Process for Improvement and Evaluation of the Agricultural Engineering Curriculum at the Instituto Tecnológico de Costa Rica.
Bibliographic record
Abstract
The study of Agricultural Engineering began at the Instituto Tecnológico de Costa Rica in 1976, with a university bachelor&s;s degree. The curriculum was updated in 1988, when the first undergraduate degree programme was initiated. In 1995, the curriculum was updated, and it transitioned to the curriculum that began the process of international accreditation by the Canadian Engineering Accreditation Board (CEAB) in 2007. In 2016, international accreditation was obtained for six years. To improve the curriculum, a new curriculum was created in 2016, which will be evaluated and reaccredited in 2022. Currently, there is a career study underway to propose a new design that incorporates emerging technologies and current career needs, with the graduate attributes outlined in the Washington Agreement and the United Nations (UN) Sustainable Development Goals (SDGs) as cross-cutting themes. The following is the justification for the career redesign carried out in 2007 and the rationale for the study initiated in 2021 to modernise our agricultural engineering, as well as the entry profile of students defined by the Instituto Tecnológico de Costa Rica in 2021. The basis for redesigning the undergraduate degree in agricultural engineering of the Instituto Tecnológico de Costa Rica in 2007: development and innovation of the curriculum programme. This marks the departure of the course towards international accreditation and reaccreditation, and this developed a process of rigorous analysis and evaluation that has been the foundation for the redesign initiated in 2021 and whose methodology has been successful within the institution.
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.123 | 0.088 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.003 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".