and Inclusivity (EDI) issues prevalent in the engineering disciplines in Canada and Spain, shedding light on the common obstacles faced by underrepresented individuals and highlighting potential strategies to foster a more inclusive and diverse engineering community in these nations. Two strategic lines have been identified: (a) facilitating university education access to underrepresented and minority groups, and (b) Accompanying and guiding such students during university training, setting them up for successful future careers. The article also shows the sets of strategies employed in Canada and Spain, clearly distinguishing the approach taken in the two countries. While in Canada, there is a more decentralized approach wherein the universities device their strategies and agenda to address EDI issues, in Spain there is a stronger and direct involvement of the government to ensure a comprehensive, system-wide approach to tackling EDI issues in academia.
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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 | 0.003 | 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 | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.132 |
| 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".